Visual Support Research Articles

Preparation of a scientific presentation

AbstractThis article provides a guide to creating a scientific presentation. It outlines the tasks a presenter has to perform before creating a presentation, gives tips for preparing a successful presentation, and provides techniques the presenter can use when giving the presentation. When preparing a presentation, the speaker must consider the aim of the presentation and the audience. Therefore, this article provides tips regarding layout, speaking time, language, citation style, structure, and how to increase the audience’s attention. Through a clear structure, visual support, and interaction with the audience, the presenter can convince the audience and successfully convey his scientific message. Finally, a checklist is provided to help researchers with finalizing their presentations.

A dermocosmetic regimen is effective and safe for mild to moderate acne in subjects of all skin phototypes

AbstractBackgroundAcne vulgaris is a chronic inflammatory skin condition with a multifactorial pathogenesis. The clinical appearance of acne and its sequelae may differ according to phototypes. Data regarding the potential benefit of dermocosmetics (DC) regardless of phototype are lacking and assessing acne improvement can be difficult, given the lack of visual support in people with skin of colour. A DC regimen, combining a cleanser and a cream, both containing thermal spring water, has been developed for the management of mild‐to‐moderate acne, for all skin phototypes studied.ObjectivesTo assess the efficacy and local tolerance of a DC routine in mild‐to‐moderate acne and to visualize the clinical improvement in all skin phototypes.MethodsIn an open‐labelled, multicentre clinical study, subjects of any phototype aged above 11 years and above with mild (N = 48, 55.2%) or moderate (N = 39, 44.8%) facial acne applied the DC twice daily for 56 days. No other acne care was allowed. Acne severity, as well as inflammatory and noninflammatory lesion counts, were assessed at baseline, Days 28 and 56. Photographs were taken using a novel imaging tool based on multimodal acquisition, to show clinical improvement over time.ResultsEighty‐seven subjects, 41 adults and 46 adolescents, were included; 59.8% were female and were aged between 11 and 44 years. The total acne lesion count decreased by 34%, the noninflammatory lesion count by 28%, and the inflammatory lesion count by 52% at Day 56. All % changes were statistically significant (p < 0.05). The GEA score decreased, with 25% of subjects showing at least a one‐grade improvement at Day 28 and 59% at Day 56. Local tolerance was excellent.ConclusionsThe tested DC care is beneficial for the improvement of acne and is very well tolerated in all skin phototypes studied.

A collaborative approach to professional development on inclusive practices aligned to preschool mandates

PurposeProfessional development (PD) is an essential component of continuing learning for in-service teachers. This paper discusses a school-based example of using the best practice of coaching in early childhood education supported by a professional development school partnership. We explain how a teacher identified need led to a collaborative, multistep approach to meeting that need in connection to State mandates.Design/methodology/approachIn this research, we used a case study methodological approach with a team of preschool teachers at one school. The model combines use of PD sessions, classroom coaching, classroom observation and reflection.FindingsTeachers’ feedback indicates that using the strategy positively impacted most of the participants’ ability to support communication, community-building and inclusive practices in their classrooms. The data that emerged in the following year evidenced increased use of visual supports in classrooms, use in connection with literacy goals and interest in creating new uses in the school.Originality/valueThis article contributes an action-oriented school-based example of bridging research to practice to support teachers’ needs through PD and coaching in a PDS. The design and practical implications may interest preschool educators, instructional coaches, administrators, professional development schools and others involved with monitoring teacher development initiatives.

A Two-Layer SD-ANN-CA Model Framework for Multi-Typed Land Use and Land Cover Change Prediction under Constraints: Case Study of Ya’an City Area, Western China

Land use and land cover change (LUCC) prediction of cities in Western China requires higher accuracy in quantitative demand and spatial layout because of complex challenges in balancing relationships between urban constructions and ecological developments. Considering city-level areas and various types of land use and land cover, existing LUCC models without constraint or with only loose demand constraints were impractical in providing evidence of high accuracy and high-resolution predictions in areas facing fierce land competition. In this study, we proposed a two-layer SD-ANN-CA model to simulate and explore the LUCC trend and layout predictions for 2018, 2028, and 2038 in Ya’an City, Western China. The two-layer structure with an upper layer of the SD model and a lower layer of the ANN-CA model, as well as the advantages of all three methods of system dynamics (SD), artificial neural network (ANN), and cellular automata (CA), have allowed us to consider the macro-level demand constraints, meso-level driving factors constraints, and the micro-level spatial constraints into a unified model framework. The simulation results of the year 2018 have shown significant improvement in the accuracy of the ANN-CA model constructed in our earlier work, especially in types of forest land (error-accuracy: 0.08%), grassland (error-accuracy: 0.23%), and construction land (error-accuracy: 0.18%). The layout predictions of all six types of land use in 2028 and 2038 are then carried out to provide visual evidence support, which may improve the efficiency of planning and policy-making processes. Our work may also provide insights into new ways to combine quantitative methods into spatial methods in constructing city-level or even regional-level LUCC models with high resolution.

The Cartojuridism of the British East India Company

Abstract This paper will engage with the early colonial maps of the British East India Company to analyze its representative, as well as creative, functions, delineating how maps represent existing legal relations, entrench hierarchies, and visually transmit projected, and aspired, notions of legal authority and sovereignty. This paper studies the constitutive role of cartography apropos law, territory, and social order, in a specific historical context, by examining the crucial political role played by the British East India Company's cartographic practices and maps in aspiring and imagining the transplantation and establishment of English sovereignty in the Indian subcontinent. This paper will also show how British maps visually entrenched and supplemented unique forms of social hierarchy and marginalization, and legal categories and stratifications, in Indian cities. By analyzing maps, memoirs, cartouches, dedications, ornaments, plans, prospects, and historical manuscripts appertaining to the eighteenth and early nineteenth century operations of the Company, this paper will demonstrate, firstly, that cartography preceded, visually imagined, and set the stage for the coalescence of British sovereignty and the expansion of its law in the Indian subcontinent; secondly, that cartography provided the visual support for social ordering; and thirdly, that maps do not have a singular function. This paper proposes a notion of cartojuridism to capture the myriad ways in which cartography, law, sovereignty, and society intersect and relate with each other.

Structured timeline mapping as a data collection methodology: a new perspective for research on environmental adaptation

ABSTRACT The process of adaptation is dynamic and involves a temporal component. However, conventional methods of data collection have mostly been used in research on environmental adaptations and provide a rather static view. The structured timeline mapping method presented here is grounded in social sciences, designed for the West African environment, and constructed to capture time. The different steps for its construction and implementation are outlined along with the underlying reasoning that led to the choices made. It appears both respondents and interviewers benefit from this method since the recall process is facilitated for the first and the visual support gives a global view of the interview at all stages for the latter. Additionally, this methodology offers four major benefits. First, temporality is the central information collected, with both the timing and the duration of the elements. Second, this approach enables the observation of linkages and interrelations between adaptations or between adaptations and perceived changes in the environment. Third, the participants can self-reflect on their situation and bring elements to the analysis. Lastly, structured timeline mapping results in a more holistic view of the respondent’s adaptation journey. Therefore, this data collection methodology provides a complementary view of the adaptation journey.

Stimularea intenţiilor antreprenoriale în contextul şcolar

This article explores the multifaceted concept of entrepreneurial intention within the context of entrepreneurial behavior, grounded in the theory of planned behavior proposed by Ajzen, highlighting the significance of attitude, societal norms, and perceived behavioral control in shaping entrepreneurial intentions. We underscore the necessity of a comprehensive understanding of intention, particularly in the entrepreneurial domain, considering its core components, determinants, and practical implications. We emphasize the crucial role of educational systems in fostering entrepreneurial intentions and propose specific strategies for enhancing entrepreneurial intentions in academic settings, integrating goal setting, positive attitudes, self-efficacy, visualization, implementation intentions, and social support. These educational strategies are presented as essential tools for cultivating the entrepreneurial spirit and capabilities among students, preparing them for future entrepreneurial pursuits. This comprehensive exploration provides valuable insights for educators, policymakers, and aspiring entrepreneurs, highlighting the dynamic interplay between individual intentions, educational frameworks, and the broader economic environment.

The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs

In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed.

Sensory reweighting of postural control requires distinct rambling and trembling sway adaptations

BackgroundImplementation of the Sensory Organization Test (SOT) under the rambling-trembling (RM-TR) framework allows for an examination of both individual sensory contributions and compensatory mechanisms, a valuable insight in research and clinical settings. Such investigation could substantially improve our ability to assess and treat fall risk in older adults and people living with neurological disorders. Research questionHow are RM and TR components of sway influenced by SOT-induced challenges in healthy adults? MethodsTwenty-three healthy adults (27.4±8 years; 10 male) volunteered to participate in this cross-sectional study. Each participant completed a VR-based SOT program, which included six conditions with varied visual environments (normal, blacked-out, conflict) and support surfaces (stable, unstable foam), while a force plate captured forces at the plantar surface. Center of pressure (COP) was calculated and decomposed into RM-TR components. For each time series, range, root-mean-square (RMS) and sample entropy (SampEn) were extracted. Individual contributions of somatosensation, vision, and vestibular sense, as well as the preference ratio, were calculated. Repeated measures ANOVA were used to compare the effects of time series type (COP, RM, TR) and SOT condition. Paired t-tests were used to assess the difference in preference ratio between RM and TR components. Results and significanceTR sway behavior was impacted significantly by the sensory challenges induced by the SOT procedure, while RM was largely unaffected. Such findings are characteristic of healthy individuals, capable of competently re-weighting sensory input, but still facing challenge-based adaptations. Additionally, the mediolateral SampEn preference ratio was higher in TR compared to RM, indicating potential differences in compensation strategies between supraspinal and spinal/peripheral control mechanisms. These findings serve as a foundation for future RM-TR analyses using SOT procedures, aiding in our ability to implement targeted diagnostic and treatment methods, ultimately reducing the incidence of falls in aging and individuals with neurological conditions.

Every Thing Can Be a Hero! Narrative Visualization of Person, Object, and Other Biographies

Knowledge communication in cultural heritage and digital humanities currently faces two challenges, which this paper addresses: On the one hand, data-driven storytelling in these fields has mainly focused on human protagonists, while other essential entities (such as artworks and artifacts, institutions, or places) have been neglected. On the other hand, storytelling tools rarely support the larger chains of data practices, which are required to generate and shape the data and visualizations needed for such stories. This paper introduces the InTaVia platform, which has been developed to bridge these gaps. It supports the practices of data retrieval, creation, curation, analysis, and communication with coherent visualization support for multiple types of entities. We illustrate the added value of this open platform for storytelling with four case studies, focusing on (a) the life of Albrecht Dürer (person biography), (b) the Saliera salt cellar by Benvenuto Cellini (object biography), (c) the artist community of Lake Tuusula (group biography), and (d) the history of the Hofburg building complex in Vienna (place biography). Numerous suggestions for future research arise from this undertaking.

Using a visual support package to facilitate independent leisure engagement and choice-making for individuals with moderate to severe autism in Taiwan.

Self-determination encompasses various components, including decision-making and independence, making it a complex process. While the importance of self-determination for individuals with autism spectrum disorder has been explored in previous studies, there is limited research focusing on individuals with moderate to severe autism spectrum disorder. Evidence-based practices such as visual activity schedules and video modeling have shown effectiveness in promoting independence among individuals with autism spectrum disorder. To address the need for independence and choice-making among individuals with moderate to severe autism spectrum disorder, this study developed a visual support package incorporating visual activity schedules, video modeling, preference assessments, and prompt procedures. By investigating the intervention's effectiveness in three participants, this study contributes to the existing literature on the use of a visual activity schedule and video modeling in enhancing choice-making and independent leisure engagement. Following the intervention, all participants were able to select three leisure activities, develop their own visual schedules, and complete them. Notably, this study conducted preference assessments to determine participants' preferred leisure activities and did not provide additional reinforcement. Practical implications of this research include incorporating video prompting as needed and adjusting activity engagement time. Future research should explore the long-term effectiveness of the visual support package and its application in developing novel skills or vocational activities for individuals with moderate to severe autism spectrum disorder. This study fills a critical gap in the literature, providing important insights for practices and research in the field of autism spectrum disorder interventions.

Focused attention and intrinsic motivation using animations for instruction of fundamental motor skills in children with Down syndrome.

Children with Down syndrome (DS) demonstrate poorer performance in locomotor and ball skills than children with typical development. During motor assessment, keeping children's attention and motivation is challenging, especially for children with DS, which may affect the test outcomes. This study aimed first to examine the impact of examiner and App-animation demonstrations during the assessment on the performance of fundamental motor skills, focus of attention and intrinsic motivation for children with DS and neurotypical development (NTD). The secondary aim was to examine the differences in those outcomes between children with DS and neurotypical development. A sample of 24 children (10 with DS and 14 with NTD) aged between 3 and 10years were subjected to two motor performance assessment protocols: a traditional protocol using the Gross Motor Development Test-3 (TGMD-3) and a protocol using animations from an application as support for TGMD-3 (AppP). The focus of attention was obtained from video recordings during protocol instruction (number of eye shifts, eye shift time, instruction focus time, number of instructions required and total instruction time). Intrinsic motivation was assessed by the Intrinsic Motivation Inventory (IMI) at the end of each protocol. The results showed no significant differences between the protocols for locomotor skills, ball skills and gross motor index. However, children with NTD outperformed those with DS in these skills. When analysing the focus of attention, children with DS showed greater ocular deviations and longer instruction time requested in the traditional protocol compared with AppP, even when compared with NDT children. When comparing protocols in both groups, AppP demonstrated fewer ocular deviations and shorter ocular deviation times. Regarding intrinsic motivation, children with DS in the traditional protocol had lower motivation scores than those with NTD. Regarding the purchase of protocols, in both groups, the AppP presented higher scores for interest/pleasure, perceived competence and general motivation, with lower pressure/tension. The animated application (AppP) proved effective as a visual support during the TGMD-3 assessment, particularly benefiting children with DS by enhancing motivation and attention.

<span>Using teaching facilities to support Khmer ethnic students at some primary schools in Soc Trang, An Giang and Dong Thap in learning Vietnamese</span>

This article studies the use of visual teaching aids in supporting Khmer students at some primary schools in Soc Trang, An Giang, and Dong Thap provinces to learn Vietnamese well. Specifically, the article points out the influence of mother tongue on pronunciation and word use of Khmer students at some primary schools in Soc Trang, An Giang and Dong Thap provinces in learning Vietnamese. It also shows that visual teaching aids can facilitate stundents learning to read, write, speak, and narrate in Vietnamese language, and makes clear the demand for visual support of Khmer students in some schools when learning Vietnamese. From those results, the author proposes the measure related to using visual teaching aids in teaching reading, writting, speaking, and storytelling in Vietnamese for Khmer students at some surveyed primary schools. This study used theoretical research methods to find out the influence of mother tongue on learning Vietnamese of Khmer primary school students, collected information about mispronunciation and the need for visual support of 80 Khmer students in Soc Trang, An Giang and Dong Thap provinces. The results show that students' pronunciation and word use errors are related to the similarities in sounds and meanings of the two languages, and the rate of needing visual support to learn Vietnamese is very high. Therefore, the article proposes to use visual teaching aids to support Khmer primary school students at the above provinces in learning Vietnamese with some specific instructions and examples. The study has limitations on the size of the survey sample and will be improved in next studies.

Individual and collaborative infographic design and cognitive strategies in visual literacy support process: a qualitative research perspective

This study examined the individual and collaborative infographic development processes of middle school students in a qualitative research context. In the first phase, individual and collaborative infographics were developed, a simultaneous think-aloud protocol and interviews were conducted. In the second phase, focus group interviews were conducted with 22 teachers. The findings of the study revealed that students who developed infographics individually and collaboratively completed their tasks at different stages. Protocol analysis data showed that individual and collaborative efforts were reflected in cognitive processes and that collaborative groups spent less time in testing and individual students spent less time in questioning. The findings showed that collaborative learning activities can support the learning process with components such as questioning, peer scaffolding, and sharing.

Short-wavelength-sensitive 1 (SWS1) opsin gene duplications and parallel visual pigment tuning support ultraviolet communication in damselfishes (Pomacentridae).

Damselfishes (Pomacentridae) are one of the most behaviourally diverse, colourful and species-rich reef fish families. One remarkable characteristic of damselfishes is their communication in ultraviolet (UV) light. Not only are they sensitive to UV, they are also prone to have UV-reflective colours and patterns enabling social signalling. Using more than 50 species, we aimed to uncover the evolutionary history of UV colour and UV vision in damselfishes. All damselfishes had UV-transmitting lenses, expressed the UV-sensitive SWS1 opsin gene, and most displayed UV-reflective patterns and colours. We find evidence for several tuning events across the radiation, and while SWS1 gene duplications are generally very rare among teleosts, our phylogenetic reconstructions uncovered two independent duplication events: one close to the base of the most species-rich clade in the subfamily Pomacentrinae, and one in a single Chromis species. Using amino acid comparisons, we found that known spectral tuning sites were altered several times in parallel across the damselfish radiation (through sequence change and duplication followed by sequence change), causing repeated shifts in peak spectral absorbance of around 10 nm. Pomacentrinae damselfishes expressed either one or both copies of SWS1, likely to further finetune UV-signal detection and differentiation. This highly advanced and modified UV vision among damselfishes, in particular the duplication of SWS1 among Pomacentrinae, might be seen as a key evolutionary innovation that facilitated the evolution of the exuberant variety of UV-reflectance traits and the diversification of this coral reef fish lineage.

Health Literacy in Pediatric Consultations on Allergy Prevention.

The first 3 years of life offer an opportunity to prevent allergic diseases. Pediatricians are an important source of health information for parents. However, a certain degree of health literacy is necessary to understand, appraise, and apply preventive behavior, which can be supported by health literacy (HL) sensitive consultations and a HL friendly environment. In this study, we want to shed light on how pediatricians in outpatient care in Germany advise on early childhood allergy prevention (ECAP) and how they consider parental HL. We conducted 19 semi-standardized telephone interviews with pediatricians from North-Rhine-Westphalia and Bavaria. The interviews were audio-recorded, transcribed, pseudonymized, and subjected to content analysis. Current ECAP recommendations were well known among our sample. Despite the shift of evidence from avoidance of allergens toward early exposure, providing advice on ECAP was considered non-controversial and it was widely assumed that recommendations were easy to understand and apply for parents. However, ECAP was treated as an implicit topic resonating among others like infant nutrition and hygiene. Regarding HL, our interview partners were not aware of HL as a concept. However, they deemed it necessary to somehow assess parental information level and ability to understand provided information. Formal HL screening was not applied, but implicit strategies based on intuition and experience. Concerning effective HL-sensitive communication techniques, interviewees named the adaptation of language and visual support of explanations. More advanced techniques like Teach Back were considered too time-consuming. Medical assistants were considered important in providing an HL-sensitive environment. Time constraints and the high amount of information were considered major barriers regarding HL-sensitive ECAP counseling. It seems warranted to enhance professional education and training for pediatricians in HL and HL-sensitive communication, to reach all parents with HL-sensitive ECAP counseling. [HLRP: Health Literacy Research and Practice. 2024;8(2):e47-e61.].

Supporting Information Visualization Research in an Academic Library

This paper summarizes librarian research on information visualization as well as general trends in the broader field, highlighting the most recent trends, important journals, and which subject disciplines are most involved with information visualization. By comparing librarian research to the broader field, the paper identifies opportunities for libraries to improve their information visualization support services.

Insights into commonalities of a sample: A visualization framework to explore unusual subset-dataset relationships

Domain experts are driven by business needs, while data analysts develop and use various algorithms, methods, and tools, but often without domain knowledge. A major challenge for companies and organizations is to integrate data analytics in business processes and workflows. We deduce an interactive process and visualization framework to enable value creating collaboration in inter- and cross-disciplinary teams. Domain experts and data analysts are both empowered to analyze and discuss results and come to well-founded insights and implications. Inspired by a typical auditing problem, we develop and apply a visualization framework to single out unusual data in general subsets for potential further investigation. Our framework is applicable to both unusual data detected manually by domain experts or by algorithms applied by data analysts. Application examples show typical interaction, collaboration, visualization, and decision support.

Bridging the gap: Experimental evidence on information provision and health insurance choices.

Previous research has shown that individuals do not always make rational decisions when selecting their health insurance, for example, due to the existence of information frictions or mental gaps. We study the effect of specific types of information provision for decision support on health plan choices and test their potential to improve decision quality by implementing a randomized laboratory experiment. We provide personalized and generic aids, differentiate between numerical and visual decision support, and provide one or two optional formats of personalized information. We find that generic aids have no effect on health plan choices while personalized information leads to better choices as measured by several indicators of decision quality. The largest effects were observed for those who "opted in" to visualize personalized information, with immediate and lasting improvements in health insurance decisions. By reducing information frictions, our results suggest that accessible and easy-to-use tools can positively impact health insurance navigation, improve decision-making, and reduce switching costs.

Engaging in Video Clubs: Teacher Candidates’ Visioning of Linguistically Responsive Literacy Instruction

ABSTRACT The purpose of this qualitative case study was to explore and document the complexity of elementary level teacher candidates’ (TC) visions of linguistically responsive literacy instruction while reflecting on and discussing exemplary teachers’ video cases in a semester-long video club. The following questions guided this study: What do TC notice and reflect on while engaging in a language and literacy-focused video club? In what ways does participating in a video club inform TC visions of being linguistically responsive literacy teachers? Findings illustrate that as TC engaged in video clubs with their peers, they noticed and reflected on scaffolded instruction (visual and physical supports), student engagement (providing engaging and socially interactive instruction), the importance of building relationships, and equitable and inclusive resources and classroom organization. The process of individually and collectively observing a video case, writing a reflection on that case then discussing it with others provided numerous and repeated opportunities for TC to identify, consider and reconsider specific literacy practices that support language learners. Each case highlighted ways in which TC revealed the vision they have for themselves as teachers, for students, and for their teaching practice. As TC solicited their past lived experiences and present experiences in response to the video cases, they were subtly shaping their visions of their future teaching.