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came to view mental models, in many cases, as nothing more than diagrams in the mind s eye By diagram I mean a graphical representation of how objects in a domain are interconnected or interrelated to one another (In 3 I try to pin down the concept of diagram by de ning it more precisely I also provide a taxonomy of diagram types) In the process of researching and studying diagramming, I made a few key discoveries The rst is that diagramming is really a basic human activity most of us do it quite naturally, even if in an informal and adhoc way On occasion, we do it more formally and explicitly and will spend time to create the right diagram, especially if we need to present it to others.

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I was surprised at how often the need to diagram appeared in my own daily life; it was not at all dif cult to come up with several examples of diagramming The second discovery is that diagramming can take on numerous incarnations and forms, more than I could ever imagine It was overwhelming to keep track of all the different notations and techniques Yet, underlying all these variations in notation were a few underlying principles and themes I will address what these principles and themes are later on in 3 and in the concluding chapter, 9 The third discovery is that a diagram is more than just a static picture or representation Diagrams can be used in more dynamic and interesting ways.

Specific Tag(s) Erases any specific tag and all its attributes. Select this option and then type the tag name or names in the text box.

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Indeed, a theme of this book is that diagrams can be a central part of an intelligent user interface, meant to be manipulated and modi ed and, in some cases, used to infer solutions to dif cult problems All in all, there is much more to diagramming than meets the eye What were my motivations for writing this book and what message do I want to convey to the reader First, I wanted to understand how diagrams can be used to help learners understand complex ideas As a teacher at an institution of higher education, I am particularly interested in the pedagogical function of diagrams to teach and communicate complex ideas with precision and clarity I am keenly aware of the dif culties that students face in the classroom in trying to understand course material.

Textbooks, all too often, contain explanations that confuse more than edify, and classroom lectures often fail to communicate effectively because instructors make too many assumptions about what students are supposed to know or what they already know In the end, the classroom environment fails to create an effective mental model of the course material for the learner Moreover, interconnections and interrelationships among concepts are not reinforced strongly enough, so that retention of the material is short lived Throughout this book, I present many examples of how diagramming can be used to convey information more effectively to learners A second motivation is to understand how to make AI systems easier to understand and use This is really one of the primary objectives of the book Many critics of AI systems have argued for more transparency and exibility in the user interface if users are to embrace and accept these systems.

With the picture, sound, and controls working, your SNES portable is ready to go onto the final step final assembly!

Traditional intelligent systems are black box systems that provide little or no opportunity to actively probe and question system conclusions and recommendations Therefore, I argue that a diagrammatic user interface can help users better understand and visualize system actions..

24. The symmetric coefficient matrix of the form is C It has the eigenvalues 16 and 16y12 9y22 [ 7 12 12 ]. 0

This assessment can then be used as a tool of the functional analysis of the measurement process In their concern to help industrials and laboratories as a whole, EURACHEM (European Cooperation for Chemical Analysis) and the CITAC (International Committee for the Traceability in Chemical Analyses) have published a document which is a guide to the assessment of uncertainties of measurement 5922 Relative method The principle of the method consists of comparing the indications given by the instrument for the measurement of the sample with those given for the calibration performed from a range of reference products prepared by dilution of the pure analyte in a solvent, the concentrations of which are known by the user.