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Relevant bibliographies by topics / Graphs and charts

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Academic literature on the topic 'Graphs and charts'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Graphs and charts"

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Hollands, J. G., and Ian Spence. "Integral and Separable Dimensions in Graph Reading." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (October 1997): 1352–56. http://dx.doi.org/10.1177/1071181397041002138.

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Subjects sorted decks of cards depicting pie charts and divided bar graphs on two criteria: the proportion shown in the graph, and the graph's overall size, or scaling. Sorting times and errors were measured. For divided bars, performance was impaired when subjects were required to sort the proportion and the overall scaling varied. No such impairment occurred for pie charts. The results suggest that proportion and scaling are integral dimensions for divided bar graphs, but separable dimensions for pie charts. Subjects can judge angles or slopes with pie charts having different scaling, but must estimate a ratio prior to classification with different-scale divided bars. In sum, showing proportions with divided bar graphs can be problematic if the scaling of the graph varies, but pie charts are not similarly affected.

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Kosslyn, Stephen M. "Understanding charts and graphs." Applied Cognitive Psychology 3, no. 3 (July 1989): 185–225. http://dx.doi.org/10.1002/acp.2350030302.

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Coles, Sue. "Creating effective graphs and charts." Industrial Management & Data Systems 97, no. 3 (May 1997): 114–18. http://dx.doi.org/10.1108/02635579710173176.

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Rachel and Mark Bosley. "Active learning with graphs and charts." Primary Teacher Update 2015, no. 41 (February 2, 2015): 31–34. http://dx.doi.org/10.12968/prtu.2015.1.41.31.

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Vassilieva, N., and Yu Gladysheva. "Text detection on charts and graphs." Pattern Recognition and Image Analysis 21, no. 3 (September 2011): 560–64. http://dx.doi.org/10.1134/s1054661811021094.

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Davis, John. "Learning all about charts and graphs." 5 to 7 Educator 2010, no. 67 (July 2010): viii—xi. http://dx.doi.org/10.12968/ftse.2010.9.7.48763.

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Streiner, David L. "Speaking Graphically: An Introduction to Some Newer Graphing Techniques." Canadian Journal of Psychiatry 42, no. 4 (May 1997): 388–94. http://dx.doi.org/10.1177/070674379704200405.

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The vast majority of graphs appearing in the psychiatric literature consist of the traditional line graphs, histograms, and bar charts. Over the past decade, new graphing techniques have appeared which make the data easier to read and which present much more information than simply group means and confidence intervals. These methods include horizontal bar charts, dot charts, stem-and-leaf plots, box plots, and notched box plots. This paper describes these new techniques, as well as older ones, such as smoothing, and warns against using some of the options found in graphics programs: 3-dimensional (3-D) graphs, stacked graphs, and pie charts.

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Hollands, J. G., and Ian Spence. "Judgments of Change and Proportion in Graphical Perception." Human Factors: The Journal of the Human Factors and Ergonomics Society 34, no. 3 (June 1992): 313–34. http://dx.doi.org/10.1177/001872089203400306.

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Subjects judged change and proportion when viewing graphs in two experiments. Change was judged more quickly and accurately with line and bar graphs than with pie charts or tiered bar graphs, and this difference was larger when the rate of change was smaller. Without a graduated scale, proportion was judged more quickly and accurately with pie charts and divided bar graphs than with line or bar graphs. Perception is direct when it requires simpler or fewer mental operations; we propose that perception of change is direct with line and bar graphs, whereas perception of proportion is direct with pie charts and divided bar graphs. The results are also consistent with the proximity compatibility principle. Suggestions for improving the design of graphical displays are given.

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Hink, Jessica K., Michael S. Wogalter, and Jason K. Eustace. "Display of Quantitative Information: Are Grables better than Plain Graphs or Tables?" Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 23 (October 1996): 1155–59. http://dx.doi.org/10.1177/154193129604002302.

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Previous research is equivocal on the most efficient, effective methods for displaying quantitative information in tables and graphs. Guidelines suggest different display types are more appropriate for certain purposes but not others. However, there is little empirical evidence to support the recommendations. This study examines several methods of displaying quantitative information (e.g., line graphs, bar charts, tables) factorially crossed with different kinds of data extraction questions (i.e., inquiries about trends, comparisons, and exact numerical quantities). Results showed that tables, bar grables (combined bar graph and table) and line grables produced the most accurate responses, and line graphs and bar charts produced the fastest responses across question types. Results are discussed with respect to prior theoretical work and the potential benefits of hybrid forms of quantitative data displays for multiple kinds of data extraction inquiries.

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Bursal, Murat, and Fuat Polat. "Middle School Students' Line Graph Skills and Affective States about Common Graph Types Used in Science Courses." International Journal of Education in Mathematics, Science and Technology 8, no. 4 (September 14, 2020): 290. http://dx.doi.org/10.46328/ijemst.v8i4.1026.

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This study investigated the graphing skills and some affective states of middle school students about graphs by their gender, grade level, and the common graph types used in science courses. Participants’ line graph skills, self-efficacy beliefs and attitudes toward graphs, and their personal literacy perceptions about different graph types (line, bar, and pie) are explored quantitatively. Qualitative data was collected about the views of participants about graphs in general, as well as about the factors that impact students like/dislike certain graph types. Based on the findings, while participants were found to lack line graph skills, they were found to hold high self-efficacy beliefs and positive attitudes toward graphs. No significant difference among the dependent variables was found based on gender; however, grade level and graph type variables were found to impact students’ graph skills and personal graph literacy perceptions. Among the commonly used graphs in middle schools, a vast majority of students favored bar graphs, mostly due to the simplicity of them, and disliked pie charts, as finding them difficult to draw.

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Dissertations / Theses on the topic "Graphs and charts"

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Marchant, Edward James. "Graphs with weighted colours and hypergraphs." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609454.

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Fausset, Cara Bailey. "On processing line graphs." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24605.

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Haslegrave, John George Ernest. "Extremal results on hypergraphs, trees and regular graphs." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609876.

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Bodily, Robert Gordon. "Designing, Developing, and Implementing Real-Time Learning Analytics Student Dashboards." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7258.

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This document is a multiple-article format dissertation that discusses the iterative design, development, and evaluation processes necessary to create high quality learning analytics dashboard systems. With the growth of online and blended learning environments, the amount of data that researchers and practitioners collect from learning experiences has also grown. The field of learning analytics is concerned with using this data to improve teaching and learning. Many learning analytics systems focus on instructors or administrators, but these tools fail to involve students in the data-driven decision-making process. Providing feedback to students and involving students in this decision-making process can increase intrinsic motivation and help students succeed in online and blended environments. To support online and blended teaching and learning, the focus of this document is student-facing learning analytics dashboards. The first article in this dissertation is a literature review on student-facing learning analytics reporting systems. This includes any system that tracks learning analytics data and reports it directly to students. The second article in this dissertation is a design and development research article that used a practice-centered approach to iteratively design and develop a real-time student-facing dashboard. The third article in this dissertation is a design-based research article focused on improving student use of learning analytics dashboard tools.

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El-Zouki, Robert. "Producera mängdgrafer genom BIM : Produce quantity take-off graphs using BIM." Thesis, KTH, Byggnadsteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-209563.

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Avvikelser i ett byggprojekt leder till bland annat förseningar. De kan även leda till för tidigt avslutadeaktiviteter. Oavsett blir detta ett problem då kontraktstiden för underentreprenörer är bestämda.Vad detta betyder är att blir en underentreprenör färdig för tidigt kommer det finnas en tidbuffert itidplan mellan färdig- och nästa aktivitet. Detta anses som en kostnad eftersom det inte utförs någotarbete. Blir en underentreprenör sen med färdigställande av en aktivitet blir detta ocksåproblematiskt då detta skjuter fram aktiviteter på den kritiska linjen. Förutsatt att de aktiviteternaligger på den kritiska linjen. Det ska förtydligas att fler former av avvikelser finns. Bland annatfelleverans, försenad transport, oförutsedda hinder under produktion m.m. En metod att åskådliggöra avvikelser tidigt efter initiering är att kontinuerligt under produktion följaupp aktiviteter med hjälp av mängdgrafer. Mängdgrafer är diagram som visar byggd mängd pertidsenhet och kumulativ byggd mängd. De ger en visuell bild över hur produktionen ligger till inuläget och med hjälp av dessa kan beslut fattas om ändringar i produktionen för att projektet skatidsmässigt åter hamna i fas. Mängdgrafer kommer i tre former. Planerade-, aktuella- &prognostiserade mängdgrafer. Syftet med detta examensarbete är att undersöka hur BIM-verktyg under projektering kan stödja ettprojekt under produktion genom att förutse avvikelser. Ifall avvikelser upptäcks tidigt kan resurserjusteras eller arbetstider ändras för att projektet färdigställs enligt tidplan. Studien visar att mängdgraferna kan utvecklas relativt enkelt men det krävs väl genomtänktplanering och struktur på arbetet. Det rekommenderas att samordna en bra arbetsmetod för helaarbetet från början till slut genom att ha en samordnare som styr över modellen men också andratjänstemän som känner till programmet tillräckligt bra för att stötta och avlasta samordnaren vidbehov. Studien visar också att det är viktigt att modellutvecklare levererar modellen med bra ochstrukturerad namnbeteckning för objekten. Detta för att enklare kunna koppla KPI-tal till korrektmängdgraf. CoClass-klassifikationssystem (projektnamn BSAB 2.0) borde ligga till grund förnamngivning av objekt.
Deviations in a construction project lead to delays. They can also lead to prematurely completed activities. In any case, this will be a problem since the contract period for subcontractors is determined. What this means is that if a subcontractor completes its task prematurely, there will be a time buffer in the timetable between completed and next activity. This is considered a cost because no work is being done. If a subcontractor completes an activity late, this is also problematic as it displaces activities on the critical line. If the activities are on the critical line. It should be clarified that more types of deviations exist. Including delivery, delayed transport, unforeseen obstructions during production, etc. One method of avoiding deviations is to continuously monitor production activities using quantity take-off graphs. These graphs are charts showing built-up amount per unit of time and cumulative built-up amount. They give a visual picture of the state of production, and from there, decisions can be made about changes in production so that the project will follow the time schedule again. Quantity take-off charts come in three forms. Planned, actual & forecast quantity take-off graphs. The purpose of this degree project is to investigate how BIM tools during design phase can support a project under production phase by predicting deviations. If deviations are early discovered, resources can be adjusted or working hours changed to complete the project according to time schedule. The study shows that the quantity graphs can be developed relatively easily, but well thought out planning and structure are required. It is recommended to coordinate a good working method for the entire work from start to finish by having a coordinator who controls the model but also other officials who know the program well enough to support and relieve the coordinator if necessary. The study also shows that it is important that model developers deliver the model with a good and structured designation of object. This is easier to connect KPI-numbers to the correct quantity takeoff graph. CoClass classification system (project name BSAB 2.0) should be used as the basis for naming of objects.

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Davison, Benjamin Kenneth. "Universal graph literacy: understanding how blind and low vision students can satisfy the common core standards with accessible auditory graphs." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47621.

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Auditory graphs and active point estimation provide an inexpensive, accessible alternative for low vision and blind K-12 students using number lines and coordinate graphs. In the first phase of this research program, a series of four psychophysics studies demonstrated an interactive auditory number line that enables blind, low vision, and sighted people to find small targets with a laptop, headphones, and a mouse or a keyboard. The Fitts' Law studies showed that, given appropriate auditory feedback, blind people can use a mouse. In addition, auditory feedback can generate target response patterns similar to when people use visual feedback. Phase two introduced SQUARE, a novel method for building accessible alternatives to existing education technologies. The standards-driven and teacher-directed approach generated 17 graphing standards for sixth grade mathematics, all of which emphasized point estimation. It also showed that how only few basic behavioral components are necessary for these graphing problems. The third phase evaluated active point estimation tools in terms of training, classroom situations, and a testing situation. This work shows that students can learn to graph in K-12 environments, regardless of their visual impairment. It also provides several technologies used for graphing, and methods to further develop education accessibility research.

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Vargas, Gonzalez Andres. "SketChart: A Pen-Based Tool for Chart Generation and Interaction." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6375.

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It has been shown that representing data with the right visualization increases the understanding of qualitative and quantitative information encoded in documents. However, current tools for generating such visualizations involve the use of traditional WIMP techniques, which perhaps makes free interaction and direct manipulation of the content harder. In this thesis, we present a pen-based prototype for data visualization using 10 different types of bar based charts. The prototype lets users sketch a chart and interact with the information once the drawing is identified. The prototype's user interface consists of an area to sketch and touch based elements that will be displayed depending on the context and nature of the outline. Brainstorming and live presentations can benefit from the prototype due to the ability to visualize and manipulate data in real time. We also perform a short, informal user study to measure effectiveness of the tool while recognizing sketches and users acceptance while interacting with the system. Results show SketChart strengths and weaknesses and areas for improvement.
M.S.
Masters
Electrical Engineering and Computer Science
Engineering and Computer Science
Computer Science

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Bektasli, Behzat. "The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149269242.

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Simmons, Dayton C. (Dayton Cooper). "Applications of Rapidly Mixing Markov Chains to Problems in Graph Theory." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277740/.

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In this dissertation the results of Jerrum and Sinclair on the conductance of Markov chains are used to prove that almost all generalized Steinhaus graphs are rapidly mixing and an algorithm for the uniform generation of 2 - (4k + 1,4,1) cyclic Mendelsohn designs is developed.

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Venkatasubramanian, Ramprasad. "Flowgrapher : generation of conceptual graphs from flowcharts /." Master's thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10242009-020119/.

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Books on the topic "Graphs and charts"

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Tables, charts & graphs. New York: DK Pub., 2000.

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Etherington, Sue. Tables, charts & graphs. New York: DK Pub., 2002.

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Huggett, Renée. Graphs and Charts. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6.

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Hudak, Heather C. Charts and graphs. New York, NY: Weigl Publishers, 2007.

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Graph it: Reading charts and graphs. New York: PowerKids Press, 2015.

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Graph attack!: Understanding charts and graphs. Englewood Cliffs, NJ: Cambridge Adult Education, 1993.

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(Firm), J. Weston Walch, ed. Tables, charts and graphs. Portland, ME: J. Weston Walch, 1998.

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Understanding charts and graphs. New York: Children's Press, 2012.

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Taylor-Butler, Christine. Understanding charts and graphs. New York: Children's Press, 2012.

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W, Dyal William, Eddins Donald L, and Centers for Disease Control (U.S.), eds. Descriptive statistics: Tables, graphs, & charts. Atlanta, Ga: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control, 1988.

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Book chapters on the topic "Graphs and charts"

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Huggett, Renée. "Pie Charts." In Graphs and Charts, 4–7. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_2.

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Breach, Mark. "Graphs and charts." In Fundamental Maths, 59–67. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36624-4_6.

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Huggett, Renée. "Vertical Line Charts." In Graphs and Charts, 53–54. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_12.

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Huggett, Renée. "Multiple Bar Charts." In Graphs and Charts, 19–22. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_5.

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Huggett, Renée. "Component Bar Charts." In Graphs and Charts, 23–26. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_6.

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Huggett, Renée. "Scatter Graphs." In Graphs and Charts, 55–58. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_13.

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Huggett, Renée. "Step Graphs." In Graphs and Charts, 35–37. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_8.

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Huggett, Renée. "Vertical Bar Charts (1)." In Graphs and Charts, 8–14. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_3.

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Huggett, Renée. "Vertical Bar Charts (2)." In Graphs and Charts, 15–18. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_4.

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Huggett, Renée. "Straight Line Graphs." In Graphs and Charts, 59–64. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11245-6_14.

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Conference papers on the topic "Graphs and charts"

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Francis, Krista, Michele Jacobsen, and Sharon Friesen. "The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2240.

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Visuals and graphics have been used for communicating complex ideas since 1786 when William Playfair first invented the line graph and bar chart. Graphs and charts are useful for interpretation and making sense of data. For instance, John Snow’s scatter plot helped pinpoint the source of a cholera outbreak in London in 1854 and also changed understandings of how germs were spread. While popular in the field of information graphics, rarely are graphs beyond the bar chart found in educational research articles. When present, the graphs do not necessarily enhance the findings of the data. Nor do educational research methods textbooks promote or instruct how to create visual representations to aid with interpretation and communication of findings. This paper attempts to address this void by sharing our processes for creating meaningful visual graphs for communicating multi-dimensional statistical findings more effectively. A working hypothesis was that carefully crafted visual graphics would convey our longitudinal research findings more effectively to broader audiences than existing forms. Three visuals were constructed from survey data three-year longitudinal design based research study of teacher and student learning in a one-to-one laptop school. The study focused on learning designs that changed and improved student learning experiences and outcomes by adopting inquiry approaches to teaching that incorporate meaningful uses of technology. In field tests, our audiences found the visuals were useful for interpreting the findings. More and more frequently, academics are required to communicate their findings to broader audiences. A well-designed and well-constructed graph(ic) can provide a means for effective communication of complex, multi-dimensional statistical data. Such effective communication is beneficial for both an academic audience as well as for broader audiences. The authors presented this paper that was previously published in JITE: Research

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Devos, Laurent, and Michael Gilloux. "GPSG parsing, bidirectional charts, and connection graphs." In the 13th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1990. http://dx.doi.org/10.3115/997939.997965.

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Roberts, Jonathan C., Keith M. Franklin, and Jonathan Cullinane. "Virtual haptic exploratory visualization of line graphs and charts." In Electronic Imaging 2002, edited by Andrew J. Woods, John O. Merritt, Stephen A. Benton, and Mark T. Bolas. SPIE, 2002. http://dx.doi.org/10.1117/12.468057.

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Ferres, Leo, Gitte Lindgaard, and Livia Sumegi. "Evaluating a tool for improving accessibility to charts and graphs." In the 12th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1878803.1878820.

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alZahir, Saif, and Arber Borici. "Lossless Compression of Maps, Charts, and Graphs via Color Separation." In 2010 Data Compression Conference. IEEE, 2010. http://dx.doi.org/10.1109/dcc.2010.102.

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Hohl, Michael K. "BEYOND GRAPHS OR CHARTS: VISUALISING WEB STATISTICS WITH NATURAL DISPLAYS IN PHYSICAL SPACE." In Electronic Visualisation and the Arts (EVA 2008). BCS Learning & Development, 2008. http://dx.doi.org/10.14236/ewic/eva2008.16.

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Pride-Thorne, Challen, Steve Murphy, and Sandra Seenauth. "Probing the use of charts and graphs in technical documentation through analysis and pragmatic collaboration." In the 27th ACM international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1621995.1622036.

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Tongele, T. N. "A Geometrical Optimization Approach to Minimize Contact Stress in Mating Gear Teeth." In World Tribology Congress III. ASMEDC, 2005. http://dx.doi.org/10.1115/wtc2005-63112.

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This paper presents a technique to minimize contact stress in mating gear teeth. The American Gear Manufacturers Association (AGMA) approach uses contact stress equation that is highly detailed and requires many factors, charts, graphs and tables to produce limiting value of the contact stress. Departing from the complex AGMA approach, this paper utilizes the Hertzian contact stress equation to develop an optimization technique based on the geometry of the surface in contact for the minimization of the contact stress.

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Gabriele, Gary A., and Agustî Maria I. Serrano. "HyperGear: An Object Oriented Design Program for Single Stage Gear Box Design." In ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0053.

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Abstract The need for superior design tools has lead to the development of better and more complex computer aided design programs. Two of the more important new developments in application tools being investigation are Object Oriented Languages, and HyperMedia. Object Oriented Languages allow the development of CAD tools where the parts being designed and the design procedures specified are conceptualized as objects. This allows for the development of design aids that are non-procedural and more readily manipulated by the user trying to accomplish a design task. HyperMedia allows for the easy inclusion of many different types of data, such as design charts and graphs, into the tool that are normally difficult to include in design tools programmed with more conventional programming languages. This paper explores the development of a computer aided design tool for the design of a single stage gear box using the development HyperCard® environment and the HyperTalk® programming language. The resulting program provides a user friendly interface, the ability to handle several kinds of design information including graphic and textual, and a non-procedural design tool to help the user design simple, one stage gear boxes. Help facilities in the program make it suitable for undergraduate instruction in a machine elements design course.

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Ding, Huafeng, and Zhen Huang. "Isomorphism Identification of Graphs of Kinematic Chains." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34148.

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Isomorphism identification of graphs is one of the most important and challenging problems in the fields of mathematics, computer science and mechanisms. This paper attempts to solve the problem by finding a unique representation of graphs. First, the perimeter loop of a graph is identified from all the loops of the graph obtained through a new algorithm. From the perimeter loop a corresponding perimeter graph is derived, which renders the forms of the graph canonical. Then, by relabelling the perimeter graph, the canonical perimeter graph is obtained, reducing the adjacency matrices of a graph from hundreds of thousands to several or even just one. On the basis of canonical adjacency matrix set, the unique representation of the graph, the characteristic adjacency matrix, is obtained. In such a way, isomorphism identification, sketching, and establishment of the database of common graphs, including the graphs of kinematic chains, all become easy to realize. Computational complexity analysis shows that, in the field of kinematic chains the approach is much more efficient than McKay’s algorithm which is considered the fastest so far. Our algorithm remains efficient even when the links of kinematic chains increase into the thirties.

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Reports on the topic "Graphs and charts"

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Martins, S. A., and J. H. Shinn. CHAWS user`s guide: System description and standard operating procedures, Lexington-Blue Grass Army Depot. Office of Scientific and Technical Information (OSTI), May 1993. http://dx.doi.org/10.2172/10106462.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP National Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.000.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP Washington Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.001.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP Arkansas Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.002.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP California Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.003.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP Iowa Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.004.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP Kansas Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.006.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP Kentucky Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.007.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP Louisiana Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.008.

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Pak, Karla, Doug Shadel, and Alicia Williams. Up for Grabs: Taking Charge of Your Digital Identity: AARP Massachusetts Survey of Internet Users Age 18+. AARP Research, August 2018. http://dx.doi.org/10.26419/res.00228.009.

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