Graphics Reference
In-Depth Information
technique used in 3D image generation - in par-
titioning the dynamic scenes a simple approach
is often sufficient according to the 80/20 rule: 20
percent of rays intersect 80% of graphic geometry
(Slusallek, 2009). When applying metaphorical
visualization to transfer knowledge, we employ
only the key characteristics of the metaphor, and
then the familiar, easy to remember images foster
the retrieval of necessary data for teaching or
learning the topic. Another 80-20 approach, not
clearly related to the Pareto principle, is often taken
in the textbook publishing practice, when new
materials, methods, or techniques find their place
in up to 20 percent of the text, with the remaining
content of the textbook remaining traditional in
the content and form.
Another trend in art education is creating and
keeping art journals (McDonald, 2011) by students
and the use of art journals as a tool for teaching
students. Art journals created by students contain
both their writings and visual notes. Therefore,
they are considered not only tools for learning
about the creative process but also artistic objects.
Art journals found their place on phones and
tablets. In some way, a combination of photos,
pictures, and descriptive texts may be seen a part
of networking.
to new hypotheses about the data (Tominski and
Schumann, 2008).
Visualization techniques allow comparison of
metabolic networks of bacterial or larger organ-
isms. Large-scale networks such as gene networks,
protein-protein interaction networks, or metabolic
networks, comprise sets of interconnected reac-
tions that can be modeled as small graphs called
metabolic pathways and clusters. Visual mining
tools allow mining the newly discovered metabolic
networks and comparing them to already known
ones using pathways. By defining color-coded
drawing algorithms and navigation methods go-
ing through levels, Bourqui and Jourdan (2008)
visualized the networks and their hierarchies.
One may see many advantages of showing ac-
tion in pictures. Eriksson, Johansson, & Björndal
(2011) point out that even small products are
“accompanied with big instructions in several
languages that may weigh more than the product
itself. The substitute for written instructions is
visual instructions…One challenge for the global
market is to overcome communication problems of
different kinds. The largest communication prob-
lem is language; people speak different languages
and have limited skills in other languages. This
problem is central in manuals and instructions for
assembly and installations.” One hopeful solution
is that pictures can replace verbal instructions by
showing action in drawings. However, replacing
language with pictures is complex, since language
and pictures belong to different symbol systems,
and therefore demand different strategies from
the designers of instructions. The goal is to
overcome differences in cultural traditions; for
example, engineering drawings that come from
French encyclopedists (Jean le Rond d'Alembert)
and James Diderot (Barthes, 1964) are difficult
for people speaking Chinese because they use
instrumental pictures coming from the 13
th
century
(Eriksson et al., 2011). The EON Reality Corpo-
ration (2012) applies virtual reality solutions for
simulation-based learning and safety training; an
5.3. Examples of
Collaborative Visualization of
Interdisciplinary Projects
Researchers using semantic web tools analyze
databases serving for designing consumer ap-
plications in many areas including health and
disease, genetics, industry, among many other
applications. Visualization supports understand-
ing of a microarray of data technology used in
many biological experiments. For example it helps
neurobiologists analyze and understand data about
activity of genes (called as gene expression or
gene regulation). Interactive exploration of gene
combinations bears more information and can lead
