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It turns out that most of the elements of intuitive graphical interfaces are actually visual idioms. Windows, title bars, close boxes, screen-splitters, hyperlinks, and drop-downs are things we learn idiomatically rather than intuit metaphorically. The Macintosh s use of the trashcan to unmount an external FireWire disk before removing it is purely idiomatic (and many designers consider it a poor idiom), despite the visual metaphor of the trash can itself. The ubiquitous mouse input device is not metaphoric of anything, but rather is learned idiomatically. There is a scene in the movie Star Trek IV where Scotty returns to 20th-century Earth and tries to speak into a mouse. There is nothing about the physical appearance of the mouse that indicates its purpose or use, nor is it comparable to anything else in our experience, so learning it is not intuitive. However, learning to point at things with a mouse is incredibly easy. Someone probably spent all of three seconds showing it to you the first time, and you mastered it from that instant on. We don t know or care how mice work, and yet even small children can operate them just fine. That is idiomatic learning.

Frequency (GHz)

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Figure 8.2.9 Brightness temperature as a function of frequency for Elm = 3.2(1 +iO.0009)E o , lz = 1 mm, lp = 2 em, T = 273 K, 6 = 0.02, and a subsurface layer at the depth of 2 m with permittivity 1"2 = 77.2(1 + iO.17)E o .

a maximum at the low-frequency side. At very low frequencies, the received emission at the radiometer originates primarily from the subsurface dielectric E2 which has a small emissivity. As frequency increases, brightness temperature increases since the medium Elm, which has a higher emissivity, begins to contribute to the received emission. As frequency further increases, scattering becomes dominant and causes a decrease in brightness temperature. This accounts for the maximum in brightness temperature in the figure.

Ironically, many of the familiar GUI elements that are often thought of as metaphoric are actually idiomatic. Artifacts like resizable windows and endlessly nested file folders are not really metaphoric they have no parallel in the real world. They derive their strength only from their easy idiomatic learnability.

2.6 Passive Remote Sensing of a Layer of Mie Scatterers Overly-

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For the case of Mie scatterers, the coupling coefficients (v(0), v(0')), (v(0), h(O')), (h(O), v(O')), and (h(O), h(O')) are given by [Tsang et al. 1985]

(v(O), v (0')) =

We are inclined to think that learning interfaces is hard because of our conditioning based on experience with implementation-centric software. These interfaces are very hard to learn because you need to understand how the software works internally to use them effectively. Most of what we know we learn without understanding: things like faces, social interactions, attitudes, melodies, brand names, the arrangement of rooms, and furniture in our houses and offices. We don t understand why someone s face is composed the way it is, but we know that face. We recognize it because we have looked at it and automatically (and easily) memorized it.

(cosO')

<%@ Page language="c#" Codebehind="Defaultaspxcs" AutoEventWireup="false" Inherits="Simple10DataBinding_Default" %> <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 40 Transitional//EN" > <HTML> <HEAD> <title>Simple Data Binding Example</title> </HEAD> <body MS_POSITIONING="FlowLayout"> <form id="Form1" method="post" runat="server"> <asp:Label id="m_SelectedCustomerPromptLabel" runat="server">Selected Customer:</asp:Label> <asp:Label id="m_SelectedCustomerLabel" runat="server" />

[T~M)t~(COSO)t~ (cosO')

(8.2.137a)

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