AI Scientific Illustration Gallery

A blindfolded participant faces a box with two compartments. Small colored cubes are present in the right compartment. A partition separates the two compartments.

Please help me create a technical roadmap for a paper. Technical Roadmap Structure Design: Top Title Bar: Research on the Impact of National Scholarship on the Learning and Development of Awarded Undergraduate Students Main Structure (Three-Column Layout): | **Left Column: Research Ideas** | **Middle Column: Research Content** | **Right Column: Research Methods** | #### Top Legend Bar [ **Research Ideas** ] | [ **Research Content** ] | [ **Research Methods** ] Detailed Flowchart Content Design (I) First Stage: Problem Formulation Left Side (Research Context): * [ **Problem Formulation** ] * *(Downward Arrow)* * **Middle (Research Content):** * *(Start of Top Dashed Box)* * [ Research Background ] —> [ **Focus on Research Question** (System-Subject-Impact) ] <— [ Literature Review and Theoretical Framework ] * *(Downward Arrow Pointing to Content 1)* * **Right Side (Research Methods):** * *(Corresponding to Top Dashed Box)* * Literature Research Method (II) Second Stage: Problem Analysis * **Left Side (Research Context):** * *(Large Arrow Downward)* * [ **Problem Analysis** (Following Logical Chain) ] * *(Downward Arrow)* * **Middle (Research Content):** * **[Sub-module 1: "Why the System?"]** * *(Dashed Box Enclosing)* * [ **Content 1: Practical Forms and Cognition of the National Scholarship System** (RQ1) ] * *(Downward Branching Arrow)* * [ **Policy Evolution Review** (Diachronic Analysis) ] —> [ **Analysis of Evaluation Rules of University Departments** (Index Structure/Difference H University) ] <— [ **Analysis of Students' "National Scholarship Experiences"** (System Cognition/Effect Perception) ] * *(Downward Total Arrow)* * **[Sub-module 2: "Who is Selected?"]** * *(Dashed Box Enclosing)* * [ **Content 2: Heterogeneous Characteristics and Type Identification of Awarded Undergraduate Students** (RQ2) ] * *(Downward Branching Arrow)* * [ Overall Characteristics of Learning Development (Descriptive Statistics) ] <—> [ **Typical Type Identification** (Latent Profile Analysis LPA) ] —> [ **Revelation of Inter-group Heterogeneity** (Gender/Discipline/Class Type Difference Test) ] * *(Downward Total Arrow, Leading to a Line Pointing to the Case Selection of Content 3)* * **[Sub-module 3: "What is the Impact?"]** * *(Dashed Box Enclosing, Clearly Indicating Mixed Research)* * [ **Content 3: Impact Effects and Mechanisms of National Scholarship on Students' Learning Development** (RQ3) ] * *(Internal Process: Exploratory Sequential Mixed Design)*

Generate a research material using GEO satellite data.

Recommended colors for plotting.

Please create an editable theoretical model diagram. The overall layout and flow should be a horizontal flow from left to right, clearly demonstrating the causal logic chain from "Input" to "Environment" to "Outcomes." Divide the canvas horizontally into three main areas: "Input," "Environment," and "Outcomes," corresponding to the control variables, core intervention processes, and learning development effects in the theoretical framework, respectively. Specific elements and drawing steps: Draw the "Input" section: On the far left of the canvas, draw a rectangular box titled "Input: Control Variables." The box can be divided into two to three sub-items, such as "Family Background (e.g., parental education level, socioeconomic status)," "Demographic Characteristics (e.g., gender, discipline)," and "Prior Academic Foundation (High School)." These elements are arranged in parallel, indicating that they are antecedent variables that need to be controlled in the research model. Draw the "Environment" section: In the center of the canvas, first draw a prominent shape (e.g., rounded rectangle or diamond) representing the "National Scholarship Award Event" as the core intervention starting point in the environment. From this shape, draw a large dashed rectangular box to the lower right, titled "Dynamic Changes in Capital Structure (Core Mediating Mechanism)." Within this dashed box, draw four parallel rightward-pointing arrows representing "Cultural Capital Appreciation (Internalized/Objectified/Institutionalized Forms)," "Social Capital Expansion (Networks/Resources)," "Economic Capital Increment," and "Symbolic Capital Endowment (Honor/Label)." These four rectangles should be distinguished using slightly different colors or shades to indicate that they are parallel and interconnected processes. In the "Environment" section, draw an arrow from the "National Scholarship Award Event" pointing downwards to this "Dynamic Changes in Capital Structure" dashed box, indicating that the event triggers the subsequent capital transformation process. Draw the "Outcomes" section: On the far right of the canvas, draw a large rectangular box titled "Outcomes: Learning Development Effects." Within the box, arrange three sub-boxes in parallel from top to bottom, representing "Cognitive Development (e.g., knowledge exploration, ability development, clarity of career goals)," "Affective Development (e.g., self-efficacy, social responsibility, psychological resilience)," and "Behavioral Development (e.g., academic achievement, output of results, self-directed learning)." These three sub-boxes should use a coordinated color scheme to reflect that they belong to the same dimension of effect but are at different levels. Connect the core paths: From the "Dynamic Changes in Capital Structure" dashed box in the "Environment" section, draw three arrows (or use one main arrow and then branch it) pointing to the three effect sub-boxes in the "Outcomes" section, clearly indicating that changes in the three major capitals are the direct mediating mechanism leading to the development of cognitive, affective, and behavioral dimensions.

This graphical abstract highlights research axes 1 to 4, alignment with the LAQV Strategy, the vision statement for a future pedagogical project, and the conclusion with final remarks.

Please create a set of four scientific-style mind maps with a clean, logical structure and a white background. These four mind maps should be arranged on a single 16:9 canvas with a 2K resolution. The content is in Simplified Chinese, translated below: Mind Map 1: Four-Quadrant Value Layering Model: In the initial planning of projects and selection of partners, we utilize a four-quadrant analysis to establish an evaluation model. The quadrants are: 1) Strategic Endorsement Layer (Professionalism/Industry Recognition), 2) Business Radiation Layer (Layout/Scope), 3) Technological Foresight Layer (AIGC/Forward-looking), and 4) Implementation Synergy Layer (Mechanism/Compatibility). This model addresses issues raised during the evaluation phase concerning partners, such as "export premium," "localization and diversity," "teaching lag," and "execution efficiency," thereby improving the accuracy of decision-making. Mind Map 2: Six-in-One "Full-Link" Closed-Loop Thinking Model: "Lectures - Courses - Training Camps - Competitions - Internships/Fellowships - Employment/Transformation." We must avoid creating "one-off" activities. Each project must have not only a beginning but also a result and an extension. In matrix projects, lectures serve as the entry point, and employment is the exit. Courses and competitions are used for screening and cultivation, while fellowships deepen understanding and facilitate selection. This "full-link" design ensures that every investment generates the maximum educational return. Mind Map 3: Productization and Standardization Thinking Model: To achieve scalable expansion without compromising quality, non-standard services must be transformed into standardized products. This year, we have "standardized" the activity process, teaching syllabus, evaluation criteria, and promotional templates, turning individual activities into reusable "product packages." This enables us to rapidly replicate high-quality workshops in multiple schools, and seamlessly connect competition entries with subsequent corporate events such as the "New Vision Matrix Horizontal National College Student AIGC Spatial Design Competition," as well as related interviews, internships, and employment opportunities. Mind Map 4: Value Visualization Thinking Model: The outcomes of education are often implicit, but the value of the industry academy must be made explicit. We use platforms such as the *TORCH* journal, online portfolio websites, industry academy competitions, graduation certificates, and corporate offer letters to "visualize" students' growth trajectories and teaching outcomes. This not only makes students visible but also allows the academy's teaching reform achievements to be recognized by the industry and society.

You are a professional in creating scientific diagrams, with a proven track record of producing illustrations for researchers that have been published in top-tier CCF A conferences and journals. Please create a scientific illustration based on the following requirements, ensuring a **left-to-right** data flow layout. #### 1. Overall Layout * **Input (Left):** Raw Data Payload + Statistical Features (Stats) + Sequence Information (Seq). * **Intermediate Processing (Center):** A three-level cascade: Micro (byte-level) -> Intra (packet sequence-level) -> Meso (flow-level aggregation). * **Output (Right):** Macro (graph network interaction) -> Classifier. #### 2. Module Details (Based on Code Class Decomposition) **A. Micro Level - `PayloadByteCNN`** * **Drawing Elements:** Draw a rectangular box containing two "Conv1d Blocks". * **Details:** * Input: `x_payload` (Int16). * Operations: Embedding -> Conv1d (k=5) -> GroupNorm -> GELU -> Conv1d (k=3) -> GroupNorm. * Output: Payload Vector (one vector per data packet). **B. Fusion & Encoding Layer (Fusion & Intra) - Main Model & `IntraFlowEncoder`** * **Key Point:** This section features a complex fusion mechanism, a highlight of the diagram. * **Drawing Elements:** 1. **Multiple Inputs:** Draw `Seq Emb` (Sequence Embedding) and `Stats MLP` (Statistical Features) side-by-side. 2. **Gated Fusion:** Draw two gate icons. * `ctx_mix` (Softmax): Fuses Seq and Stats. * `evi_gate` (Sigmoid): Fuses Payload Vector and the previous context. 3. **Injection:** Before entering the Transformer, draw two arrows converging, representing `Pos Emb` (Position Encoding) and `Time MLP` (Time Features). 4. **Transformer:** Draw a standard stacked Transformer Encoder block (N=2), outputting...