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Directed graph A directed graph. (sometimes ) of:[1] A digraph is called "simple" if it has no loops, and no multiple arcs (arcs with same starting and ending nodes). Basic terminology[edit] An arc is considered to be directed from to is called the head and is called the tail of the arc; is said to be a direct successor of , and is said to be a direct predecessor of to , then is said to be a successor of is said to be a predecessor of . is called the arc inverted. A weighted digraph is a digraph with weights assigned to its arcs, similar to a weighted graph. is the number of arcs from node i to node j, and the diagonal entry is the number of loops at node i. Another matrix representation for a digraph is its incidence matrix. See Glossary of graph theory#Direction for more definitions. Indegree and outdegree[edit] A digraph with vertices labeled (indegree, outdegree) The indegree is denoted and the outdegree as A vertex with is called a source, as it is the origin of each of its incident edges. is called a sink. See also[edit]

RSS Feeds Directory| How Has The Internet Changed Education? [Infographic] If you want evidence of the way the internet is pervading every aspect of our lives, you need look no further than its effect on education. The internet and social media have dramatically changed both teaching and learning. In fact, most students’ (an incredible 93 percent) first instinct when confronted with a research problem is to turn to Google or Bing to get information rather than going to the library, and despite the best efforts of faculty to discourage its use, Wikipedia is the research resource that is used most often. It’s not only students that are turning to the web, however. A whopping 90 percent of faculty uses social media in the courses they’re teaching, and 8 in 10 have used online video in class. The internet has also had a strong influence on the how, where, and what students are studying. Even with online learning being as widespread as it is, however, as many as one in three academic leaders consider it to be inferior to face-to-face instruction. Sources:

Yelp Official Blog xkcd What Visualization Tool/Software Should You Use? – Getting Started Are you looking to get into data visualization, but don't quite know where to begin? With all of the available tools to help you visualize data, it can be confusing where to start. The good news is, well, that there are a lot of (free) available tools out there to help you get started. It's just a matter of deciding which one suits you best. But before we get into what you should use, a couple of questions. What data are you looking at? Hopefully you already have a dataset that you're interested in. There are lots of places on the Web to find data. The above is a very small subset of what's available. Got your data? What's the purpose of your visualization? The next step is to figure out you're trying to do with your visualization. Again, what you decide here will affect what tool you should use. What Visualization Software to Use Now that you have the answers to those two questions in mind, we can make a decision on what will work best for you. For Publication Example: The New York Times Technology in Education Group News Some of the best minds in neuroscience and education gathered in Boston earlier this month to explore how to prepare students for life in the 21st Century -- what they will need to be able to do, how they will need to be able to think, and what brain research is telling us about how to improve cognition. For some time, groups like the Partnership for 21st Century Skills have been talking about the new paradigm of college- and career-readiness, emphasizing the fact that both higher education and employers bemoan the lack of skills such as collaboration, creativity and critical thinking among applicants. A number of presentations at the Learning and the Brain Conference probed the neurological underpinnings of collaboration, creativity and critical thinking, which some called "minds," some called "brainsets" and others referred to simply as "survival skills." More information on upcoming Learning and the Brain conferences. Top Athletic Performance Requires Strong Cognitive Skills

Careers - Internships - Dow Jones There’s no “I’ in intern. Oh wait, actually there is. But there’s also a “t” for team. Which means being an intern at Dow Jones is not only about you – what you contribute individually, but also about how you function, interact, and thrive on a team. Team Dow Jones. If you’re either a “one man show” or someone who lets the rest of the team pick up your slack – this may not be the gig for you. A bit about us… at Dow Jones we value interns: your fresh perspectives, differing approaches, and “hey, let’s give this a try” attitude. If you apply to one of our internship programs, you’ll be joining a group of highly entrepreneurial, driven, and yet collegial news junkies. We are not a hierarchical culture – we’re flat. Sound like you?

MYPOCKET – BURAK ARIKAN MYPOCKET is a living physical/digital process that predicts what will I buy next. It explores and reveals essential patterns in the daily transactions of my bank account and discloses my personal financial records to the world. Archived on the site, and updated daily, more than three years of my spending history is analyzed by the custom software to predict future spending everyday; these predictions sometimes determine my future choices, creating a system in which both the software and myself adapt to one another. PREDICTED OBJECTS Marked receipts as physical manifestations of the predictions.

Interactive Dynamics for Visual Analysis Graphics Jeffrey Heer, Stanford University Ben Shneiderman, University of Maryland, College Park The increasing scale and availability of digital data provides an extraordinary resource for informing public policy, scientific discovery, business strategy, and even our personal lives. To get the most out of such data, however, users must be able to make sense of it: to pursue questions, uncover patterns of interest, and identify (and potentially correct) errors. In concert with data-management systems and statistical algorithms, analysis requires contextualized human judgments regarding the domain-specific significance of the clusters, trends, and outliers discovered in data. Visualization provides a powerful means of making sense of data. The goal of this article is to assist designers, researchers, professional analysts, procurement officers, educators, and students in evaluating and creating visual analysis tools. Some visualization system designers have explored alternative approaches.

Pictures, News Photos, Picture Slideshows & More Classroom of the future? A response This article from the New York Times on the use of technology in classrooms and test scores merited a response: Dear Mr. Richtel– I enjoyed your article “In Classroom of Future, Stagnant Scores” — but I have a key concern. The entire “debate” around the use of technology in classrooms is focused around using new technologies to teach the same, old stuff. You cite a few studies, and there have been more globally (i.e., OECD) that agree with the finding that simply injecting technologies into the classroom will not make any difference. Instead of using these tools to teach centuries-old subject matter, perhaps we should instead use them to help us develop meaningful skills and personal knowledge — and to enhance our capacities to imagine, create, and innovate. Any furtherance of using such devices for “teaching” ancient information hinders the potentials these technologies provide, and puts our children at risk by excluding them from the co-creation of opportunities in the 21st century.