Animation with all MODIS fire product maps from 2000 to 2011, Yakutia, Siberia

The video FireMovie_2000-2011.avi shows an animation with all MODIS fire product maps of the area sequenced over time. Colors in the video describe MODIS classes as follows: MODIS classification and color scale: Class 0 - not processed - Dark blue (1 frame) Class 3 - water - Light Blue (rivers and some lakes) Class 4 - clouds - Green blue Class 5 - non fire land - Yellow green Class 8 - nominal confidence fire - Red Class 9 - high confidence fire - Dark red

Trajectories and outcomes of the 'Arab Spring' : comparing Tunisia, Egypt, Libya and Syria

Almost three years have passed since the 'Arab Spring' began in late 2010. In the major sites of popular uprisings, political conditions remain unsettled or violent. Despite similarities in their original opposition to authoritarian rule, the outcomes differed from country to country. In Tunisia and Egypt, processes of transiting from authoritarian rule produced contrasting consequences for democratic politics. Uprisings led to armed rebellion in Libya and Syria, but whereas Gaddafi was overthrown, Asad was not. What explains the different trajectories and outcomes of the Arab Spring? How were these shaped by the power structure and levels of social control of the pre-uprising regimes and their state institutions, on the one hand, and by the character of the societies and oppositional forces that rose against them? Comparing Tunisia with Egypt, and Libya with Syria, this paper discusses various factors that account for variations in the trajectories and outcomes of the Arab Spring, namely, the legacy of the previous regime, institutional and constitutional choices during "transition" from authoritarian rule, socioeconomic conditions, and the presence of absence of ethnic, sectarian and geographic diversity.

A combined measure for quantifying and qualifying the topology preservation of growing self-organizing maps

The Self-OrganizingMap (SOM) is a neural network model that performs an ordered projection of a high dimensional input space in a low-dimensional topological structure. The process in which such mapping is formed is defined by the SOM algorithm, which is a competitive, unsupervised and nonparametric method, since it does not make any assumption about the input data distribution. The feature maps provided by this algorithm have been successfully applied for vector quantization, clustering and high dimensional data visualization processes. However, the initialization of the network topology and the selection of the SOM training parameters are two difficult tasks caused by the unknown distribution of the input signals. A misconfiguration of these parameters can generate a feature map of low-quality, so it is necessary to have some measure of the degree of adaptation of the SOM network to the input data model. The topologypreservation is the most common concept used to implement this measure. Several qualitative and quantitative methods have been proposed for measuring the degree of SOM topologypreservation, particularly using Kohonen's model. In this work, two methods for measuring the topologypreservation of the Growing Cell Structures (GCSs) model are proposed: the topographic function and the topology preserving map

Timed mind maps using MINDMANAGER & MS-PROJECT for educational innovation

The adaptation to the European Higher Education Area (EHEA) is becoming a great challenge for the University Community, especially for its teaching and research staff, which is involved actively in the teaching-learning process. It is also inducing a paradigm change for lecturers and students. Among the methodologies used for processes of teaching innovation, system thinking plays an important role when working mainly with mind maps, and is focused to highlighting the essence of the knowledge, allowing its visual representation. In this paper, a method for using these mind maps for organizing a particular subject is explained. This organization is completed with the definition of duration, precedence relationships and resources for each of these activities, as well as with their corresponding monitoring. Mind maps are generated by means of the MINDMANAGER package whilst Ms-PROJECT is used for establishing tasks relationships, durations, resources, and monitoring. Summarizing, a procedure and the necessary set of applications for self organizing and managing (timed) scheduled teaching tasks has been described in this paper.

Timed mind maps using mindmanager & msproject for educational innovation

The adaptation to the European Higher Education Area (EHEA) is becoming a great challenge for the University Community, especially for its teaching and research staff, which is involved actively in the teaching-learning process. It is also inducing a paradigm change for lecturers and students. Among the methodologies used for processes of teaching innovation, system thinking plays an important role when working mainly with mind maps, and is focused to highlighting the essence of the knowledge, allowing its visual representation. In this paper, a method for using these mind maps for organizing a particular subject is explained. This organization is completed with the definition of duration, precedence relationships and resources for each of these activities, as well as with their corresponding monitoring. Mind maps are generated by means of the MINDMANAGER package whilst Ms-PROJECT is used for establishing tasks relationships, durations, resources, and monitoring. Summarizing, a procedure and the necessary set of applications for self organizing and managing (timed) scheduled teaching tasks has been described in this paper