Mapping the visual landscape quality in Europe using physical attributes

he inclusion of environmental care data in the decision-making process should be based on the results obtained after scienti?cally evaluating different environmental variables. Herein, a European landscape geographic model is presented. This landscape map would allow the environmental care variable ?visual landscape?, along with other information related to vegetation, geology, soils, cultural variables, etc., to be integrated into the planning process. The methodology used is not new since it has already been tested in Spain by the authors. Nevertheless, the model was adapted to cope with the much more extensive territory of the European Union. This meant dealing with computational dif?culties, and a lack of information. The result of this work is a raster map (100 m cell size) that evaluates landscape quality in Europe by dividing the area into seven visual quality classes. This is a practical tool for territorial development that will facilitate the environmental assessment of plans, such as infrastructure plans, within a strategic pan-European framework.

Applying concept mapping strategies to improve students’ lifelong learning in physical chemistry

Este artículo ofrece una reflexión sobre el papel de los mapas conceptuales en el actual escenario de la educación In the present paper, we carry out the application of concept mapping strategies to learning Physical Chemistry, in particular, of all aspect of Corrosion. This strategy is an alternative method to supplement examinations: it can show the teacher how much the students knew and how much they didn´t know; and the students can evaluate their own learning. Before giving tile matter on Corrosion, the teachers evaluated the previous knowledge of the students in the field and explained to the students how create the conceptual maps with Cmap tools. When the subject is finished, teachers are assessed the conceptual maps developed by students and therefore also the level of the students learning. Teachers verified that the concept mapping is quite suitable for complicated theorics as Corrosion and it is an appropriate tool for the consolidation of educational experiences and for improvement affective lifelong learning. By using this method we demonstrated that the set of concepts accumulated in the cognitive structure of every student in unique and every student has therefore arranged the concepts from top to bottom in the mapping field in different ways with different linking" phrases, although these are involved in the same learning task.