Visualization or visualisation ( see spelling differences ) is any technique for creating   images , diagrams , or animations to communicate a message . Visualization through visual   imagery has been an effective way to communicate both abstract and concrete ideas since   the dawn of humanity . Examples from history include cave paintings , Egyptian hieroglyphs ,   Greek geometry , and Leonardo da Vinci 's revolutionary methods of technical drawing for   engineering and scientiﬁc purposes . 

 Visualization today has ever - expanding applications in science , education , engineering   ( e.g. , product visualization ) , interactive multimedia , medicine , etc . Typical of a visualization   application is the ﬁeld of computer graphics . The invention of computer graphics ( and 3D   computer graphics ) may be the most important development in visualization since the   invention of central perspective in the Renaissance period . The development of animation   also helped advance visualization . 

 Computer graphics has from its beginning been used to study scientiﬁc problems .   However , in its early days the lack of graphics power often limited its usefulness . The   recent emphasis on visualization started in 1987 with the publication of Visualization in   Scientiﬁc Computing , a special issue of Computer Graphics.[4 ] Since then , there have   been several conferences and workshops , co - sponsored by the IEEE Computer Society   and ACM SIGGRAPH , devoted to the general topic , and special areas in the ﬁeld , for   example volume visualization . 

 Most people are familiar with the digital animations produced to present meteorological   data during weather reports on television , though few can distinguish between those   models of reality and the satellite photos that are also shown on such programs . TV also   offers scientiﬁc visualizations when it shows computer drawn and animated reconstructions   of road or airplane accidents . Some of the most popular examples of scientiﬁc   visualizations are computer - generated images that show real spacecraft in action , out in   the void far beyond Earth , or on other planets.[citation needed ] Dynamic forms of   visualization , such as educational animation or timelines , have the potential to enhance   learning about systems that change over time . 

 For the activity , I will divide the stakeholders into groups of 5 - 6 participants each   representing a different organization or area of interest . Each group receives a poster - size   copy of the straw man   graphic that they can write on directly , or use sticky notes to make comments . I give them   two - three questions to answer , such as : 1 ) What key elements are missing from the   graphic ? 2 ) What would you   change about the graphic to make it more accurately reﬂect your problem space ? 3 ) What   key insights do you have about the relationships between the entities in your problem   space ? I give them approximately 20 minutes to discuss the questions and mark up the   graphic . Then I have each group report out on their answers to those three questions while   pointing to the mark - ups on their poster . As each group reports out , I record commonalities   in the insights of each group , and then additional   insightsthatcomefromthegroupdiscussiononanadditionalcopyofthegraphic . Afterthesession , I   digitize each group ’s poster as an artifact , create a view that combines the shared and new   insights from the group discussion , and then create a revised graphic that incorporates   their feedback 

 ht & Approach What I have learned from conducting this exercise with several groups is that while the   graphic – especially the revised graphic that incorporates their feedback – is important for   reinforcing their   understanding of the problem they are working to solve , the more valuable aspect of the   activity is the shared insights and shared learning that occurs while they are working to   deﬁne their problem   space . The graphic gives the diverse group of stakeholders a focal point for discussion   that allows them to share their perspectives and develop insights into potential root causes   of their problems . While they could create the graphic from a blank slate in a collaborative   manner , starting with a straw man jump starts the conversation for them . 

 Visualization 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Visualization or visualisation ( see spelling differences ) is any technique for creating   images , diagrams , or animations to communicate a message . Visualization through visual   imagery has been an effective way to communicate both abstract and concrete ideas since   the dawn of humanity . Examples from history include cave paintings , Egyptian hieroglyphs ,   Greek geometry , and Leonardo da Vinci 's revolutionary methods of technical drawing for   engineering and scientiﬁc purposes . 

 Visualization today has ever - expanding applications in science , education , engineering   ( e.g. , product visualization ) , interactive multimedia , medicine , etc . Typical of a visualization   application is the ﬁeld of computer graphics . The invention of computer graphics ( and 3D   computer graphics ) may be the most important development in visualization since the   invention of central perspective in the Renaissance period . The development of animation   also helped advance visualization . 

 Computer graphics has from its beginning been used to study scientiﬁc problems .   However , in its early days the lack of graphics power often limited its usefulness . The   recent emphasis on visualization started in 1987 with the publication of Visualization in   Scientiﬁc Computing , a special issue of Computer Graphics.[4 ] Since then , there have   been several conferences and workshops , co - sponsored by the IEEE Computer Society   and ACM SIGGRAPH , devoted to the general topic , and special areas in the ﬁeld , for   example volume visualization . 

 Most people are familiar with the digital animations produced to present meteorological   data during weather reports on television , though few can distinguish between those   models of reality and the satellite photos that are also shown on such programs . TV also   offers scientiﬁc visualizations when it shows computer drawn and animated reconstructions   of road or airplane accidents . Some of the most popular examples of scientiﬁc   visualizations are computer - generated images that show real spacecraft in action , out in   the void far beyond Earth , or on other planets.[citation needed ] Dynamic forms of   visualization , such as educational animation or timelines , have the potential to enhance   learning about systems that change over time . 

 For the activity , I will divide the stakeholders into groups of 5 - 6 participants each   representing a different organization or area of interest . Each group receives a poster - size   copy of the straw man   graphic that they can write on directly , or use sticky notes to make comments . I give them   two - three questions to answer , such as : 1 ) What key elements are missing from the   graphic ? 2 ) What would you   change about the graphic to make it more accurately reﬂect your problem space ? 3 ) What   key insights do you have about the relationships between the entities in your problem   space ? I give them approximately 20 minutes to discuss the questions and mark up the   graphic . Then I have each group report out on their answers to those three questions while   pointing to the mark - ups on their poster . As each group reports out , I record commonalities   in the insights of each group , and then additional   insightsthatcomefromthegroupdiscussiononanadditionalcopyofthegraphic . Afterthesession , I   digitize each group ’s poster as an artifact , create a view that combines the shared and new   insights from the group discussion , and then create a revised graphic that incorporates   their feedback 

 ht & Approach What I have learned from conducting this exercise with several groups is that while the   graphic – especially the revised graphic that incorporates their feedback – is important for   reinforcing their   understanding of the problem they are working to solve , the more valuable aspect of the   activity is the shared insights and shared learning that occurs while they are working to   deﬁne their problem   space . The graphic gives the diverse group of stakeholders a focal point for discussion   that allows them to share their perspectives and develop insights into potential root causes   of their problems . While they could create the graphic from a blank slate in a collaborative   manner , starting with a straw man jump starts the conversation for them . 

 Visualization
### Output: 