[User] <image>

[User] Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships.

[Assistant] <s_map><s_node-0><s_text>Colours by Design</s_text><s_node-1><s_text>The absorption of ultraviolet light and visible light in terms of transitions between electronic energy levels.</s_text><s_relation>The relationship between colour in materials and transitions between electronic energy levels. ()</s_relation><s_node-2><s_text>An object has a colour because it reflects certain wavelengths of light that enter our eye. Transparent objects allow light to travel through them and then they enter our eye.  White light is a continuous spectrum made up of lots of different colours. When some of those are absorbed by a body and only some are reflected or transmitted the object will appear coloured.</s_text><s_node-3><s_text>When absorption occurs wavelengths corresponding to one colour are removed from the white light and the complementary colour is seen.</s_text></s_node-3><sep/><s_text>When an atom (X) absorbs visible radiation an electron moves to a higher energy level, so it is in an excited state(X*).</s_text><sep/><s_text>The same can happen in a molecule (It can move to an electronically excited state)</s_text></s_node-2><sep/><s_text>The use of ultraviolet (u.v.) and visible spectroscopy to help identify unsaturated organic molecules.</s_text><s_node-2><s_text>Particular wavelengths of light are passed through a sample and reference cell to determine what wavelengths are absorbed by the sample.</s_text><s_node-3></s_node-3><sep/><s_text>If wavelengths in the UV are absorbed the sample will appear colourless to us</s_text><s_node-3></s_node-3><sep/><s_text>Carotene appears orange to us as it absorbs in the blue region</s_text><s_node-3></s_node-3><sep/><s_text>Benzene appears colourless to us as it absorbs in the UV region (note axes values</s_text><s_node-3></s_node-3></s_node-2><sep/><s_text>Colour changes associated with the following types of chemical changes: acid-base (indicators), ligand exchange, redox, precipitation and polymorphism (different crystal structures).</s_text><s_node-2><s_text>Essentially all of these rely on changing the electronic energy levels and so the transitions that occur between them.</s_text><s_node-3><s_text>Acid-base</s_text><s_node-4><s_text>If a species with a lone pair gains a proton, the lone pair can no longer join a conjugated, delocalised system and so the electron energy levels will change as will the frequency of light absorbed and so the colour of the sample.</s_text></s_node-4><sep/><s_text>Ligand exchange</s_text><s_node-4><s_text>Ligands affect the energy levels in the central metal ion of a complex</s_text><s_node-5><s_text>By changing the ligand present the energy levels in the metal ion are changed, so a different frequency of light is absorbed and the complex changes colour.</s_text></s_node-5></s_node-4><sep/><s_text>Redox</s_text><s_node-4><s_text>This involves removing or adding electrons.</s_text><s_node-5><s_text>This will change the electron energy levels and so the frequency of light being absorbed</s_text></s_node-5></s_node-4><sep/><s_text>Precipitation</s_text><s_node-4><s_text>When aqueous ions come together to form an insoluble precipitate it will often be coloured.</s_text></s_node-4><sep/><s_text>Polymorphism</s_text><s_node-4><s_text>The existence of several different crystalline structures of the same substance, possibly with different colours</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>The relationship between the properties of pigments (colour shade, colour intensity, fastness) to relevant properties (Storyline CD2 and CD3).</s_text><sep/><s_text>The general principles of gas-liquid chromatography (g.l.c.)</s_text><s_node-2><s_text>Chromatography: equilibrium between stationary phase and mobile phase.  Different substances distribute themselves to different extents between the two phases so they move along the mobile phase at different speeds.</s_text><s_node-3><s_text>Mobile phase is inert gas (carrier gas); stationary phase a high boiling point liquid held on a finely divided inert solid support.  The material is packed in a coiled tube called a column, which is in an oven.</s_text><sep/><s_text>The sample to be analysed is injected into the inert gas stream before entering the column.</s_text><s_node-4></s_node-4><sep/><s_text>The components in the mixture will have different affinities for the stationary phase and the mobile phase and distributes itself to different extents.  Volatile components favour mobile carrier phase and emerge from the coil first. A detector monitors the compounds emerging form the column and via a recorder produces a chromatogram. This gives the time since injection when a compound is detected. This is shown as a peak on the chromatogram.</s_text><s_node-4><s_text></s_text><s_node-5><s_text>Each peak represents a different component of the petrol. The area under a peak  represents the relative amount of that component.</s_text><s_node-6></s_node-6></s_node-5></s_node-4><sep/><s_text>The time a compound is held in the coil is characteristic of that compound under given conditions and is called the retention time.</s_text><s_node-4><s_text>Factors Affecting Retention Time · Length and packing of column · Nature and flow rate of carrier gas · Temperature</s_text><s_node-5></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>The techniques used to identify the materials used in a painting, including the use of g.l.c. atomic emission spectroscopy, visible spectroscopy (reflection and transmission) (Storyline CD3 and CD4; Activities CD4.1 to CD4.5).</s_text><sep/><s_text>The nature of fats and oils as mixed esters of propane-1,2,3-triol with varying degrees of unsaturation.</s_text><s_node-2><s_text>The alkyl groups can be either saturated, unsaturated or polyunsaturated.</s_text><s_node-3><s_text></s_text><s_node-4><s_text>Triglycerides formed from cis-unsaturated fatty acids like this cannot pack so  closely together. Their intermolecular forces are weaker, so they tend to be liquids at room temperature.</s_text><sep/><s_text>Unsaturated acids can have hydrogen added to them to increase the degree of saturation</s_text><s_node-5><s_text></s_text><s_node-6><s_text>As a result, the treated fats and oils have a higher melting point than before.</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>Palmitic acid is a fatty acid that can be made in to a fat.</s_text><s_node-3></s_node-3><sep/><s_text>Fats can be hydrolysed to produce the glycerol and also the fatty acids.</s_text><s_node-3><s_text>If done in alkaline conditions the sodium salt of the acid is produced which can be used in soap.</s_text><s_node-4></s_node-4></s_node-3></s_node-2><sep/><s_text>An outline of the process of oxidative cross-linking by which unsaturated oils harden; the relationship of this process to their use as media in oil-based paints.</s_text><s_node-2><s_text>The binding medium in a paint binds the paint pigments together and must be viscous enough to stop the paint running but not too sticky so it can be used.</s_text><sep/><s_text>The binding medium must then dry and harden when the paint has been applied to leave the paint protected.</s_text><sep/><s_text>Cross links can occur between unsaturated chains which results in the oils used in binding mediums 'hardening' and so protecting the pigment.</s_text><s_node-3><s_text>See activity CD 4.2</s_text></s_node-3></s_node-2><sep/><s_text>What arenes and arene derivatives (aromatic compounds) are.</s_text><s_relation>The structure of benzene. ()</s_relation><s_node-2><s_text>Compounds containing benzene rings</s_text></s_node-2><sep/><s_text>The structure of benzene.</s_text><s_relation>What arenes and arene derivatives (aromatic compounds) are. ()</s_relation><s_node-2><s_text>Electron density equally spread around 6 carbon atom ring: delocalised</s_text></s_node-2><sep/><s_text>How the characteristic properties of aromatic compounds arise from the delocalisation of electrons.</s_text><s_node-2><s_text>Are attacked by electrophiles because benzene ring is area of high electron density</s_text><sep/><s_text>Undergo substitution reactions usually in order to maintain (stabilised) delocalised structure.</s_text></s_node-2><sep/><s_text>The following electrophilic substitution reactions of arenes: halogenation of the ring, nitration, sulphonation, Friedel-Crafts alkylation and Friedel-Crafts acylation.</s_text><s_node-2><s_text>Benzene undergoes electrophilic substitution reactions. These reactions are relatively slow because the delocalised electrons confer additional stability to benzene, and the first stage in the reaction involves disrupting the stable benzene ring system.</s_text><sep/><s_text>The reaction mechanism proceeds in two stages:</s_text><s_node-3><s_text>1. Addition of an electrophile to the benzene molecule to form an unstable positively charged intermediate.</s_text><sep/><s_text>2. Elimination of a hydrogen ion H+ from the intermediate.</s_text></s_node-3><sep/><s_text>The organic product depends upon the other reactant and the electrophile it produces. The table summarises these.</s_text><s_node-3></s_node-3></s_node-2><sep/><s_text>The formation of azo dyes by coupling reactions involving diazonium compounds.</s_text><s_node-2><s_text>Azo compounds contain the azo functional group (R-N=N-R)</s_text><sep/><s_text>Azo compounds containing arene groups either side of the azo group are more stable than those containing alkyl groups. This is because the azo group is stabilised by delocalised electrons from the arene groups.</s_text><sep/><s_text>Formed by reaction phenylamine with sodium nitrite and hydrochloric acid (cold to prevent decomposition of product) together to make a diazonium salt and then reacting this with a coupling reagent such as phenol</s_text><s_node-3></s_node-3></s_node-2><sep/><s_text>The structure of a dye molecule in terms of its various components: chromophore, groups which modify the chromophore, groups which made the dye more soluble in water and groups which attach the dye to the fibre (Storyline CD5 to CD7).</s_text><s_relation>Ways in which dyes attach themselves to fabrics: weak intermolecular forces, hydrogen bonds, ionic attractions and covalent bonding (Storyline CD7; Activity CD7.2). ()</s_relation><s_node-2><s_text>A chromophore is a group of atoms that is largely responsible for the colour of a dye molecule</s_text><s_relation>The relationship between the colour of a dye and the presence of a chromophore, and groups that modify the chromophore, in the dye molecule. ()</s_relation><sep/><s_text>They often contain unsaturated groups such as C=O and -N=N- and they are often part of a conjugated system involving arene rings.</s_text><s_node-3><s_text>A conjugated system is one with an extended system of alternating double and single bonds</s_text></s_node-3><sep/><s_text>The chromophore of a compound can be changed by adding extra groups (such as those containing lone pairs which add electrons to the delocalised system and so change the electron energy levels and therefore the frequency of visible light they absorb.</s_text><sep/><s_text>If a dye compound contains a carboxylic acid group the sodium salt will be more soluble.</s_text><sep/><s_text>Groups can be attached to dye molecules to make them form stronger intermolecular forces to the compound it is dying, so they stick better (e.g. Instantaneous dipole-induced dipole, H bonds, ionic bonds and covalent bonds in direct dyes)</s_text><s_relation>Ways in which dyes attach themselves to fabrics: weak intermolecular forces, hydrogen bonds, ionic attractions and covalent bonding (Storyline CD7; Activity CD7.2). ()</s_relation><s_node-3><s_text>See pages 229 to 235 of Chemical Storylines</s_text></s_node-3></s_node-2><sep/><s_text>Ways in which dyes attach themselves to fabrics: weak intermolecular forces, hydrogen bonds, ionic attractions and covalent bonding (Storyline CD7; Activity CD7.2).</s_text><s_relation>Groups can be attached to dye molecules to make them form stronger intermolecular forces to the compound it is dying, so they stick better (e.g. Instantaneous dipole-induced dipole, H bonds, ionic bonds and covalent bonds in direct dyes) ()<sep/>The structure of a dye molecule in terms of its various components: chromophore, groups which modify the chromophore, groups which made the dye more soluble in water and groups which attach the dye to the fibre (Storyline CD5 to CD7). ()</s_relation><sep/><s_text>The relationship between the colour of a dye and the presence of a chromophore, and groups that modify the chromophore, in the dye molecule.</s_text><s_relation>A chromophore is a group of atoms that is largely responsible for the colour of a dye molecule ()</s_relation><s_node-2><s_text>If an extra atom or group of atoms can be added to or removed from the chromophore of a molecule it will affect the colour of the molecule (usually if the atoms under consideration affect the conjugated system) because the electron energy levels will be affected and so the frequency of light needed to promote an electron between energy levels.</s_text></s_node-2><sep/><s_text>The relationship between colour in materials and transitions between electronic energy levels.</s_text><s_relation>The absorption of ultraviolet light and visible light in terms of transitions between electronic energy levels. ()</s_relation><s_node-2><s_text>If the energy absorbed to bring about these transitions corresponds to a frequency of visible light our sample will appear coloured. E=hf</s_text><s_node-3></s_node-3><sep/><s_text>Electron energy levels in atoms are quantised (at specific energy levels) and so the difference between them is always the same. This difference in energy levels will result in a frequency of a specific value being absorbed as electrons move from one to another. E=hf</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>CMC 2012 Fifth International Conference on Concept Mapping</s_text><s_node-1><s_text>Files and Pictures</s_text><s_node-2><s_text>Picture Library</s_text><s_node-3><s_text>cmc2012 Photos</s_text><sep/><s_text>5. CMC Malta 2012</s_text></s_node-3><sep/><s_text>Cmappers Repository</s_text><sep/><s_text>CMC - International Conference on Concept Mapping</s_text></s_node-2><sep/><s_text>Tag 1: Montag</s_text><s_node-2><s_text>Registration & Welcome Reception</s_text><sep/><s_text>The Palace, Valletta</s_text></s_node-2><sep/><s_text>Tag 2: Dienstag</s_text><s_node-2><s_text>8:30 - 9:00</s_text><s_node-3><s_text>Registration for Maltese Participants</s_text></s_node-3><sep/><s_text>9:00 - 9:30</s_text><s_node-3><s_text>Opening Session</s_text><sep/><s_text>Welcome Message</s_text><s_node-4><s_text>Joseph D. Novak</s_text><sep/><s_text>Institute for Human & Machine Cognition (IHMC)</s_text></s_node-4></s_node-3><sep/><s_text>9:30 - 10:00</s_text><s_node-3><s_text>Inaugural Talk</s_text><s_node-4><s_text>Concept Mapping for Meaningful Learning within a Maltese Educational Context</s_text><sep/><s_text>Prof. Grace Grima,  Director General of Education, Malta</s_text><s_node-5><s_text>A Vision for Science Education in Malta - Ministry of Education</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>10:00 - 11:30</s_text><s_node-3><s_text>Session on Concept Maps and Assessment</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Analysis of the Content and Structure of Representations Starting from Concept Maps,</s_text><s_node-6><s_text>Marķa-Eugenia Salamanca-Avila</s_text><sep/><s_text>Cécile Vander Borght</s_text><sep/><s_text>Mariane Frenay</s_text><sep/><s_text>Universidad Católica de Lovaina, Bélgica</s_text></s_node-6></s_node-5><sep/><s_text>11:00</s_text><s_node-5><s_text>Concept Mapping as an Assessment Tool in Science Education</s_text><s_node-6><s_text>Katrin Soika</s_text><sep/><s_text>Priit Reiska</s_text><sep/><s_text>Rain Mikser</s_text><sep/><s_text>Tallinn University, Estonia</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Interdisciplinary Learning with Concept Maps</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Concept Mapping and Environment as Connection</s_text><s_node-6><s_text>James D. Proctor</s_text><sep/><s_text>Lewis & Clark College</s_text><sep/><s_text>Jennifer Bernstein</s_text><sep/><s_text>University of Hawai'i at Manoa, USA</s_text></s_node-6><sep/><s_text>Recommendations</s_text></s_node-5><sep/><s_text>11:00</s_text><s_node-5><s_text>Making Interdisciplinarity Visible using Concept Mapping</s_text><s_node-6><s_text>Gislaine Banchetti Cordeiro</s_text><sep/><s_text>Paola Lacerda Aguiar</s_text><sep/><s_text>Camila Aparecida Tolentino Cicuto</s_text><sep/><s_text>Paulo Rogério Miranda Correia</s_text><sep/><s_text>Universidade de São Paulo, Brazil</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Collaboration with Concept Map</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Analysing Knowledge Generation and Acquisition from Individual and Face-to-Face Collaborative Concept Mapping</s_text><s_node-6><s_text>Roberto Martinez Maldonado, Judy Kay, Kalina Yacef, The University of Sydney, Australia</s_text></s_node-6></s_node-5><sep/><s_text>11:00</s_text><s_node-5><s_text>Do Virutal Groups Recognize Situations in which it is Advantageous to Create Digital Concept Maps-</s_text><s_node-6><s_text>Tanja Engelmann & Richard Kolodziej</s_text><s_node-7><s_text>DO VIRTUAL GROUPS RECOGNIZE SITUATIONS IN WHICH IT IS ...</s_text></s_node-7><sep/><s_text>Knowledge Media Research Center, Germany</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>12:30</s_text><s_node-3><s_text>Invited Talk</s_text><s_node-4><s_text>Expertise and Knowledge Elicitation</s_text><sep/><s_text>Robert Hoffman</s_text><s_node-5><s_text>IHMC Receives Award from iARPA for Metaphor</s_text></s_node-5><sep/><s_text>Institute for Human & Machine Cognition (IHMC), USA</s_text></s_node-4></s_node-3><sep/><s_text>14:15 - 15:15</s_text><s_node-3><s_text>Session on Concept Maps and Assessment (2)</s_text><s_node-4><s_text>14:15</s_text><s_node-5><s_text>Concept Map-Based Knowledge Assessment Tasks and their Scoring Criteria- an Overview</s_text><s_node-6><s_text>Maija Strautmane</s_text><sep/><s_text>Riga Technical University, Latvia</s_text></s_node-6></s_node-5><sep/><s_text>14:45</s_text><s_node-5><s_text>Using Concept Mapping to Assess a Large-Scale Project</s_text><s_node-6><s_text>Colleen M.Eddy</s_text><sep/><s_text>David Wojnowski</s_text><sep/><s_text>Pamela Harrell</s_text><sep/><s_text>Karthigeyan Subramaniam</s_text><sep/><s_text>Sarah Pratt</s_text><sep/><s_text>University of North Texas, USA</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Maps and Teachers</s_text><s_node-4><s_text>14:45</s_text><s_node-5><s_text>Concept Mapping in the Teaching of Physical Science- Assessment of Real World Applications of Wave Energy by Pre-Service Teachers Negotiating Concept Understanding</s_text><s_node-6><s_text>Sumitra Himangshu</s_text><sep/><s_text>Macon State College, USA</s_text></s_node-6></s_node-5><sep/><s_text>14:15</s_text><s_node-5><s_text>Prospective Teachers' Knowledge of Constructing Concept Maps</s_text><s_node-6><s_text>Karthigeyan Subramaniam</s_text><sep/><s_text>David Wojnowski</s_text><sep/><s_text>Pamela Harrell</s_text><sep/><s_text>Colleen Eddy</s_text><sep/><s_text>Sarah Pratt</s_text><sep/><s_text>Ziad Shaker</s_text><sep/><s_text>University of North Texas, USA</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Maps and Sustainability</s_text><s_node-4><s_text>14:15</s_text><s_node-5><s_text>A Research Methodological Study of Concept Mapping to Foster Shared Understanding to Promote Sustainable Development in the Unu-Ias Rce Espoo, Finland</s_text><s_node-6><s_text>Jani Siirilä</s_text><sep/><s_text>Mauri Åhlberg</s_text><sep/><s_text>University of Helsinki, Finland</s_text></s_node-6></s_node-5><sep/><s_text>14:45</s_text><s_node-5><s_text>Applying Concept Maps to Analyse the Level of Sustainable Development Awareness Held by Policy Makers in Malta</s_text><s_node-6><s_text>Sheryl Green</s_text><sep/><s_text>Giovanni Curmi Higher Secondary School, Malta</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>15:45</s_text><s_node-3><s_text>Posters Session</s_text></s_node-3><sep/><s_text>15:45 - 16:45</s_text><s_node-3><s_text>Session on "Concept Maps"</s_text><s_node-4><s_text>15:45 - 16:15</s_text><s_node-5><s_text>Diversity of Concept Mapping Tasks- Degree of Difficulty, Directedness, and Task Constraints</s_text><s_node-6><s_text>Vita Graudina</s_text><sep/><s_text>Riga Technical University, Latvia</s_text></s_node-6><sep/><s_text>16:45 - 17:15</s_text><s_node-6><s_text>Cognitive Structure Study: Concept Maps versus Pathfinder Associative Networks</s_text><s_node-7><s_text>José Luís Torres Carvalho</s_text><sep/><s_text>Universidade de Évora</s_text><sep/><s_text>Portugal</s_text><sep/><s_text>Ricardo Luengo González</s_text><sep/><s_text>Luis Manuel Casas García</s_text><sep/><s_text>Mercedes Mendoza García</s_text><sep/><s_text>Universidad de Extremadura, Espańa</s_text></s_node-7></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Maps and Teachers (2nd part)</s_text><s_node-4><s_text>15:45 - 16:15</s_text><s_node-5><s_text>Use of Concept Maps in a Peer Observation Program</s_text><s_node-6><s_text>Norma L. Miller</s_text><sep/><s_text>Universidad Tecnológica de Panamá</s_text><sep/><s_text>Panamá</s_text><sep/><s_text>Ian M. Kinchin</s_text><sep/><s_text>King's College London, UK</s_text></s_node-6><sep/><s_text>16:45 - 17:15</s_text><s_node-6><s_text>Uncovering Differences in the Conceptual Views of Expert and Novice Teachers through Concept Maps Produced by SConSAt Interviews</s_text><s_node-7><s_text>Dorit Simon</s_text><sep/><s_text>Tamar Levin</s_text><sep/><s_text>Tel Aviv University, Israel</s_text></s_node-7></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Skeleton and Expert Concept Maps</s_text><s_node-4><s_text>15:45 - 16:15</s_text><s_node-5><s_text>Using Enriched Skeleton Concept Mapping to Support Meaningful Learning</s_text><s_node-6><s_text>Jan M. van Bruggen</s_text><sep/><s_text>Open Universiteit</s_text><sep/><s_text>Wim M. G. Jochem</s_text><sep/><s_text>Eindhoven University of Technology, The Netherlands</s_text></s_node-6></s_node-5><sep/><s_text>16:15 - 16:45</s_text><s_node-5><s_text>Reasoning Models developed with Concept Maps (Expert Maps) using CmapTools. Example from Kinematics</s_text><s_node-6><s_text>Ángel Luis Pérez</s_text><sep/><s_text>Guadalupe Martínez</s_text><sep/><s_text>Ma Isabel Suero</s_text><sep/><s_text>Pedro J. Pardo</s_text><sep/><s_text>Universidad de Extremadura Espańa</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>17:15 - 18:15</s_text><s_node-3><s_text>Panel 1: Integration of Disciplines during Learning using Concept Maps</s_text><s_node-4><s_text>Moderator/Moderador:</s_text><s_node-5><s_text>Priit Reiska, Tallinn University, Estonia</s_text></s_node-5><sep/><s_text>Participants/Participantes:</s_text><s_node-5><s_text>Mauri Ahlberg, University of Finland,</s_text><sep/><s_text>Paul Pace, University of Malta</s_text><sep/><s_text>Sumitra Himangshu, Macon State College,</s_text><sep/><s_text>James D. Proctor, Lewis & Clark College, USA</s_text></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>Tag 3: Mittwoch</s_text><s_node-2><s_text>9:00 - 10:00</s_text><s_node-3><s_text>Invited Talk</s_text><s_node-4><s_text>Concept mapping and the Fundamental Problem of Moving Between Knowledge Structures</s_text><sep/><s_text>Ian Kinchin</s_text><s_node-5><s_text>University of Surrey, UK</s_text></s_node-5><sep/><s_text>Stundenten brauchen Herausforderungen</s_text></s_node-4></s_node-3><sep/><s_text>10:00 - 11:00</s_text><s_node-3><s_text>Session on Misconceptions</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Compulsory Concept as Instructional Strategy to Identify Limited or Inappropriate Propositional Hierarchies in Concept Maps</s_text><s_node-6><s_text>Camila Aparecida Tolentino Cicuto</s_text><sep/><s_text>Paulo Rogério Miranda Correia</s_text><sep/><s_text>Universidade de São Paulo, Brazil</s_text></s_node-6></s_node-5><sep/><s_text>10:30 - 11:00</s_text><s_node-5><s_text>Concept Maps as Diagnostic and Treatment of Misconceptions</s_text><s_node-6><s_text>Ladislada del Puy Molina Azcárate</s_text><sep/><s_text>Universidad Nacional de Tucumán, Argentina</s_text><sep/><s_text>Fermín M. González García</s_text><sep/><s_text>Universidad Pública de Navarra, Espańa</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Videos & Concept Mapping</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Use of Video-Presentations Created with CmapTools for Online Training: A Preliminary Study</s_text><s_node-6><s_text>Ernest Prats Garcia</s_text><sep/><s_text>Centro de Profesorado de Eivissa</s_text><sep/><s_text>Islas Baleares, Espańa</s_text></s_node-6></s_node-5><sep/><s_text>10:30 - 11:00</s_text><s_node-5><s_text>Conocity: Videos Enriched with Maps for Knowledge Management</s_text><s_node-6><s_text>Josi Sierra Orrantia</s_text><sep/><s_text>Dpto. Educacion Gobierno Vasco</s_text><sep/><s_text>Mar Camacho</s_text><sep/><s_text>Universitat Rovira i Virgili, Espańa</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Automatic Assessment of Concept Maps</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Assessing Diversity and Similarity of Conceptual Understanding Via Semi- Automated Semantic Analysis of Concept Maps</s_text><s_node-6><s_text>Natalia Derbentseva</s_text><s_node-7><s_text>A Concept Map Knowledge Model of Intelligence Analysis - DTIC</s_text><sep/><s_text>Applied Behavioral Science in Support of Intelligence Analysis</s_text></s_node-7><sep/><s_text>Peter Kwantes</s_text><sep/><s_text>David R. Mandel</s_text><sep/><s_text>Defence R&D Canada - Toronto, Canada</s_text></s_node-6></s_node-5><sep/><s_text>10:30 - 11:00</s_text><s_node-5><s_text>Structural Evaluation of Concept Maps at Digital TEC</s_text><s_node-6><s_text>Ederick Navas</s_text><sep/><s_text>Mario Chacón-Rivas</s_text><sep/><s_text>Instituto Tecnológico de Costa Rica</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>11:30 - 12:30</s_text><s_node-3><s_text>Session on Concept Mapping in Preschool</s_text><s_node-4><s_text>11:30 - 12:00</s_text><s_node-5><s_text>Using Concept Maps to Promote the Emergent Literacy Skills of 3- to 5-Year- Old Children</s_text><s_node-6><s_text>Bronwyn McLemore, Heather Monroe-Ossi, Stephanie Wehry, Janice Hunter, Florida Institute of Education at the University of North Florida, USA</s_text></s_node-6></s_node-5><sep/><s_text>12:00 - 12:30</s_text><s_node-5><s_text>An Experience in the Introduction of Concept Maps to Preschool Students</s_text><s_node-6><s_text>Fermín M. González, Paula de Andrés, Leyre Palau, María Pardo, Andrea Serrano, Edurne Zoco, Universidad Pública de Navarra, Ohiane Elrío, Itziar López de Maturana, Antonio Yániz, Colegio Escolapios, España</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Mapping in Higher Education</s_text><s_node-4><s_text>11:30 - 12:00</s_text><s_node-5><s_text>Challenges in Cross-Cultural PhD Supervision- Mapping to Facilitate Dialogue</s_text><s_node-6><s_text>Camille B. Kandiko, Ian M. Kinchin, King's College London, UK</s_text><s_node-7><s_text>Higher Education Research Network Journal HERN-J</s_text><sep/><s_text>PhD Supervision: Mapping the Cognitive ... - King's College London</s_text></s_node-7></s_node-6></s_node-5><sep/><s_text>12:00 - 12:30</s_text><s_node-5><s_text>Concept Mapping and Vee Heuristics- a Model of Teaching and Learning in Higher Education</s_text><s_node-6><s_text>Jacqueline Vanhear, Directorate for Standards and Quality in Education, Malta</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Mapping in Physics Education (1)</s_text><s_node-4><s_text>11:30 - 12:00</s_text><s_node-5><s_text>The Use of Mind Maps and Concept Maps in Quantum Mechanics at High School Level</s_text><s_node-6><s_text>Thais Rafaela Hilger, Marco Antonio Moreira, Adriane Griebeler, Universidade do Rio Grande do Sul, Brazil</s_text></s_node-6></s_node-5><sep/><s_text>12:00 - 12:30</s_text><s_node-5><s_text>Procedural Models Created with Concept Maps. Realization of an Optics Laboratory Practice, Guadalupe Martínez</s_text><s_node-6><s_text>Ángel Luis Pérez, Ma. Isabel Suero, Pedro J. Pardo, Universidad de Extremadura, España</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>13:45 - 15:15</s_text><s_node-3><s_text>Session on Concept Maps and Writing</s_text><s_node-4><s_text>13:45 - 14:15</s_text><s_node-5><s_text>Concept Mapping and Text Writing as Learning Tools In Problem-Oriented Learning</s_text><s_node-6><s_text>Bärbel Fürstenau, Technische Universität Dresden, Germany, Lenie Kneppers, Rijkje Dekker, University of Amsterdam, The Netherlands</s_text></s_node-6></s_node-5><sep/><s_text>14:15 - 14:45</s_text><s_node-5><s_text>Concept Mapping and Writing</s_text><s_node-6><s_text>Ely Kozminsky, Ben-Gurion University, Nurit Nathan, Lea Kozminsky, Kaye Academic College of Education, Israel, Rosalind Horowitz, The University of Texas at San Antonio, USA</s_text></s_node-6></s_node-5><sep/><s_text>14:45 - 15:15</s_text><s_node-5><s_text>Impact of an Intervention Method Mediated by the Construction of Concept Maps in a News Production Network on Students' Conceptualization of Written Language</s_text><s_node-6><s_text>Patrícia B. Schäfer, Universidade Federal do Rio Grande do Sul, Brazil, Alberto J. Cañas, Institute for Human & Machine Cognition (IHMC), USA , Léa C. Fagundes, Alex F. T. Primo, Universidade Federal do Rio Grande do Sul, Brazil</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Mapping in Higher Education</s_text><s_node-4><s_text>13:45 - 14:15</s_text><s_node-5><s_text>Mastery and Appropriation of Concept Mapping in Higher Education</s_text><s_node-6><s_text>Lilia Susana Domínguez-Marrufo, Jesús Manzano-Caudillo, Universidad Autónoma del Estado de Morelos, México</s_text></s_node-6></s_node-5><sep/><s_text>14:15 - 14:45</s_text><s_node-5><s_text>2The Concept Map as a Research Instrument: Construction and Representation of a Virtual Mentoring Model</s_text><s_node-6><s_text>Antònia Darder, Adolfina Pérez, Jesús Salinas, Universitat de les Illes Balears, España</s_text></s_node-6></s_node-5><sep/><s_text>14:45 - 15:15</s_text><s_node-5><s_text>Follow the Arrows- Tracing the Underlying Structure of a Doctorate</s_text><s_node-6><s_text>Camille B. Kandiko, Ian M. Kinchin, King's College London, UK</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Mapping with Elementary School Children</s_text><s_node-4><s_text>13:45 - 14:15</s_text><s_node-5><s_text>Progressive Concept Maps: a Study of Elementary School Students, Conceição Aparecida Soares Mendonça, UFRPE/UAG</s_text><s_node-6><s_text>FIG-UNIMESP, Brasil</s_text><s_node-7><s_text>Felipa Pacifico Ribeiro de Assis Silveira,</s_text></s_node-7></s_node-6></s_node-5><sep/><s_text>14:15 - 14:45</s_text><s_node-5><s_text>Improving the Odds- Using Concept Mapping Strategies and Informational Books to Build Children's and Educators' Background Knowledge</s_text><s_node-6><s_text>Florida Institute of Education at the University of North Florida, USA</s_text><s_node-7><s_text>Janice Hunter</s_text><sep/><s_text>Heather Monroe-Ossi</s_text><sep/><s_text>Stephanie Wehry</s_text><sep/><s_text>Bronwyn McLemore</s_text><sep/><s_text>Cheryl Fountain</s_text></s_node-7></s_node-6></s_node-5><sep/><s_text>14:45 - 15:15</s_text><s_node-5><s_text>The Nature of Third Grade Students' Experiences with Concept Maps to Support Learning of Science Concepts</s_text><s_node-6><s_text>Margaret L. Merrill, University of Maine, USA</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>15:15 - 16:15</s_text><s_node-3><s_text>Posters Session</s_text></s_node-3><sep/><s_text>16:15 - 17:15</s_text><s_node-3><s_text>Panel 2: Concept Mapping in Higher Education</s_text><s_node-4><s_text>Moderator/Moderador:</s_text><s_node-5><s_text>Carlos Araya-Rivera, Universidad de Costa Rica, Costa Rica</s_text></s_node-5><sep/><s_text>Participants/Participantes:</s_text><s_node-5><s_text>Jesús Salinas, Universidad de las Islas Baleares, España</s_text><sep/><s_text>Ian Kinchin, University of Surrey, UK</s_text><sep/><s_text>Jacqueline Vanhear, Directorate for Standards and Quality in Education, Malta</s_text><sep/><s_text>Guadalupe Martínez, Universidad de Extremadura, España</s_text></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>Tag 4: Donnerstag</s_text><s_node-2><s_text>9:00 - 10:00</s_text><s_node-3><s_text>Invited Talk</s_text><s_node-4><s_text>Videogaming for Concept Mapping</s_text><sep/><s_text>Jaime Sánchez, Universidad de Chile, Chile</s_text></s_node-4></s_node-3><sep/><s_text>10:00 - 11:00</s_text><s_node-3><s_text>Session on Concept Maps in Organizations</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Adult Supervision: Using Route Concept Maps as a Tool to Iincrease Cohesion, Motivation and Memorization</s_text><s_node-6><s_text>Laura Salamanca-Ávila</s_text><sep/><s_text>María-Eugenia Salamanca-Ávila</s_text><sep/><s_text>Universidad Católica de Lovaina</s_text><sep/><s_text>Servicio para la Transformación la Innovación y el Cambio Social, STICS, Bélgica</s_text></s_node-6></s_node-5><sep/><s_text>10:30 - 11:00</s_text><s_node-5><s_text>Visualizing Irregular Adversaries- Applied Concept Mapping in the Military and Security Domain</s_text><s_node-6><s_text>James W. Moore</s_text><sep/><s_text>DRDC Toronto, Canada</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Knowledge Models</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Knowledge Model Viewers for the iPad and the Web</s_text><s_node-6><s_text>Alberto J. Cañas</s_text><sep/><s_text>Roger Carff</s_text><sep/><s_text>Massimiliano Marcon</s_text><sep/><s_text>Institute for Human and Machine Cognition (IHMC), USA</s_text></s_node-6></s_node-5><sep/><s_text>10:30 - 11:00</s_text><s_node-5><s_text>Knowledge Model and the Social Imaginaries Representation</s_text><s_node-6><s_text>Diana Elizabeth García-Salgado</s_text><sep/><s_text>Lorena Noyola-Piña</s_text><sep/><s_text>Manuel F. Aguilar-Tamayo</s_text><sep/><s_text>Universidad Autónoma del Estado de Morelos, México</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Mapping in Physics Education (2)</s_text><s_node-4><s_text>10:00 - 10:30</s_text><s_node-5><s_text>Solving Physics Problems: Ascertain with Metacognitive Maps what the Teacher already Knows ... and Learn Accordingly</s_text><s_node-6><s_text>María Sol Ramírez de M</s_text><sep/><s_text>Mario Aspeé</s_text><sep/><s_text>Irma Sanabria</s_text><sep/><s_text>Neyra Téllez</s_text><sep/><s_text>Universidad Nacional Experimental del Táchira, Venezuela</s_text></s_node-6></s_node-5><sep/><s_text>10:30 - 11:00</s_text><s_node-5><s_text>Using Concept Maps for the Study of Molecular Structure and Spectroscopy Using a Learning Circle</s_text><s_node-6><s_text>Ma. Isabel Suero</s_text><sep/><s_text>Guadalupe Martínez</s_text><sep/><s_text>Ángel Luis Pérez</s_text><sep/><s_text>Pedro J. Pardo</s_text><sep/><s_text>Universidad de Extremadura, España</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>11:30 - 12: 30</s_text><s_node-3><s_text>Session on Concept Mapping and Reading</s_text><s_node-4><s_text>11:30 - 12:00</s_text><s_node-5><s_text>The Strategical Use of Concept Maps in Reading Comprehension of Students Who are Deaf</s_text><s_node-6><s_text>Magda Nikolaraizi</s_text><sep/><s_text>University of Thessaly</s_text><sep/><s_text>Greece</s_text><sep/><s_text>Maria Theofanous</s_text><sep/><s_text>King's College London, U.K.</s_text></s_node-6></s_node-5><sep/><s_text>12:00 - 12:30</s_text><s_node-5><s_text>Co-Regulation and Communicative Function of the Exchanges in Collaborative Learning with Concept Maps</s_text><s_node-6><s_text>Santiago Roger Acuña</s_text><sep/><s_text>Universidad Autónoma de San Luis Potosí</s_text><sep/><s_text>Gabriela López Aymes</s_text><sep/><s_text>Universidad Autónoma del Estado de Morelos</s_text><sep/><s_text>María A. Gabino Campos</s_text><sep/><s_text>Universidad Autónoma de San Luis Potosí, México</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Automaic Concept Map Generation</s_text><s_node-4><s_text>11:30 - 12:00</s_text><s_node-5><s_text>Using Automatically Generated Concept Maps for Document Understanding- a Human Subjects Experiment</s_text><s_node-6><s_text>Alejandro Valerio</s_text><sep/><s_text>David Leake</s_text><sep/><s_text>Indiana University</s_text><sep/><s_text>Alberto J. Cañas</s_text><sep/><s_text>Institute for Human and Machine Cognition (IHMC), USA</s_text></s_node-6></s_node-5><sep/><s_text>12:00 - 12:30</s_text><s_node-5><s_text>Automated Concept Map Generation from Service-Oriented Architecture Artifacts</s_text><s_node-6><s_text>John W. Coffey</s_text><sep/><s_text>Thomas Reichherzer</s_text><sep/><s_text>Bernd Owsnick-Klewe</s_text><sep/><s_text>Norman Wilde</s_text><sep/><s_text>The University of West Florida, USA</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Maps in Secondary Education</s_text><s_node-4><s_text>11:30 - 12:00</s_text><s_node-5><s_text>Convergent Validity- Concept Maps and Competence Test for Students' Diagnosis in Physics</s_text><s_node-6><s_text>Siv Ling Ley</s_text><sep/><s_text>Heiko Krabbe</s_text><sep/><s_text>Hans E. Fischer</s_text><sep/><s_text>University of Duisburg-Essen, Germany</s_text></s_node-6></s_node-5><sep/><s_text>12:00 - 12:30</s_text><s_node-5><s_text>Skills Development Supported by Fleixible Learning Itineraries Based on Concept Maps</s_text><s_node-6><s_text>Olga Lucía Agudelo Velásquez</s_text><sep/><s_text>Universidad EAFIT</s_text><sep/><s_text>Colombia</s_text><sep/><s_text>Jesús Salinas Ibañez</s_text><sep/><s_text>Universidad de las Islas Baleares</s_text><sep/><s_text>España</s_text><sep/><s_text>Claudia Zea Restrepo</s_text><sep/><s_text>Universidad EAFIT, Colombia</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>13:45 - 14:45</s_text><s_node-3><s_text>Session on Concept Map Support for Learning</s_text><s_node-4><s_text>13:45 - 14:15</s_text><s_node-5><s_text>Learning Itineraries with Concept Mpas as a Resource for Autonomous Learning</s_text><s_node-6><s_text>Bárbara De Benito</s_text><sep/><s_text>Antonia Darder</s_text><sep/><s_text>Francisca Negre</s_text><sep/><s_text>Jesús Salinas</s_text><sep/><s_text>Universitat de les Illes Balears, España</s_text></s_node-6></s_node-5><sep/><s_text>14:15 - 14:45</s_text><s_node-5><s_text>Medicine Higher Education Quality Exams (ECAES), Learning Styles, and Knowledge Representation</s_text><s_node-6><s_text>Ange Baumgartner</s_text><sep/><s_text>Universidad Cooperativa de Colombia</s_text><sep/><s_text>Universidad Pedagógica Nacional</s_text><sep/><s_text>Oscar Fonseca</s_text><sep/><s_text>Universidad Cooperativa de Colombia</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Mapping in Science Education</s_text><s_node-4><s_text>13:45 - 14:15</s_text><s_node-5><s_text>The Concept Map as a Teaching Resource in the Construction of Astronomy Concepts</s_text><s_node-6><s_text>Felipa Pacifico Ribeiro de Assis Silveira</s_text><sep/><s_text>FIG-UNIMESP</s_text><sep/><s_text>Célia Maria Soares Gomes de Sousa</s_text><sep/><s_text>UnB, Conceição Aparecida Soares Mendonça, UFRPE/UAG, Brasil</s_text></s_node-6></s_node-5><sep/><s_text>14:15 - 14:45</s_text><s_node-5><s_text>Everybody Together with "Energy" We are Part of the Earth</s_text><s_node-6><s_text>Cesarina Mancinelli</s_text><sep/><s_text>Ritonnale Mariarosa</s_text><sep/><s_text>Università degli Studi di Urbino Carlo Bo, Italy</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Session on Concept Maps with Studens in Secondary Education</s_text><s_node-4><s_text>13:45 - 14:15</s_text><s_node-5><s_text>The Development of Sixteen Year Old Students' Biology Concepts through Out-of- Classroom Activities</s_text><s_node-6><s_text>Miriam Muscat</s_text><sep/><s_text>Giovanni Curmi</s_text><sep/><s_text>Higher Secondary School, Naxxar, Malta</s_text></s_node-6></s_node-5><sep/><s_text>14:15 - 14:45</s_text><s_node-5><s_text>Concept Mapping Applications and Assessment in an After School Program for Adolescent Students</s_text><s_node-6><s_text>Heather Monroe-Ossi</s_text><sep/><s_text>Stephanie Wehry</s_text><sep/><s_text>Cheryl Fountain</s_text><sep/><s_text>Sharon</s_text><sep/><s_text>Cobb, University of North Florida, USA</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>15:15 - 16:45</s_text><s_node-3><s_text>Special Session</s_text><s_node-4><s_text>Participation in Group Discussions</s_text></s_node-4></s_node-3><sep/><s_text>16:45 - 17:30</s_text><s_node-3><s_text>Closing Talk</s_text><s_node-4><s_text>Freedom vs. Restriction of Content and Structure during Concept Mapping - Possibilities and Limitations for Construction and Assessment</s_text><sep/><s_text>Alberto J. Cañas & Joseph D. Novak (videoconference)</s_text><s_node-5><s_text>Institute for Human and Machine Cognition (IHMC), USA</s_text></s_node-5><sep/><s_text>Priit Reiska</s_text><s_node-5><s_text>Tallinn University, Estonia</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>17:30 - 18:00</s_text><s_node-3><s_text>Closing Session</s_text><s_node-4><s_text>Group Discussion on Cmappers and CMC</s_text></s_node-4></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Please list in detail the topics, subtopics, and their connections in the mind map.

[Assistant] <s_map><s_node-0><s_text>Planifier et suivre un projet avec MindManager</s_text><s_node-1><s_text>Créer votre map projet</s_text><s_node-2><s_text>Créer une branche "Définition du projet"</s_text><s_node-3><s_text>Résultat attendu</s_text><sep/><s_text>Documents</s_text><sep/><s_text>Budget</s_text><sep/><s_text>Délai</s_text><sep/><s_text>Equipe</s_text><sep/><s_text>etc...</s_text></s_node-3><sep/><s_text>Créer une branche "Planning"</s_text><s_node-3><s_text>Créer la map "Planning"</s_text><sep/><s_text>Insérer un hyperlien vers elle</s_text></s_node-3><sep/><s_text>Créer une branche "Suivi du projet"</s_text><s_node-3><s_text>Créer la map "Suivi du projet"</s_text><sep/><s_text>insérer un hyperlien vers elle</s_text></s_node-3></s_node-2><sep/><s_text>Créer la map "Planning" : 1.Créer l'arborescence des tâches</s_text><s_node-2><s_text>générer les tâches</s_text><s_node-3><s_text>Lancer un Brainstorming</s_text><sep/><s_text>jeter les idées en vrac à l'écran</s_text><sep/><s_text>utiliser les Sujets flottants</s_text></s_node-3><sep/><s_text>structurer les tâches</s_text><s_node-3><s_text>Définir les phases</s_text><sep/><s_text>formuler sous forme de tâches</s_text><s_node-4><s_text>ex : "faire ceci"</s_text></s_node-4><sep/><s_text>vérifier la construction</s_text><s_node-4><s_text>tâche récapitulatives</s_text><s_node-5><s_text>sous-tâche</s_text><sep/><s_text>sous-tâche</s_text></s_node-5><sep/><s_text>tâche récapitulatives</s_text><s_node-5><s_text>sous-tâche</s_text><sep/><s_text>sous-tâche</s_text></s_node-5></s_node-4><sep/><s_text>compléter</s_text></s_node-3></s_node-2><sep/><s_text>Créer la map "Planning" : 2. Entrer les infos de tâche</s_text><s_node-2><s_text>Dans Onglet  Index</s_text><s_node-3><s_text>Préparer la Liste des Marqueurs</s_text><s_node-4><s_text>choisir les Priorités</s_text><s_node-5></s_node-5><sep/><s_text>Entrer les Ressources</s_text><s_node-5><s_text>Dupont</s_text><sep/><s_text>Durand</s_text></s_node-5><sep/><s_text>Définir les Icônes Marqueurs</s_text><s_node-5><s_text>(re)nommer</s_text><sep/><s_text>(re)nommer</s_text></s_node-5><sep/><s_text>Définir les Marqueurs Couleurs</s_text><s_node-5><s_text>(re)nommer</s_text><sep/><s_text>(re)nommer</s_text></s_node-5><sep/><s_text>Définir les Balises</s_text><s_node-5><s_text>exemple</s_text></s_node-5></s_node-4><sep/><s_text>Attribuer les Marqueurs aux tâches</s_text><s_node-4><s_text>sous-tâche 1</s_text></s_node-4></s_node-3><sep/><s_text>Dans Onglet  Infos de tâche</s_text><s_node-3><s_text>Définir les Dates de début et de fin</s_text><s_node-4><s_text>aux tâches élémentaires uniquement</s_text><sep/><s_text>sous-tâche 1</s_text></s_node-4><sep/><s_text>la Durée</s_text><s_node-4><s_text>est calculée automatiquement</s_text><sep/><s_text>en jours ouvrés</s_text></s_node-4><sep/><s_text>Entrer le % progression</s_text><s_node-4><s_text>sous-tâche 1</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>Créer la map "Planning" : 3. Filtrer les informations selon critères</s_text><s_node-2><s_text>ouvrir le Filtre multicritères</s_text><sep/><s_text>Onglets du filtre</s_text><s_node-3><s_text>Marqueurs de maps</s_text><s_node-4><s_text>cocher les Marqueurs souhaités</s_text><sep/><s_text>choisir entre</s_text><s_node-5><s_text>1. marqueur quelconque</s_text><s_node-6><s_text>OU</s_text></s_node-6><sep/><s_text>2. tous les marqueurs</s_text><s_node-6><s_text>ET</s_text></s_node-6><sep/><s_text>exemples</s_text><s_node-6><s_text>2. possession des Marqueurs</s_text><s_node-7><s_text>OU</s_text><sep/><s_text>OU</s_text></s_node-7><sep/><s_text>1. possession des Marqueurs</s_text><s_node-7><s_text>ET</s_text></s_node-7></s_node-6></s_node-5><sep/><s_text>masquer ou afficher</s_text></s_node-4><sep/><s_text>Informations de tâche</s_text><s_node-4><s_text>choisir</s_text><s_node-5><s_text>Dates de début</s_text><sep/><s_text>ET/OU de fin</s_text><sep/><s_text>ET/OU Durée</s_text><sep/><s_text>exemple</s_text><s_node-6><s_text>à finir entre 18/10 et 24/10</s_text></s_node-6></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>Créer la map "Planning" : 4. Afficher le diagramme de Gantt</s_text><s_node-2><s_text>vérifier la construction de la map</s_text><sep/><s_text>Afficher/Masquer dans MindManager</s_text><s_node-3><s_text>cliquer sur l'icône</s_text><s_node-4><s_text>Barre d'état en bas de l'écran</s_text><sep/><s_text>ou Ruban Affichage</s_text></s_node-4><sep/><s_text>saisir et déplacer les barres de tâche dans le diagramme</s_text></s_node-3></s_node-2><sep/><s_text>Visitez le site MMD France !</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Extract the key points from this mind map and construct their hierarchical relationship.

[Assistant] <s_map><s_node-0><s_text>Alexandra Watkins   Hello: My Name is AWESOME</s_text><s_node-1><s_text>About Alexandra Watkin's Hello, My Name Is Awesome</s_text><s_node-2><s_text>Subtitle: How to Create Brand Names that Stick</s_text><sep/><s_text>At a glance</s_text><sep/><s_text>Author</s_text><sep/><s_text>Learning tools and tips</s_text><sep/><s_text>Amazon Categories</s_text></s_node-2><sep/><s_text>Front matter</s_text><s_node-2><s_text>Preface</s_text><sep/><s_text>Introduction</s_text></s_node-2><sep/><s_text>Chapter 1: SMILE--The 5 Qualities of a Super Sticky Name</s_text><s_node-2><s_text>Suggestive: Evokes something about your brand</s_text><sep/><s_text>Meaningful: Resonates with your audience</s_text><sep/><s_text>Imagery: Visually evocative to Aid in Memory</s_text><sep/><s_text>Legs: Lends itself to a theme for extended mileage</s_text><sep/><s_text>Exceptional: Moves people</s_text></s_node-2><sep/><s_text>Chapter 2: SCRATCH--The Seven Deadly Sins</s_text><s_node-2><s_text>Spelling Challenged</s_text><sep/><s_text>Copycat: Similar to a competitor</s_text><sep/><s_text>Restrictive: Locks you in, limits growth</s_text><sep/><s_text>Annoying: Forced, frustrates customers</s_text><sep/><s_text>Tame: Flat, descriptive, uninspired</s_text><sep/><s_text>Curse of Knowledge: Only insiders get it</s_text><sep/><s_text>Hard to pronounce: not obvious, unapproachable</s_text></s_node-2><sep/><s_text>Chapter 3: Domains--Strategies, Secrets, and Silliness</s_text><s_node-2><s_text>Strategies</s_text><s_node-3><s_text>Add another word or two</s_text><sep/><s_text>Use a Creative phrase</s_text><sep/><s_text>Get a .net or .biz extension</s_text></s_node-3><sep/><s_text>Secrets</s_text><s_node-3><s_text>Not all names are taken</s_text><sep/><s_text>Make a lowball offer</s_text><sep/><s_text>Buy the misspellings</s_text><sep/><s_text>URLs don't need keywords</s_text><sep/><s_text>Longer names are OK</s_text></s_node-3><sep/><s_text>Silly ideas</s_text><s_node-3><s_text>Spell it creatively</s_text><sep/><s_text>Use an obscure domain extension to spell your name</s_text><sep/><s_text>Use .0rg for a for-profit business</s_text><sep/><s_text>Domain name = trademark</s_text><sep/><s_text>Don't look before you leap</s_text></s_node-3></s_node-2><sep/><s_text>Chapter 4: Creative Brief--Your Brand Name Road Map</s_text><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>Chapter 5: Brainstorming--How to Be an Idea Machine</s_text><sep/><s_text>Chapter 6: Name Review--12 Rules for Building Concensus</s_text><sep/><s_text>Chapter 7: Name Changes--Pros and Cons</s_text><sep/><s_text>Resources</s_text><s_node-2><s_text>The How Awesome Is My Name Self-Assessment Tool</s_text><sep/><s_text>Trademarking</s_text><sep/><s_text>Logo & Identity Design</s_text><sep/><s_text>Service Providers</s_text></s_node-2><sep/><s_text>End matter</s_text><s_node-2><s_text>Acknowledgements</s_text><sep/><s_text>Index</s_text><sep/><s_text>About Eat my Words</s_text><sep/><s_text>About the Author</s_text><sep/><s_text>Ask Alexandra</s_text></s_node-2><sep/><s_text>About Roger C. Parker</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Extract the key points from this mind map and construct their hierarchical relationship.

[Assistant] <s_map><s_node-0><s_text>Супер-интеллект</s_text><s_node-1><s_text>Сотвори самого себя - ваш творческий интеллект</s_text><s_node-2><s_text>Включает</s_text><s_node-3><s_text>Беглость</s_text><sep/><s_text>Гибкость</s_text><sep/><s_text>Оригинальность</s_text><sep/><s_text>Способость к тщательному вынашиванию идей</s_text></s_node-3><sep/><s_text>4 правила</s_text><s_node-3><s_text>Развивай свои органы чувств</s_text><sep/><s_text>Изучай исскуство науки</s_text><sep/><s_text>Изучай науку исскуства</s_text><sep/><s_text>Пойми, что все на свете взаимосвязано</s_text></s_node-3><sep/><s_text>Тренировочные упражнения</s_text><s_node-3><s_text>Почаще предавайтесь грезам</s_text><sep/><s_text>Дорожите своими снами</s_text><sep/><s_text>Записывайте свои сны</s_text><sep/><s_text>Творческие игры</s_text><s_node-4><s_text>Способы применения канцелярской скрепки</s_text></s_node-4><sep/><s_text>Учитесь рисовать</s_text><s_node-4><s_text>Четырехэтапный метод Конни Гордон</s_text></s_node-4><sep/><s_text>Учитесь рассказывать анекдоты</s_text><sep/><s_text>Играйте в игру "Все на свете взаимосвязано"</s_text><s_node-4><s_text>Лягушка и космический корабль</s_text><s_node-5><s_text>Оба живут в двух различных средах</s_text><sep/><s_text>У каждого из них своя стартовая площадка</s_text><sep/><s_text>Оба они "подпрыгивают"</s_text><sep/><s_text>Оба они приземляются</s_text><sep/><s_text>Миллионы людей коллекционируют их игрушечные копии</s_text><sep/><s_text>Им посвящаются телевизионные программы</s_text><sep/><s_text>У них обоих есть глаза</s_text><sep/><s_text>Оба они устремлены к некой цели</s_text><sep/><s_text>Оба они представляют собой некую энергетическую систему</s_text><sep/><s_text>Лягушка-путешественница, корабль-путешественник</s_text></s_node-5></s_node-4><sep/><s_text>Автоматически чертите карандашом разные фигуры, когда вы думаете совсем о другом</s_text><sep/><s_text>С пользой применяйте свой творческий интеллект</s_text><sep/><s_text>Пишите стихи</s_text><sep/><s_text>Сферы игры</s_text><sep/><s_text>Рассказывайте всевозможные истории, и пусть вам их тоже рассказывают</s_text><sep/><s_text>Подумайте до завтрака о "шести невозможный вещах"</s_text><sep/><s_text>Характерные особенности творческого подхода</s_text><s_node-4><s_text>отыскивать взаимосвязи между новыми, уникальными идеями и "старыми" укоренившимися представлении</s_text><sep/><s_text>конспектируя, делайте пометки различными цветами</s_text><sep/><s_text>рисование разных геометрических фигур</s_text><sep/><s_text>создавайте в уме грандиозные ландшафты. увеличивайте и рассмотривайте в воображении</s_text><sep/><s_text>предстваляйте, как выглядят вещи с различных точек зрения</s_text><sep/><s_text>связывайте воедино старые понятия и концепции, раскладывайте, собирайте заново</s_text><sep/><s_text>Переверните наизнанку существующие понятия и концепции</s_text><sep/><s_text>Будте отзывчими на эстетическую привлекательность предметов</s_text><sep/><s_text>эмоционально откликайтесь на каждое событие в вашей жизни</s_text><sep/><s_text>выражайте свое сокровенное Я!</s_text></s_node-4><sep/><s_text>Упражнение с канцелярской скрепкой</s_text><s_node-4><s_text>отыскивать взаимосвязи между новыми, уникальными идеями и "старыми" укоренившимися представлении</s_text><s_node-5><s_text>Развешивание белья</s_text><sep/><s_text>Зажим для носа</s_text><sep/><s_text>Зашпилить одежду</s_text><sep/><s_text>Закрыть ранку</s_text></s_node-5><sep/><s_text>конспектируя, делайте пометки различными цветами</s_text><s_node-5><s_text>Передать сообщение</s_text><sep/><s_text>Украсить стол</s_text><sep/><s_text>Рассортировать бумаги</s_text><sep/><s_text>Игрушки для детей</s_text></s_node-5><sep/><s_text>рисование разных геометрических фигур</s_text><s_node-5><s_text>Изваять скульптуру</s_text><sep/><s_text>Украсить художественный орнамент</s_text><sep/><s_text>Тайный знак для друзей</s_text></s_node-5><sep/><s_text>создавайте в уме грандиозные ландшафты. увеличивайте и рассмотривайте в воображении</s_text><s_node-5><s_text>Пресс-папье</s_text><sep/><s_text>Ориентир на местности</s_text><sep/><s_text>Дамба</s_text><sep/><s_text>Мостик</s_text><sep/><s_text>Подпорка для дерева</s_text><sep/><s_text>Восьмое чудо света</s_text></s_node-5><sep/><s_text>предстваляйте, как выглядят вещи с различных точек зрения</s_text><s_node-5><s_text>Сточки зрения микроба - ограмная пещера</s_text><sep/><s_text>диетолога - огромная шоколадка</s_text><sep/><s_text>врача - шприц</s_text><sep/><s_text>музыканта - камертон</s_text><sep/><s_text>воин - смертоносное оружие</s_text><sep/><s_text>философа - инструмент для поиска смысла жизни</s_text><sep/><s_text>экономиста - новая валюта</s_text><sep/><s_text>чесотка - чтобы чесаться</s_text></s_node-5><sep/><s_text>связывайте воедино старые понятия и концепции, раскладывайте, собирайте заново</s_text><s_node-5><s_text>орудие письма</s_text><sep/><s_text>отмычка для замка</s_text><sep/><s_text>вертел или венчик для взбивания</s_text><sep/><s_text>вычищать разные укромные уголки и трещины</s_text><sep/><s_text>нажать "ресет" и отрегулировать часы, компьютер</s_text></s_node-5><sep/><s_text>Переверните наизнанку существующие понятия и концепции</s_text><s_node-5><s_text>выкинуть и будетпутаница в бумагах</s_text><sep/><s_text>помощь в удалении другой скрепки</s_text><sep/><s_text>не сможете на ней полететь на Луну</s_text><sep/><s_text>не сможете напиться воды</s_text><sep/><s_text>не сможете завести автомобиль</s_text><sep/><s_text>не сможете с ней заняться любовью</s_text></s_node-5><sep/><s_text>Будте отзывчими на эстетическую привлекательность предметов</s_text><s_node-5><s_text>ювелирное украшение</s_text><sep/><s_text>символ определенного положения</s_text><sep/><s_text>талисман</s_text><sep/><s_text>вещица, которую приятно держать в руках</s_text></s_node-5><sep/><s_text>эмоционально откликайтесь на каждое событие в вашей жизни</s_text><s_node-5><s_text>в роли воображаемого друга</s_text><sep/><s_text>средство переменить настроение</s_text><sep/><s_text>в роли памятки о собвтиях</s_text></s_node-5><sep/><s_text>выражайте свое сокровенное Я!</s_text><s_node-5><s_text>оживить в качестве персонажа мультфильма или кукольного спектакля</s_text><sep/><s_text>использовать атомную энергию скрепки</s_text><sep/><s_text>соорудить музыкальный инструмент</s_text></s_node-5></s_node-4><sep/><s_text>Умственные карты</s_text></s_node-3></s_node-2><sep/><s_text>Я+Я - ваш личностный интеллект</s_text><s_node-2><s_text>Охватывают</s_text><s_node-3><s_text>Левое</s_text><s_node-4><s_text>слова</s_text><sep/><s_text>логика</s_text><sep/><s_text>числа</s_text><sep/><s_text>последовательность</s_text><sep/><s_text>линейность</s_text><sep/><s_text>анализ</s_text><sep/><s_text>перечни и списки</s_text></s_node-4><sep/><s_text>Правое</s_text><s_node-4><s_text>ритм</s_text><sep/><s_text>пространственное восприятие</s_text><sep/><s_text>целостное восприятие</s_text><sep/><s_text>воображение</s_text><sep/><s_text>мечты</s_text><sep/><s_text>цвет</s_text><sep/><s_text>объем</s_text></s_node-4></s_node-3><sep/><s_text>Тренировочные упражнения</s_text><s_node-3><s_text>Разговор с самим собой</s_text><sep/><s_text>Относитесь к себе как к своему лучшему другу</s_text><sep/><s_text>Непрерывно развивайте все остальные интеллекты</s_text><sep/><s_text>Переждите!</s_text><sep/><s_text>Время от времени делайте перерывы</s_text><sep/><s_text>Полнее выражайте свои эмоции</s_text><sep/><s_text>Будьте честны с самим собой</s_text><sep/><s_text>Постигните тайны исскуства медитеции, самовнушения и самогипноза</s_text><sep/><s_text>Сосредотачивайтесь на радостных моментах</s_text><sep/><s_text>Тишина</s_text></s_node-3><sep/><s_text>Руководство по самоанализу и умению управлять собой</s_text><s_node-3><s_text>Управляйте своей собственной жизнью</s_text><sep/><s_text>Моя мечта</s_text><s_node-4><s_text>живопись</s_text><sep/><s_text>музыка</s_text><sep/><s_text>эстрадные жанры</s_text><sep/><s_text>путешествия</s_text><sep/><s_text>любительская авиация</s_text><sep/><s_text>дельтапланеризм</s_text><sep/><s_text>прыжки в воду с трамплина</s_text><sep/><s_text>скульптура</s_text><sep/><s_text>какое-либо рукоделие</s_text><sep/><s_text>спорт олимпийского уровня</s_text></s_node-4><sep/><s_text>Методика самовоспитания "посредством мечты" - будьте готовы к случайостям</s_text><sep/><s_text>"Складирование", самовоспитание и потребность в любви</s_text><sep/><s_text>子主题</s_text></s_node-3><sep/><s_text>Деятельность, направленная на самопознание</s_text><s_node-3><s_text>Автор некролога</s_text><sep/><s_text>Ваш самоанализ - умственная карта вашего "я"</s_text><s_node-4><s_text>полученное воспитание и образование</s_text><sep/><s_text>сильные стороны</s_text><sep/><s_text>слабые стороны</s_text><sep/><s_text>хобби</s_text><sep/><s_text>достижения</s_text><sep/><s_text>неудачи</s_text><sep/><s_text>симпатии</s_text><sep/><s_text>антипатии</s_text><sep/><s_text>описание физических качеств</s_text><sep/><s_text>семья</s_text><sep/><s_text>верования</s_text><sep/><s_text>области знаний, в которых наиболее осведомлены</s_text><sep/><s_text>области знаний, в которых ты невежда</s_text></s_node-4><sep/><s_text>Ваша умственная карта, что необходимо сделать</s_text><s_node-4><s_text>все телефонные звонки</s_text><sep/><s_text>письма</s_text><sep/><s_text>люди, с которыми надо поговорить</s_text><sep/><s_text>стирка</s_text><sep/><s_text>уборка</s_text><sep/><s_text>покупки</s_text><sep/><s_text>приготовление пищи</s_text><sep/><s_text>забота о других</s_text><sep/><s_text>задачи, которые должны выполнить и цели, которых хотите достичь</s_text><sep/><s_text>общественные и деловые мероприятия, которые вам надо посетить</s_text><sep/><s_text>проекты, которые нужно довести до ума</s_text><sep/><s_text>разгрести письменные столы</s_text><sep/><s_text>файлы, которые надо обновить</s_text><sep/><s_text>вещи, которые надо пересмотреть наново</s_text><sep/><s_text>подписки, которые вы должны оформить или отменить</s_text><sep/><s_text>финансовые дела, которые требуется привести в поряддок</s_text><sep/><s_text>люди, которым вы должны принести извенения</s_text><sep/><s_text>годовщины и дни рождения, которые вы должны помнить</s_text></s_node-4><sep/><s_text>Ваше будущее, каким оно должно быть в идеале</s_text></s_node-3></s_node-2><sep/><s_text>Я+Они - ваш социальный интеллект</s_text><sep/><s_text>Бог знает! - ваш духовный интеллект</s_text><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>Язык тела - ваш физический интеллект</s_text><sep/><s_text>Осмыслите свои ощущения - ваш сенсорный интеллект</s_text><sep/><s_text>Умный секс - ваш сексуальный интеллект</s_text><sep/><s_text>Расчитывайте только на себя - ваш цифровой интеллект</s_text><sep/><s_text>Не забудте прикинуть расстояние - ваш пространственный интеллект</s_text><sep/><s_text>Могучая сила слова - ваш вербальный интеллект</s_text><sep/><s_text>Входящие</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Extract the key points from this mind map and construct their hierarchical relationship.

[Assistant] <s_map><s_node-0><s_text>Mindjet Connect SP:  8th Dec 2011</s_text><s_node-1><s_text>About the Event</s_text><s_node-2><s_text>Mindjet Connect SP: Connect for Sharepoint</s_text><sep/><s_text>Focused on Sharepoint</s_text><sep/><s_text>How does MM 2012 integrate with SP?</s_text></s_node-2><sep/><s_text>Research into Sharepoint Adoption</s_text><s_node-2><s_text>Which SP Version being used?</s_text><s_node-3><s_text>65% - 2007</s_text><sep/><s_text>57% - 2010</s_text><sep/><s_text>Being used among all sizes of Business</s_text></s_node-3><sep/><s_text>Which Industries?</s_text><s_node-3><s_text>Financial 21%</s_text><sep/><s_text>Tech 19%</s_text></s_node-3><sep/><s_text>Satisfaction with SP</s_text><s_node-3><s_text>High Satisfaction</s_text><sep/><s_text>Across Functions</s_text><sep/><s_text>Meeting Needs/Expectations</s_text></s_node-3><sep/><s_text>Barriers to Deployment</s_text><s_node-3><s_text>Tech Issues</s_text><sep/><s_text>Lack of Governance</s_text></s_node-3><sep/><s_text>Organisations are looking to collaboration to drive innovation and efficiency</s_text></s_node-2><sep/><s_text>Collaborative Work Management</s_text><s_node-2><s_text>Capture, Organise, Plan, and Act, Together</s_text><sep/><s_text>Mindjet Products</s_text><s_node-3><s_text>Connect</s_text><s_node-4><s_text>Free</s_text><sep/><s_text>Business</s_text><sep/><s_text>SP (Sharepoint)</s_text></s_node-4><sep/><s_text>Desktop Apps</s_text><s_node-4><s_text>Windows</s_text><sep/><s_text>Mac</s_text></s_node-4><sep/><s_text>Mobile Apps</s_text><s_node-4><s_text>iOS</s_text><sep/><s_text>Android</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Connect SP</s_text><s_node-2><s_text>Benefits</s_text><s_node-3><s_text>Document Discovery</s_text><sep/><s_text>Edit and View Information</s_text><sep/><s_text>Manage Tasks</s_text><sep/><s_text>Collaborate on Projects</s_text><sep/><s_text>Navigational Maps</s_text><sep/><s_text>Visualise Processes/Plans</s_text></s_node-3><sep/><s_text>How can it help?</s_text><s_node-3><s_text>Information Consumers</s_text><s_node-4><s_text>Find info</s_text><sep/><s_text>Navigate SP</s_text><s_node-5><s_text>Multiple sites</s_text><sep/><s_text>Multiple projects</s_text><sep/><s_text>Numerous documents</s_text></s_node-5></s_node-4><sep/><s_text>Information Workers</s_text><s_node-4><s_text>Tasks</s_text><sep/><s_text>Timelines</s_text><sep/><s_text>Resource</s_text><sep/><s_text>Project Management</s_text><sep/><s_text>Difficulty Collaborating</s_text></s_node-4><sep/><s_text>MindManager Users</s_text><s_node-4><s_text>Desktop User</s_text><sep/><s_text>Want to share/collaborate</s_text><sep/><s_text>Involve others in mapping</s_text></s_node-4></s_node-3><sep/><s_text>Functionality</s_text><s_node-3><s_text>Create new map (within SP)</s_text><sep/><s_text>Map Editor within browser</s_text><sep/><s_text>Edit maps</s_text><s_node-4><s_text>Others</s_text><sep/><s_text>Team Members</s_text><sep/><s_text>Tasks</s_text></s_node-4><sep/><s_text>View Map</s_text><s_node-4><s_text>Anyone (Permission-Based)</s_text><s_node-5><s_text>No licence required</s_text></s_node-5><sep/><s_text>Editing Access (Permission)</s_text></s_node-4><sep/><s_text>Search Tasks</s_text><s_node-4><s_text>Assigned to...</s_text><sep/><s_text>Date ranges...</s_text><sep/><s_text>Returns results with links</s_text></s_node-4><sep/><s_text>Embed Map in Web Part</s_text><sep/><s_text>Pull from SP to...</s_text><s_node-4><s_text>Desktop</s_text><s_node-5><s_text>PC</s_text><sep/><s_text>Mac</s_text></s_node-5><sep/><s_text>Mobile</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Questions Raised</s_text><s_node-2><s_text>What are people using Sharepoint for?</s_text><sep/><s_text>How in-depth can the search go?</s_text><sep/><s_text>Microsoft 365 Compatibility?</s_text></s_node-2><sep/><s_text>Find out more about Mindjet Connect</s_text><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships.

[Assistant] <s_map><s_node-0><s_text>Social Communities</s_text><s_node-1><s_text>Enabling Change SIG</s_text><s_node-2><s_text>APM interest group</s_text><s_node-3><s_text>330 People</s_text><sep/><s_text>All welcome to join</s_text></s_node-3><sep/><s_text>Spark collaboration</s_text><s_node-3><s_text>Matched with other practitioners</s_text><sep/><s_text>Informal engagement</s_text></s_node-3><sep/><s_text>Research project</s_text><s_node-3><s_text>Please support</s_text></s_node-3></s_node-2><sep/><s_text>What are social communities?</s_text><s_node-2><s_text>Informal networks</s_text><s_node-3><s_text>Common interests</s_text><sep/><s_text>Learning through discussion</s_text><sep/><s_text>Safe sharing environments</s_text><sep/><s_text>People will naturally form communities</s_text></s_node-3><sep/><s_text>Sharing best practice</s_text><s_node-3><s_text>Knowledge</s_text><sep/><s_text>Learning</s_text><sep/><s_text>Continuous improvement</s_text><sep/><s_text>Led by practitioners</s_text></s_node-3><sep/><s_text>Learning communities</s_text><s_node-3><s_text>Lunch & learn</s_text><sep/><s_text>Worked for a while</s_text><sep/><s_text>Encourage 'giving back'</s_text></s_node-3><sep/><s_text>Subject matter experts</s_text><sep/><s_text>Forums</s_text><s_node-3><s_text>Range of subjects</s_text><sep/><s_text>Functional forums</s_text><sep/><s_text>Useful for newcomers</s_text></s_node-3><sep/><s_text>Social Media</s_text><s_node-3><s_text>Internal</s_text><s_node-4><s_text>Jive platform</s_text></s_node-4><sep/><s_text>External</s_text></s_node-3></s_node-2><sep/><s_text>Why would you use a community in a project context?</s_text><s_node-2><s_text>Share best practice</s_text><s_node-3><s_text>Helpful for newcomers</s_text><sep/><s_text>Learn from other expertise</s_text></s_node-3><sep/><s_text>Lessons learned</s_text><s_node-3><s_text>Avoid repeat mistakes</s_text></s_node-3><sep/><s_text>Builds relationships</s_text><s_node-3><s_text>Support change</s_text><sep/><s_text>Support collaboration</s_text></s_node-3><sep/><s_text>Building communities to help projects happen?</s_text><s_node-3><s_text>In workshop contexts</s_text><sep/><s_text>Provides objective perspective</s_text></s_node-3><sep/><s_text>Stakeholder communities?</s_text><s_node-3><s_text>Steering groups</s_text><sep/><s_text>Common goal</s_text><sep/><s_text>Involve key people</s_text><sep/><s_text>Mix project managers and stakeholders</s_text><sep/><s_text>Sample of end users</s_text><s_node-4><s_text>Volunteer basis</s_text><sep/><s_text>Help to shape the approach</s_text><sep/><s_text>Create stories for sharing</s_text></s_node-4></s_node-3><sep/><s_text>Maintaining momentum?</s_text><s_node-3><s_text>Communities fizzling out</s_text></s_node-3></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>Tips for building communities?</s_text><s_node-2><s_text>Provide a vision</s_text><s_node-3><s_text>Clear purpose</s_text><sep/><s_text>Charter</s_text></s_node-3><sep/><s_text>Engage the engaged</s_text><sep/><s_text>What's in it for me?</s_text><s_node-3><s_text>'Giving back' culture</s_text><sep/><s_text>Reinforce learning?</s_text><sep/><s_text>Help progress?</s_text></s_node-3><sep/><s_text>Technology tools</s_text><s_node-3><s_text>E.g. Webex</s_text><sep/><s_text>Teaching mechanisms</s_text><sep/><s_text>Interactivity options</s_text><s_node-4><s_text>Like/dislike</s_text><sep/><s_text>Comments/questions</s_text></s_node-4><sep/><s_text>Real engagement on web meetings</s_text></s_node-3><sep/><s_text>Management attitude</s_text><s_node-3><s_text>Sponsorship at right level</s_text><sep/><s_text>Articulate business case</s_text><sep/><s_text>Commercial effectiveness</s_text><s_node-4><s_text>Hard to quantify</s_text><sep/><s_text>Lots of anecdotal evidence</s_text></s_node-4></s_node-3><sep/><s_text>Rules/Guidelines</s_text><s_node-3><s_text>Often self-regulating</s_text></s_node-3></s_node-2><sep/><s_text>What will you do differently?</s_text><s_node-2><s_text>Look at new technology</s_text><sep/><s_text>Support those who are trying/engaged</s_text><sep/><s_text>Use communities to remind of overall goals</s_text><sep/><s_text>Use what's already out there</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify the elements of the mind map in this image and arrange them into structured data according to their intrinsic logical relationships.

[Assistant] <s_map><s_node-0><s_text>Week Two: Marketing environment & Market Research</s_text><s_node-1><s_text>Marketing Environment</s_text><s_node-2><s_text>Micro</s_text><s_node-3><s_text>Stakeholders</s_text><s_node-4><s_text>A stakeholder can be any group or individual who can affect or are affected by the achievement of organisational goals.</s_text><sep/><s_text>3 types</s_text><s_node-5><s_text>External stakeholders</s_text><s_node-6><s_text>e.g. government, pressure groups, community, professional bodies</s_text></s_node-6><sep/><s_text>Connected stakeholders</s_text><s_node-6><s_text>e.g. shareholders customers, suppliers, bankers</s_text></s_node-6><sep/><s_text>Internal stakeholders</s_text><s_node-6><s_text>e.g. Staff, managers</s_text></s_node-6></s_node-5><sep/><s_text>Four different reactions to stakeholders</s_text><s_node-5><s_text>Proactive</s_text><s_node-6><s_text>address problem before it becomes a problem</s_text></s_node-6><sep/><s_text>Reactive</s_text><s_node-6><s_text>Ignore until forced</s_text></s_node-6><sep/><s_text>Defensive</s_text><s_node-6><s_text>block and fight... PR wars, lobbying, courts</s_text></s_node-6><sep/><s_text>Accommodate</s_text><s_node-6><s_text>accept responsibility and tackle issues</s_text></s_node-6></s_node-5><sep/><s_text>Stakeholder communications</s_text><s_node-5><s_text>What are their information needs?</s_text><s_node-6><s_text>Information required/needed</s_text><sep/><s_text>Level of detail and timing</s_text><sep/><s_text>What do/don't we want them to know?</s_text></s_node-6><sep/><s_text>What are the best channels?</s_text><s_node-6><s_text>Meetings, consultations, questionnaires</s_text><sep/><s_text>Direct- leaflets, newsletters, exhibitions etc</s_text><sep/><s_text>Indirect... PR, conferences, sponsorships</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>Definition of the environment</s_text><s_node-3><s_text>"The forces external to the marketing management function of the firm that impinge on the marketing managements ability to develop and maintain successful transactions with its customers"</s_text></s_node-3><sep/><s_text>Macro</s_text><s_node-3><s_text>Macro Marketing</s_text><s_node-4><s_text>"The area of study of the nations exchange process, within its own borders, in which political, cultural, social, and economic interactions are examined"</s_text><sep/><s_text>"To manage a business well is to manage its future and to manage a future is to manage information"</s_text></s_node-4><sep/><s_text>The Macro Environment</s_text><s_node-4><s_text>P.E.S.T.L.E</s_text><s_node-5><s_text>Political</s_text><s_node-6><s_text>"Laws, government agencies, regulations and pressure groups that influence and limit various organisations in a given society"</s_text><sep/><s_text>Positive impacts of governmental/ legal factors...</s_text><s_node-7><s_text>Facilitates desirable social change e.g. equal pay, equal opportunities</s_text><sep/><s_text>Corrects markets i.e. makes sure they are fair and competitive</s_text><sep/><s_text>Encourages further knowledge e.g. research</s_text><sep/><s_text>Reassurance to the public</s_text></s_node-7></s_node-6><sep/><s_text>Economic</s_text><s_node-6><s_text>The economic environment consists of factors that affect consumer purchasing power and spending patterns"</s_text><sep/><s_text>The money cycle</s_text><s_node-7><s_text>There are injections and leakages to and from the money cycle</s_text><s_node-8><s_text>Injections</s_text><s_node-9><s_text>Investments</s_text><sep/><s_text>Government spending</s_text><sep/><s_text>Exports</s_text></s_node-9><sep/><s_text>Leakages</s_text><s_node-9><s_text>Savings</s_text><sep/><s_text>Taxation</s_text><sep/><s_text>Imports</s_text></s_node-9></s_node-8><sep/><s_text>These injections and leakages affect expenditure and income, and hence the movement of resources and goods for companies.</s_text></s_node-7><sep/><s_text>International trade</s_text><s_node-7><s_text>Why is international trade so attractive to domestic firms?</s_text><s_node-8><s_text>A global market allows for comparative marketing studies</s_text><sep/><s_text>International trade allows for more competition and choice for consumers</s_text><sep/><s_text>World markets allow for economies of scale and cost advantage</s_text><sep/><s_text>Trade brings contact, cultural understanding and cooperation</s_text><sep/><s_text>Opening of the tiger economies. Emerging markets in asia.</s_text></s_node-8></s_node-7></s_node-6><sep/><s_text>Social</s_text><s_node-6><s_text>Segmentation & Assessment of market potential is related to the analysis of studying human populations in terms of size, density, location, age, sex, race and occupation.</s_text><sep/><s_text>Implications of population trends to the marketer</s_text><s_node-7><s_text>The aggregate demand for goods and services</s_text><sep/><s_text>The demand in different market segments/regions</s_text><sep/><s_text>The availability of labour</s_text><sep/><s_text>The level of dependents in the population</s_text><sep/><s_text>The living standards</s_text></s_node-7></s_node-6><sep/><s_text>Technical</s_text><s_node-6><s_text>Consists of the forces that create new technologies, creating new products and market opportunities.</s_text><sep/><s_text>Technological diffusion process (adoption: slow or fast)</s_text><s_node-7><s_text>Profitability</s_text><s_node-8><s_text>is the new technology worth it?</s_text></s_node-8><sep/><s_text>Consequences</s_text><s_node-8><s_text>of not adopting- impact on business</s_text></s_node-8><sep/><s_text>Scale of investment</s_text><s_node-8><s_text>In both soft and hardware</s_text></s_node-8><sep/><s_text>Environmental impact</s_text><s_node-8><s_text>How green is the technology</s_text></s_node-8><sep/><s_text>Acceptance of change</s_text><s_node-8><s_text>Effect 'how we do things'- to what degree</s_text></s_node-8></s_node-7></s_node-6><sep/><s_text>Legal</s_text><sep/><s_text>Environmental</s_text></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>Market Research</s_text><s_node-2><s_text>Definition</s_text><s_node-3><s_text>The objective gathering and recording and analysing of all facts about problems relating to the transfer and sales of goods and services from producer to consumer</s_text></s_node-3><sep/><s_text>Qualitative Research</s_text><s_node-3><s_text>Exploratory research used to uncover consumer motives, attitudes and behaviour</s_text></s_node-3><sep/><s_text>Quantitative Research</s_text><s_node-3><s_text>Research that involves data collection from a sufficient volume of customers to allow for statistical analysis</s_text></s_node-3><sep/><s_text>Primary Data</s_text><s_node-3><s_text>Information collected for a specific purpose or issue to be addressed</s_text></s_node-3><sep/><s_text>Secondary Data</s_text><s_node-3><s_text>Information that already exists somewhere, having been collected for another purpose</s_text></s_node-3><sep/><s_text>Research Methodology</s_text><s_node-3><s_text>Research: Primary or Secondary?</s_text><s_node-4><s_text>1. Diagnose the problem (be specific)</s_text><sep/><s_text>2. Initial investigation</s_text><s_node-5><s_text>Secondary data sufficient?</s_text><s_node-6><s_text>Yes</s_text><sep/><s_text>No</s_text><s_node-7><s_text>Use primary data research to fill the gaps</s_text></s_node-7></s_node-6></s_node-5><sep/><s_text>3. Report: conclusions and recommendations</s_text></s_node-4><sep/><s_text>Types of information</s_text><s_node-4><s_text>Quantitative Research</s_text><s_node-5><s_text>Sales history by product, customer, location, order size, distribution, season</s_text><sep/><s_text>£ Market growth, % Growth</s_text><sep/><s_text>Competitor products, prices, advertising spend</s_text><sep/><s_text>Customer number, location, demographics, segment</s_text></s_node-5><sep/><s_text>Qualitative Research</s_text><s_node-5><s_text>Customer perceptions</s_text><sep/><s_text>Buying behaviour</s_text><sep/><s_text>Attitudes and motivations</s_text><sep/><s_text>Packaging</s_text><sep/><s_text>Brand image/ preferences</s_text><sep/><s_text>Reaction to adverts</s_text><sep/><s_text>External factors</s_text><sep/><s_text>Power of stakeholders</s_text><sep/><s_text>DMU's</s_text></s_node-5></s_node-4><sep/><s_text>Secondary Research</s_text><s_node-4><s_text>Internal Desk Research</s_text><s_node-5><s_text>Sales and marketing data</s_text><sep/><s_text>customer databases, EPOS/loyalty</s_text><sep/><s_text>Production and distribution data</s_text><sep/><s_text>General market intelligence</s_text><sep/><s_text>Previous market reports/data</s_text><sep/><s_text>Free, quick and easy</s_text></s_node-5><sep/><s_text>External Desk Research</s_text><s_node-5><s_text>Govt stats</s_text><sep/><s_text>Trade/industry reports and media</s_text><sep/><s_text>Competitors- ads, catalogues, exhibitions</s_text><sep/><s_text>Directories/journals</s_text><sep/><s_text>off the shelf reports (mintel, BRAD)</s_text></s_node-5><sep/><s_text>Problems with secondary research</s_text><s_node-5><s_text>Currency</s_text><s_node-6><s_text>often out of date</s_text></s_node-6><sep/><s_text>Accuracy</s_text><s_node-6><s_text>may be uncertain/doubtful</s_text></s_node-6><sep/><s_text>Relevance</s_text><s_node-6><s_text>May not quite suit purpose</s_text></s_node-6><sep/><s_text>Sufficiency</s_text><s_node-6><s_text>often only part of the solution</s_text></s_node-6><sep/><s_text>Availability</s_text><s_node-6><s_text>may be limited</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Primary Research</s_text><s_node-4><s_text>Experimental/Observation</s_text><s_node-5><s_text>Lab tests... tastes, colour etc</s_text><sep/><s_text>Product trials... in homes</s_text><sep/><s_text>Product sampling... in store</s_text><sep/><s_text>Test market... new product, advert etc</s_text><sep/><s_text>Hidden cameras... in store cctv</s_text><sep/><s_text>may be time consuming and expensive</s_text></s_node-5><sep/><s_text>Sampling and surveys</s_text><s_node-5><s_text>Statistical sample of population</s_text><sep/><s_text>may use structured questionnaire</s_text><sep/><s_text>may use semi structured talk guides</s_text><sep/><s_text>Face to face, street, interview, doorstep</s_text><sep/><s_text>Distance...mail, phone, e-mail, fax etc</s_text><sep/><s_text>Good for lots of quantitative data</s_text></s_node-5><sep/><s_text>qualitative methods for primary research</s_text><s_node-5><s_text>Non statistical methods</s_text><sep/><s_text>Aim for depth not breadth</s_text><sep/><s_text>In depth interviews. One to one.</s_text><sep/><s_text>Focus/discussion groups 7-12 people</s_text><sep/><s_text>Projective... "my mate"</s_text><sep/><s_text>Can be used to add depth to quantitative data</s_text></s_node-5></s_node-4></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Organize the content of this mind map into structured textual information.

[Assistant] <s_map><s_node-0><s_text>Constituencies of Namibia</s_text><s_node-1><s_text>about this map</s_text><s_node-2><s_text>by wojciech korsak (Warsaw/POLAND)</s_text><sep/><s_text>all information & maps: https://en.wikipedia.org/wiki/Constituencies_of_Namibia</s_text></s_node-2><sep/><s_text>Erongo Region</s_text><s_node-2><s_text>Arandis</s_text><sep/><s_text>Dâures</s_text><sep/><s_text>Karibib</s_text><sep/><s_text>Omaruru</s_text><sep/><s_text>Swakopmund</s_text><sep/><s_text>Walvis Bay Rural</s_text><sep/><s_text>Walvis Bay Urban</s_text></s_node-2><sep/><s_text>Hardap Region</s_text><s_node-2><s_text>Aranos</s_text><sep/><s_text>Daweb</s_text><sep/><s_text>Gibeon</s_text><sep/><s_text>Mariental Rural</s_text><sep/><s_text>Mariental Urban</s_text><sep/><s_text>Rehoboth Rural</s_text><sep/><s_text>Rehoboth Urban East</s_text><sep/><s_text>Rehoboth Urban West</s_text></s_node-2><sep/><s_text>Kavango East</s_text><s_node-2><s_text>Mashare</s_text><sep/><s_text>Mukwe</s_text><sep/><s_text>Ndiyona</s_text><sep/><s_text>Ndonga Linena</s_text><sep/><s_text>Rundu Rural (2015)</s_text><sep/><s_text>(Rundu Rural East, 2010)</s_text><sep/><s_text>Rundu Urban</s_text></s_node-2><sep/><s_text>Kavango West</s_text><s_node-2><s_text>Kapako</s_text><sep/><s_text>Mankumpi</s_text><sep/><s_text>Mpungu</s_text><sep/><s_text>Musese</s_text><sep/><s_text>Ncamangoro</s_text><sep/><s_text>Ncuncuni (2015)</s_text><sep/><s_text>(Rundu Rural West, 2010)</s_text><sep/><s_text>Nkurenkuru</s_text><sep/><s_text>Tondoro</s_text></s_node-2><sep/><s_text>Khomas Region</s_text><s_node-2><s_text>John Pandeni</s_text><sep/><s_text>Katutura Central</s_text><sep/><s_text>Katutura East</s_text><sep/><s_text>Khomasdal North</s_text><sep/><s_text>Moses ǁGaroëb</s_text><sep/><s_text>Samora Machel</s_text><sep/><s_text>Tobias Hainyeko</s_text><sep/><s_text>Windhoek East</s_text><sep/><s_text>Windhoek Rural</s_text><sep/><s_text>Windhoek West</s_text></s_node-2><sep/><s_text>Kunene Region</s_text><s_node-2><s_text>Epupa</s_text><sep/><s_text>Kamanjab</s_text><sep/><s_text>Khorixas</s_text><sep/><s_text>Opuwo Rural</s_text><sep/><s_text>Opuwo Urban</s_text><sep/><s_text>Outjo</s_text><sep/><s_text>Sesfontein</s_text></s_node-2><sep/><s_text>Ohangwena Region</s_text><s_node-2><s_text>Eenhana</s_text><sep/><s_text>Endola</s_text><sep/><s_text>Engela</s_text><sep/><s_text>Epembe</s_text><sep/><s_text>Ohangwena</s_text><sep/><s_text>Okongo</s_text><sep/><s_text>Omulonga</s_text><sep/><s_text>Omundaungilo</s_text><sep/><s_text>Ondobe</s_text><sep/><s_text>Ongenga</s_text><sep/><s_text>Oshikango</s_text><sep/><s_text>Oshikunde</s_text></s_node-2><sep/><s_text>Omaheke Region</s_text><s_node-2><s_text>Aminuis</s_text><sep/><s_text>Epukiro</s_text><sep/><s_text>Gobabis</s_text><sep/><s_text>Kalahari</s_text><sep/><s_text>Otjinene</s_text><sep/><s_text>Otjombinde</s_text><sep/><s_text>Okorukambe</s_text></s_node-2><sep/><s_text>Omusati Region</s_text><s_node-2><s_text>Anamulenge</s_text><sep/><s_text>Elim</s_text><sep/><s_text>Etayi</s_text><sep/><s_text>Ogongo</s_text><sep/><s_text>Okahao</s_text><sep/><s_text>Okalongo</s_text><sep/><s_text>Onesi</s_text><sep/><s_text>Oshikuku</s_text><sep/><s_text>Otamanzi</s_text><sep/><s_text>Outapi</s_text><sep/><s_text>Ruacana</s_text><sep/><s_text>Tsandi</s_text></s_node-2><sep/><s_text>Oshana Region</s_text><s_node-2><s_text>Okaku</s_text><sep/><s_text>Okatana</s_text><sep/><s_text>Okatyali</s_text><sep/><s_text>Ompundja</s_text><sep/><s_text>Ondangwa Rural</s_text><sep/><s_text>Ondangwa Urban</s_text><sep/><s_text>Ongwediva</s_text><sep/><s_text>Oshakati East</s_text><sep/><s_text>Oshakati West</s_text><sep/><s_text>Uukwiyu</s_text><sep/><s_text>Uuvudhiya</s_text></s_node-2><sep/><s_text>Oshikoto Region</s_text><s_node-2><s_text>Eengodi</s_text><sep/><s_text>Guinas</s_text><sep/><s_text>Nehale lyaMpingana</s_text><sep/><s_text>Okankolo</s_text><sep/><s_text>Olukonda</s_text><sep/><s_text>Omuntele</s_text><sep/><s_text>Omuthiyagwiipundi</s_text><sep/><s_text>Onayena</s_text><sep/><s_text>Oniipa</s_text><sep/><s_text>Onyaanya</s_text><sep/><s_text>Tsumeb</s_text></s_node-2><sep/><s_text>Otjozondjupa Region</s_text><s_node-2><s_text>Grootfontein</s_text><sep/><s_text>Okahandja</s_text><sep/><s_text>Okakarara</s_text><sep/><s_text>Omatako</s_text><sep/><s_text>Otavi</s_text><sep/><s_text>Otjiwarongo</s_text><sep/><s_text>Tsumkwe</s_text></s_node-2><sep/><s_text>Zambezi Region</s_text><s_node-2><s_text>Judea Lyaboloma</s_text><sep/><s_text>Kabbe North</s_text><sep/><s_text>Kabbe South</s_text><sep/><s_text>Katima Mulilo Rural</s_text><sep/><s_text>Katima Mulilo Urban</s_text><sep/><s_text>Kongola</s_text><sep/><s_text>Linyanti</s_text><sep/><s_text>Sibbinda</s_text></s_node-2><sep/><s_text>ǁKaras Region</s_text><s_node-2><s_text>Berseba</s_text><sep/><s_text>Karasburg East</s_text><sep/><s_text>Karasburg West</s_text><sep/><s_text>Keetmanshoop Rural</s_text><sep/><s_text>Keetmanshoop Urban</s_text><sep/><s_text>ǃNamiǂNûs</s_text><sep/><s_text>Oranjemund</s_text></s_node-2></s_node-1></s_node-0></s_map>