A visual approach to improve clustering based on cluster ensembles

What is the area of the shaded region between the tyre tracks of a moving bicycle such as that depicted in Figure 1 ? If the tracks are specified, and equations for them are known, the area can be calculated using integral calculus. Surprisingly, the area can be obtained more easily without calculus, regardless of the bike’s path, using a dynamic visual approach called the method of sweeping tangents that does not require equations for the curves.

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A visual approach for defining the spatial relationships among crashes, crimes, and alcohol retailers: Applying the color mixing theorem to define the colocation pattern of multiple variables

Accident Analysis & Prevention ◽

10.1016/j.aap.2021.106062 ◽

2021 ◽

Vol 154 ◽

pp. 106062

Author(s):

Pei-Fen Kuo ◽

Dominique Lord

Keyword(s):

Spatial Relationships ◽

Visual Approach ◽

Multiple Variables ◽

Color Mixing

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The design tree: a visual approach to top-down design and data flow

ACM SIGCSE Bulletin ◽

10.1145/65294.65296 ◽

1989 ◽

Vol 21 (1) ◽

pp. 17-21 ◽

Cited By ~ 3

Author(s):

Jacobo Carrasquel ◽

Jim Roberts ◽

John Pane

Keyword(s):

Data Flow ◽

Top Down ◽

Visual Approach

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The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness

Teaching Sociology ◽

10.1177/0092055x21996784 ◽

2021 ◽

Vol 49 (2) ◽

pp. 173-183

Author(s):

Jerrod H. Yarosh

Keyword(s):

Nontraditional Students ◽

Critical Evaluation ◽

Information Retention ◽

Analytic Procedure ◽

Lower Division ◽

Visual Approach ◽

Course Material

The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus.

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