![]() A brincadeira do copo e minha primeira experiência sobrenatural. Tempo de leitura: menos de 1 minuto. A “brincadeira do copo” é sempre fonte de ótimas histórias. Uma delas foi o Junior, um amigo lá do prédio que me contou. Ele estudava no Cejota e depois da aula juntou uma galera no pátio. Entre o papo surgiu aquela parada da “brincadeira do copo”. Então o Junior resolveu “tirar a prova dos nove” como ele disse, e chamou a galera para fazer a “brincadeira”. Aí juntou a maior galera. Eles fizeram uma vaquinha e compraram o copo virgem. Foram para o campo de São bento, lá no fim do campo, perto daquela arvore sinistra que tem umas raízes penduradas gigantes. Eles se juntaram ali e com folhas do caderno fizeram uma tábua ouija. Rezaram duas ave- marias e esperaram. Quando deu o tempo, o Junior fez a derradeira pergunta: -Tem alguém aí?- …- Tem alguém aí?- …- Tem alguém aí? Ele perguntou pela terceira vez. O copo se moveu. Junior via estupefato o copo sair da posição inicial e começar a deslizar sobre a mesa. Uma das meninas ia anotando as letras e montando as palavras. Surgiu o nome de um homem. E assim palavras foram surgindo. O copo movendo- se cada vez mais rápido. As meninas com o dedo no copo apertavam os olhos fechados. Junior se cagou de medo. Ele quis encerrar a comunicação com “o outro lado”. O problema é que quem estava o “Outro lado” Não quis. O copo começou a escrever palavrões e ameaças. Começou a dizer que ia matar todos ali. Sex XxX Download Porn Free 3GP Mp4 Videos,Chudai Hot Girls, xxx.com, www.xxx.com, xxx videos.com, xxxhot, teen, sex, mobile, wap, indian, Desi, actress sex, 3GP SeX. Fique a saber o que são pensamentos intrusivos, o quão podem atrapalhar a sua vida, e que estratégias pode implementar para superá-los de forma a beneficiá-lo. A cada ameaça, mais eles ficavam com medo. As meninas começaram a chorar. O copo frenético. Elas pediam para sair e o copo insistentemente ia para o “Não!” No meio da tábua. Tomado pelo pânico, a tarde escurecendo, o medo de ficar preso com o espírito do copo no Campo de São Bento, Junior agarrou o copo e jogou- o contra o muro. O copo bateu e caiu no chão voltando para baixo. Todos se espantaram quando o copo deslizou sozinho pelo chão para a direção deles, fazendo até - segundo as meninas – uma trilha na areia. Todos saíram gritando desesperados. Naquela noite, buraco de fechadura foi largo para neguinho passar. O Junior contou este caso muitas vezes na minha frente, e sempre chorava quando contava que o copo bateu no muro caiu e veio andando na direção dele. Sei lá. Eu acreditei nisso. Nunca fiz a tal “brincadeira”…Mas isso não me livrou de ter problemas com entidades que assombraram a minha casa.(obs: Daqui pra baixo, eu vou entender se muitos e vocês não acreditarem. Não peço que façam isso. Search files on torrent trackers without registration and rating. DownloadShield - best torrent search and download manager, Trusted and Highspeed Torrents download. Vou relatar apenas o que eu vivi e senti. Quem quiser acreditar, beleza. Quem não quiser, beleza tb.)A primeira ocorrência estranha foi notar que coisas sumiam do nada. Uma vez um pincel meu desapareceu da mesa enquanto eu estava pintando. Deixei o pincel de lado e fui pintar com outro. Quando me virei para pegar o pincel, cadê? Procurei pelo meu quarto inteiro até me conscientizar que o pincel simplesmente havia “dado no pé”. Intrigado, continuei a pintura sem o tal pincel. No dia seguinte achei o pincel dentro da geladeira. Esta foi a minha primeira situação em que eu comecei a questionar se meus miolos estavam dando tilt. E a coisa só piorou. Nessa época, meus pais viajavam muito. Eu ficava no apartamento com o Rex 1. Um dia, ao voltar do play, no elevador eu ouvi o rex latindo. Quem tem cachorro por muito tempo, sabe distinguir o “tom” do latido do cachorro. E aquele era um tom agressivo. O Rex latia ferozmente. Mas não havia ninguém em casa. Eu entrei correndo pra ver. Ali, no meio da sala estava o rex. O pêlo arrepiado. As orelhonas levantadas como um gremlin. Olhando fixamente para a parede. O animal estava em frenesi. Latindo como se visse claramente alguma coisa. E o rex recuava e avançava latindo. Era como se ele visse claramente algo se aproximar. Eu olhei e vi que no canto da sala a cadeira de balanço que minha mãe tinha estava balançando. Maluco… Você sabe o que é aquele cagaço que começa na nuca e desce gelando, arrepiando cada maldito cabelinho que a gente tem? Pois é. Eu olhei para a porra da cadeira e ela balançava sozinha. O Rex não subia nela nunca. E não havia ninguém na casa. A pergunta é: Quem balançou a porra da cadeira? E a resposta só podia ser que a “coisa” que balançou a cadeira estava sendo vista pelo Rex. E eu não via. A coisa correu para a varanda quando eu entrei. Como eu sei? Porque o Rex acompanhou com a cabeça e foi latindo atrás. O rex SEMPRE vinha me receber na porta. Neste dia o bichinho correu latindo e parecia ver alguma coisa. Ele enfiou a cabeça pela grade da varanda e continuou latindo. Um comportamento muito, muito estranho. Eu tentei acalmar o Rex, mas ele estava muito agitado. Pensei se ele não teria entrado em algum tipo de delírio causado pela ausência da minha mãe, de ter ficado sozinho em casa. Seja como for, eu passei, daquele dia em diante, a ficar de olho no Rex e no comportamento dele. Nunca contei em casa daquilo. Até que a coisa se repetiu dias depois. Mas com um modo bem diferente. Eu cheguei do play. Era tarde da noite. Ao chegar no corredor ouvi a televisão bem alta. Achei estranho, porque eu mesmo tinha desligado a Tv antes de sair. Quando eu entrei, o que eu vi nunca mais esquecerei: Ali estava o Rex. Sentado no sofá. Vendo Tv como um ser humano. Parecia em transe. Eu entrei lentamente e quando vi a Tv mostrava um desfile de cachorros. Foi a cena mais bizarra que já presenciei. Como meu cachorro tinha ligado a Tv? Quando eu falei com o Rex ele pareceu “acordar”. Saiu da posição que estava e veio balançando o rabinho. O controle remoto estava sobre a estante. No alto, ao lado da Tv. Até hoje não compreendi direito aquela cena. Naquele dia e no outro, quando vi o Rex dando o primeiro pití para a parede, senti que tinha alguma coisa na casa. Eu comecei a me acostumar com aquela sensação. Até que aprendi que aquilo não era exatamente uma imaginação. Durante vários dias eu estava trancado no meu quarto, pintando como de costume e sentia claramente que alguém se aproximava atrás de mim. Eu olhava para trás achando que era a Danielle, minha irmã menor que gostava de me ver pintar, mas não era. Não tinha ninguém. A sensação era muito clara pra mim. Ela tinha um começo, um meio e um fim. Em geral a “coisa” ficava por trás de mim, como se projetasse o corpo para frente sobre meu ombro. Em muitas vezes eu olhava de rabo- de- olho e via o vulto. Mas se me virasse, não tinha nada. As coisas continuavam a sumir. Um dia eu chamei meu irmão no quarto e falei com ele da “coisa”. Contei que o quarto estava assombrado. Ele não acreditou. Mas bastou ele não acreditar para que o rádio que estava ligado mudasse de estação, passando sozinho por várias estações até pegar uma musica antiga que tocava. A musica tocou e nós ficamos ali em silêncio. Os olhos arregalados, fixos no botão. A musica acabou e o botão rodou. Rodou uma, duas, três vezes e voltou para a estação que estava. Novamente, senti o mega- cagaço dos infernos. Dali a um tempo eu comecei a me conscientizar de que havia uma “entidade” naquela casa além da minha família. Fosse como fosse, ela não parecia ser hostil. Meus irmãos e meus pais viajavam e eu ficava sozinho em casa. Tentava prolongar minha estadia no play até o quanto desse. Mas de madrugada eu sentia um medo filho da puta. Várias vezes ouvi risinhos no corredor e sussuros na sala. Isso sempre acontecia quando eu estava quase pegando no sono. Um dia, eu ouvi uma porção de vozes. Parecia uma reunião na sala. Acordei e assim que abri os olhos as vozes pararam e só havia o silêncio. Eu ficava quieto, como que petrificado quando isso acontecia. O vento nas árvores lá fora. As ondas quebrando na praia. Eu ia pegando no sono quando as tábuas estalavam. E aí eu arregalava os olhos novamente. Era a noite toda lutando com o medo. Mas eu não viajava. Eu ficava lá, impelido por um misto de curiosidade e racionalidade. Cada neurônio meu arrumava uma bela justificativa para cada uma daquelas coisas. Eu não queria aceitar. Quando eu estava pintando, sentia aquela coisa chegando. Um dia, me deu uma louca e eu resolvi conversar com a tal entidade. Estava sozinho mesmo… Então não tem problema dar uma de pirado quando se está sozinho, né? A coisa veio chegando. Parou em cima do meu ombro direito, como sempre. Eu parei. Olhei para trás. Não havia nada.– Caro senhor fantasma. Ou senhora. Eu não estou vendo você. Mas eu sei que você está aí. Eu sei que você gosta de me ver trabalhar. Eu sinto a sua presença. Eu queria pedir que o senhor, ou a senhora, não ficasse atrás de mim olhando o meu processo de trabalho, porque isso está me incomodando e eu não estou conseguindo me concentrar.
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Changed directory store cache fonts external module subtitle libass, Now it is stored in the temporary folder Windows, initializing the cache will be executed when you exit the form of program settings. In class TWms. Script. Media. Item added methods Add. Item, Add. Folder, Sort, can be used in scripts dynamic folders. Changes in the processing of cue- file, the name of a music file read from the cue- file. Changes in the automatic scanning directories media resources, when they change (it should now be more optimal on Windows XP and above). Changes in the search form client devices, added a selection device configuration, the grouping of ip- address, for some devices can display a thumbnail. Thumbnail support is now possible to specify for each type media resources (films, music, photos). If the folder of media resource contains a file folder. For podcasts, pointing to a file automatically creates a pipe- load channel. 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Ejemplos del Uso de las TICs en Educación. Algunos de los ejemplos del uso de las TIC en educación son la pizarra digital, las tablets, las mesas interactivas, los libros digitales, las aplicaciones educativas y las plataformas de enseñanza digital. La incorporación de las nuevas tecnologías a nuestra vida ha cambiado el mundo en el que vivimos por completo. Entre esas modificaciones encontramos las que se han producido en el ámbito educativo, en el cual en la actualidad, es extraño ver una clase en la que no se utilicen para mejorar el proceso de enseñanza- aprendizaje. Ejemplos del uso de las TIC en la educación. Pizarra digital interactiva. Ejemplos de software educativo. 13 mayo, 2011. El grupo de programas y reglas informáticas que permiten desarrollar diversas tareas en una computadora, el denominado. La pizarra digital interactiva es una herramienta formada por un ordenador, un proyector y una pantalla que permite ser controlada por un puntero. Existen diferentes tipos de pizarra aunque la más utilizada es la que estamos presentando aquí, está surgiendo otra, la pizarra digital interactiva táctil. Se diferencia de la anterior en que nos permite controlar la pantalla con nuestros dedos. La pizarra digital nos permite realizar muchísimas actividades dentro del aula. A continuación os vamos a explicar las más frecuentes de forma breve: Podemos proyectar cualquier información que provenga del portátil ya que la pizarra se convierte en un gran monitor en el que podemos oír y ver de forma ampliada los contenidos de éste. Entre esos contenidos los más comunes suelen ser: programas generales y educativos, vídeos, música, páginas web, presentaciones, documentos, etc. Además, se puede interactuar con ellos de la misma manera que lo haríamos con el ordenador sin pizarra digital. También podemos proyectar en ella contenidos de las herramientas multimedia que presentaremos más adelante si lo conectamos adecuadamente mediante un cable: CD, DVD, cámara de fotos…Las pizarras incorporan sus propias herramientas y recursos didácticos que van destinados a todas las edades y áreas. Por otro lado, también podemos utilizar los bancos de imágenes, sonidos y música o si lo preferimos utilizar los portales y webs que existen con el fin de cumplir nuestros objetivos. Mesas interactivas. Las mesas interactivas son otra herramienta que aunque están menos extendida, se puede utilizar con grupos de niños en la etapa infantil. Una de sus ventajas es que dado su diámetro de 2. Les suele gustar mucho porque pueden tocar la pantalla y todos los juegos que incorpora son interactivos. Sus funciones son las mismas que las de cualquier otra herramienta digital. La diferencia se encuentra en que para facilitar su uso su altura está adaptada a la de los más pequeños. Por otro lado, también incorpora juegos educativos con los que los niños podrán aprender mientras se divierten de forma intuitiva y utilizando los dedos. Sin embargo, debido a su alto precio y a que sólo tiene aforo para seis personas, no está muy generalizada. Tableta. Las tabletas son pequeños dispositivos que se caracteriza por tener un tamaño intermedio entre el portátil y el teléfono móvil. Algunos centros los han incorporado para trabajar con él en algunas asignaturas debido a su diseño, más ligero e intuitivo que los portátiles. Por otro lado, tampoco necesitan complementos ni accesorios lo que a diferencia del portátil hace que los centros se ahorren dinero. Las funciones de esta herramienta son las mismas que las de cualquier dispositivo. La diferencia está en la interactividad mediante la pantalla, que se puede manejar con un lápiz electromagnético. Para aquellos alumnos que tengan alguna discapacidad visual, puede ser una herramienta muy útil, ya que puede trabajar sobre ella pudiendo adaptar de esta forma las letras y el entorno del dispositivo a sus necesidades e incluso si lo requiere utilizar los programas que existen para este tipo de discapacidad. Para los alumnos de los últimos cursos de Educación Infantil y los primeros de Educación Primaria es muy útil la función de la escritura sobre la pantalla, porque les permite el aprendizaje de la escritura en un medio tan motivador como es el mundo digital. Libros digitales. Son herramientas con contenido de tipo textual digital para las que se debe de utilizar una pantalla. Normalmente su uso en el aula va acompañado de otro tipo de contenidos como es el audiovisual o incluso el online. Su incorporación en el aula ha traído consigo mucha polémica en el entorno educativo, ya que algunas personas pensaban que su uso dentro del aula iba a sustituir al papel en todos los sentidos y que por ende, iba a perjudicar a los niños en el aprendizaje de la lectura y la escritura. Sin embargo, al igual que otras herramientas ofrecen grandes beneficios en el proceso de enseñanza- aprendizaje. Portátiles. Como ya sabemos, se podría decir que fueron las primeras herramientas que llegaron al aula después del cañón, la televisión, el vídeo… Al igual que las demás herramientas, permite el trabajo tanto individual como en grupo y motiva a los estudiantes de forma excelente en las actividades que realizan en él. Por otro lado, es un buen complemento de aprendizaje para que los niños interioricen lo que han aprendido sobre cualquier tema en concreto o incluso para ampliarlo si así lo prefieren. Por ser un instrumento lúdico, los niños no saben distinguir si están jugando o trabajando con el ordenador, pero jueguen o trabajen, lo que sí es cierto es que aprenden a utilizarlo y adquieren nuevos conocimientos, de modo que en las escuelas se dispone cada vez de más programas y aplicaciones pedagógicas de alta calidad para ofrecerles. Software específico de aplicaciones online o actividades online. Con la llegada de las nuevas tecnologías también nos ha sido posible utilizar diferentes programas, plataformas educativas o páginas en las que existen actividades de tipo online que podemos utilizar para trabajar las diferentes áreas de conocimiento. De esta forma podemos hacer que el aprendizaje de aquellas asignaturas que puedan resultar más aburridas o difíciles de entender se conviertan en algo muy divertido. Aunque siempre se recomienda que este tipo de actividades se utilicen una vez que se les ha explicado el contenido principal, algunos profesores ya las están incorporando también en el momento de la explicación para captar la atención de los discentes. Por otro lado, también se pueden utilizar como apoyo a los deberes que se les manda a los niños en formato papel. En muchas ocasiones, nuestros alumnos adquirirán mejor el aprendizaje si manejan algún dispositivo para realizar este tipo de actividades por ser más interactivo y dinámico el procedimiento. Los multimedia. Los recursos multimedia son aquellas herramientas que siempre se han utilizado en el aula para hacer menos monótono el aprendizaje. Es decir, las que hemos utilizado desde siempre antes de que llegaran aquellas más modernas como las que hemos estado mencionando anteriormente. Algunos ejemplos son: la televisión, el vídeo, DVD, el cañón… Actualmente, éstas se utilizan como complemento a las otras herramientas más modernas, sin embargo, he creído conveniente mencionarlas porque han sido la base para el desarrollo de todas las demás. Plataformas de enseñanza virtual. Otra herramienta bastante conocida en el campo educativo por la cantidad de beneficios que brinda a los estudiantes son las plataformas de enseñanza virtual, entendida como aquella herramienta que permite al alumno estudiar la materia a distancia sin la necesidad de desplazarse al centro de formación. Esto ha permitido diferentes modalidades de estudio como el e- learning o aprendizaje electrónico en español o el b- learning o aprendizaje semipresencial. Ventajas y desventajas. Todas las herramientas que hemos presentado anteriormente se caracterizan por tener unas desventajas y ventajas propias al usarlas en el ámbito educativo. Sin embargo, de forma general coinciden en muchas de ellas, por ello a continuación, os presentamos las más importantes. Ventajas. Su uso en el aula incrementan la motivación de los alumnos. Es un hecho que desde que se comenzaron a utilizar en las aulas los alumnos se encuentran más motivados en las diferentes áreas que estudian. Renueva los métodos de aprendizaje y los procesos. En la actualidad, todos los profesionales de la educación han tenido que reciclarse para utilizar estas herramientas en las aulas y cambiar la forma en la que enseñan. Permite utilizar nuevos recursos educativos. Create a Data Visualizer diagram. Would you like to automatically create a detailed, polished Visio flowchart from an Excel workbook? You can do this by using the Data Visualizer templates. Top VIdeos. Warning: Invalid argument supplied for foreach() in /srv/users/serverpilot/apps/jujaitaly/public/index.php on line 447. Version 2.0 of Microsoft's cross-platform,NET pivot changes everything. Join us as we explore.NET Core 2.0, ASP.NET Core 2.0, and.NET Standard 2.0. Microsoft Project 2010 has a shiny new interface, but that's not all. Under the hood, it contains powerful new scheduling, task management, and view improvements that. Each template has an associated Excel workbook used to convert process data into a flowchart in Visio. You can also get your own custom Excel template, specify mappings in the template wizard and automatically create the diagram. Once you create the flow chart, you can add, edit, or delete rows in Excel, and then refresh the diagram from Visio. You can even add additional columns of data in Excel that are converted to Visio shape data. Data Visualizer is supported in Visio Pro for Office 3. ![]() ![]() ![]() The ability to use the Data Visualizer templates is only available with Visio Pro for Office 3. Current release channel. If you're not sure what version of Visio you're using, select File > Account > About Visio. See Visio Pro for Office 3. Visio. If you don't see the Data Visualizer templates or if you have other questions around getting started, visit the Data Visualizer frequently asked questions page. Note: In order to use this feature, you must have an Office 3. If you are an Office 3. Office. If you are an IT professional managing the Office 3. Create a Data Visualizer diagram. Before you begin. Gather your ideas and work them out in a draft form on paper or by inking. This rough draft can help you jump- start your work and make the following steps go smoother. To create a Data Visualizer diagram, you can work simultaneously in Excel and Visio. You might find it easier to work in two windows on your Windows device or in a multi- monitor environment. Visually comparing your work between Excel and Visio helps confirm you are doing what you intend to do. Stage 1: Choose a Data Visualizer template. Open Visio, or select File > New if you are editing a diagram. Select TEMPLATES. Select Flowchart. Select Basic Flowchart - Data Visualizer or Cross Functional Flowchart - Data Visualizer. A Data Visualizer template has an Excel icon in the top left corner. For more information on flow charts and their shapes, see Create a basic flowchart and Create a cross- functional flowchart. Stage 2: Create an Excel workbook. In the template preview, select Excel data template. Note, if you want to use the same sample Excel templates used in this article for reference, you can download them from the following links: Select File > Save, specify a computer, network server, or Share. Point document library, enter a file name, and then select Save. To add a new worksheet, at the bottom of the workbook, select New sheet. Create an Excel table. For more information on using Excel tables, see Overview of Excel tables, Create or delete an Excel table, and Resize a table by adding or removing rows and columns. Add columns and rows to the table which are used to create the Visio diagram. There are specific requirements for the Excel table column headers and values. Use the section, How Excel columns interact with Visio flowchart components as a visual guide. Stage 3: Add additional shape data to the Excel table (optional)Examine the Process Map tab in the Excel template. The columns in the Excel table are colored blue and green. The color provides a visual clue about the difference between the columns. The blue columns are used to create the flowchart in the Visio diagram. All columns are also added as shape data. To add additional shape data, add one or more columns to your Excel table. The green columns indicate additional shape data you can add to each shape. You can add any number of additional columns. By default, this data is not visible in the diagram, unless you add data graphics. To see the shape data in the Visio diagram, select Data > Shape Data Window. For more information about shape data and data graphics, see Add data to shapes and Data graphics, an overview. Stage 4: Create a Visio diagram with the wizard. Switch back to Visio, in the template preview select your unit of measurement, and then select Create. In the first page of the Create Diagram from Data wizard, do the following: Under What diagram do you want to create from data, select a template: Basic Flowchart, Cross Functional Flow Chart (horizontal), or Cross Functional Flow Chart (vertical). Under Select the Excel workbook, select a workbook from a list of most recently used workbooks, or select Browse to locate the workbook you created in Stage 2. Under Select a table or a custom range in the workbook, select the table containing your Excel process data. Select Finish. This accepts all default values that Visio fills in for the other pages of the wizard. As a result, the diagram is automatically created inside a container. Additional Visio pages are added depending on the size of the flow chart. Stage 5: Save the Visio diagram. Select File > Save, find a location, enter a file name, and then select Save. It's a good idea to keep the Excel and Visio files in the same location because they work hand- in- hand. Stage 6: Update and refresh the diagram. After you create a diagram with Data Visualizer, you may want to make changes to it. Because there are two components to Data Visualizer, an Excel workbook and a Visio diagram, you need to keep your diagram synchronized with changes to data in the Excel table by refreshing it from Visio. It’s important to understand that the synchronization process is a one- way operation. First you update the data in Excel and then you refresh the diagram in Visio. If there are differences between the data in Excel and Visio when you refresh, the data in Excel wins out. Make changes to the data in the Excel table. You can add, update, or delete rows. Save the Excel workbook. In Visio, select the diagram container, and then select Data > Refresh. As a result, the changes you made in the Excel workbook are displayed in the Visio diagram. Refreshing only makes changes to the shapes and connections inside the container. Keep all diagram shapes and connector lines inside the container. If you manually add a shape inside the container, and then refresh the diagram, that shape is removed. Any other objects on the page but outside the container are not affected. Any formatting changes you make to the shapes or connectors inside the container are preserved. For more information about containers, see Clarify the structure of diagrams by using containers and lists. Stage 7: Customize the interaction between the Excel table and the Visio diagram (optional)There are times when you may want to customize the creation of your Data Visualizer diagrams. For example, you may want to use different shapes to conform to your organization standards, or map to different column names in the Excel table. When you select Create to enter the Create Diagram from Data wizard and after you enter values in the first page (See Stage 4), select Next or Back to display each page in the wizard. Select Help (?) to get more information about how to customize each option on the page. For more information, see Use the Create Diagram from Data wizard. Top of Page. How Excel columns interact with Visio flowchart components. Use the following image walkthrough to understand how each Excel column is used to create the Visio flowchart. Process Step ID A number that identifies each shape in the flowchart. This column is required, and each value in the Excel table must be unique and not be blank. This value does not appear on the flowchart. Process Step Description Text added to each shape in the flowchart. Next Step ID The Process Step ID of the next shape in the sequence. A branching shape has two next steps and is represented by comma- separated numbers such as 4,5. You can have more than two next steps. Connector Label For branching shapes, connector labels are represented as text separated by a comma, such as Yes,No. Yes corresponds to 4 and No corresponds to 5 in the example. Shape Type The type of shape you want to represent in the Visio diagram, such as Process or Decision. Microsoft recommends using the drop- down lists to help validate your choices. Function and Phase The function (or swimlane) and phase (or timeline) that each shape belongs to. This column only applies to a Cross Functional Flowchart diagram and is ignored by a Basic Flowchart diagram. Top of Page. Use other stencils to create a Data Visualizer diagram. Besides using the basic and cross- functional flowchart templates, you can use stencils from other templates when you create a Data Visualizer diagram. Mind map - Wikipedia. This article is about the visual diagram. For the geographical concept, see Mental mapping. A mind map is a diagram used to visually organize information. A mind map is hierarchical and shows relationships among pieces of the whole.[1] It is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those. Mind maps can be drawn by hand, either as "rough notes" during a lecture, meeting or planning session, for example, or as higher quality pictures when more time is available. Mind maps are considered to be a type of spider diagram.[2] A similar concept in the 1. Origins[edit]Although the term "mind map" was first popularized by British popular psychology author and television personality Tony Buzan, the use of diagrams that visually "map" information using branching and radial maps traces back centuries. These pictorial methods record knowledge and model systems, and have a long history in learning, brainstorming, memory, visual thinking, and problem solving by educators, engineers, psychologists, and others. Some of the earliest examples of such graphical records were developed by Porphyry of Tyros, a noted thinker of the 3rd century, as he graphically visualized the concept categories of Aristotle. Philosopher Ramon Llull (1. The semantic network was developed in the late 1. Allan M. Collins and M. Ross Quillian during the early 1. Mind maps are similar in radial structure to concept maps, developed by learning experts in the 1. Popularisation of the term "mind map"[edit]Buzan's specific approach, and the introduction of the term "mind map" arose during a 1. BBC TV series he hosted, called Use Your Head.[4][5] In this show, and companion book series, Buzan promoted his conception of radial tree, diagramming key words in a colorful, radiant, tree- like structure.[6]Buzan says the idea was inspired by Alfred Korzybski's general semantics as popularized in science fiction novels, such as those of Robert A. Heinlein and A. E. Vogt. He argues that while "traditional" outlines force readers to scan left to right and top to bottom, readers actually tend to scan the entire page in a non- linear fashion. Buzan's treatment also uses then- popular assumptions about the functions of cerebral hemispheres in order to explain the claimed increased effectiveness of mind mapping over other forms of note making. Mind map guidelines[edit]Buzan suggests the following guidelines for creating mind maps: Start in the center with an image of the topic, using at least 3 colors. Use images, symbols, codes, and dimensions throughout your mind map. Select key words and print using upper or lower case letters. Each word/image is best alone and sitting on its own line. The lines should be connected, starting from the central image. The lines become thinner as they radiate out from the center. Make the lines the same length as the word/image they support. Use multiple colors throughout the mind map, for visual stimulation and also for encoding or grouping. Develop your own personal style of mind mapping. Use emphasis and show associations in your mind map. Keep the mind map clear by using radial hierarchy or outlines to embrace your branches. Rough mindmap notes taken during a course session. As with other diagramming tools, mind maps can be used to generate, visualize, structure, and classify ideas, and as an aid to studying[7] and organizing information, solving problems, making decisions, and writing. Mind maps have many applications in personal, family, educational, and business situations, including notetaking, brainstorming (wherein ideas are inserted into the map radially around the center node, without the implicit prioritization that comes from hierarchy or sequential arrangements, and wherein grouping and organizing is reserved for later stages), summarizing, as a mnemonic technique, or to sort out a complicated idea. Mind maps are also promoted as a way to collaborate in color pen creativity sessions. In addition to these direct use cases, data retrieved from mind maps can be used to enhance several other applications; for instance expert search systems, search engines and search and tag query recommender.[8] To do so, mind maps can be analysed with classic methods of information retrieval to classify a mind map's author or documents that are linked from within the mind map.[8]Differences from other visualizations[edit]Concept maps: Mind maps differ from concept maps in that mind maps focus on only one word or idea, whereas concept maps connect multiple words or ideas. Also, concept maps typically have text labels on their connecting lines/arms. Mind maps are based on radial hierarchies and tree structures denoting relationships with a central governing concept, whereas concept maps are based on connections between concepts in more diverse patterns. However, either can be part of a larger personal knowledge base system. Modelling graphs: There is no rigorous right or wrong with mind maps, relying on the arbitrariness of mnemonic systems. A UML diagram or a semantic network has structured elements modelling relationships, with lines connecting objects to indicate relationship. This is generally done in black and white with a clear and agreed iconography. Mind maps serve a different purpose: they help with memory and organization. Mind maps are collections of words structured by the mental context of the author with visual mnemonics, and, through the use of colour, icons and visual links, are informal and necessary to the proper functioning of the mind map. Research[edit]Effectiveness[edit]Cunningham (2. Other studies also report positive effects through the use of mind maps.[1. Farrand, Hussain, and Hennessy (2. This improvement was only robust after a week for those in the diagram group and there was a significant decrease in motivation compared to the subjects' preferred methods of note taking. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".[1. The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low- ability students may benefit more from mind mapping than high- ability students. Features of mind maps[edit]Beel & Langer (2. They analysed 1. 9,3. Sci. Plore Mind. Mapping (now Docear) and Mind. Meister. Results include that average users create only a few mind maps (mean=2. However, there were exceptions. One user created more than 2. The study also showed that between different mind mapping applications (Docear vs Mind. Meister) significant differences exist related to how users create mind maps. Automatic creation of mind maps[edit]There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full- text streams.[1. Rothenberger et al. And there is a patent about automatically creating sub- topics in mind maps.[1. Mind- mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind- mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images.[1. It has been suggested that mind- mapping can improve learning/study efficiency up to 1. See also[edit]References[edit]^Carolyn H. Hopper, Practicing College Learning Strategies, 7th Edition, ISBN 9. Ch. 7^"Mind Map noun - definition in the British English Dictionary & Thesaurus - Cambridge Dictionaries Online". Dictionary. cambridge. Retrieved 2. 01. 3- 0. Who invented mind mapping". Mind- mapping. org. Retrieved 2. 01. 3- 0. Roots of visual mapping - The mind- mapping. Blog". Mind- mapping. Retrieved 2. 01. 3- 0. Buzan, Tony 1. 97. Use your head. London: BBC Books.^Buzan claims mind mapping his invention in interview. Knowledge. Board retrieved Jan. Mind maps as active learning tools', by Willis, CL. Journal of computing sciences in colleges. ISSN 1. 93. 7- 4. Volume: 2. 1 Issue: 4^ ab. Beel, Jöran; Gipp, Bela; Stiller, Jan- Olaf (2. |
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