It was the 1850s when the first settlers arrived in the area that would become Willmar, Minnesota. Encouraged by the land itself, they came for the fertile soil and the beauty and serenity provided by the landscape. Calamity would strike in 1862 due to the Dakota War, causing residents to flee for safer pastures. In 1869, the Great Northern Railroad would again call settlers to Kandiyohi County. Most of Scandinavian descent, this hardy lot would not be driven from the land again. In 1870, acting as agent for the St. Paul & Pacific Railroad, Leon Chadwick Willmar purchased the title to Section 1 of Willmar Township. The following year, Willmar was officially named a city and became the county seat of Kandiyohi County. As the years passed from then to now, Willmar residents would face success and challenge, feast and famine, and partnership and controversy. No matter the circumstance, they would band together to face whatever arrived and join together in both celebration and sorrow.
It was the 1850s when the first settlers arrived in the area that would become Willmar, Minnesota. Encouraged by the land itself, they came for the fertile soil and the beauty and serenity provided by the landscape. Calamity would strike in 1862 due to the Dakota War, causing residents to flee for safer pastures. In 1869, the Great Northern Railroad would again call settlers to Kandiyohi County. Most of Scandinavian descent, this hardy lot would not be driven from the land again. In 1870, acting as agent for the St. Paul & Pacific Railroad, Leon Chadwick Willmar purchased the title to Section 1 of Willmar Township. The following year, Willmar was officially named a city and became the county seat of Kandiyohi County. As the years passed from then to now, Willmar residents would face success and challenge, feast and famine, and partnership and controversy. No matter the circumstance, they would band together to face whatever arrived and join together in both celebration and sorrow.
Seeing is Understanding details a four year research study into how visualisations can support learning. It reports on a qualitative instrumental collective case study in which five computer programming languages supporting differing degrees of visualisation were used as cases to explore the effectiveness of software visualisation to develop fundamental computer programming concepts. Cognitive theories of visual and auditory processing, cognitive load, and mental models provided a framework in which cognitive development was tracked and used to explain failures in previous software visualisation studies, in particular the study demonstrated that for the cases examined, where complex concepts are being developed, the mixing of auditory (or text) and visual elements can result in excessive cognitive load and impede learning. This finding provides a framework for selecting the appropriate instructional programming languages based on the cognitive complexity of the concepts under study.
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