Replication across space and time must be weak in the social and environmental sciences.

Replicability takes on special meaning when researching phenomena that are embedded in space and time, including phenomena distributed on the surface and near surface of the Earth. Two principles, spatial dependence and spatial heterogeneity, are generally characteristic of such phenomena. Various practices have evolved in dealing with spatial heterogeneity, including the use of place-based models. We review the rapidly emerging applications of artificial intelligence to phenomena distributed in space and time and speculate on how the principle of spatial heterogeneity might be addressed. We introduce a concept of weak replicability and discuss possible approaches to its measurement.

Next-generation Digital Earth.

A speech of then-Vice President Al Gore in 1998 created a vision for a Digital Earth, and played a role in stimulating the development of a first generation of virtual globes, typified by Google Earth, that achieved many but not all the elements of this vision. The technical achievements of Google Earth, and the functionality of this first generation of virtual globes, are reviewed against the Gore vision. Meanwhile, developments in technology continue, the era of "big data" has arrived, the general public is more and more engaged with technology through citizen science and crowd-sourcing, and advances have been made in our scientific understanding of the Earth system. However, although Google Earth stimulated progress in communicating the results of science, there continue to be substantial barriers in the public's access to science. All these factors prompt a reexamination of the initial vision of Digital Earth, and a discussion of the major elements that should be part of a next generation.

Combining spatial-temporal and phylogenetic analysis approaches for improved understanding on global H5N1 transmission.

BACKGROUND: Since late 2003, the highly pathogenic influenza A H5N1 had initiated several outbreak waves that swept across the Eurasia and Africa continents. Getting prepared for reassortment or mutation of H5N1 viruses has become a global priority. Although the spreading mechanism of H5N1 has been studied from different perspectives, its main transmission agents and spread route problems remain unsolved. METHODOLOGY/PRINCIPAL FINDINGS: Based on a compilation of the time and location of global H5N1 outbreaks from November 2003 to December 2006, we report an interdisciplinary effort that combines the geospatial informatics approach with a bioinformatics approach to form an improved understanding on the transmission mechanisms of H5N1 virus. Through a spherical coordinate based analysis, which is not conventionally done in geographical analyses, we reveal obvious spatial and temporal clusters of global H5N1 cases on different scales, which we consider to be associated with two different transmission modes of H5N1 viruses. Then through an interdisciplinary study of both geographic and phylogenetic analysis, we obtain a H5N1 spreading route map. Our results provide insight on competing hypotheses as to which avian hosts are responsible for the spread of H5N1. CONCLUSIONS/SIGNIFICANCE: We found that although South China and Southeast Asia may be the virus pool of avian flu, East Siberia may be the source of the H5N1 epidemic. The concentration of migratory birds from different places increases the possibility of gene mutation. Special attention should be paid to East Siberia, Middle Siberia and South China for improved surveillance of H5N1 viruses and monitoring of migratory birds.

Toward critical spatial thinking in the social sciences and humanities.

The integration of geographically referenced information into the conceptual frameworks and applied uses of the social sciences and humanities has been an ongoing process over the past few centuries. It has gained momentum in recent decades with advances in technologies for computation and visualization and with the arrival of new data sources. This article begins with an overview of this transition, and argues that the spatial integration of information resources and the cross-disciplinary sharing of analysis and representation methodologies are important forces for the integration of scientific and artistic expression, and that they draw on core concepts in spatial (and spatio-temporal) thinking. We do not suggest that this is akin to prior concepts of unified knowledge systems, but we do maintain that the boundaries to knowledge transfer are disintegrating and that our abilities in problem solving for purposes of artistic expression and scientific development are enhanced through spatial perspectives. Moreover, approaches to education at all levels must recognize the need to impart proficiency in the critical and efficient application of these fundamental spatial concepts, if students and researchers are to make use of expanding access to a broadening range of spatialized information and data processing technologies.