1 Problem-oriented visualisation of multi-dimensional data sets
科技文献中英文对照翻译
Sensing Human Activity:GPS Tracking感应人类活动:GPS跟踪Stefan van der Spek1,*,Jeroen van Schaick1,Peter de Bois1,2and Remco de Haan1Abstract:The enhancement of GPS technology enables the use of GPS devices not only as navigation and orientation tools,but also as instruments used to capture travelled routes:assensors that measure activity on a city scale or the regional scale.TU Delft developed aprocess and database architecture for collecting data on pedestrian movement in threeEuropean city centres,Norwich,Rouen and Koblenz,and in another experiment forcollecting activity data of13families in Almere(The Netherlands)for one week.Thequestion posed in this paper is:what is the value of GPS as‘sensor technology’measuringactivities of people?The conclusion is that GPS offers a widely useable instrument tocollect invaluable spatial-temporal data on different scales and in different settings addingnew layers of knowledge to urban studies,but the use of GPS-technology and deploymentof GPS-devices still offers significant challenges for future research.摘要：增强GPS技术支持使用GPS设备不仅作为导航和定位工具,但也为仪器用来捕捉旅行路线:作为传感器,测量活动在一个城市或区域范围内规模。
The Art of Effective Problem-Solving
The Art of Effective Problem-SolvingProblem-solving is an essential skill that can be applied in every aspect of life. Whether it is in personal relationships, academics, or the workplace, effective problem-solving skills can help individuals to overcome challenges and achieve their goals. The art of effective problem-solving involves a systematic approach that enables individuals to identify the root cause of a problem,evaluate possible solutions, and implement the best course of action. In this essay, I will explore the key elements of effective problem-solving and thebenefits of developing this skill. One of the critical elements of effective problem-solving is identifying the root cause of the problem. Many people tend to focus on the symptoms of the problem rather than the underlying cause. This approach often leads to temporary solutions that do not address the actual problem. Therefore, it is essential to take the time to understand the root cause of the problem before attempting to solve it. This involves asking questions, gathering information, and analyzing data to determine the underlying cause of the problem. Another critical element of effective problem-solving is evaluating possible solutions. Once the root cause of the problem has been identified, it is essential to evaluate possible solutions. This involves brainstorming ideas, considering the pros and cons of each solution, and selecting the best course of action. It is important to consider the feasibility of each solution, the resources required,and the potential risks and benefits of each option. Implementing the best course of action is also a crucial element of effective problem-solving. Once a solution has been selected, it is important to develop an action plan and implement it.This involves assigning responsibilities, setting timelines, and monitoring progress to ensure that the solution is effective. It is also important to be flexible and make adjustments as necessary to ensure that the solution is successful. Developing effective problem-solving skills can have numerous benefits. For individuals, it can lead to increased confidence, improved decision-making abilities, and better communication skills. In the workplace, effective problem-solving skills can lead to increased productivity, improved teamwork, and better customer service. Additionally, effective problem-solving skills can help individuals to overcome challenges and achieve their goals, leading to a morefulfilling and satisfying life. In conclusion, the art of effective problem-solving is a critical skill that can be applied in every aspect of life. It involves identifying the root cause of a problem, evaluating possible solutions, and implementing the best course of action. Developing effective problem-solving skills can lead to numerous benefits, including increased confidence, improved decision-making abilities, and better communication skills. Therefore, it is essential to invest time and effort in developing this skill to overcome challenges and achieve one's goals.。
复杂的问题 英语作文
复杂的问题英语作文Title: Addressing Complex Issues: A Comprehensive Approach。
In today's interconnected world, complex problems abound, requiring nuanced solutions that often elude simplistic analysis. From climate change to socioeconomic disparities, these multifaceted challenges demand comprehensive approaches that integrate diverse perspectives and expertise. In this essay, we delve into the intricacies of addressing complex issues and explore the significance of holistic strategies in finding sustainable solutions.At the heart of tackling complex problems lies the recognition that they are rarely isolated phenomena but rather manifestations of intricate systems. Take climate change, for instance. It's not merely an environmental issue but a nexus of economic, social, and political factors. Therefore, addressing it requires amultidisciplinary approach that considers not only reducing carbon emissions but also promoting renewable energy sources, implementing sustainable practices, and addressing social justice concerns.Moreover, complex issues often exhibit feedback loops and nonlinear dynamics, making them inherently unpredictable. This complexity necessitates a dynamic and adaptive approach, one that acknowledges the uncertainty inherent in complex systems. Rather than seeking definitive solutions, we must embrace iterative processes that allow for continuous learning and adjustment. By fostering resilience and flexibility, we can better navigate the uncertainties of complex problems and adapt our strategies accordingly.Furthermore, effective solutions to complex issues require collaboration across diverse stakeholders. Recognizing that no single entity possesses all the knowledge or resources needed to solve such problems, partnerships and coalitions become essential. Whether it's governments, NGOs, businesses, or communities, eachstakeholder brings unique perspectives, expertise, and resources to the table. By fostering inclusive decision-making processes that value diverse viewpoints, we can harness collective intelligence and mobilize resources more effectively.Another critical aspect of addressing complex issues is the importance of long-term thinking and sustainability. Too often, short-term gains come at the expense of long-term viability, perpetuating cycles of crisis and intervention. Sustainable solutions prioritize the well-being of both current and future generations, balancing economic prosperity with social equity and environmental stewardship. By adopting a holistic perspective that considers the interplay between economic, social, and environmental factors, we can build resilient systems that withstand the test of time.Additionally, effective communication plays a vitalrole in addressing complex issues. Given the inherent complexity of these problems, conveying information in a clear, accessible manner is essential for fostering publicunderstanding and engagement. By leveraging diverse communication channels and tailoring messages to different audiences, we can bridge divides, build consensus, and mobilize collective action.In conclusion, addressing complex issues requires a multifaceted approach that integrates diverse perspectives, embraces uncertainty, fosters collaboration, prioritizes sustainability, and emphasizes effective communication. By adopting such a holistic approach, we can navigate the complexities of the modern world and pave the way for a more equitable, resilient, and sustainable future.。
Insight Problem Solving A Critical Examination of the Possibility
The Journal of Problem Solving • volume 5, no. 1 (Fall 2012)56Insight Problem Solving: A Critical Examination of the Possibilityof Formal TheoryWilliam H. Batchelder 1 and Gregory E. Alexander 1AbstractThis paper provides a critical examination of the current state and future possibility of formal cognitive theory for insight problem solving and its associated “aha!” experience. Insight problems are contrasted with move problems, which have been formally defined and studied extensively by cognitive psychologists since the pioneering work of Alan Newell and Herbert Simon. To facilitate our discussion, a number of classical brainteasers are presented along with their solutions and some conclusions derived from observing the behavior of many students trying to solve them. Some of these problems are interesting in their own right, and many of them have not been discussed before in the psychologi-cal literature. The main purpose of presenting the brainteasers is to assist in discussing the status of formal cognitive theory for insight problem solving, which is argued to be considerably weaker than that found in other areas of higher cognition such as human memory, decision-making, categorization, and perception. We discuss theoretical barri-ers that have plagued the development of successful formal theory for insight problem solving. A few suggestions are made that might serve to advance the field.Keywords Insight problems, move problems, modularity, problem representation1 Department of Cognitive Sciences, University of California Irvine/10.7771/1932-6246.1143Insight Problem Solving: The Possibility of Formal Theory 57• volume 5, no. 1 (Fall 2012)1. IntroductionThis paper discusses the current state and a possible future of formal cognitive theory for insight problem solving and its associated “aha!” experience. Insight problems are con-trasted with so-called move problems defined and studied extensively by Alan Newell and Herbert Simon (1972). These authors provided a formal, computational theory for such problems called the General Problem Solver (GPS), and this theory was one of the first formal information processing theories to be developed in cognitive psychology. A move problem is posed to solvers in terms of a clearly defined representation consisting of a starting state, a description of the goal state(s), and operators that allow transitions from one problem state to another, as in Newell and Simon (1972) and Mayer (1992). A solu-tion to a move problem involves applying operators successively to generate a sequence of transitions (moves) from the starting state through intermediate problem states and finally to a goal state. Move problems will be discussed more extensively in Section 4.6.In solving move problems, insight may be required for selecting productive moves at various states in the problem space; however, for our purposes we are interested in the sorts of problems that are described often as insight problems. Unlike Newell and Simon’s formal definition of move problems, there has not been a generally agreed upon defini-tion of an insight problem (Ash, Jee, and Wiley, 2012; Chronicle, MacGregor, and Ormerod, 2004; Chu and MacGregor, 2011). It is our view that it is not productive to attempt a pre-cise logical definition of an insight problem, and instead we offer a set of shared defining characteristics in the spirit of Wittgenstein’s (1958) definition of ‘game’ in terms of family resemblances. Problems that we will treat as insight problems share many of the follow-ing defining characteristics: (1) They are posed in such a way as to admit several possible problem representations, each with an associated solution search space. (2) Likely initial representations are inadequate in that they fail to allow the possibility of discovering a problem solution. (3) In order to overcome such a failure, it is necessary to find an alternative productive representation of the problem. (4) Finding a productive problem representation may be facilitated by a period of non-solving activity called incubation, and also it may be potentiated by well-chosen hints. (5) Once obtained, a productive representation leads quite directly and quickly to a solution. (6) The solution involves the use of knowledge that is well known to the solver. (7) Once the solution is obtained, it is accompanied by a so-called “aha!” experience. (8) When a solution is revealed to a non-solver, it is grasped quickly, often with a feeling of surprise at its simplicity, akin to an “aha!” experience.It is our position that very little is known empirically or theoretically about the cogni-tive processes involved in solving insight problems. Furthermore, this lack of knowledge stands in stark contrast with other areas of cognition such as human memory, decision-making, categorization, and perception. These areas of cognition have a large number of replicable empirical facts, and many formal theories and computational models exist that attempt to explain these facts in terms of underlying cognitive processes. The main goal58W. H. Batchelder and G. E. Alexander of this paper is to explain the reasons why it has been so difficult to achieve a scientific understanding of the cognitive processes involved in insight problem solving.There have been many scientific books and papers on insight problem solving, start-ing with the seminal work of the Gestalt psychologists Köhler (1925), Duncker (1945), and Wertheimer (1954), as well as the English social psychologist, Wallas (1926). Since the contributions of the early Gestalt psychologists, there have been many journal articles, a few scientific books, such as those by Sternberg and Davidson (1996) and Chu (2009), and a large number of books on the subject by laypersons. Most recently, two excellent critical reviews of insight problem solving have appeared: Ash, Cushen, and Wiley (2009) and Chu and MacGregor (2011).The approach in this paper is to discuss, at a general level, the nature of several fun-damental barriers to the scientific study of insight problem solving. Rather than criticizing particular experimental studies or specific theories in detail, we try to step back and take a look at the area itself. In this effort, we attempt to identify principled reasons why the area of insight problem solving is so resistant to scientific progress. To assist in this approach we discuss and informally analyze eighteen classical brainteasers in the main sections of the paper. These problems are among many that have been posed to hundreds of upper divisional undergraduate students in a course titled “Human Problem Solving” taught for many years by the senior author. Only the first two of these problems can be regarded strictly as move problems in the sense of Newell and Simon, and most of the rest share many of the characteristics of insight problems as described earlier.The paper is divided into five main sections. After the Introduction, Section 2 describes the nature of the problem solving class. Section 3 poses the eighteen brainteasers that will be discussed in later sections of the paper. The reader is invited to try to solve these problems before checking out the solutions in the Appendix. Section 4 lays out six major barriers to developing a deep scientific theory of insight problem solving that we believe are endemic to the field. We argue that these barriers are not present in other, more theo-retically advanced areas of higher cognition such as human memory, decision-making, categorization, and perception. These barriers include the lack of many experimental paradigms (4.1), the lack of a large, well-classified set of stimulus material (4.2), and the lack of many informative behavioral measures (4.3). In addition, it is argued that insight problem solving is difficult to study because it is non-modular, both in the sense of Fodor (1983) but more importantly in several weaker senses of modularity that admit other areas of higher cognition (4.4), the lack of theoretical generalizations about insight problem solv-ing from experiments with particular insight problems (4.5), and the lack of computational theories of human insight (4.6). Finally, in Section 5, we suggest several avenues that may help overcome some of the barriers described in Section 4. These include suggestions for useful classes of insight problems (5.1), suggestions for experimental work with expert problem solvers (5.2), and some possibilities for a computational theory of insight.The Journal of Problem Solving •Insight Problem Solving: The Possibility of Formal Theory 592. Batchelder’s Human Problem Solving ClassThe senior author, William Batchelder, has taught an Upper Divisional Undergraduate course called ‘Human Problem Solving” for over twenty-five years to classes ranging in size from 75 to 100 students. By way of background, his active research is in other areas of the cognitive sciences; however, he maintains a long-term hobby of studying classical brainteasers. In the area of complex games, he achieved the title of Senior Master from the United States Chess Federation, he was an active duplicate bridge player throughout undergraduate and graduate school, and he also achieved a reasonable level of skill in the game of Go.The content of the problem-solving course is split into two main topics. The first topic involves encouraging students to try their hand at solving a number of famous brainteasers drawn from the sizeable folklore of insight problems, especially the work of Martin Gardner (1978, 1982), Sam Loyd (1914), and Raymond Smullyan (1978). In addition, games like chess, bridge, and Go are discussed. The second topic involves presenting the psychological theory of thinking and problem solving, and in most cases the material is organized around developments in topics that are covered in the first eight chapters of Mayer (1992). These topics include work of the Gestalt psychologists on problem solving, discussion of experiments and theories concerning induction and deduction, present-ing the work on move problems, including the General Problem Solver (Newell & Simon, 1972), showing how response time studies can reveal mental architectures, and describing theories of memory representation and question answering.Despite efforts, the structure of the course does not reflect a close overlap between its two main topics. The principal reason for this is that in our view the level of theoreti-cal and empirical work on insight problem solving is at a substantially lower level than is the work in almost any other area of cognition dealing with higher processes. The main goal of this paper is to explain our reasons for this pessimistic view. To assist in this goal, it is helpful to get some classical brainteasers on the table. While most of these problems have not been used in experimental studies, the senior author has experienced the solu-tion efforts and post solution discussions of over 2,000 students who have grappled with these problems in class.3. Some Classic BrainteasersIn this section we present eighteen classical brainteasers from the folklore of problem solving that will be discussed in the remainder of the paper. These problems have de-lighted brainteaser connoisseurs for years, and most are capable of giving the solver a large dose of the “aha!” experience. There are numerous collections of these problems in books, and many collections of them are accessible through the Internet. We have selected these problems because they, and others like them, pose a real challenge to any effort to • volume 5, no. 1 (Fall 2012)60W. H. Batchelder and G. E. Alexander develop a deep and general formal theory of human or machine insight problem solving. With the exception of Problems 3.1 and 3.2, and arguably 3.6, the problems are different in important respects from so-called move problems of Newell and Simon (1972) described earlier and in Section 4.6.Most of the problems posed in this section share many of the defining characteristics of insight problems described in Section 1. In particular, they do not involve multiple steps, they require at most a very minimal amount of technical knowledge, and most of them can be solved by one or two fairly simple insights, albeit insights that are rarely achieved in real time by problem solvers. What makes these problems interesting is that they are posed in such a way as to induce solvers to represent the problem information in an unproductive way. Then the main barrier to finding a solution to one of these problems is to overcome a poor initial problem representation. This may involve such things as a re-representation of the problem, the dropping of an implicit constraint on the solution space, or seeing a parallel to some other similar problem. If the solver finds a productive way of viewing the problem, the solution generally follows rapidly and comes with burst of insight, namely the “aha!” experience. In addition, when non-solvers are given the solu-tion they too may experience a burst of insight.What follows next are statements of the eighteen brainteasers. The solutions are presented in the Appendix, and we recommend that after whatever problem solving activity a reader wishes to engage in, that the Appendix is studied before reading the remaining two sections of the paper. As we discuss each problem in the paper, we provide authorship information where authorship is known. In addition, we rephrased some of the problems from their original sources.Problem 3.1. Imagine you have an 8-inch by 8-inch array of 1-inch by 1-inch little squares. You also have a large box of 2-inch by 1-inch rectangular shaped dominoes. Of course it is easy to tile the 64 little squares with dominoes in the sense that every square is covered exactly once by a domino and no domino is hanging off the array. Now sup-pose the upper right and lower left corner squares are cut off the array. Is it possible to tile the new configuration of 62 little squares with dominoes allowing no overlaps and no overhangs?Problem 3.2. A 3-inch by 3-inch by 3-inch cheese cube is made of 27 little 1-inch cheese cubes of different flavors so that it is configured like a Rubik’s cube. A cheese-eating worm devours one of the top corner cubes. After eating any little cube, the worm can go on to eat any adjacent little cube (one that shares a wall). The middlemost little cube is by far the tastiest, so our worm wants to eat through all the little cubes finishing last with the middlemost cube. Is it possible for the worm to accomplish this goal? Could he start with eating any other little cube and finish last with the middlemost cube as the 27th?The Journal of Problem Solving •Insight Problem Solving: The Possibility of Formal Theory 61 Figure 1. The cheese eating worm problem.Problem 3.3. You have ten volumes of an encyclopedia numbered 1, . . . ,10 and shelved in a bookcase in sequence in the ordinary way. Each volume has 100 pages, and to simplify suppose the front cover of each volume is page 1 and numbering is consecutive through page 100, which is the back cover. You go to sleep and in the middle of the night a bookworm crawls onto the bookcase. It eats through the first page of the first volume and eats continuously onwards, stopping after eating the last page of the tenth volume. How many pieces of paper did the bookworm eat through?Figure 2.Bookcase setup for the Bookworm Problem.Problem 3.4. Suppose the earth is a perfect sphere, and an angel fits a tight gold belt around the equator so there is no room to slip anything under the belt. The angel has second thoughts and adds an inch to the belt, and fits it evenly around the equator. Could you slip a dime under the belt?• volume 5, no. 1 (Fall 2012)62W. H. Batchelder and G. E. Alexander Problem 3.5. Consider the cube in Figure 1 and suppose the top and bottom surfaces are painted red and the other four sides are painted blue. How many little cubes have at least one red and at least one blue side?Problem 3.6. Look at the nine dots in Figure 3. Your job is to take a pencil and con-nect them using only three straight lines. Retracing a line is not allowed and removing your pencil from the paper as you draw is not allowed. Note the usual nine-dot problem requires you to do it with four lines; you may want to try that stipulation as well. Figure 3.The setup for the Nine-Dot Problem.Problem 3.7. You are standing outside a light-tight, well-insulated closet with one door, which is closed. The closet contains three light sockets each containing a working light bulb. Outside the closet, there are three on/off light switches, each of which controls a different one of the sockets in the closet. All switches are off. Your task is to identify which switch operates which light bulb. You can turn the switches off and on and leave them in any position, but once you open the closet door you cannot change the setting of any switch. Your task is to figure out which switch controls which light bulb while you are only allowed to open the door once.Figure 4.The setup of the Light Bulb Problem.The Journal of Problem Solving •Insight Problem Solving: The Possibility of Formal Theory 63• volume 5, no . 1 (Fall 2012)Problem 3.8. We know that any finite string of symbols can be extended in infinitely many ways depending on the inductive (recursive) rule; however, many of these ways are not ‘reasonable’ from a human perspective. With this in mind, find a reasonable rule to continue the following series:Problem 3.9. You have two quart-size beakers labeled A and B. Beaker A has a pint of coffee in it and beaker B has a pint of cream in it. First you take a tablespoon of coffee from A and pour it in B. After mixing the contents of B thoroughly you take a tablespoon of the mixture in B and pour it back into A, again mixing thoroughly. After the two transfers, which beaker, if either, has a less diluted (more pure) content of its original substance - coffee in A or cream in B? (Forget any issues of chemistry such as miscibility).Figure 5. The setup of the Coffee and Cream Problem.Problem 3.10. There are two large jars, A and B. Jar A is filled with a large number of blue beads, and Jar B is filled with the same number of red beads. Five beads from Jar A are scooped out and transferred to Jar B. Someone then puts a hand in Jar B and randomly grabs five beads from it and places them in Jar A. Under what conditions after the second transfer would there be the same number of red beads in Jar A as there are blue beads in Jar B.Problem 3.11. Two trains A and B leave their train stations at exactly the same time, and, unaware of each other, head toward each other on a straight 100-mile track between the two stations. Each is going exactly 50 mph, and they are destined to crash. At the time the trains leave their stations, a SUPERFLY takes off from the engine of train A and flies directly toward train B at 100 mph. When he reaches train B, he turns around instantly, A BCD EF G HI JKLM.............64W. H. Batchelder and G. E. Alexander continuing at 100 mph toward train A. The SUPERFLY continues in this way until the trains crash head-on, and on the very last moment he slips out to live another day. How many miles does the SUPERFLY travel on his zigzag route by the time the trains collide?Problem 3.12. George lives at the foot of a mountain, and there is a single narrow trail from his house to a campsite on the top of the mountain. At exactly 6 a.m. on Satur-day he starts up the trail, and without stopping or backtracking arrives at the top before6 p.m. He pitches his tent, stays the night, and the next morning, on Sunday, at exactly 6a.m., he starts down the trail, hiking continuously without backtracking, and reaches his house before 6 p.m. Must there be a time of day on Sunday where he was exactly at the same place on the trail as he was at that time on Saturday? Could there be more than one such place?Problem 3.13. You are driving up and down a mountain that is 20 miles up and 20 miles down. You average 30 mph going up; how fast would you have to go coming down the mountain to average 60 mph for the entire trip?Problem 3.14. During a recent census, a man told the census taker that he had three children. The census taker said that he needed to know their ages, and the man replied that the product of their ages was 36. The census taker, slightly miffed, said he needed to know each of their ages. The man said, “Well the sum of their ages is the same as my house number.” The census taker looked at the house number and complained, “I still can’t tell their ages.” The man said, “Oh, that’s right, the oldest one taught the younger ones to play chess.” The census taker promptly wrote down the ages of the three children. How did he know, and what were the ages?Problem 3.15. A closet has two red hats and three white hats. Three participants and a Gamesmaster know that these are the only hats in play. Man A has two good eyes, man B only one good eye, and man C is blind. The three men sit on chairs facing each other, and the Gamesmaster places a hat on each man’s head, in such a way that no man can see the color of his own hat. The Gamesmaster offers a deal, namely if any man correctly states the color of his hat, he will get $50,000; however, if he is in error, then he has to serve the rest of his life as an indentured servant to the Gamesmaster. Man A looks around and says, “I am not going to guess.” Then Man B looks around and says, “I am not going to guess.” Finally Man C says, “ From what my friends with eyes have said, I can clearly see that my hat is _____”. He wins the $50,000, and your task is to fill in the blank and explain how the blind man knew the color of his hat.Problem 3.16. A king dies and leaves an estate, including 17 horses, to his three daughters. According to his will, everything is to be divided among his daughters as fol-lows: 1/2 to the oldest daughter, 1/3 to the middle daughter, and 1/9 to the youngest daughter. The three heirs are puzzled as to how to divide the horses among themselves, when a probate lawyer rides up on his horse and offers to assist. He adds his horse to the kings’ horses, so there will be 18 horses. Then he proceeds to divide the horses amongThe Journal of Problem Solving •Insight Problem Solving: The Possibility of Formal Theory 65 the daughters. The oldest gets ½ of the horses, which is 9; the middle daughter gets 6 horses which is 1/3rd of the horses, and the youngest gets 2 horses, 1/9th of the lot. That’s 17 horses, so the lawyer gets on his own horse and rides off with a nice commission. How was it possible for the lawyer to solve the heirs’ problem and still retain his own horse?Problem 3.17. A logical wizard offers you the opportunity to make one statement: if it is false, he will give you exactly ten dollars, and if it is true, he will give you an amount of money other than ten dollars. Give an example of a statement that would be sure to make you rich.Problem 3.18. Discover an interesting sense of the claim that it is in principle impos-sible to draw a perfect map of England while standing in a London flat; however, it is not in principle impossible to do so while living in a New York City Pad.4. Barriers to a Theory of Insight Problem SolvingAs mentioned earlier, our view is that there are a number of theoretical barriers that make it difficult to develop a satisfactory formal theory of the cognitive processes in play when humans solve classical brainteasers of the sort posed in Section 3. Further these barriers seem almost unique to insight problem solving in comparison with the more fully developed higher process areas of the cognitive sciences such as human memory, decision-making, categorization, and perception. Indeed it seems uncontroversial to us that neither human nor machine insight problem solving is well understood, and com-pared to other higher process areas in psychology, it is the least developed area both empirically and theoretically.There are two recent comprehensive critical reviews concerning insight problem solving by Ash, Cushen, and Wiley (2009) and Chu and MacGregor (2011). These articles describe the current state of empirical and theoretical work on insight problem solving, with a focus on experimental studies and theories of problem restructuring. In our view, both reviews are consistent with our belief that there has been very little sustainable progress in achieving a general scientific understanding of insight. Particularly striking is that are no established general, formal theories or models of insight problem solving. By a general formal model of insight problem solving we mean a set of clearly formulated assumptions that lead formally or logically to precise behavioral predictions over a wide range of insight problems. Such a formal model could be posed in terms of a number of formal languages including information processing assumptions, neural networks, computer simulation, stochastic assumptions, or Bayesian assumptions.Since the groundbreaking work by the Gestalt psychologists on insight problem solving, there have been theoretical ideas that have been helpful in explaining the cog-nitive processes at play in solving certain selected insight problems. Among the earlier ideas are Luchins’ concept of einstellung (blind spot) and Duncker’s functional fixedness, • volume 5, no. 1 (Fall 2012)as in Maher (1992). More recently, there have been two developed theoretical ideas: (1) Criterion for Satisfactory Progress theory (Chu, Dewald, & Chronicle, 2007; MacGregor, Ormerod, & Chronicle, 2001), and (2) Representational Change Theory (Knoblich, Ohls-son, Haider, & Rhenius, 1999). We will discuss these theories in more detail in Section 4. While it is arguable that these theoretical ideas have done good work in understanding in detail a few selected insight problems, we argue that it is not at all clear how these ideas can be generalized to constitute a formal theory of insight problem solving at anywhere near the level of generality that has been achieved by formal theories in other areas of higher process cognition.The dearth of formal theories of insight problem solving is in stark contrast with other areas of problem solving discussed in Section 4.6, for example move problems discussed earlier and the more recent work on combinatorial optimization problems such as the two dimensional traveling salesman problem (MacGregor and Chu, 2011). In addition, most other higher process areas of cognition are replete with a variety of formal theories and models. For example, in the area of human memory there are currently a very large number of formal, information processing models, many of which have evolved from earlier mathematical models, as in Norman (1970). In the area of categorization, there are currently several major formal theories along with many variations that stem from earlier theories discussed in Ashby (1992) and Estes (1996). In areas ranging from psycholinguistics to perception, there are a number of formal models based on brain-style computation stemming from Rumelhart, McClelland, and PDP Research Group’s (1987) classic two-volume book on parallel distributed processing. Since Daniel Kahneman’s 2002 Nobel Memorial Prize in the Economic Sciences for work jointly with Amos Tversky developing prospect theory, as in Kahneman and Tversky (1979), psychologically based formal models of human decision-making is a major theoretical area in cognitive psychology today. In our view, there is nothing in the area of insight problem solving that approaches the depth and breadth of formal models seen in the areas mentioned above.In the following subsections, we will discuss some of the barriers that have prevented the development of a satisfactory theory of insight problem solving. Some of the bar-riers will be illustrated with references to the problems in Section 3. Then, in Section 5 we will assuage our pessimism a bit by suggesting how some of these barriers might be removed in future work to facilitate the development of an adequate theory of insight problem solving.4.1 Lack of Many Experimental ParadigmsThere are not many distinct experimental paradigms to study insight problem solving. The standard paradigm is to pick a particular problem, such as one of the ones in Section 3, and present it to several groups of subjects, perhaps in different ways. For example, groups may differ in the way a hint is presented, a diagram is provided, or an instruction。
用逻辑学解决的问题英语作文
用逻辑学解决的问题英语作文Logical Solutions to Everyday ProblemsIn our daily lives, we are constantly faced with a myriad of problems that require our attention and resolution. From the seemingly mundane tasks of deciding what to eat for dinner to the more complex issues of navigating interpersonal relationships, the ability to apply logical thinking can make all the difference in finding effective solutions. The discipline of logic, with its emphasis on clear reasoning and systematic analysis, can serve as a powerful tool in addressing a wide range of challenges we encounter.One of the most prominent areas where logic can be applied is in problem-solving. When confronted with a problem, it is essential to approach it in a structured and methodical manner. This involves breaking down the problem into its constituent parts, identifying the key variables and their relationships, and then systematically exploring potential solutions. By applying the principles of logic, such as deductive and inductive reasoning, we can streamline the problem-solving process and increase our chances of arriving at the most optimal solution.Consider, for example, the dilemma of deciding what to cook for dinner. At first glance, this may seem like a simple task, but when faced with a myriad of options and dietary considerations, it can quickly become a complex decision-making process. By applying logical thinking, we can break down the problem into manageable steps. First, we can identify the available ingredients in our kitchen, considering their freshness, compatibility, and nutritional value. We can then use logical reasoning to determine the most suitable dish that aligns with our dietary preferences, the time we have available for preparation, and the preferences of our household members. This logical approach not only helps us arrive at a satisfactory dinner decision but also ensures that we make the most efficient use of our resources.Another realm where logic can be invaluable is in navigating interpersonal relationships. Navigating the complexities of human interactions can be challenging, as emotions, biases, and preconceptions can often cloud our judgment. By applying logical principles, we can strive to approach these situations with objectivity and clarity. For instance, when faced with a conflict, we can use deductive reasoning to identify the underlying causes, consider multiple perspectives, and explore potential solutions that address the core issues. This logical approach can help us find constructive resolutions, foster better understanding, and strengthen our relationships.Moreover, the application of logic extends beyond personal problems and can be instrumental in addressing societal challenges as well. When faced with complex issues such as policy decisions, resource allocation, or environmental sustainability, the ability to think logically can be crucial. By breaking down these problems, identifying relevant data and evidence, and systematically evaluating potential courses of action, we can make more informed and effective decisions that have a positive impact on our communities and the world at large.It is important to note that the application of logic is not a panacea for all problems; it is not a guaranteed solution to every challenge we face. There are instances where emotional intelligence, creative thinking, or contextual understanding may be equally, if not more, important. However, the principles of logic can serve as a powerful foundation for problem-solving, decision-making, and navigating the complexities of our lives.In conclusion, the discipline of logic offers a valuable toolkit for addressing a wide range of problems we encounter in our daily lives. By applying logical thinking, we can streamline our decision-making processes, find constructive solutions to interpersonal conflicts, and contribute to the resolution of larger societal issues. As we navigate the various challenges that life presents, embracing the principles oflogic can equip us with the necessary tools to become more effective problem-solvers and decision-makers, ultimately leading to more fulfilling and successful outcomes.。
英语四级考试看不懂作文题目
英语四级考试看不懂作文题目The ability to comprehend essay prompts is crucial for success in any exam, and the CET-4 (College English Test-4) is no exception. While mastering vocabulary and grammar is essential, the inability to understand the essay prompt can be incredibly frustrating and ultimately lead to a low score. This essay will delve into the reasons why some students struggle to grasp CET-4 essay prompts and offer practical strategies to overcome this challenge. One major obstacle is the occasional complexity of the language used in the prompts. The CET-4 aims to assess a relatively high level of English proficiency, so the prompts often employ advanced vocabulary, complex sentence structures, and idiomatic expressions. For students whose vocabulary is limited or who are unfamiliar with sophisticated grammatical structures, deciphering the true meaning of the prompt can be a daunting task. This can lead to misinterpretations and ultimately, an essay that fails to address the assigned topic. Adding to the difficulty, CET-4 essay prompts often present abstract concepts or social issues that require thoughtful analysis. Unlike straightforward descriptive prompts, these topics demand a deeper understanding of the underlying themes and the ability to articulate nuanced arguments. Students may find themselves struggling to grasp the essence of the issue, leading to poorly developed arguments and a lack of clarity in their writing. Another factor contributing to comprehension difficulties is the pressure of the exam environment. Faced with time constraints and the high stakes of the test, students may experience anxiety, which can impede their ability to focus and process information effectively. This can exacerbate pre-existing comprehension issues, making it even harder to accurately decipher the prompt's requirements. To improve their understanding of CET-4 essay prompts, students can employ several strategies. Firstly, expanding their vocabulary is paramount. Regular reading of English texts, particularly those related to current events and social issues, will familiarize them with a broader range of vocabulary and complex sentence structures. Actively noting down unfamiliar words and phrases, looking up their meanings, and practicing their usage in writing willsignificantly enhance their comprehension skills. Secondly, students should familiarize themselves with various essay prompt types. Analyzing past CET-4papers, paying attention to the wording and structure of the prompts, can help them identify recurring patterns and anticipate potential topics. This proactive approach will allow them to develop a mental framework for understanding different prompt styles and avoid being caught off guard during the actual exam. Furthermore, practicing critical thinking skills is crucial for comprehending abstract concepts. Engaging in discussions, debating current affairs, and analyzing different viewpoints will train students to think critically and delve deeper into complex issues. This will equip them with the analytical skills needed to decipher the nuances of CET-4 prompts and develop well-reasoned arguments in their essays. Finally, managing exam anxiety is vital for optimal performance. Employing relaxation techniques such as deep breathing exercises and positiveself-talk can help students remain calm and focused during the exam. Adequate sleep, a balanced diet, and regular exercise in the days leading up to the test can also contribute to reducing anxiety and improving cognitive function. In conclusion, while understanding CET-4 essay prompts can be challenging due to complex language, abstract concepts, and exam pressure, proactive strategies can greatly improve comprehension. Expanding vocabulary, familiarizing oneself with prompt types, practicing critical thinking, and managing exam anxiety are crucial steps towards success. By dedicating time and effort to these areas, students can enhance their understanding of CET-4 essay prompts, confidently tackle the writing task, and achieve their desired scores.。
英文科技论文写作_北京理工大学中国大学mooc课后章节答案期末考试题库2023年
英文科技论文写作_北京理工大学中国大学mooc课后章节答案期末考试题库2023年1.If a real physical system shows a variation of both material properties acrossthe graded layer, the assumed linear variation may not give the bestapproximation.答案:may2.The idea of 'community' in terms of GRT lives is very strong and could beseen to correspond to some of the nostalgic constructs that non-GRT groups place on 'community'.答案:could be seen3.Is the research topic “How safe is nuclear power” effective?答案:正确4.Decide whether the following statement is true or false.c.Introductionincludes more detailed information than abstract.答案:正确5.Tertiary education may be ________ asthe period of study which is spent atuniversity.答案:defined6.Unbalanced Force ________ tothe sum total or net force exerted on an object.答案:refers7.This scatter can be attributed to the difficulties in measuring the dent depthdue to specimen processing.答案:can be attributed8.Choose a proper word from the choices to complete the following sentence.Arocket traveling away from Earth ____________ a speed greater than 11.186kilometers per second (6.95 miles per second) or 40,270 kilometers per hour (25,023 mph) will eventually escape Earth’s gravity.答案:at9.Choose a proper word from the choices to complete the following sentence.Inmechanical systems, power, the rate of doing work, can be computed____________ the product of force × velocity.答案:as10.Choose a proper word from the choices to complete the followingsentence.N ewton’s first law, the law of inertia, __________ that it takes a force to change the motion of an object.答案:states11.Choose a proper word from the choices to complete the followingsentence.Newton’s second law relates force, acceleration, and mass and it is often ___________ as the equation:f = ma答案:written12.Choose a proper word from the choices to complete the followingsentence.Because all types of energy can be expressed ___________ the sameunits, joules, this conversion can be expressed quantitatively in simplemodels.答案:in13.Choose a proper word from the choices to complete the followingsentence.So a key difference between a rocket and a jet plane is ____________ a rocket’s engine lifts it directly upward into the sky, whereas a jet’s engin es simply speed the plane forward so its wings can generate lift.答案:that14.Which of the following are the guidelines for writing formulas and equations?答案:Numbering all equations in sequence if referred to later._Centeringequations on their own separate lines._Using equations as grammatical units in sentences._Defining the symbols that are used.15.Acceleration relates to motion. It ________ a change in motion.答案:means16.Assertiveness is ________ asa skill of being able to stand up for your own orother people's rights in a calm and positive way, without being eitheraggressive, or passively accepting 'wrong'.答案:viewed17.The force that pushes a rocket upward is ________ thrust.答案:called18.Water ________ a liquid made up of molecules of hydrogen and oxygen in theratio of 2 to 1.答案:is19.The number of private cars increased ______60% from 2015 to 2016.答案:by20.Which can be the situations for writing a researchproposal?答案:Applying for an opportunity for a project_Applying for a bachelor’s, or master’s or doctor’s degree_Applying for some research funds or grants21.Who are usually the readers of the research proposals?答案:Specialists_Professors_Supervisors for the students_Professionals22.What are the elements to make the research proposal persuasive?答案:Reasonable budget_Clear Schedule_A Capable research team_Theimportance and necessity of the research question23.What are the language features of the research proposal?答案:Future tense_First person24.The purpose of writing a proposal is to ________________ the readers that theresearch plan is feasible and we are capable to do it.答案:persuade25.What types of information are generally supposed to be included in theintroduction section in the report?答案:Background_Summary of the results and conclusion_The purpose of the research26.Please decide whether the following statement is T(true) orF(false)according to the video.Discussion section analyzesand evaluates the research methods.答案:错误27.Please decide whether the following statement is T(true) orF(false)according to the video.Conclusion and recommendation sectionstates the significance of the findings and usually includes possible directions for further research.答案:正确28.These causes affected different regions differently in the 1990s, ______ Europehaving as much as 9.8% of degradation due to deforestation.答案:with29.Coal is predicted to increase steadily to 31q in 2030, whereas gas will remainstable ______ 25q.答案:at30.Manufacturing value added amounted ______12.3% of total U.S. grossdomestic product (GDP) in 2012, according to United Nations calculations.答案:to31.Chinese manufacturing value added accounted ______ 30.6% of its economy’stotal output in 2012, according to the UN.答案:for32.Japan ranked third ______ manufacturing value added at $1.1 trillion (seeFigure 1).答案:in33.About 4.2% of the 1,120 respondents were younger than 20 years, and 26.7%were ______ 21 and 30 years old.答案:between34.______ all the respondents, 67.1% were married and 32.9% were single.答案:of35.Decide whether the following statement is true or false.b.Both introductionand abstract include research findings.答案:错误36.Decide whether the following statement is true or false.a.It is possible to findtables or diagrams in introduction.答案:正确37.What are the possible contents of an introduction?答案:Reviewing the existing literature relevant to the presentstudy_Announcing the purpose/focus of the study_Identifying a gap in the existing literature_Explaining the significance or necessity of the research38.Choose the proper answers for the following questions.Ways to organize thereferences include:答案:a. Chronological order of publications_b. Researchmethods_c. Research theories_d. Research modes39.This indicates that there is a possibility of obtaining fluid density from soundspeed measurements and suggests that it is possible to measure soundabsorption with an ultrasonic cell to determine oil viscosity.In this sentence, the writer presents答案:Implication40.The measurements were shown to lead to an accurate determination of thebubble point of the oil.In this sentence, the writer presents答案:Results and achievement41.An ultrasonic cell was constructed to measure the speed of sound and testedin a crude oil sample. The speed of sound was measured at temperaturesbetween 260 and 411 K at pressures up to 75 MPs.In this sentence, thewriter presents答案:Methodology42.The aim of this study was to investigate the use of an ultrasonic cell todetermine crude oil properties, in particular oil density.In this sentence, the writer presents答案:Research aim43. A citation gives the s____ where the information or idea is from.答案:source44.An in-text citation usually includes information about the author and thep____ year.答案:publishing##%_YZPRLFH_%##publication45.To avoid plagiarism, using citations is the best way to give c____ to theoriginal author.答案:credit46.The publication details of the references listed at the end of the paper usuallyare put in a____ order.答案:alphabetical##%_YZPRLFH_%##alphabetic##%_YZPRLFH_%##alphab et47.The speed of sound in a fluid is determined by, and therefore an indicator of,the thermodynamic properties of that fluid.In this sentence, the writerpresents答案:Background factual information48.Citations are not necessary if the source is not clear.答案:错误49.Unintentional plagiarism can be excused.答案:错误50.Citing will make our writing less original.答案:错误51.Citing can effectively stress the originality of someone’s work.答案:正确52.As for the purposes of a literature review, which one is not included?答案:predicting the trend in relation to a central research question orhypothesis53. A literature review could be possibly presented as a/an ______.答案:all of the above54.The heading “Brief review of literature: drawing a timeline from 2005 to2017” shows the literature review is arranged in ______ order.答案:chronological55.About writing a literature review, which of the following statements is notcorrect?答案:To show respect to others’ work, our own interpretations should not be included.56.In terms of the writing feature, a research paper resembles a/an______.答案:argumentation57.Each citation can only have one particular citing purpose.答案:错误pared with in-text citations, the end-of-text references are more detailed.答案:正确59.In-text citations provide the abbreviation of an author’s given/first namerather than family/last name.答案:错误60.When the Chinese writers’ ideas are cited, the first names in Pinyin will begiven in in-text citations.答案:错误61.When a process is described, _____________ are usually used to show the orderof the stages or steps.答案:sequencers62.To help the reader better understand a complicated process, _____________ is(are) very often used.答案:visual aids63.What information is usually included when defining a process?答案:Equipment._Product_Material64.Decide whether the following statement is true or false.Researchers arerequired to use past tense when describing a process.答案:错误65.Decide whether the following statement is true or false.A definition of theprocess is very often given first when a process is described.答案:正确66.Escherichia coli, when found in conjunction with urethritis, often indicateinfection higher in the uro-genital tract.答案:正确67.The 'management' of danger is also not the sort of language to appear withinpolicy documents that refer to GRT children, which reflects systematicfailures in schools.错误68.Conceivably, different forms, changing at different rates and showingcontrasting combinations of characteristics, were present in different areas.答案:正确69.Viewing a movie in which alcohol is portrayed appears to lead to higher totalalcohol consumption of young people while watching the movie.答案:正确70.Furthermore, this proves that humans are wired to imitate.答案:错误71.One possibility is that generalized latent inhibition is likely to be weaker thanthat produced by pre-exposure to the CS itself and thus is more likely to be susceptible to the effect of the long interval.答案:正确72.It is unquestionable that our survey proved that the portrayal of alcohol anddrinking characters in movies directly leads to more alcohol consumption in young adult male viewers when alcohol is available within the situation.错误73.Implications of these findings may be that, if moderation of alcoholconsumption in certain groups is strived for, it may be sensible to cut down on the portrayal of alcohol in programmes aimed at these groups and thecommercials shown in between.答案:正确74.This effect might occur regardless of whether it concerns a real-lifeinteraction.答案:正确75.It definitely proves that a movie in which a lot of partying is involved triggersa social process between two participants that affects total drinking amounts.答案:错误76.It is believed that alcohol related health problems are on the rise.答案:believed77.Drinking to excess, or 'binge drinking' is often the cause of inappropriatebehaviour amongst teenagers.often78.It seems as though the experiment conducted simply confirms suspicionsheld by the academic and medical professions.答案:seems79.However, attrition was greatest among the heaviest drinking segment of thesample, suggesting under-estimation in the findings, and although the study provided associational, prospective evidence on alcohol advertising effects on youth drinking, it addressed limitations of other research, particularly the unreliability of exposure measures based on self-reporting (Synder andSlater, 2006).答案:suggesting80.These differences may be due to the fact participants reporting higherconsumption levels were primed to overrate their weekly drinking by the condition they were in.答案:may81.The crack tends to grow into the more brittle material and then stay in there,whether the initial crack tip lies in the graded material or in the more ductile material (and thereafter advances across the graded layer.答案:tends82.Decidewhether hedging language is used in thesentence below.Light smokingseems to have dramatic effects on cardiovascular disease.答案:正确83.Decidewhether hedging language is used in thesentence below.The impact ofthe UK’s ageing population will lead to increased welfare costs. Definitely,this will result in higher taxes and an increased retirement age for younger people.答案:错误84.Decidewhether hedging language is used in thesentence below.Althoughduration of smoking is also important when considering risk, it is highlycorrelated with age, which itself is a risk factor, so separating their effectscan be difficult.答案:正确85.Decidewhether hedging language is used in thesentence below.All these factstaken together point toward the likely presence of calcium carbonate in the soils that Phoenix has analyzed.答案:正确86.Decidewhether hedging language is used in thesentence below.Because thesefeatures are carved into the Tharsis Plateau, they must have an intermediate age.答案:错误87.Decidewhether hedging language is used in thesentence below.They appearto be covered with multiple layers of volcanic flows and sedimentary debris that originated in the south.答案:正确88.Decidewhether hedging language is used in thesentence below.Steven M.Clifford of the Lunar and Planetary Science Institute in Houston, amongothers, has conjectured that melting under a glacier or a thick layer ofpermafrost could also have recharged subterranean water sources.答案:正确89.Decidewhether hedging language is used in thesentence below.Earlier thisyear Philip Christensen of Arizona State University discovered gullies that clearly emerge from underneath a bank of snow and ice.答案:错误90.Put the following expressions in the proper place of the Discussion.A. Thesedata suggestB. In this study, we demonstrate C. it is critical to emphasizeD.additional research will be requiredE. we were unable todetermineDiscussionIndividuals who recover from certain viral infections typically develop virus-specific antibody responses that provide robustprotective immunity against re-exposure, but some viruses do not generate protective natural immunity, such as HIV-1. Human challenge studies for the common cold coronavirus 229E have suggested that there may be partialnatural immunity. However, there is currently no data whether humans who have recovered from SARS-CoV-2 infection are protected from re-exposure.This is a critical issue with profound implications for vaccine development, public health strategies, antibody-based therapeutics, and epidemiologicmodeling of herd immunity. _____1_______ that SARS-CoV-2 infection in rhesusmacaques provided protective efficacy against SARS-CoV-2 rechallenge.We developed a rhesus macaque model of SARS-CoV-2 infection thatrecapitulates many aspects of human SARS-CoV-2 infection, including high levels of viral replication in the upper and lower respiratory tract and clear pathologic evidence of viral pneumonia. Histopathology,immunohistochemistry, RNAscope, and CyCIF imaging demonstratedmultifocal clusters of virus infected cells in areas of acute inflammation, with evidence for virus infection of alveolar pneumocytes and ciliated bronchial epithelial cells. ______2_______ the utility of rhesus macaques as a model forSARS-CoV-2 infection for testing vaccines and therapeutics and for studying immunopathogenesis. However, neither nonhuman primate model led torespiratory failure or mortality, and thus further research will be required to develop a nonhuman primate model of severe COVID-19 disease.SARS-CoV-2 infection in rhesus macaques led to humoral and cellular immune responses and provided protection against rechallenge. Residual low levels ofsubgenomic mRNA in nasal swabs in a subset of animals and anamnesticimmune responses in all animals following SARS-CoV-2 rechallenge suggest that protection was mediated by immunologic control and likely was notsterilizing.Given the near-complete protection in all animals following SARS-CoV-2 rechallenge, ______3_______ immune correlates of protection in thisstudy. SARS-CoV-2 infection in rhesus monkeys resulted in the induction of neutralizing antibody titers of approximately 100 by both a pseudovirusneutralization assay and a live virus neutralization assay, but the relativeimportance of neutralizing antibodies, other functional antibodies, cellular immunity, and innate immunity to protective efficacy against SARS-CoV-2remains to be determined. Moreover, ______4_______ to define the durability of natural immunity.In summary, SARS-CoV-2 infection in rhesus macaquesinduced humoral and cellular immune responses and provided protectiveefficacy against SARS-CoV-2 rechallenge. These data raise the possibility that immunologic approaches to the prevention and treatment of SARS-CoV-2infection may in fact be possible. However,______5_______ that there areimportant differences between SARS-CoV-2 infection in macaques andhumans, with many parameters still yet to be defined in both species, andthus our data should be interpreted cautiously. Rigorous clinical studies will be required to determine whether SARS-CoV-2 infection effectively protects against SARS-CoV-2 re-exposure in humans.答案:BAEDC91.Rearrange the order of the following sentences to make a coherent andmeaningful abstract.1.These antibodies neutralized 10 representative SARS-CoV-2 strains, suggesting a possible broader neutralizing ability against otherstrains. Three immunizations using two different doses, 3 or 6 micrograms per dose, provided partial or complete protection in macaques against SARS-CoV-2 challenge, respectively, without observable antibody-dependentenhancement of infection.2.The coronavirus disease 2019 (COVID-19)pandemic caused by severe acute respiratory syndrome coronavirus 2(SARS-CoV-2) has resulted in an unprecedented public health crisis. Because of the novelty of the virus, there are currently no SARS-CoV-2–specifictreatments or vaccines available.3.Therefore, rapid development of effective vaccines against SARS-CoV-2 are urgently needed.4.Here, we developed apilot-scale production of PiCoVacc, a purified inactivated SARS-CoV-2 virus vaccine candidate, which induced SARS-CoV-2–specific neutralizingantibodies in mice, rats, and nonhuman primates.5.These data support the clinical development and testing of PiCoVacc for use in humans.答案:2341592.It seems likely that the details of the predictions depend on the assumedvariations of the toughness parameter and the yield stress.答案:It seems likely that93.The Relationships of Meteorological Factors and Nutrient Levels withPhytoplankton Biomass in a Shallow Eutrophic Lake Dominated byCyanobacteria, Lake Dianchi from 1991 to 2013A. The SHs, WS, and TPconcentrations controlled the bloom dynamics during the dry season, among which the TP concentration was the most important factors, whereas the TN and TP concentrations were the primary factors during the rainy season.B.Interannual analysis revealed that the phytoplankton biomass increased with increases in air temperature and TP concentration, with TP concentration as the main contributing factor.C. The results of our study demonstrated that both meteorological factors and nutrient levels had important roles incontrolling cyanobacterial bloom dynamics.D. All of these results suggest that both climate change regulation and eutrophication management should be considered in strategies aimed at controlling cyanobacterial blooms.E. Insummary, we analyzed the effects of meteorological factors and nutrientlevels on bloom dynamics in Lake Dianchi to represent the phytoplanktonbiomass.F. Further studies should assess the effects of climate change andeutrophication on cyanobacterial bloom dynamics based on data collected over a longer duration and more frequent and complete variables, andappropriate measures should be proposed to control these blooms.G.Decreasing nutrient levels, particularly the TP load should be initiallyconsidered during the entire period and during the dry season, anddecreasing both the TN and TP loads should be considered during the rainy season.H. However, the relative importance of these factors may changeaccording to precipitation patterns.1.2.B3.A4.G5.5. __________答案:F94.The Relationships of Meteorological Factors and Nutrient Levels withPhytoplankton Biomass in a Shallow Eutrophic Lake Dominated byCyanobacteria, Lake Dianchi from 1991 to 2013A. The SHs, WS, and TPconcentrations controlled the bloom dynamics during the dry season, among which the TP concentration was the most important factors, whereas the TN and TP concentrations were the primary factors during the rainy season.B.Interannual analysis revealed that the phytoplankton biomass increased with increases in air temperature and TP concentration, with TP concentration as the main contributing factor.C. The results of our study demonstrated that both meteorological factors and nutrient levels had important roles incontrolling cyanobacterial bloom dynamics.D. All of these results suggest that both climate change regulation and eutrophication management should be considered in strategies aimed at controlling cyanobacterial blooms.E. Insummary, we analyzed the effects of meteorological factors and nutrientlevels on bloom dynamics in Lake Dianchi to represent the phytoplanktonbiomass.F. Further studies should assess the effects of climate change andeutrophication on cyanobacterial bloom dynamics based on data collected over a longer duration and more frequent and complete variables, andappropriate measures should be proposed to control these blooms.G.Decreasing nutrient levels, particularly the TP load should be initiallyconsidered during the entire period and during the dry season, anddecreasing both the TN and TP loads should be considered during the rainy season.H. However, the relative importance of these factors may changeaccording to precipitation patterns.1.2.B3.A4.G5.4. __________答案:D95.The Relationships of Meteorological Factors and Nutrient Levels withPhytoplankton Biomass in a Shallow Eutrophic Lake Dominated byCyanobacteria, Lake Dianchi from 1991 to 2013A. The SHs, WS, and TPconcentrations controlled the bloom dynamics during the dry season, among which the TP concentration was the most important factors, whereas the TN and TP concentrations were the primary factors during the rainy season.B.Interannual analysis revealed that the phytoplankton biomass increased with increases in air temperature and TP concentration, with TP concentration as the main contributing factor.C. The results of our study demonstrated that both meteorological factors and nutrient levels had important roles incontrolling cyanobacterial bloom dynamics.D. All of these results suggest that both climate change regulation and eutrophication management should be considered in strategies aimed at controlling cyanobacterial blooms.E. Insummary, we analyzed the effects of meteorological factors and nutrientlevels on bloom dynamics in Lake Dianchi to represent the phytoplanktonbiomass.F. Further studies should assess the effects of climate change andeutrophication on cyanobacterial bloom dynamics based on data collected over a longer duration and more frequent and complete variables, andappropriate measures should be proposed to control these blooms.G.Decreasing nutrient levels, particularly the TP load should be initiallyconsidered during the entire period and during the dry season, anddecreasing both the TN and TP loads should be considered during the rainy season.H. However, the relative importance of these factors may changeaccording to precipitation patterns.1.2.B3.A4.G5.3. __________答案:H96.The Relationships of Meteorological Factors and Nutrient Levels withPhytoplankton Biomass in a Shallow Eutrophic Lake Dominated byCyanobacteria, Lake Dianchi from 1991 to 2013A. The SHs, WS, and TPconcentrations controlled the bloom dynamics during the dry season, among which the TP concentration was the most important factors, whereas the TN and TP concentrations were the primary factors during the rainy season.B.Interannual analysis revealed that the phytoplankton biomass increased with increases in air temperature and TP concentration, with TP concentration as the main contributing factor.C. The results of our study demonstrated that both meteorological factors and nutrient levels had important roles incontrolling cyanobacterial bloom dynamics.D. All of these results suggest that both climate change regulation and eutrophication management should be considered in strategies aimed at controlling cyanobacterial blooms.E. Insummary, we analyzed the effects of meteorological factors and nutrientlevels on bloom dynamics in Lake Dianchi to represent the phytoplanktonbiomass.F. Further studies should assess the effects of climate change andeutrophication on cyanobacterial bloom dynamics based on data collected over a longer duration and more frequent and complete variables, andappropriate measures should be proposed to control these blooms.G.Decreasing nutrient levels, particularly the TP load should be initiallyconsidered during the entire period and during the dry season, anddecreasing both the TN and TP loads should be considered during the rainy season.H. However, the relative importance of these factors may changeaccording to precipitation patterns.1.2.B3.A4.G5.2. __________答案:C97.The Relationships of Meteorological Factors and Nutrient Levels withPhytoplankton Biomass in a Shallow Eutrophic Lake Dominated byCyanobacteria, Lake Dianchi from 1991 to 2013A. The SHs, WS, and TPconcentrations controlled the bloom dynamics during the dry season, among which the TP concentration was the most important factors, whereas the TN and TP concentrations were the primary factors during the rainy season.B.Interannual analysis revealed that the phytoplankton biomass increased with increases in air temperature and TP concentration, with TP concentration as the main contributing factor.C. The results of our study demonstrated that both meteorological factors and nutrient levels had important roles incontrolling cyanobacterial bloom dynamics.D. All of these results suggest that both climate change regulation and eutrophication management should be considered in strategies aimed at controlling cyanobacterial blooms.E. Insummary, we analyzed the effects of meteorological factors and nutrientlevels on bloom dynamics in Lake Dianchi to represent the phytoplanktonbiomass.F. Further studies should assess the effects of climate change andeutrophication on cyanobacterial bloom dynamics based on data collected over a longer duration and more frequent and complete variables, andappropriate measures should be proposed to control these blooms.G.Decreasing nutrient levels, particularly the TP load should be initiallyconsidered during the entire period and during the dry season, anddecreasing both the TN and TP loads should be considered during the rainy season.H. However, the relative importance of these factors may changeaccording to precipitation patterns.1.2.B3.A4.G5.1. __________答案:E98.It is rare to offer recommendations forfuture researchin Conclusion section.。
英文简历常用词
英文简历常用词英文简历（Resume）是我们在投递求职简历时常用的一种简历形式。
在编写英文简历时，常用词汇对于提升简历的质量、吸引用人单位、展示个人优势、增加面试机会都起到了重要的作用。
本文将介绍一些英文简历中常用的词汇和短语。
1. Profile/Summary/Objective这是一份简短的自我介绍，通常放在英文简历的开头部分。
Profile/Summary/Objective 应该简洁明了，包括自己的职业背景、特点和优势，并能简要描述自己对新工作的期望和目标。
这一部分应该精简，避免太多废话。
示例一：Objective:A passionate software developer exploring new opportunities in the field of web application development utilizing my experience in coding, scripting, and web architecture.示例二：Profile:Result-oriented project manager with over 5 years of experience managing cross-functional teams and delivering complex projects within given schedules and budgets. Strong interpersonal and communication skills, able to work effectively with individuals at all levels.2. Key Skills这一部分一般包含一些最重要的职业技能和能力，能够提高招聘者对求职者的印象。
这里应该列举针对招聘职位最为重要的技能和能力，例如专业技能、管理能力、交际能力、创新能力等，概括性强但不应太过模糊。
研究生英语精读UNIT7ONHUMANNATURE
The Importance of Human Nature
1. Understanding human nature is fundamental to understanding ourselves and our place in the world. It helps us comprehend why we think and behave the way we do and how we can improve ourselves.
03
Exploration and Understanding of
Human Nature
The Exploration of Human Nature
The Nature of Human Nature
The nature of human nature is complex and diverse, encompassing our inherent traits, behaviors, and characteristics. It is shaped by both our genetic makeup and our environment, and is constantly evolving over time.
Methods for understanding human nature
Philosophical Analysis
Philosophical analysis uses reason and logic to explore the fundamental nature of human beings. It examines our beliefs, values, and ethical principles, seeking to understand the underlying causes and effects of our actions.
谁是真正的天才英语作文
谁是真正的天才英语作文Title: The True Essence of Genius。
Genius is a concept that has intrigued humanity for centuries. It embodies a level of intellect, creativity, and innovation that transcends the ordinary. But who truly embodies the essence of genius? Is it the prodigy who effortlessly masters complex subjects, or the visionary who revolutionizes an entire field? In exploring this question, it becomes evident that true genius is not solely defined by intelligence or talent but by a combination of factors that culminate in extraordinary achievement.First and foremost, genius requires a profound passion for one's craft. Whether it's mathematics, art, or music, true geniuses are driven by an insatiable curiosity and love for their work. This passion fuels their relentless pursuit of knowledge and excellence, pushing them to explore new ideas and push the boundaries of what is possible.Furthermore, true geniuses possess an unparalleled ability to think outside the box. They are not bound by conventional thinking or limitations but instead embrace innovation and originality. This allows them to see possibilities that others overlook and to devise groundbreaking solutions to complex problems.Moreover, resilience is a hallmark of genuine genius. The path to success is rarely smooth, and setbacks and failures are inevitable. However, true geniuses possess the resilience to persevere in the face of adversity. They view challenges as opportunities for growth and refuse to be deterred by temporary setbacks.Another crucial aspect of genius is the ability to communicate ideas effectively. It's not enough to have brilliant insights if you cannot convey them to others. True geniuses possess the gift of articulation, enabling them to inspire and influence others with their words and actions. Whether through writing, speaking, or other forms of expression, they have the power to captivate andenlighten audiences.Moreover, true geniuses exhibit a lifelong commitmentto learning and self-improvement. They understand that knowledge is limitless and that there is always more to discover. As such, they remain humble and open-minded, constantly seeking new experiences and perspectives that broaden their understanding of the world.Ultimately, the true essence of genius lies in its impact on the world. True geniuses leave an indelible mark on history, shaping the course of human civilization in profound ways. Whether through scientific discoveries, artistic masterpieces, or social movements, their contributions endure long after they are gone, inspiring future generations to reach for greatness.In conclusion, true genius cannot be confined to asingle definition or set of criteria. It is a multifaceted phenomenon that encompasses passion, creativity, resilience, communication, and impact. While intelligence and talent certainly play a role, they are not sufficient on their ownto truly embody the essence of genius. Instead, it is the combination of these qualities, along with a relentless dedication to excellence, that distinguishes the true geniuses of the world.。
1 Teaching a Research-Oriented Visualization Course
Teaching a Research-Oriented Visualization CourseDavid C. BanksMississippi State Universitybanks@ ABSTRACTThis paper describes how a one-semester advanced-level course can be designed so that the stu-dents conduct original research in graphics and visualization. The course aims to produce papers that are acceptable at a peer-reviewed technical conference. I describe my experience teaching such a course in the spring semester of 1996. This report is intended to encourage others who wish to undertake a similar effort; it presents several tactics that can help such a course succeed.1IntroductionThis paper compiles some observations, suggestions, and anecdotes that may assist research fac-ulty who wish to design an advanced-level course such that its outcome includes conference-qual-ity research papers in graphics and visualization. My intention is to provide practical suggestions pertaining to the mechanics of supervising such a course. The target readers are (1) the junior pro-fessor with active research in graphics and visualization who has experience refereeing technical papers; and (2) the student in such a research-oriented course. Some of these observations may be obvious, at least after one has taught such a course. Some of them are applicable to a variety of disciplines. A few of them are peculiar to graphics and visualization.The 1994 report Academic Careers for Experimental Computer Scientists and Engineers identi-fies graphics as an experimental discipline and points out a problem that junior faculty have in undertaking experimental research:Funding, which is important to researchers in any field, must be sufficient to cover thelong time horizons and large demands on resources that characterize ECSE research.However, programs intended to support junior faculty who have not yet established theirprofessional reputations... are highly competitive, and so only a few faculty membersreceive such support in their first year after graduation. Thus, new ECSE faculty are notlikely to have research support based on their own research ideas during the early years oftheir careers and may well have to rely during this time on “start-up” funding provided bythe hiring school [Snyder].A one-semester research course does not solve the long-term needs for a research program. But it does offer certain rewards. A course of this nature benefits the student, the instructor, and the recipient technical conference. The student gains research experience and, if the paper isaccepted, he gains a chance to present his work to a set of colleagues who are interested in the subject. The course offers the instructor a mechanism for pursuing research that might otherwise be neglected (perhaps because it is not funded or because it has not been chosen as a thesis topic). The target conference benefits by collecting a greater set of submissions. If any of the papers are accepted, this is clear evidence that the technical program is stronger because of the submissions. If the papers are all rejected then at least the conference’s acceptance rate is lowered, to the delight of the other authors whose papers are accepted. While conference papers may not receive much attention by a tenure-and-promotion committee, the conference venue is clearly the proper environment for presenting the computational artifacts (images, animations, and interactive sys-tems) that the class projects will produce. As the 1994 report states,Computer graphics is a research area that relies heavily on artifacts to convey intangibles.The channel is visual perception, of course. In instances where the subject concerns a sin-gle image, the artifact, namely a program on a graphic workstation, creates a still picture.However, for dynamic images, an artifact - either the program running on a graphic work-station or a film of the image sequence - is essential to illustrating what has been accom-plished. It is obvious, for example, that the demonstration of a flight simulator can conveyinformation beyond that provided in a paper about the simulator. Seeing the image developin time is simply more powerful, more convincing, and more inclusive than describingwhat it would look like [Snyder].The following remarks are based on my experience teaching a graduate-level course in visualiza-tion in the spring of 1996. As a first-year assistant professor I myself had not yet acquired any funds to support students to work on research in my area, so I was happy to try supervising a med-ley of one-semester research projects even if it demanded an unusually large amount of contact-hours outside of class.There were four circumstances that operated in my favor and that motivated me to undertake the experiment. First, I had been preceded in my home department of Computer Science by an excel-lent researcher and teacher whose expertise included graphics and visualization. Second, I had a colleague in Electrical Engineering who taught complementary courses in graphics and visualiza-tion. These two faculty had built a substantial community of well-trained graduate students. Third, the chairman of my department was gracious enough to allow me to teach advanced courses - in my own research area - my first year. Fourth, the students were strong performers. Of the 8 students enrolled, 6 had completed my graphics course the previous semester and had earned a final grade in the upper third of the class.The in-class portion of the course was designed as a traditional, albeit compressed, version of an ordinary graduate-level course. The class met for two 75-minute lectures per week, using Com-puter Visualization, Graphics Techniques for Engineering and Scientific Analysis (1994, edited byRichard S. Gallagher) as the textbook. The semester began in mid-January; our submission dead-lines were April 1, allowing approximately 11 weeks for the effort. After the first homework the only in-class assignments were to read the textbook and the articles listed in each chapter’s refer-ence list. 2 students dropped the class; the remaining 6 submitted a total of 6 papers to 4 peer-reviewed technical conferences prior to the end of the semester. One student did not complete a paper in time, but another student submitted 2 papers. 3 of these papers were accepted, 2 were rejected, and 1 is still under review. 2 other students audited the class and worked on visualization projects as well. One submitted a paper that was accepted and the other did not complete a paper in time. Thus the final tally was 8 students, 8 projects, 9 papers attempted, 7 papers submitted, and 4 papers accepted at peer-reviewed conferences with international participation. We finished the textbook in time to allow the students to present their projects during the last two weeks of the semester.2Preparation by the InstructorI believe an academic semester is too brief to allow a student to originate, to perform, and to doc-ument research single-handedly at a level sufficient to pass scholarly peer-review. This section enumerates several tasks that the research professor can complete before the semester begins in order to give the student a reasonable chance of success.2.1Drain the Buffer of IdeasIn a one-semester course, there simply is not enough time for a student to (1) develop an idea, (2) survey the relevant literature, (3) implement the idea, and (4) write about it for a community of knowledgeable readers. It is difficult to schedule these activities concurrently; the constraint of the calendar demands that some portion of the pipeline be cut. The most natural choice is to cut item 1. Many students have no experience developing a research topic or evaluating its potential for success. On the other hand, an active research professor is likely to have a backlog of research problems buffered up and waiting to be tried. In other disciplines it may not be so important to complete item 3. But experimental computer science (including visualization) routinely demands an implementation step before the work is presented at a conference. In my course I prepared 9 research projects for a class of 7 students (plus 2 that were auditing). I scheduled a 30-minute meeting with each student to pitch a project that I thought would be a good choice. Of those 7 stu-dents only 2 declined the originally-offered project in favor of another project on the list.2.2Select Timely ConferencesA research professor routinely checks on upcoming deadlines for conferences in his field. A grad-uate student probably does not. By compiling a list of appropriate conferences and their deadlines the professor instills a collective sense of urgency, which is almost certainly warranted if theprojects and papers are to be completed on time. These deadlines can be stressed on the very first day of class. Some conferences limit the number of papers that a given author can present, which may influence the match between projects and their target conferences.2.3Compile a Reading ListA research professor is likely to have already read several papers related to a given research project. By compiling a list of titles (and even collecting photocopies of the papers), the professor permits the student to begin reading the background literature immediately. Does this make the student’s research task too trivial by artificially pruning the survey of literature? I believe it does not. The student is still responsible for following the citation chain rooted at the bibliography to locate and read further material to fill in any gaps in his knowledge. More importantly, the student is obligated to read and understand scholarly writing, and to do so promptly. An extensive litera-ture search is an excellent prescription for the student who begins a thesis, but there is not enough time for such breadth within a single-semester course.2.4Solicit DatasetsResearch in visualization typically requires both a novel technique and a dataset on which to apply the technique. It is certainly adequate to create a synthetic “toy” dataset to verify that the technique works, but it is decidedly better to apply the visualization technique to a genuine dataset. For example, real datasets from medical scans can reveal subtle anomalies in an isosur-face algorithm that might be overlooked with simple procedurally-defined volumetric data. After soliciting datasets (whether directly from a colleague or from inquiring through a mailing list or a newsgroup on the internet) I have found that at least a month will probably elapse before I have acquired a suitable dataset for the technique I wish to apply. The student can certainly hunt for such data himself, but the dataset should be available when the student begins writing code. Find-ing an appropriate dataset can become a chore; I advocate treating it as yet another pre-processing step required of the professor.2.5Establish the Lingua Franca11 students (with 3 auditing) attended the first day of class. Exactly one of them was a native speaker of English. Since English was the official language for the conferences we targeted, I expected that there would be serious problems with the students’ prose. These expectations were fulfilled. I learned late in the semester that my university provides a proof-reading service for stu-dents. Other professors will benefit from determining at the outset whether there are similar ser-vices available at their schools. It is notoriously difficult to read a paper for content when spelling, grammar, and word-choice are not yet correct.3Preparation of the StudentJust as there are several concrete ways that the professor can prepare to conduct a research-ori-ented course, there are ways that the student can prepare during the first weeks of class in order to increase his chances of successfully completing the research assignment. Several of these tactics are identified below.3.1Write a Pre-draftAfter the initial meeting between student and professor, the student should have a general idea of what the project’s goals are. A pre-draft of the final paper will reveal whether or not the professor communicated the research project adequately during the initial meeting. The essential elements of such a pre-draft are (1) an abstract that describes the problem, the approach, and the expected results; (2) one or two hand-drawn sketches that show the sort of images that the work will pro-duce; and (3) the bibliography. All of this can fit on one page. In my class I waited until the sixth week to collect the pre-drafts. This was a mistake. A student can complete a pre-draft at this level of detail after only a week. The early feedback provides an early warning of any fundamental problems with writing or miscommunication about the nature of the project.3.2Perform a Common ExerciseEven though the students’ projects all differed, several of them shared a common theme of vector-field visualization. I assigned a small programming exercise the first week of class. Each student wrote a program to read a two-dimensional vector-valued dataset (surface velocity of the Pacific Ocean), construct a set of streamlines, and write the image using common file formats (.pbm and postscript). This assignment achieved what is, I believe, the first crucial milestone of a visualiza-tion project: putting a picture on the screen. In the end some projects relied on other tools (such as OpenGL, Motif with Xtk, or custom applications) and had to reach this milestone afresh.Different research projects require different supporting software. One can experiment with ways to display 2D vector fields using little more than an image display utility like xv [Poskanzer] to view the results. One can experiment with ways to display isosurfaces using an interactive 3D ren-dering library like OpenGL [OpenGL]. I am not aware of any supported software systems that encourage research in low level rendering, however. It would be beneficial to introduce students to a modular, open software environment designed to promote experimentation at different levels of the graphics/visualization spectrum.There are other subdisciplines in Computer Science that have developed software environments to invite students to modify and extend their components. MINIX and Nachos allow the student to experiment with elements of a simple operating system [Tanenbaum] [Anderson]. Minirel and Minibase allow the student to experiment with elements of a simple relational database system[Ramakrishnan]. There are trade-offs in designing a graphics/visualization library that is easy to use, efficient to use, easy to modify, and easy to instrument for data-collection. Some public-domain source code for graphics/visualization is already available on the internet [Gritz] [Schorn] [Schroeder] [Ward]. Students will benefit when more such libraries are developed by the graphics/ visualization community to enhance scholarly research in our discipline.3.3Search the NetSearch engines for the World Wide Web provide a powerful supplement to traditional library cat-alogs. In the first weeks of the project it is essential that the student scour the Web to locate active researchers conducting related research. Not only will he find papers that may not be available in the library’s holdings, he may locate images, animations, source code, and even additional datasets that will improve his project and enhance his paper.3.4Seek PermissionFew research efforts break completely new ground. Most of them contribute an incremental improvement over previous work. An incremental research paper is strengthened if it shows direct comparisons between the new and the previous results. In graphics and visualization, the previous results will very likely include an image, which may be available in digital form from a previous paper’s author. Proper permission is required in order to reproduce that image within one’s own paper. A one-paragraph letter, such as the one below, written to the original publisher and to the author is usually sufficient to gain the necessary permission.I am writing a paper for an upcoming conference. I will receive no royalties from the pub-lished proceedings. I would like your permission to reprint the following figure in mypaper: John Doe, “Images of Various Phenomena,” Figure 1, p. 145,International Sympo-sium on Phenomena, Technical Press, Inc., 1996. If this is acceptable to you, please indi-cate how you wish for the attribution to appear.This is a letter that the student can generate and send when he locates a comparison figure suitable to include in his paper. A reply from the copyright holder may not arrive until a month later, so it is important to seek permission well in advance of the final publication deadline.3.5Think Like a RefereeEven in a graduate-level class, it is likely that many of the students have never submitted a paper for peer review. Some have never attended a conference and have never read a conference or jour-nal paper; textbooks and trade magazines have been their only source for reading. In order to pre-pare the students for the review process, I gave them (1) a paper to review and (2) the instructions for the referees. I believe the ideal paper for this exercise falls slightly short of the line separating“accept” from “reject.” Papers at the extremes - excellent or poor - require little effort to review. A weak-but-salvageable paper requires significant work by the reviewer to identify its problems.After they wrote their reviews, I gave them a copy of my own review of the paper. All but one of the students had considered the sample paper acceptable. My own review explained why I thought it was not. I was concerned that when it came time for me to correct the students’ papers, my own critical comments would discourage them. Knowing that I had applied just as much red ink to another paper would perhaps provide consolation later. More importantly, the exercise gave them an opportunity to think like a referee.Selecting a paper for this practice-review is a delicate affair. As a professional courtesy to its author, one should keep a paper’s contents, quality, and authorship private while it is under review. Using it as an example for a class compromises these demands. There are at least four possible solutions for this problem. (1) The professor can provide one of his own manuscripts (whether current or not) for review. (2) The professor can provide copies of articles that have already been published. (3) The professor can request permission from the author to circulate his paper among the students. (4) The professor can provide a preliminary version of some paper that eventually was published. The problem with (1) is that students will be reluctant to make the necessary criti-cisms of a paper by their own instructor. The problem with (2) is that a published article may be too easy to review because it is already in polished form. The problem with (3) is that it discloses to the author that the professor is a (heretofore anonymous) reviewer of the paper. A more indirect approach is possible, such as asking a program chair or a journal editor to convey such a request to the author; this scheme demands yet another element of preparation by the professor. The prob-lem with (4) is that it compromises the assumed privacy of the manuscript.3.6Summarize the Background ReadingEven the most diligent student may postpone reading a set of technical papers that are assigned to him as background reading for a research project. A simple tool for checking on his reading is to require him to write a section on related work after the pre-draft (section 3.1) has been graded and returned to him. It is reasonable to demand that this second version of the paper conform to the style-guide issued by the conference.4Implementation DetailsThis section describes some of the details associated with conducting a research-oriented course with the goal of generating conference-quality papers.4.1How Much Time?In an ordinary project-oriented course, the student will conduct research, write summaries, and make presentations without the close and constant supervision of his instructor. Evaluating the projects requires only modest time and attention from the instructor. The character of the course changes drastically when the instructor aims to elevate the summaries to conference-quality papers. Because the papers will be externally reviewed, the instructor incurs an added obligation to insure that a paper is fit, not just assigned a grade for the course. The instructor therefore becomes a co-laborer with the student, and the burden associated with the course increases signif-icantly.In my case, the demands were most acute during a four-week period when both the software and the prose were being intensely revised; the class occupied more than 30 instructor-hours per week during the interval. Using this as a guideline, I estimate that the “typical” project demands about 5 hours per week during the most active part of the semester. Thus, one might anticipate that direct supervision of 6 projects would be sustainable; 12 would not.4.2Who is First Author?Students understand that it is considered an honor to be the first author listed on a paper. I explained to my class that each paper begins its life with my name listed first. When the student contributes substantially to the underlying idea, to its implementation, and to the technical paper that describes it, the student’s name is promoted to the first position. After the semester is over and his paper has been accepted, the student (as first author) is more likely to take responsibility for making the revisions that the reviewers require, even though there is no longer any course credit associated with the task. It is a matter of judgment whether a particular student has contrib-uted more to the paper than the professor who originated the research and supervised it. I chose to err on the side of the student. Of the 9 papers submitted, 8 listed a student as the first author.4.3How to Grade?If a project culminates in a paper with the instructor’s name as a co-author, the instructor is obliged to award the project and the paper a top score. Otherwise, how could the instructor allow it to be submitted with known errors? The difficult problem is to assign a grade to projects that did not succeed or papers that did not reach an acceptable level of quality. By participating in the research and the writing, the instructor carries some responsibility for any failed project. The stu-dent must voice his objections to an unreasonable project early in the semester; his abstract in the pre-draft effectively serves as contract describing the work he volunteers to perform. On the other hand, research can sometimes lead to unforeseen problems that require exorbitant efforts to solve. If, after the semester is well underway, a student perceives that he cannot complete the project orpaper, he may abandon the effort unless he has an incentive to continue. I believe it is unfair to award a top grade strictly as a consequence of a project’s success. The constituent elements of the work (the code, the effort, the images, the paper, the video) provide ample artifacts for determin-ing a final grade.4.4Direct CostsWithin some scientific disciplines a conference presentation only requires that a 1-paragraph abstract be submitted. By contrast, even the less-formal workshops in graphics/visualization typi-cally requires that the author submit a full paper which is then peer-reviewed. At a competitive conference, these papers will often contain color figures and will be accompanied by edited vid-eotapes (up to 7 copies of each). The preparation costs are significant. Not every paper requires color plates or accompanying videotape; even so, our class used about US$ 50 per student for these supplies.It is always tempting to wait until the last possible moment to send off a paper, especially when a student must meet a deadline that occurs during the semester when the entire research project operates at an accelerated pace. An overnight courier service, however, adds yet another cost to the process of submitting materials. Our class used about US$ 10 per student for delivery service.The most significant cost, of course, arises when a paper is accepted. The expense associated with attending a conference is substantial. In the worst case several papers are accepted at several dif-ferent conferences. Of course, this is a good problem to have. In general it appears that most graphics/visualization conferences accept fewer than half of the papers that are submitted to them; still, there is an element of chance at play. Many schools and departments maintain travel funds to support students who present conference papers, but it doesn’t hurt to warn one’s chairman in advance that his travel budget might be tapped.4.5Unexpected SituationsI experienced several surprises as the semester unfolded, some good but most of them undesir-able. The task of directing independent and intelligent minds is sometimes described to be “like herding cats;” it was certainly true that each student and each project evolved in a unique way. Several of these situations are summarized below, with some projects described more than once. These examples are chosen to illustrate the range of unexpected events that arose. They also illus-trate an important lesson: a semester does not allow enough time to attempt many different approaches.A Different IdeaTwo of the student were reluctant to carry out the approaches that were originally proposed tothem, opting instead to explore different lines of attack on their problems. I now recognize that this is a serious mistake in a one-semester research project. The compressed schedule punishes false starts. Eventually they each adopted the originally-proposed approaches and demonstrated success in their projects. But one of them could not complete a paper by the deadline, and the other’s paper was not accepted.A Better IdeaOne student achieved success very early in the semester and discovered an opportunity to take the research in a different direction. This student produced two papers: the first was accepted and the second is under review.Repeated ResearchOne student elected to re-implement the work that was described in another paper prior to imple-menting the project itself. This was a mistake. The re-implementation was a success, but the new work did not have enough time to mature. The paper was rejected.Problems with ProgrammingIt is not safe to assume that every student in an advanced-level computer science course is, per force, a gifted programmer. One student was unacquainted with the tools available for developing code in a UNIX environment. Once the code was large enough, it became extremely difficult to modify and debug. This problem is familiar in large coding efforts that involve multiple program-mers, but need not develop in a one-semester, one-person software-development effort.Conflict with the Real WorldOne student was occupied with job interviews during the semester. The student did not complete a paper and did not complete the chosen project.The Need for DataTwo students were unable to validate that their visualization techniques were significantly helpful because their test datasets were not sufficiently complex. Searching for better datasets and con-verting between different file formats drained too much time. One paper was completed too late for its deadline; the other paper was rejected.5ConclusionsIt is a challenge to carry out a research project from beginning to end in a single semester and sub-mit an acceptable report to a technical conference on graphics and visualization. Organizing a course to meet the challenge requires aggressive preparation by the instructor and demands com-mitment from the students. Even so, the instructor can shorten the research pipeline enough that student projects and reports are completed in time. This paper identifies several tactics that can。
在大学能得到什么英语作文
In university,one can acquire a multitude of skills and knowledge that are essential for personal and professional development.Here are some key aspects that one can gain from their university experience:1.Academic Knowledge:Universities offer a wide range of courses that allow students to delve deeply into their chosen field of study.This academic knowledge forms the foundation of their expertise.2.Critical Thinking:Through various assignments,essays,and projects,students are encouraged to think critically about the information they receive,analyze it,and form wellreasoned arguments.3.Research Skills:Conducting research is a fundamental part of university education. Students learn how to find,evaluate,and synthesize information from various sources.munication Skills:Whether its through presentations,group discussions,or writing assignments,university students hone their ability to communicate effectively in both written and spoken English.5.Teamwork and Collaboration:Group projects and collaborative assignments teach students the importance of working together,respecting diverse perspectives,and contributing to a common goal.6.Time Management:Balancing coursework,extracurricular activities,and personal life, students learn to prioritize tasks and manage their time efficiently.7.ProblemSolving:Universities often present students with complex problems that require creative and analytical thinking to solve.8.Cultural Awareness:Exposure to a diverse student body and faculty can broaden ones understanding of different cultures,promoting tolerance and openmindedness.working Opportunities:Universities provide platforms to meet and connect with peers,professors,and industry professionals,which can be invaluable for future career prospects.10.SelfDiscipline and Independence:Living away from home and managing ones own schedule and responsibilities fosters a sense of independence and selfdiscipline.11.Leadership Skills:Participation in student organizations,clubs,or leadership roleswithin the university can develop ones ability to lead and inspire others.12.Adaptability:The dynamic nature of university life requires students to adapt to new situations,learn from mistakes,and be flexible in their approach to learning and problemsolving.13.Professional Preparation:Internships,workshops,and career services offered by universities provide students with practical experience and guidance to prepare for their chosen careers.14.Lifelong Learning:The university experience instills a love for learning and the pursuit of knowledge,encouraging students to continue learning and growing throughout their lives.15.Global Perspective:Study abroad programs and international students contribute to a global perspective,helping students understand and appreciate the interconnectedness of the world.In conclusion,university education is not just about acquiring a degree it is a comprehensive experience that equips students with a diverse set of skills and competencies that are crucial for success in the modern world.。
一个问题两种答案作文
一个问题两种答案作文英文回答：In the tapestry of life, we encounter myriad choices, each with its own set of potential consequences. When faced with a dilemma, it is often beneficial to considerdifferent perspectives and weigh the pros and cons of each option. By doing so, we can make informed decisions that align with our values and long-term aspirations.One approach to navigating dilemmas is to adopt a utilitarian perspective. This framework emphasizes maximizing happiness and minimizing suffering for the majority. By considering the potential impact of each choice on the greatest number of people, we can prioritize actions that promote the overall well-being of society. For instance, a policymaker might choose to implement a universal healthcare system, knowing that it will improve the health and life expectancy of many citizens.Alternatively, we can embrace an ethical perspective, which focuses on upholding moral principles and values. This approach values individual rights, fairness, and justice. By considering the potential impact of our choices on others, we can act in ways that are consistent with our conscience and respect the rights of all individuals. For example, a journalist might choose to protect the confidentiality of a source, even if revealing their identity would increase the circulation of their newspaper.When making decisions, it is important to recognizethat these two perspectives may not always lead to the same conclusion. The utilitarian approach may prioritize the greater good, while the ethical approach may prioritize individual rights. By carefully considering both perspectives, we can find a balance that allows us to make decisions that are both pragmatic and principled.中文回答：面对迷茫与选择，这一千古命题，人总有着不同的思考方式和判断标准。
生活的困惑,用逻辑解决问题作文
[英语作文]生活的困惑,用逻辑解决问题作文Title: Navigating Life's Perplexities Through the Lens of LogicLife is an enigmatic journey, replete with twists and turns that often leave us bewildered. It presents us with a myriad of conundrums—some trivial, others profound—that demand our attention and resolution. In the face of such perplexities, I have found solace and direction in the application of logic, the art of reasoning that transcends emotion and instinct.Logic, the backbone of critical thinking, offers a systematic approach to problem-solving that has been instrumental in unraveling the complexities of my existence. It is the compass that guides me through the quagmire of uncertainties, helping me make sense of the chaos and find clarity in confusion.One of life's recurring puzzles is the dilemma of choice. Whether it's deciding on a career path, selecting a place to live, or even choosing between two brands of coffee, the abundance of options can be paralyzing. In such instances, I rely on the process of elimination. By identifying what I value most and what suits my circumstances best, I can narrow down choices to the most logical and feasible ones. This methodical evaluation helps me avoid the pitfalls of impulsive decisions and regret.Another challenge that frequently confronts me is the conflict between personal goals and social expectations. The pressure to conform to societal norms can sometimes clash with my own aspirations, leading to internal strife. To resolve this, I employ hypothetical reasoning. I consider the potential outcomes of both adhering to societal norms and pursuing my personal goals. By weighing the pros and cons of each scenario, I can make an informed decision that aligns with my long-term objectives and values.In dealing with interpersonal relationships, emotional intelligence often takes precedence over logic. However, when conflicts arise, I find that a logical approach can depersonalize issues and facilitate understanding. For instance, if a misunderstanding occurs between friends, I strive to analyze the situation from all perspectives, using facts rather than assumptions. This way, I can identify the root cause of the disagreement and propose solutions that are fair and justifiable to all parties involved.Moreover, life's uncertainties can lead to anxiety and fear of the future. In these moments, I turn to logical analysis to dispel myths and fears. By breaking down complex problems into smaller, more manageable parts, I can assess the real risks and take preventive measures. This not only reduces unnecessary worry but also empowers me with a sense of control over my destiny.In conclusion, while life's conundrums may never fully disappear, the toolkit of logic provides me with a framework to navigate them with confidence and clarity. It is a means to strip away the veil of emotions and biases that cloud judgment, allowing for a more objective and rational approach to problem-solving. As I continue on this journey, I am comforted by the knowledgethat logic will always be my faithful companion, guiding me through the intricate maze of life's manifold mysteries.。
problems的英语作文
Problems are an inevitable part of life,and they come in various forms and sizes. Heres an English essay that discusses the nature of problems,their impact on individuals, and the ways to address them.The Essence of ProblemsProblems are challenges or difficulties that individuals face in their daily lives,ranging from minor inconveniences to significant lifealtering events.They can be personal,such as financial struggles or health issues,or societal,like economic crises or environmental degradation.The very nature of problems is that they require solutions and often demand a change in perspective or action.Impact on IndividualsProblems can have a profound impact on individuals.They can cause stress,anxiety,and a sense of helplessness,especially if they seem insurmountable.However,they also provide opportunities for growth and learning.Overcoming problems can lead to increased resilience,creativity,and problemsolving skills.It is through the process of addressing and resolving issues that individuals often discover their strengths and capabilities.Coping MechanismsCoping with problems involves several strategies.First,it is essential to acknowledge the problem and understand its scope.Denial can lead to inaction,which only exacerbates the situation.Next,individuals should assess their resources and capabilities to address the issue.This may involve seeking help from others,whether it be through professional advice,emotional support,or practical assistance.ProblemSolving TechniquesEffective problemsolving techniques include:1.Defining the Problem Clearly:Understanding the exact nature of the problem is the first step towards finding a solution.2.Brainstorming:Generating multiple ideas without immediate judgment can lead to innovative solutions.3.Analyzing the Situation:Evaluating all aspects of the problem and considering thepotential consequences of different actions.4.Prioritizing:Identifying which aspects of the problem need immediate attention and which can be addressed later.5.Implementing a Solution:Taking decisive action based on the analysis and planning phase.6.Reviewing the Outcome:After implementing a solution,its crucial to assess its effectiveness and make adjustments if necessary.The Role of TechnologyIn the modern world,technology plays a significant role in problemsolving.From using search engines to find information to employing software for data analysis,technology can streamline the process of identifying and addressing problems.Moreover,it enables collaboration across distances,allowing individuals to pool their knowledge and resources to tackle complex issues.ConclusionProblems are an integral part of life,and while they can be daunting,they also present opportunities for personal and collective development.By adopting a proactive approach to problemsolving and leveraging available resources,individuals can not only overcome their challenges but also emerge stronger and more capable.This essay provides a comprehensive look at the concept of problems,their effects,and strategies for dealing with them effectively.It emphasizes the importance of a proactive and analytical approach to problemsolving in both personal and professional contexts.。
The Art of Problem-Solving
The Art of Problem-Solving The art of problem-solving is a multifaceted skill that transcends disciplines and pervades every aspect of human endeavor. From the mundane challenges of daily life to the complex dilemmas faced by scientists and policymakers, the ability to effectively identify, analyze, and resolve problems is paramount to success. This essay will delve into the fundamental principles and strategies that underpin effective problem-solving, highlighting the importance of critical thinking, creativity, and adaptability in navigating the intricate landscape of challenges. At its core, problem-solving is a process of critical inquiry that begins with the recognition and definition of a problem. This initial stage requires a keen eyefor detail, an ability to discern patterns, and a willingness to question assumptions. Often, problems present themselves in ambiguous and multifaceted forms, making it essential to clearly articulate the nature and scope of the challenge before embarking on the solution-seeking process. A well-defined problem statement serves as a compass, guiding subsequent efforts and preventing aimless exploration of irrelevant tangents. Once the problem has been clearly defined,the next step involves gathering and analyzing relevant information. This stage necessitates a discerning approach to data collection, ensuring that informationis accurate, reliable, and pertinent to the problem at hand. The ability to sift through vast amounts of data, identify key variables, and establish causal relationships is crucial for developing a comprehensive understanding of the problem's underlying causes and potential solutions. Equipped with a thorough understanding of the problem, the process moves towards generating and evaluating potential solutions. This stage often demands a creative and flexible mindset, as the most effective solutions are rarely obvious or readily apparent. Brainstorming, lateral thinking, and the exploration of unconventional approaches are essentialfor expanding the range of possibilities and uncovering innovative solutions. The evaluation of potential solutions requires a critical and objective lens, weighing the feasibility, effectiveness, and unintended consequences of each option. The selection of the most promising solution marks the transition from analysis to action. Implementing a solution requires meticulous planning, resource allocation, and effective communication to ensure smooth execution. Monitoring theimplementation process is equally crucial, allowing for adjustments and course correction as unforeseen challenges arise. Flexibility and adaptability are paramount during this stage, as real-world scenarios rarely unfold according to plan. Effective problem-solving extends beyond the immediate resolution of a specific challenge. The process culminates in reflection and learning, extracting valuable insights from the experience to inform future endeavors. Analyzing the effectiveness of the chosen solution, identifying areas for improvement, and documenting lessons learned contribute to the development of a robust problem-solving repertoire. This iterative process of continuous learning and refinementis essential for fostering adaptability and resilience in the face of ever-evolving challenges. In conclusion, the art of problem-solving is anindispensable skill that empowers individuals and societies to navigate the complexities of the modern world. By embracing a systematic and adaptable approach, individuals can cultivate the critical thinking, creativity, and resilience needed to transform challenges into opportunities for growth and innovation. The pursuit of effective problem-solving is a continuous journey of learning and refinement, enabling us to not only overcome obstacles but also to shape a more informed and resilient future.。
Simple and effective
IntroductionThe Career Services Office at Grand Valley State University (GVSU), a state university located in Michigan, USA, recently adopted some of the total quality management (TQM)principles to increase the total efficiency of its Employment Bulletin production process. The Employment Bulletin is a bi-weekly service mailed to senior students, alumni and other subscribers. There are two separate bulletins.The yellow bulletin covers exclusively employment information for educationmajors while the blue bulletin covers employ-ment opportunities for all other majors.In October 1994, a taskforce was commis-sioned to evaluate the overall bulletin process to identify the causes for the problems re-ported by the users of the service and the system flaws. This taskforce utilized some of the basic principles of TQM to establish an investigation base. The first step was theestablishment of the taskforce which included two members of Career Services involved in the daily operation of the Employment Bulletin ,an assistant director not directly involved with the process and another administrator from a separate university business unit. The second step included a brainstorming session todetermine and visualize affecting factors from different perspectives. The third step was the evaluation of the factors at different levels.Finally, the taskforce delivered the recom-mendations to the unit director for final approval.In this paper, we clearly demonstrate how the Career Services Office was able to improve the efficiency of its EmploymentBulletin process. We feel that a similarly simple and effective approach can be used by func-tional units in any organization to improve efficiency.The paper is divided into five sections.First, the evaluation process and criteria used by the taskforce are discussed. Second, the existing Employment Bulletin preparation process is analysed. In section three, specific recommendations made by the taskforce are presented. Next, the performance review undertaken by the taskforce is explained.Finally, conclusions and future directions are suggested.32The TQM MagazineVolume 8 · Number 2 · 1996 · pp. 32–35© MCB University Press · ISSN 0954-478XCase studiesSimple and effectiveLuis Otero andJaideep MotwaniJaideep Motwani is at the Department of Management,Grand Valley State University, Grand Rapids, Michigan,USA.Demonstrates how the Career Services Department of Grand Valley State University was able to implement simple quality principles and tools for improving its Employment Bulletin process. Discusses the overall goal which was to reduce costs and to improve the efficiency of the overall process, and shows from a nine-month follow-up evaluation that the recommendations suggested by the taskforce improved the system considerably. Reveals that customer complaints were reduced from an estimated average of 12 per month to an average of 4.5 complaints per month, costs were reduced by US$6,209.48 annually and the controlled process increased customer satisfac-tion, compilation and delivery.Evaluation processOur taskforce met several times to discuss the Employee Bulletin process and to identify the various problems causing the inefficiency. The taskforce also utilized the feedback pro-vided by a user survey conducted earlier in the year to establish a baseline for the investiga-tion. The brainstorming sessions helped narrow the problems as follows:•Employment Bulletin not received at all;•bulletin not received on time;•processing of address changes. Subsequently, the taskforce identified the major categories or processes associated with the development of the bulletin. The identi-fied processes included the following:•compiling process;•printing process;•complaint resolution mechanism;•delivery process;•although not a process per se, bulletin aesthetics.A fishbone chart was then compiled by the taskforce to identify possible causes to prob-lems encountered in each of the identified processes listed above (see Figure 1). AnalysisThe activities involved in the preparation of the Employment Bulletin were analysed. The compiling process involved various tasks that included: the task of typing, the marked job orders provided by the assistant and associate directors, the proofreading of the bulletin, and the delivery of the master copy to the print shop before 10.00 a.m. on Wednesdays.The print shop guaranteed the delivery of the bulletin to Career Services by late Thursday or Friday morning. On receipt of the bulletin, the process of folding, stapling, labelling and mailing were then performed. The taskforce found the compiling process cumbersome,tedious and prone to errors due to the repeti-tive nature of the task. The lack of firm date-lines and the short period of time allowed tofold, staple, label and mail was a major con-cern.The delivery process was affected by the uncertainties with the United States PostalService (USPS), by the errors caused bymailing the bulletin to a wrong address, byusers deleted prematurely from the mailinglist, by users who did not change theiraddresses, and by users failing to renew their subscriptions on time. Although users wereinformed that the delivery date was everyother Tuesday, many customers were used to receiving the bulletin on Saturday or Monday and when they received the bulletin on Tues-day (the target day), they filed complaintswith Career Services. In other instances,complaints were received because bulletinswere not received at all; a problem, as already mentioned, attributed to wrong addresses,mistakes in entering address data, premature deletions from the mailing list or failure torenew on time. The premature deletionscould be traced to the lack of proper manage-ment of expiration dates between CareerServices and the Academic Computing. It was found that the Career Services assumed that Academic Computing maintained a database of the registrants and it turned out that theyonly maintained a simple file that was up-dated periodically with information provided from the Career Services.The taskforce felt that the centralization of the complaint recording method will allow for the resolution of conflicts in an efficientmanner. This required the standardization of recording problems and actions taken towards the resolution of the recorded problems.The printing process was associated with reducing the costs of printing, stapling andlabelling. One relevant issue pertained to the viability of merging both bulletins (yellow and blue). Although the merger would have satis-fied the demands of a small group of users,the added postage cost of adding more pages per issue was not justified. The following is a cost itemization showing the average cost ofproducing a bulletin (see T able I).33Figure 1 Cause-and-effect diagramThe taskforce also felt the bulletin could be mailed unfolded and automatically stapled with no additional cost and time necessaryfor labelling. The actual process of folding, labelling and stapling took approximately ten student hours compared to two student hours with the new unfolded version. The only modification was the redesign of the back page to allow a place for the label, return address, and postal code information.A concern was the possible damage to the bulletin. However, several trials showed no damages at all.The aesthetic evaluation showed that information and presentation of the bulletin was of higher quality in comparison to the bulletins produced by other higher education institutions in the USA. RecommendationsBased on a careful analysis of the individual processes in the Employment Bulletin prepara-tion, the taskforce delivered the following recommendations:•Need for the establishment of firm date-lines. The firm commitment to the posted datelines will permit the compilation andrevision of bulletins before 5.00 p.m. onMonday and the return of bulletins byWednesday before noon. This will ensurethat all bulletins will be ready by Thursday morning. By mailing bulletins by Thursday the variations of the postal service areminimized. Furthermore, with the mailing date posted on the front page, the users will be informed as to when the bulletin wasactually mailed to them. This shouldreduce delivery complaints caused by theuser’s perception that the bulletin wasmailed late by the Career Services Office(see T able II).•Need for reduction of errors. Although the elimination of wrong addresses is almostimpossible due to the lack of notificationfrom users, the taskforce felt that the errorcould be reduced by logging in all reportedcomplaints followed by a complete deter-mination and resolution of the complaints.•Need for obtaining from Academic Com-puting one month ahead of time the list ofregistered bulletin subscribers to verifyexpiration dates and deletions. This willallow for the notification to users of expira-tion dates and address changes one monthahead of time.•Need for starting the implementation of a true database in the Career Services Officewith automated capabilities to check expi-ration dates and other registrants’ informa-tion.•Need for maintaining a complaint log to record all complaints and to serve as apointer to problems. All entries shouldhave the date, hour, name of user, tele-phone, type of complaint and the date andhour when the problem was solved. Thiswill allow for the development of a specifichour timeframe for the solution of eachproblem and for measuring tolerances in astatistical process control form. In addi-tion, the complaint log should be used inconjunction with the mailing list to verifyaddress changes. A written notificationshould be mailed to the user with the cor-rective action encouraging the user tocontact Career Services if the situation isnot adequately corrected.•Need for printing two bulletins and to change the back page to allow the mailingof unfolded bulletins.Performance reviewA performance review was conducted by ataskforce nine months after the bulletin task-force recommendations were implemented.The main barometer on the performance ofthe bulletin was the complaint log that wasstarted nine months previously. Career Ser-vices adopted all the recommendations andafter nine months the overall process improve-ment was evident. The amount of complaints 34were reduced to an average of 4.5 complaints per month compared to an estimated average of 12 complaints per month. Costs were reduced by US$6,209.48 annually.The main complaints evaluated by the taskforce were that the bulletins were not arriving on time or not being received at all. After nine months these still remained the main complaints. However, the adopted changes reduced the late arrival complaints to an average of 3.2 complaints per month, while the non-arrival complaints were reduced to 1.3 complaints per month. In all cases,immediate action was reported and properly recorded.It is important to point out that the changes created a defined structure in theoverall process. The Career Services groupwas capable of monitoring the process in amore efficient manner. They were also able to fine-tune the processes to further reduceflaws.ConclusionsThe success of the presented example shows that some of the basic tools and principles of TQM can be effectively implemented insmall-scale support functions. The reasons for successful implementation of these principles in the Career Services Department can beattributed to the following. First, manage-ment was committed to the improvement ofthe established system and developed thenecessary leadership to help the unit performa better job. Second, management realizedthat a better system comes out of continuous-ly improving the existing system. Third, adetermination to improve customer serviceand performance was identified. Finally, amonitoring method to measure performance and to review and improve the system wasdeveloped; in this case, a complaint recordthat served as the operational barometer.Although not a sophisticated measuring tool it serves the purpose of measuring improve-ment.The real-world example discussed in this paper demonstrates that continuous improve-ment is not restricted to the manufacturingfloor and limited to the utilization of complex mathematical tools. The Career ServicesDepartment plans to use similar quality prin-ciples and tools for other activities/jobs per-formed by the department. The management and the employees are excited about theresults and want to make sure that themomentum is maintained.35CommentaryQuality improvement isn’t just for the glamorous end of organizations. Make a photocopy of this article (don’t tell the publishers!) and give it to the people who produce your in-house newsletter, or who orga-nize filing or admin support. Then see what they can come up with.。
Harnessing Creativity for Problem-Solving
Harnessing Creativity for Problem-SolvingCreativity is a powerful tool that can be harnessed for problem-solving in various aspects of life. Whether it's in the workplace, in personal relationships, or in tackling societal issues, the ability to think outside the box and come up with innovative solutions is invaluable. In this response, I will explore the importance of harnessing creativity for problem-solving, the barriers that may hinder this process, and strategies for cultivating a creative mindset.Creativity is often associated with the arts, but it is equally relevant in the realm of problem-solving. When faced with a challenge, individuals who can think creatively are able to approach the problem from different angles, consider unconventional solutions, and adapt to changing circumstances. This flexibility and open-mindedness are essential for finding effective and sustainableresolutions to complex issues. In the workplace, for example, employees who are encouraged to tap into their creativity can contribute fresh ideas, improve processes, and drive innovation within the organization. Similarly, in personal relationships, the ability to think creatively can lead to more harmonious interactions and the ability to navigate conflicts in a constructive manner. However, harnessing creativity for problem-solving is not always straightforward. There are several barriers that can impede this process, such as fear of failure, self-doubt, and rigid thinking patterns. In a society that often values conformity and certainty, taking risks and embracing uncertainty can be daunting. Additionally, the pressure to adhere to established norms and expectations can stifle creative thinking, leading individuals to opt for safe and conventional solutions. Overcoming these barriers requires a shift in mindset and a willingness to challenge the status quo. It also necessitates creating an environment that fosters and celebrates creativity, whether it's in the workplace, at home, or within communities. To cultivate a creative mindset for problem-solving, individuals can adopt various strategies. One approach is to engage in activities that stimulate the imagination, such as art, music, or writing. These pursuits not only serve as outlets for self-expression but also encourage divergent thinkingand the exploration of new ideas. Additionally, seeking out diverse perspectives and experiences can broaden one's mental horizons and inspire innovative solutions. This may involve collaborating with individuals from different backgrounds, traveling to new places, or delving into unfamiliar subjects. Furthermore, practicing mindfulness and cultivating a sense of curiosity can help individuals become more attuned to their surroundings and receptive to novel insights. In conclusion, harnessing creativity for problem-solving is a valuable skill that can yield positive outcomes in various domains of life. By embracing creativity, individuals can approach challenges with ingenuity, adaptability, and awillingness to explore unconventional paths. However, overcoming barriers to creativity and cultivating a creative mindset require effort and a willingness to break free from established norms. By doing so, individuals can unlock their full problem-solving potential and contribute to meaningful change in their personaland professional spheres.。
缺乏实践的解决方案英文
Introduction:In today's fast-paced world, many individuals and organizations face various challenges that require effective solutions. However, merely having a solution is not enough; it is the implementation that truly makes a difference. Lack of practical solutions hinders progress and prevents individuals from achieving their goals. This article aims to shed light on the importance of practical solutions and providesinsights on how to overcome challenges through implementation.1. Understanding Practical Solutions1.1 Definition:A practical solution is a feasible and actionable plan that addresses a specific problem or challenge. It is based on realistic assumptions, taking into account the available resources, time constraints, and potential risks.1.2 Characteristics:a. Feasibility: The solution should be achievable within the given constraints, considering the available resources and expertise.b. Actionability: The solution should be actionable, with clear steps and guidelines on how to implement it.c. Relevance: The solution should be relevant to the specific problem or challenge at hand.d. Scalability: The solution should be scalable, allowing for adjustments and modifications as needed.2. The Importance of Practical Solutions2.1 Overcoming Challenges:Practical solutions play a crucial role in overcoming challenges. By implementing these solutions, individuals and organizations can address problems effectively and move towards achieving their goals.2.2 Resource Optimization:Practical solutions help optimize the use of available resources, ensuring that they are utilized efficiently and effectively. This leads to cost savings and improved outcomes.2.3 Time Management:Implementing practical solutions helps manage time effectively, allowing individuals and organizations to focus on critical tasks and meet deadlines.2.4 Innovation and Continuous Improvement:Practical solutions encourage innovation and continuous improvement. By implementing and evaluating the outcomes, individuals and organizations can learn from their experiences and make necessary adjustments to enhance future solutions.3. Overcoming Challenges through Implementation3.1 Identifying the Problem:The first step in implementing a practical solution is to clearly identify the problem or challenge. This involves understanding the root causes and the impact of the problem.3.2 Gathering Information:Collect relevant information and data to gain a comprehensive understanding of the problem. This may involve conducting research, surveys, or interviews with stakeholders.3.3 Developing a Solution:Based on the gathered information, develop a practical solution that addresses the identified problem. Ensure that the solution is feasible, actionable, and relevant.3.4 Planning the Implementation:Create a detailed plan for implementing the solution. This plan should include specific steps, timelines, responsibilities, and resources required.3.5 Communication and Collaboration:Communicate the plan to all stakeholders involved. Foster collaboration and ensure that everyone understands their roles and responsibilities in the implementation process.3.6 Monitoring and Evaluation:Regularly monitor the progress of the implementation and evaluate the outcomes. Adjust the plan as necessary to address any unforeseen challenges or changes in circumstances.3.7 Feedback and Continuous Improvement:Seek feedback from stakeholders and analyze the results. Use this feedback to make improvements and refine the solution for future applications.Conclusion:In conclusion, lack of practical solutions can hinder progress and prevent individuals and organizations from achieving their goals. Understanding the importance of practical solutions and implementing them effectively is crucial in overcoming challenges. By following a systematic approach, individuals and organizations can address problems, optimize resources, manage time efficiently, and foster innovation and continuous improvement. Remember, it is not just the existence of a solution that matters, but the practical implementation that truly brings about positive change.。
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Problem-oriented visualisation of multi-dimensional data setsSusanne LangeUniversity of RostockDepartment of Computer ScienceInstitute for Computer GraphicsAlbert-Einstein-Str. 2118051 Rostockphone: 0381 498 3418fax: 0381 498 3426email: slange@informatik.uni-rostock.deWolfgang MüllerDarmstadt Technical UniversityDepartment of Computer Science Interactive Graphics Systems GroupWilhelminenstr. 764283 Darmstadtphone: 06151 155 136fax: 06151 155 199email:mueller@igd.fhg.deHeidrun SchumannUniversity of RostockDepartment of Computer ScienceInstitute for Computer GraphicsAlbert-Einstein-Str. 2118051 Rostockphone: 0381 498 3421fax: 0381 498 3426email: schumann@informatik.uni-rostock.deDetlef KrömkerFraunhofer IGDDepartment Animation &HD Image CommunicationWilhelminenstr. 764283 Darmstadtphone: 06151 155 132fax: 06151 155 199email:kroemker@igd.fhg.deAbstractThe amount of data produced in the fields of engineering and science by measurements and simulations is steadily increasing. Scientific Visualisation has proven to be often the only reasonable approach to analyse this data to gain knowledge about the underlying processes and relations. However, the decision for the right visualisation methods is not easy at all. In general, the user must be an expert to generate an effective visualisation which considers the goal in mind and renders the characteristics of the given data set without producing artefacts and hereby misleading visualisations. This problem is of great impact since such wrong visua-lisations may lead to wrong conclusions.To support the user in the process of the generation of a visualisation it is necessary to provide guidance and tools which recommend visualisation methods and visualisation mappings, or even select an appropriate method. In this paper we discuss the various aspects of such visua-lisation support systems and present Vis-Wizz, a prototype of a problem-driven visualisation assistant.Keywordsscientific visualisation, intelligent visualisation systems, visualisation support , visualisation assistant, multi-dimensional data, presentation quality1IntroductionHuge amounts of data are produced daily by measurement, observation, simulation and calcu-lation. It is estimated that only a quarter of that data can be stored and only a quarter of the stored data can be analysed. The latter is mainly caused by the lack of effective tools and appropriate guidance for data analysis.Scientific Visualisation represents one approach which is more and more applied in the problem area of analysing unknown data. Visualisation has proven to be a good and often the only reasonable approach to gain knowledge about the underlying processes and relations of the data. However, although a good variety of sophisticated visualisation techniques are provided so far by visualisation systems, visualisation did not get utilisation in the expected degree for several reasons:•Most of the visualisation systems do not offer standardised interfaces for data import and export. The accepted formats are generally not those in which the data are created or held.•The user interface design does not meet the terminology of the underlying application.•For several data classes (particularly for multi-dimensional data) appropriate visualisation techniques are rarely supplied.•Most important, there is no support of selection and use of different visualisation methods.For special applications these problems can be avoided by providing a turnkey system. How-ever, it seems not effective always to develop yet another visualisation system. There are gene-ral purpose visualisation systems addressing a variety of application fields and allowing to build ones own visualisation application. Since these systems (application builders) are powerful and expected to spread widely over the data producing fields, it should be aimed at providing assistance to its use and adjustment. Still, the above mentioned drawbacks fully apply to these systems.The research described in this paper focuses on the enhancement of standard visualisation systems by an automatic generation of the visualisation network of an application builder. This involves the process of selecting a proper visualisation method and results in an automatic assembling of the application builder’s modules.Starting from a classification of known approaches we describe a new approach to a problem-driven visualisation. Then we present our visualisation support tool and give some results.2Visualisation support - a classificationModern visualisation systems provide a large amount of visualisation methods and techniques. However, the decision for the right visualisation methods and visualisation mapping is not easy at all. In general, the user must be an expert to generate an effective visualisation which considers the goal in mind and renders the characteristics of the given data set without produ-cing artefacts and hereby misleading visualisations. Thus, there is a need for assistance tools which support the user during the modelling of the visualisation pipeline and allow even non-experienced users to visualise their data in an efficient way in an adequate amount of time. There are a number of different approaches to this problem. In this section we try to classify these approaches and to discuss their characteristics and their potential limitations.During the modelling of a visualisation process a user may receive assistance in a problem-driven or a problem-independent way. Problem-independent support does not recognise the current context and the actual questions of the user when providing the assistance, though such systems are not limited to simple help mechanisms. Visualisation methodologies as proposed by Tufte [Tuft 83] and Bertin [Bert 83], and rule systems as introduced by Senay and Ignatius [SeFe 91] and others (see [ArLS 94] for a more detailed discussion) may represent the bases for more sophisticated solutions. An example of an interactive multimedia visualisation assistant based on this work is presented in [Koop 95].More interesting is the idea of a problem-driven support of the user, where the system reacts on the current context and directly takes into account the various aspects which influence the effec-tiveness of a visualisation. The most important of these aspects are the data characteristics, which is not only the structure of the data but also the semantics, the visualisation goal ([Robe 90][Wehr 90]), the application domain, which affects for example the valid visualisation meta-phors, the display characteristics, and, last not least, the visual capabilities of the observer. To consider these aspects in the visualisation process, a taxonomy of these parameters is necessary as well as description mechanisms to specify them in a concrete context.Another distinction can be made between assistance systems which provide recommendations or those which criticise the applied visualisation. In general, recommending systems follow a problem-driven approach and perform an evaluation of a base of visualisation guidelines under consideration of context-specific parameters. Visualisation guidelines describe the knowledge or experiences of the effectiveness of visualisations for certain problems fields. Until now, thevisualisation guidelines applied in applications such as are APT ([Mack 86]), VISTA ([SeIg 90]), and IBIS ([SeFe 91]) were generally based on rules describing effectiveness aspects of visualisations which were drawn from experience and empirical tests.A different approach is to provide support for a user in form of criticism of the applied visua-lisation pipeline and visualisation mappings, where the criticism can be informative or construc-tive. The general concepts are very similar to the ones discussed before if the criticism is generated based on visualisation guidelines. However, a much further going criticism can be produced based on a comparison of the data to be visualised and the information in the resulting image, either for the original data set or a test data set of known content. This corresponds to the evaluation of the presentation quality using measurement methods and applying an objective observer approach ([GeMü 94]). This aspect is discussed in some more detail in section 3.3 An example for a system following this approach is GrafikDesigner, which includes a beautifier to optimise 2D graphics generated in an editor ([Rome 94]).The approach of a recommending assistant can easily be united with the criticising approach. Thus, the evaluation of the resulting image may change the recommendation or optimise the recommended visualisation mapping. Figure 1 presents a model of a problem-driven visua-lisation support system combining both approaches in such a way.Figure 1: Problem-driven visualisation support systemIn the following sections we will discuss the most important aspects of our visualisation assistant Vis-Wizz which follows the approach to give recommendation of a visualisation based on data characteristics and user‘s goal as well as on a quantified evaluation of the visual repre-sentation to be generated. Moreover we will discuss some aspects with respect to an evaluation of the generated visualisation by a quality evaluation system.3 A new approach to a problem-driven visualisationWhat is meant by a problem-driven visualisation? Assuming that the underlying visualisation system offers several visualisation techniques, it has to be decided which technique to apply and how. To select an appropriate technique requires not only to know about size and type of data, but also to be aware of the goal the scientist has in mind when looking at the graphic pre-sentation. Moreover, conventions of the underlying application contribute to the decision as well as characteristics of the hard- and software used.Considering all these influences means to make the selection and realisation of a visualisation method problem-dependent. Consequently, a description of the underlying visualisation prob-lem and a mechanism for selecting a suitable technique are needed. Based on this, the picked technique can be realised in an application builder by automatically generating the corres-ponding visualisation network. The automatic network generation is one way to integrate the support tool outlined below into a visualisation environment like shown in figure 2. We will look in more detail at the selection process and the influencing factors now.factors ofinfluenceselectionmechanismintegration intoa visualisationenvironmentFigure 2: Visualisation support3.1Data specification and selectionConsidering several approaches to data specification published in different contexts ([BeGr 89], [Robe 90], [Brod 92], [Brod 93]) and analysing a variety of visualisation applications, some data characteristics proved to be essential to the selection decision.These are e.g. the type of data and the nature of its range (Is it continuous or discrete? Does an inherent order exist?). Furthermore it is of interest whether the data are defined over a spatial or temporal domain. If so, it is important to know about dimensionality and shape of grid and about the nature of domain (e.g. whether the data are defined point-by-point or over regions of the domain).Another important factor is the information contained in the data. By the application of infor-mation theoretical methods, such as described by Theisel ([Thei 95]), one can decide which data contains relevant information and should be represented, which data is redundant and does not need to be shown since it does not contain additional information, and which data should be shown in combination to visualise their correlation.The specification of these characteristics determines a basic set of techniques being potentially applicable to the given data set. This may lead, for instance, to a set of initial visualisation techniques for volume data, for vector fields, for scattered or for molecular data.Hence the specified data characteristics permit a preliminary decision in the sense of a corres-ponding classification of visualisation techniques, but they can not provide a clear decision which technique to apply. Therefore we have to look at further criteria in order to reduce the set of data specific techniques to a set of techniques, which are well suited for the demands of the user, or even to the best suited one.3.2Specification of interpretation aimsWhen selecting a visual representation of a given data set one has to consider the intention of the data analyst. It makes a difference whether the focus is on frequencies and distributions, or on special values or on correlation between data variables, since the various techniques support these goals to a different degree.There are two alternatives for the specification of interpretation aims. The one is to choose from an enumeration of verbally given aims, the other is to describe the aims in an abstract or formalmanner. The problem is to describe the aims in a way the selection mechanism is able to pro-cess and the user is able to express. So one can define interpretation aims by means of first order logic ([Thei 94]), but that does not meet the demand of the user for an application oriented terminology. The user is expected to prefer descriptions like "diagnosis of a tumour’s size and shape" rather than a first order logic expression.Consequently, we have to map the application and data dependent expression of the user’s intentions to a more abstract specification required by a selection mechanism.3.3Evaluation of visual representationsThe evaluation of the quality of a visual presentation is not an easy problem. For a visual presentation intended for human perception the final judgement depends on the observer and the accomplishment of the communicative goal of the visualisation ([GeMü 94]). Thus, the quality can only be evaluated with a good understanding of the observer’s visual capabilities, his knowledge and his subjective feelings. Therefore, it can be argued whether an exact evaluation of a visual representation may be achieved at all. However, even the application of limited models for quality evaluation may still lead to a valuable support for the user.As described before, two quality evaluation approaches can be distinguished in this context. First, image quality can be evaluated by checking the applied visualisation method and mappings against a set of general visualisation guidelines. This corresponds to an a priori estimation of the expected visualisation quality. Thus, the effectiveness of the visual presentation is determined according to certain characteristics of the direct mapping of infor-mation in the visualisation pipeline. The advantage of such an approach lies in available foundations in form of visualisation guidelines, such as discussed in the previous chapters. However, a system of heuristic visualisation guidelines can hardly describe a closed and consistent model of all aspects of the visualisation process, and, hence, can only handle a limited amount of situations. Especially, intrinsic mappings of a rendering process and its possible problems are seldom covered by visualisation rules and, thus, cannot be controlled.Different from this approach, image quality can be evaluated a posteriori, and here two methods can be distinguished: subjective tests, evaluated for instance with the ROC Method ([BeMD 93]), and objective measurement methods. Until now, subjective tests promise the best results for quality evaluation of visualisation methods and parameter mappings. However, the results of such tests are very domain and task specific and can seldom be generalised. Therefore, they can only be applied to evaluate the effectiveness of a single technique in a specific application context. Moreover, the test procedure is generally very time-consuming.Consequently, the application of objective test methods seems to be the more appropriate approach on the way to an intelligent visualisation assistance system. Objective measurement methods try either to extract and measure physical entities from an image and to set them into relation with human quality evaluation, or they try directly to apply computational models of human vision to simulate an artificial observer. The information perceived by the artificial observer can be compared to the original information and the distortion can be measured. The results of this procedure may be transformed into a criticism of the visual presentation. A drawback of this approach is the complexity of the measurement methods and, until now, the missing of accepted models for human processing of visual information.When applying a perception based approach to objective image quality measurement one has to understand that man analyses visual information on different layers of abstraction ([Marr 82]). Consequently, to model and to match human performance in quality evaluation it is necessary to use a similar approach and to distinguish between different aspects of the visualisation or diffe-rent representation layers of visual information, such as an iconic, graphical and symbolic layer, and to measure the distortions on these layers ([GeMü 94]). Such a view of the problem corresponds to a Visual Computing approach ([HiMü 94]).3.4Automatic selection of visualisation methodsAs described above the data specification leads to a first reduction of the set of known visual representations. But our research aims at finding those techniques, which meet the demands of the user discussed in the previous sections. Therefore we have to consider both the capabilities of each visualisation technique suitable for the given data set and the requirements arising from the underlying application problem.To express a technique’s capabilities we apply a functional approach to the evaluation of the generated visual representation. For each technique and each interpretation aim it was analysed, which characteristics of the data influence the technique’s suitability for the given aim and in which manner. The influences are quantified ([Luko 93]) by considering the evaluation methods described above, visualisation guidelines published so far and threshold values esta-blished by interviews. This results in a set of functions, each of it determining a value which measures the suitability of a technique for a special aim with respect to the characteristics of the data set. For each technique a suitability vector is calculated containing a value for each inter-pretation aim.On the other hand, the demands on the visual representation of the data set have to be specified. Therefore the user is asked to establish priority values for each interpretation aim, which leads to a priority vector.Comparing the priority vector to the suitability vector of a technique results in a value measu-ring the support, which the user gets on his visualisation problem when utilising this technique. Starting from this measure and taking into account a certain determined threshold, the set of techniques is divided into two subsets containing those techniques, which do or do not meet the user’s demands, respectively. Consequently, if no technique exceeds the threshold, there is no appropriate technique available, which satisfies all the needs of the user. In the following section we will discuss this case in more detail.4The visualisation support toolDuring our research on the selection process we developed the visualisation assistance tool Vis-Wizz in order to implement and test the selection mechanism discussed above. Starting from a short description of a typical session with our tool we will go into some interesting aspects in more detail.The first step is to load the data set. As we deal with multi-dimensional data and plan to extend on further classes of scientific data, we chose netCDF ([Rew 90]) as the basic format for data import and export of our tool.Vis-Wizz then extracts some characteristics from the data set, such as the type of values or the size of its domain, and analyses the data set based on information theory ([Thei 95]) to get meta data about the inherent information and the correlation between data variables. The user may interactively complete the data specification. For example, he can divide the range of a data variable into various intervals. Furthermore a data selection is performed by interactively choosing data variables and records to be visualised. Figure 3 presents the part of Vis-Wizz responsible for the selection of data variables. Interacting with the lower window the user may pick a data variable and ask for correlating variables in order to found his selection on it.In the next step the user weights his demands by establishing priority values for each interpre-tation aim. At this stage the user may request for a suitable visualisation technique causing the assistance tool to generate a recommendation. Currently, Vis-Wizz handles a set of 15 tech-niques available for multi-dimensional data. For each of them it matches the suitability vector with the specified priority vector as described above. The threshold for the conformity, which decides whether a technique is suitable for the given problem, is interactively adjustable by the user.If no technique can be found, which were able to satisfy the specified demands, Vis-Wizz offers two ways for a conflict solution. The first is to interactively re-specify the visualisation problem. For that, Vis-Wizz determines, which demands of the user cause the insufficientFigure 3: Selection of data variablesconformity of the application’s requirements and the technique’s capabilities. For each technique it displays the contradictions between its suitability for each aim and the priority given by the user. Furthermore, it estimates, whether the data set to be visualised should be reduced in order to improve the suitability of a technique and by which amount. Figure 4 shows that part of Vis-Wizz. Black bars represent the need to re-weight the corresponding interpretation aim, dark grey bars indicate the need to reduce the number of data variables or records by a certain amount. The user is free to weight the interpretation aims or to select a data subset againand to ask for a new recommendation. The disadvantage of this approach is that the user has to cut his original demands.Figure 4: Interactive conflict solutionAs this may be unacceptable to the user, Vis-Wizz provides an alternative way keeping the original weight of the visualisation problem. Since no technique meets the combination of all the user’s demands on its own, it is necessary to apply a variety of techniques, each of which satisfies a certain subset of the demands. Vis-Wizz seeks for a minimum set of techniques in order to keep down the number of visual representations to be examined in the end. However, it is left to the user to lead all the partial information, carried by the set of images, into general information about his problem. Figure 5 shows how Vis-Wizz presents its recommendation.Regardless of the way the session went so far, now at least one visualisation technique is offered to the user. He may ask the assistance tool to visualise the specified data by the proposed techniques. Vis-Wizz causes the general purpose visualisation system IRIS Explorer to start and to create the appropriate visualisation network. This is done by automatically generating scripts from script fragments, which describe special visualisation networks in a generic manner, using meta information about the visualisation problem and the proposed techniques as parameters. After having processed the script, the whole functionality of IRISExplorer is available to the user. The integration with other visualisation systems is possible, if only a scripting language is provided, which allows to control the network generating process.Figure 5: Recommendation of a combination of techniquesDuring the whole session the user may ask for help on several topics, like on the problem specification, on the selection process or on a special visualisation technique. Vis-Wizz offers an on-line help with explanatory texts and starts IRIS Explorer with an example visualisation network in order to provide an impression of a special visual representation if desired.5Conclusions and future workWe developed an visualisation assistance tool, which represents under various aspects a new approach to user support during the visualisation process. First of all, Vis-Wizz considers the quantitative evaluation of visualisation guidelines to be the fundamental concept for the recommendation of visualisation methods and mappings. This is realised by a functional approach to the evaluation of visual representations using data characteristics as parameters.Moreover, Vis-Wizz works problem-driven as it starts from a description of the visualisation problem including data characteristics as well as the visualisation goals.Another important aspect of Vis-Wizz is its integration into a standard visualisation system. This allows to use the concepts and the functionality of a well-tested system and prevents the user from the difficulties of getting into yet another visualisation tool. The next step of our research is to join together our assistance tool and a database management system as a further component of a visualisation environment.A limitation of Vis-Wizz is its specialisation to the visualisation of multi-dimensional data. Since a lot of data has a strong relation to time and space the integration of further data-classes into Vis-Wizz is necessary. 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