Scientists visualize data for a range of purposes, from exploring unfamiliar data sets to communicating insights revealed by visual analyses. As the supply of numerical environmental data has increased, so has the need for effective visual methods, especially for exploratory data analysis. Map animation is particularly attractive to earth system scientists who typically study large spatia-temporal data sets. In addition to the "visual variables" of static maps, animated maps are composed of three basic design elements or "dynamic variables"-scene duration, rate of change between scenes, and scene order. The dynamic variables can be used to emphasize the location of a phenomenon, emphasize its attributes, or visualize change in its spatial, temporal, and attribute dimensions. In combination with static maps, graphs, diagrams, images, and sound, animation enhances analysts' ability to express data in a variety of complementary forms.

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Class III Twin Blocks can be used successfully for early treatment of Class III malocclusion. A randomly allocated prospective study is required to fully evaluate the efficacy of this appliance.

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The massive open online course (MOOC) is a new approach for teaching online. MOOCs stand apart from traditional online classes in that they support thousands of learners through content and assessment mechanisms that can scale. A reason for their size is that MOOCs are free for anyone to take. Here we describe the design, development, and teaching of a MOOC called Maps and the Geospatial Revolution. We explore the geography of the student population, the experience of teaching a MOOC, and evaluate its impacts on learning. We conclude with several key challenges and opportunities we see for MOOCs in geography.