[User] <image>

[User] Present the information from the mind map in the image in the form of tree-structured data.

[Assistant] <s_map><s_node-0><s_text>4th Quarter 2011</s_text><s_node-1><s_text>October</s_text><s_node-2><s_text>Week 1</s_text><s_node-3><s_text>Saturday, 10/1/11</s_text><sep/><s_text>Sunday, 10/2/11</s_text></s_node-3><sep/><s_text>Week 2</s_text><s_node-3><s_text>Monday, 10/3/11</s_text><sep/><s_text>Tuesday, 10/4/11</s_text><sep/><s_text>Wednesday, 10/5/11</s_text><sep/><s_text>Thursday, 10/6/11</s_text><sep/><s_text>Friday, 10/7/11</s_text><sep/><s_text>Saturday, 10/8/11</s_text><sep/><s_text>Sunday, 10/9/11</s_text></s_node-3><sep/><s_text>Week 3</s_text><s_node-3><s_text>Monday, 10/10/11</s_text><sep/><s_text>Tuesday, 10/11/11</s_text><sep/><s_text>Wednesday, 10/12/11</s_text><sep/><s_text>Thursday, 10/13/11</s_text><sep/><s_text>Friday, 10/14/11</s_text><sep/><s_text>Saturday, 10/15/11</s_text><sep/><s_text>Sunday, 10/16/11</s_text></s_node-3><sep/><s_text>Week 4</s_text><s_node-3><s_text>Monday, 10/17/11</s_text><sep/><s_text>Tuesday, 10/18/11</s_text><sep/><s_text>Wednesday, 10/19/11</s_text><sep/><s_text>Thursday, 10/20/11</s_text><sep/><s_text>Friday, 10/21/11</s_text><sep/><s_text>Saturday, 10/22/11</s_text><sep/><s_text>Sunday, 10/23/11</s_text></s_node-3><sep/><s_text>Week 5</s_text><s_node-3><s_text>Monday, 10/24/11</s_text><sep/><s_text>Tuesday, 10/25/11</s_text><sep/><s_text>Wednesday, 10/26/11</s_text><sep/><s_text>Thursday, 10/27/11</s_text><sep/><s_text>Friday, 10/28/11</s_text><sep/><s_text>Saturday, 10/29/11</s_text><sep/><s_text>Sunday, 10/30/11</s_text></s_node-3><sep/><s_text>Week 6</s_text><s_node-3><s_text>Monday, 10/31/11</s_text></s_node-3></s_node-2><sep/><s_text>November</s_text><s_node-2><s_text>Week 1</s_text><s_node-3><s_text>Tuesday, 11/1/11</s_text><sep/><s_text>Wednesday, 11/2/11</s_text><sep/><s_text>Thursday, 11/3/11</s_text><sep/><s_text>Friday, 11/4/11</s_text><sep/><s_text>Saturday, 11/5/11</s_text><sep/><s_text>Sunday, 11/6/11</s_text></s_node-3><sep/><s_text>Week 2</s_text><s_node-3><s_text>Monday, 11/7/11</s_text><sep/><s_text>Tuesday, 11/8/11</s_text><sep/><s_text>Wednesday, 11/9/11</s_text><sep/><s_text>Thursday, 11/10/11</s_text><sep/><s_text>Friday, 11/11/11</s_text><sep/><s_text>Saturday, 11/12/11</s_text><sep/><s_text>Sunday, 11/13/11</s_text></s_node-3><sep/><s_text>Week 3</s_text><s_node-3><s_text>Monday, 11/14/11</s_text><sep/><s_text>Tuesday, 11/15/11</s_text><sep/><s_text>Wednesday, 11/16/11</s_text><sep/><s_text>Thursday, 11/17/11</s_text><sep/><s_text>Friday, 11/18/11</s_text><sep/><s_text>Saturday, 11/19/11</s_text><sep/><s_text>Sunday, 11/20/11</s_text></s_node-3><sep/><s_text>Week 4</s_text><s_node-3><s_text>Monday, 11/21/11</s_text><sep/><s_text>Tuesday, 11/22/11</s_text><sep/><s_text>Wednesday, 11/23/11</s_text><sep/><s_text>Thursday, 11/24/11</s_text><sep/><s_text>Friday, 11/25/11</s_text><sep/><s_text>Saturday, 11/26/11</s_text><sep/><s_text>Sunday, 11/27/11</s_text></s_node-3><sep/><s_text>Week 5</s_text><s_node-3><s_text>Monday, 11/28/11</s_text><sep/><s_text>Tuesday, 11/29/11</s_text><sep/><s_text>Wednesday, 11/30/11</s_text></s_node-3></s_node-2><sep/><s_text>December</s_text><s_node-2><s_text>Week 1</s_text><s_node-3><s_text>Thursday, 12/1/11</s_text><sep/><s_text>Friday, 12/2/11</s_text><sep/><s_text>Saturday,12/3/11</s_text><sep/><s_text>Sunday, 12/4/11</s_text></s_node-3><sep/><s_text>Week 2</s_text><s_node-3><s_text>Monday,12/5/11</s_text><sep/><s_text>Tuesday, 12/6/11</s_text><sep/><s_text>Wednesday, 12/7/11</s_text><sep/><s_text>Thursday, 12/8/11</s_text><sep/><s_text>Friday, 12/9/11</s_text><sep/><s_text>Saturday, 12/10/11</s_text><sep/><s_text>Sunday, 12/11/11</s_text></s_node-3><sep/><s_text>Week 3</s_text><s_node-3><s_text>Monday, 12/12/11</s_text><sep/><s_text>Tuesday, 12/13/11</s_text><sep/><s_text>Wednesday, 12/14/11</s_text><sep/><s_text>Thursday, 12/15/11</s_text><sep/><s_text>Friday, 12/16/11</s_text><sep/><s_text>Saturday, 12/17/11</s_text><sep/><s_text>Sunday, 12/18/11</s_text></s_node-3><sep/><s_text>Week 4</s_text><s_node-3><s_text>Monday, 12/19/11</s_text><sep/><s_text>Tuesday, 12/20/11</s_text><sep/><s_text>Wednesday, 12/21/11</s_text><sep/><s_text>Thursday, 12/22/11</s_text><sep/><s_text>Friday, 12/23/11</s_text><sep/><s_text>Saturday, 12/24/11</s_text><sep/><s_text>Sunday, 12/25/11</s_text></s_node-3><sep/><s_text>Week 5</s_text><s_node-3><s_text>Monday, 12/26/11</s_text><sep/><s_text>Tuesday, 12/27/11</s_text><sep/><s_text>Wednesday, 12/28/11</s_text><sep/><s_text>Thursday, 12/29/11</s_text><sep/><s_text>Friday, 12/30/11</s_text><sep/><s_text>Saturday, 12/31/11</s_text></s_node-3></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify and output all the nodes and their interconnections in this mind map image.

[Assistant] <s_map><s_node-0><s_text>Canada</s_text><s_node-1><s_text>Western Canada</s_text><s_node-2><s_text>British Columbia</s_text><s_node-3><s_text>British Columbia Interior</s_text><s_node-4><s_text>Atlin District</s_text><sep/><s_text>Stikine Country</s_text><sep/><s_text>Peace River Country</s_text><sep/><s_text>Nechako</s_text><sep/><s_text>Bulkley</s_text><sep/><s_text>Cariboo</s_text><s_node-5><s_text>Interlakes</s_text><sep/><s_text>Fraser Canyon</s_text></s_node-5><sep/><s_text>Chilcotin</s_text><sep/><s_text>Omineca-Prince George</s_text><sep/><s_text>Robson Valley</s_text><sep/><s_text>Kootenays</s_text><s_node-5><s_text>West Kootenay</s_text><s_node-6><s_text>Slocan</s_text><sep/><s_text>Arrow Lakes</s_text></s_node-6><sep/><s_text>East Kootenay</s_text><s_node-6><s_text>Elk Valley</s_text><sep/><s_text>Columbia Valley</s_text></s_node-6><sep/><s_text>Columbia Country</s_text><s_node-6><s_text>Big Bend Country</s_text><sep/><s_text>Columbia Valley</s_text></s_node-6></s_node-5><sep/><s_text>Okanagan</s_text><sep/><s_text>Boundary</s_text><sep/><s_text>Similkameen</s_text><sep/><s_text>Thompson</s_text><s_node-5><s_text>Nicola</s_text><sep/><s_text>Bonaparte</s_text><sep/><s_text>Wells Grey-Clearwater</s_text></s_node-5><sep/><s_text>Shuswap</s_text><sep/><s_text>Lillooet-Fraser Canyon</s_text><s_node-5><s_text>Bridge River Country</s_text></s_node-5></s_node-4><sep/><s_text>South Coast</s_text><s_node-4><s_text>Lower Mainland</s_text><s_node-5><s_text>Greater Vancouver</s_text><sep/><s_text>Fraser Valley</s_text></s_node-5><sep/><s_text>Sea-to-Sky Corridor</s_text><s_node-5><s_text>Pemberton Valley (alspart of Lillooet Country)</s_text><sep/><s_text>Gates Valley (alspart of Lillooet Country)</s_text></s_node-5></s_node-4><sep/><s_text>South Coast</s_text><s_node-4><s_text>Gulf Islands</s_text><s_node-5><s_text>Southern Gulf Islands</s_text><sep/><s_text>Northern Gulf Islands</s_text></s_node-5><sep/><s_text>Sunshine Coast</s_text><sep/><s_text>Vancouver Island</s_text><s_node-5><s_text>Greater Victoria</s_text><s_node-6><s_text>Saanich Peninsula</s_text></s_node-6><sep/><s_text>Mid-Island</s_text><s_node-6><s_text>Cowichan Valley</s_text><sep/><s_text>Nanaimo-Parksville</s_text><sep/><s_text>Comox Valley</s_text></s_node-6><sep/><s_text>North Island</s_text><sep/><s_text>West Coast of Vancouver Island</s_text><sep/><s_text>Juan de Fuca region</s_text></s_node-5></s_node-4><sep/><s_text>Central Coast</s_text><s_node-4><s_text>Queen Charlotte Strait</s_text><sep/><s_text>Bella Coola Valley</s_text></s_node-4><sep/><s_text>North Coast</s_text><s_node-4><s_text>Queen Charlotte Islands</s_text><sep/><s_text>Skeena</s_text><sep/><s_text>Nass</s_text><sep/><s_text>Stewart Country</s_text></s_node-4></s_node-3><sep/><s_text>Alberta</s_text><s_node-3><s_text>Northern Alberta</s_text><s_node-4><s_text>Peace River Country</s_text></s_node-4><sep/><s_text>Alberta's Rockies</s_text><sep/><s_text>Southern Alberta</s_text><s_node-4><s_text>Cypress Hills</s_text><sep/><s_text>Palliser's Triangle</s_text></s_node-4><sep/><s_text>Calgary Region</s_text><sep/><s_text>Edmonton Capital Region</s_text><sep/><s_text>Central Alberta</s_text><s_node-4><s_text>Calgary–Edmonton Corridor</s_text></s_node-4></s_node-3><sep/><s_text>Saskatchewan</s_text><s_node-3><s_text>Carlton Trail Region</s_text><sep/><s_text>East Central Saskatchewan</s_text><sep/><s_text>Northern Saskatchewan</s_text><sep/><s_text>Greater Regina Area</s_text><sep/><s_text>Greater Saskatoon Area</s_text><sep/><s_text>Southeastern Saskatchewan</s_text><sep/><s_text>Southwestern Saskatchewan</s_text><s_node-4><s_text>Palliser's Triangle</s_text><sep/><s_text>Coteau Hills</s_text><sep/><s_text>Cypress Hills</s_text></s_node-4><sep/><s_text>West Central Saskatchewan</s_text><sep/><s_text>Lakeland Region</s_text></s_node-3><sep/><s_text>Manitoba</s_text><s_node-3><s_text>Northern</s_text><sep/><s_text>Interlake</s_text><sep/><s_text>Central Plains</s_text><sep/><s_text>Eastman</s_text><sep/><s_text>Westman</s_text><sep/><s_text>Winnipeg Capital Region</s_text><sep/><s_text>Parkland</s_text><sep/><s_text>Pembina Valley</s_text></s_node-3></s_node-2><sep/><s_text>Eastern Canada</s_text><s_node-2><s_text>Ontario</s_text><s_node-3><s_text>Northern Ontario</s_text><s_node-4><s_text>Northwestern Ontario</s_text><sep/><s_text>Northeastern Ontario</s_text><s_node-5><s_text>Nickel Belt</s_text></s_node-5></s_node-4><sep/><s_text>Southern Ontario</s_text><s_node-4><s_text>Southwestern Ontario</s_text><s_node-5><s_text>Georgian Triangle</s_text><s_node-6><s_text>Bruce Peninsula</s_text></s_node-6></s_node-5><sep/><s_text>Golden Horseshoe</s_text><s_node-5><s_text>Greater TorontArea</s_text><sep/><s_text>Niagara Peninsula</s_text></s_node-5><sep/><s_text>Central Ontario</s_text><s_node-5><s_text>Kawartha Lakes</s_text><sep/><s_text>Muskoka</s_text><sep/><s_text>Haliburton</s_text><sep/><s_text>Bay of Quinte</s_text></s_node-5><sep/><s_text>Eastern Ontario</s_text><s_node-5><s_text>Ottawa Valley</s_text><sep/><s_text>National Capital Region</s_text><sep/><s_text>Thousand Islands</s_text><sep/><s_text>Upper Ottawa Valley</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>Quebec</s_text><s_node-3><s_text>Eastern Townships</s_text><sep/><s_text>Montérégie</s_text><sep/><s_text>Laurentian Mountains</s_text><sep/><s_text>Greater Montreal</s_text><sep/><s_text>Northern Quebec</s_text><sep/><s_text>Outaouais</s_text><sep/><s_text>Greater Quebec City Area</s_text><sep/><s_text>Saguenay-Lac-Saint-Jean</s_text><sep/><s_text>Bas-Saint-Laurent (Lower Saint-Lawrence)</s_text><sep/><s_text>Eastern Quebec</s_text><sep/><s_text>Gaspésie</s_text><sep/><s_text>Côte-Nord</s_text><sep/><s_text>Île Jésus</s_text><sep/><s_text>Island of Montreal</s_text><sep/><s_text>Île Perrot</s_text><sep/><s_text>Île d'Orléans</s_text><sep/><s_text>L'Île-Bizard, Quebec</s_text><sep/><s_text>Anticosti Island</s_text><sep/><s_text>Magdalen Islands</s_text></s_node-3><sep/><s_text>New Brunswick</s_text><s_node-3><s_text>Acadian Peninsula</s_text><sep/><s_text>North Shore</s_text><sep/><s_text>Gulf Shore</s_text><sep/><s_text>Fundy Shore</s_text><sep/><s_text>Fundy Isles</s_text><sep/><s_text>Kennebacasis River Valley</s_text><sep/><s_text>Republic of Madawaska</s_text><sep/><s_text>Miramichi Valley</s_text><sep/><s_text>St. John Valley</s_text><sep/><s_text>Tantramar</s_text><sep/><s_text>MetrMoncton</s_text><sep/><s_text>Greater Saint John</s_text><sep/><s_text>Greater Fredericton</s_text></s_node-3><sep/><s_text>Prince Edward Island</s_text><s_node-3><s_text>North Shore</s_text><sep/><s_text>South Shore</s_text><sep/><s_text>West Prince</s_text><sep/><s_text>East Prince/Summerside Area</s_text><sep/><s_text>Queens</s_text><sep/><s_text>Charlottetown Area</s_text><sep/><s_text>Kings</s_text></s_node-3><sep/><s_text>Nova Scotia</s_text><s_node-3><s_text>Annapolis Valley</s_text><sep/><s_text>Cape Breton Island</s_text><s_node-4><s_text>Industrial Cape Breton</s_text><sep/><s_text>Cape Breton Regional Municipality (CBRM)</s_text><sep/><s_text>Cape Breton Highlands</s_text><sep/><s_text>Strait of CansArea</s_text></s_node-4><sep/><s_text>Central Nova Scotia</s_text><sep/><s_text>Eastern Shore</s_text><sep/><s_text>Halifax Regional Municipality (HRM)</s_text><sep/><s_text>Musquodoboit Valley</s_text><sep/><s_text>North Shore</s_text><sep/><s_text>Northern Nova Scotia</s_text><sep/><s_text>South Shore</s_text><sep/><s_text>Southwestern Nova Scotia</s_text><sep/><s_text>Tantramar</s_text></s_node-3><sep/><s_text>Labrador</s_text><s_node-3><s_text>Labrador West</s_text><sep/><s_text>Labrador Coast</s_text><sep/><s_text>Nunatsiavut</s_text></s_node-3><sep/><s_text>Newfoundland</s_text><s_node-3><s_text>Avalon Peninsula</s_text><sep/><s_text>Burin Peninsula</s_text><sep/><s_text>Bonavista Peninsula</s_text><sep/><s_text>South Coast</s_text><sep/><s_text>West Coast</s_text><s_node-4><s_text>Bay of Islands</s_text><s_node-5><s_text>South Shore Bay of Islands</s_text><sep/><s_text>North Shore Bay of Islands</s_text><sep/><s_text>Corner Brook</s_text></s_node-5><sep/><s_text>Bay St. George</s_text><s_node-5><s_text>Bay St. George South</s_text></s_node-5><sep/><s_text>Bonne Bay</s_text><sep/><s_text>Gros Morne</s_text><sep/><s_text>Port au Port Peninsula</s_text></s_node-4><sep/><s_text>Great Northern Peninsula</s_text><s_node-4><s_text>White Bay</s_text></s_node-4><sep/><s_text>Northeast Coast</s_text><sep/><s_text>FogIsland</s_text></s_node-3></s_node-2><sep/><s_text>Northern Canada</s_text><s_node-2><s_text>Yukon</s_text><s_node-3><s_text>Klondike</s_text></s_node-3><sep/><s_text>Northwest Territories</s_text><s_node-3><s_text>Census divisions</s_text><s_node-4><s_text>Fort Smith Region</s_text><sep/><s_text>Inuvik Region</s_text></s_node-4><sep/><s_text>Administrative divisions of the Government of the Northwest Territories</s_text><s_node-4><s_text>Inuvik Region</s_text><sep/><s_text>Sahtu Region</s_text><sep/><s_text>DehchRegion</s_text><sep/><s_text>North Slave Region</s_text><sep/><s_text>South Slave Region</s_text></s_node-4></s_node-3><sep/><s_text>Nunavut</s_text><s_node-3><s_text>Kitikmeot Region</s_text><sep/><s_text>Kivalliq Region</s_text><sep/><s_text>Qikiqtaaluk Region</s_text></s_node-3></s_node-2><sep/><s_text>mapped by Wojciech Korsak</s_text></s_node-1></s_node-0></s_map>


[User] <image>

[User] Analyze the image and describe in detail the levels and relationships of information in the mind map.

[Assistant] <s_map><s_node-0><s_text>Intégrer le Mindmapping numérique dans l'enseignement et l'apprentissage de la Psychologie par M. Bang Khanh Nong, M. Tuan Anh Pham, Mme. Thy Nu Mai Tran  Carte de Lecture de Lucas Gruez, août 2011 Blog: http://classemapping.blogspot.com/ Curation: http://www.scoop.it/t/classemapping     http://www.scoop.it/t/p-o-c</s_text><s_node-1><s_text>Introduction</s_text><s_node-2><s_text>psychologie</s_text><s_node-3><s_text>matière obligatoire dans le cursus en sciences sociales pour la formation des enseignants</s_text><sep/><s_text>Education</s_text><s_node-4><s_text>Approche constructiviste</s_text><s_node-5><s_text>outils efficaces</s_text><s_node-6><s_text>Cartes mentales</s_text><s_node-7><s_text>Pensée irradiante</s_text><sep/><s_text>Image centrale</s_text><sep/><s_text>Branches principales</s_text><s_node-8><s_text>Branches secondaires</s_text></s_node-8><sep/><s_text>Mots clés</s_text><sep/><s_text>Images</s_text><sep/><s_text>Structure connectée</s_text><sep/><s_text>Approche multi-dimensionnelle</s_text></s_node-7><sep/><s_text>Cartes conceptuelles</s_text><s_node-7><s_text>Un instantané de la construction des connaissances d'une personne</s_text><s_node-8><s_text>Comment les concepts sont</s_text><s_node-9><s_text>hiérarchisés</s_text><sep/><s_text>Reliés</s_text><sep/><s_text>Intégrés</s_text></s_node-9></s_node-8></s_node-7><sep/><s_text>Apprentissage plus efficace</s_text><s_node-7><s_text>Une meilleure</s_text><s_node-8><s_text>focalisation sur l'essentiel</s_text><sep/><s_text>Mémorisation</s_text><sep/><s_text>Productivité</s_text><sep/><s_text>Créativité</s_text></s_node-8><sep/><s_text>Relier connaissances</s_text><s_node-8><s_text>Antérieures</s_text><sep/><s_text>Nouvelles</s_text><sep/><s_text>Evaluer l'évolution</s_text></s_node-8><sep/><s_text>Plus grande motivation</s_text><s_node-8><s_text>Enthousiasme</s_text><sep/><s_text>Sentiment de compétence</s_text></s_node-8></s_node-7></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>Technologies de l'Information et de la Communication</s_text><s_node-3><s_text>Programme de développement 2001-2005</s_text><s_node-4><s_text>Priorité stratégique du développement socio-économique</s_text></s_node-4><sep/><s_text>Changer la pédagogie</s_text><s_node-4><s_text>centrée</s_text><s_node-5><s_text>non plus sur l'enseignant</s_text><sep/><s_text>mais sur l'apprenant</s_text></s_node-5><sep/><s_text>Améliorer la qualité de l'enseignement</s_text></s_node-4><sep/><s_text>Utilisation de logiciels de mind mapping</s_text><s_node-4><s_text>Sur 150 professeurs interrogés</s_text><s_node-5><s_text>95,2% trouvent l'outil</s_text><s_node-6><s_text>très utile</s_text></s_node-6></s_node-5><sep/><s_text>Un outil pour</s_text><s_node-5><s_text>Connaissances</s_text><s_node-6><s_text>Mieux</s_text><s_node-7><s_text>intégrées</s_text><sep/><s_text>organisées</s_text></s_node-7></s_node-6><sep/><s_text>Idées</s_text><s_node-6><s_text>Brainstorming</s_text><sep/><s_text>mieux organisées</s_text></s_node-6><sep/><s_text>Résoudre des problèmes</s_text><s_node-6><s_text>avec davantage de logique</s_text></s_node-6><sep/><s_text>la classe</s_text><s_node-6><s_text>une plus grande</s_text><s_node-7><s_text>motivation</s_text><sep/><s_text>créativité</s_text><sep/><s_text>collaboration</s_text><sep/><s_text>Confiance</s_text></s_node-7></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>Problématique de la recherche</s_text><s_node-3><s_text>Efficacité du mind mapping numérique par rapport</s_text><s_node-4><s_text>aux méthodes conventionnelles</s_text><sep/><s_text>au mind mapping papier / crayons</s_text></s_node-4><sep/><s_text>l'utilisation du mind mapping a-t-il changé positivement l'attitude des étudiants vis à vis du cours de Psychologie auThai Nguyen Teacher Training Institution?</s_text></s_node-3></s_node-2><sep/><s_text>Méthodes</s_text><s_node-2><s_text>Participants</s_text><s_node-3><s_text>90 étudiants de première année du Thai Nguyen Teacher Training Institute (VietNam)</s_text><s_node-4><s_text>30 dans chaque groupe, répartis de façon aléatoire</s_text><s_node-5><s_text>Groupe expérimental: E</s_text><s_node-6><s_text>Enseigner et apprendre avec des logiciels de mind mapping</s_text></s_node-6><sep/><s_text>Groupe de contrôle 1: E1</s_text><s_node-6><s_text>Enseigner et apprendre de façon conventionnelle</s_text></s_node-6><sep/><s_text>Groupe de contrôle 2: E2</s_text><s_node-6><s_text>Enseigner et apprendre avec le mind mapping papier / crayons</s_text></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>Modèle de recherche</s_text><s_node-3><s_text>Pré-test</s_text><s_node-4><s_text>Après le premier chapitre du cours</s_text><s_node-5><s_text>Tous les étudiants au même niveau</s_text><s_node-6><s_text>Pas d'utilsation du mind mapping</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>les trois groupes sont formés</s_text><s_node-4><s_text>Utilisation du mind mapping</s_text><s_node-5><s_text>E: logiciels de mind mapping</s_text><sep/><s_text>E2: mind mapping papier / crayon</s_text></s_node-5></s_node-4><sep/><s_text>Post-test</s_text><s_node-4><s_text>A la fin du cours</s_text></s_node-4></s_node-3><sep/><s_text>Instruments</s_text><s_node-3><s_text>Tests écrits</s_text><sep/><s_text>QCM</s_text></s_node-3><sep/><s_text>Procédure</s_text><s_node-3><s_text>Mise en oeuvre pédagogique sur le chapitre 4 du cours</s_text><s_node-4><s_text>Pour le groupe expérimental (mind mapping sur ordinateur)</s_text><s_node-5><s_text>Apprentissage du mind mapping</s_text><s_node-6><s_text>les techniques</s_text><sep/><s_text>les logiciels</s_text></s_node-6></s_node-5><sep/><s_text>pour le groupe contrôle 1 (méthode conventionnelle)</s_text><s_node-5><s_text>Cours conventionnel</s_text><s_node-6><s_text>aucune référence au mind mapping</s_text></s_node-6></s_node-5><sep/><s_text>pour le groupe de contrôle 2 ( mind mapping papier / crayon)</s_text><s_node-5><s_text>Apprentissage du mind mapping</s_text><s_node-6><s_text>les techniques</s_text><sep/><s_text>utilisation papier / crayons</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Chaque groupe a</s_text><s_node-4><s_text>effectué les mêmes tâches</s_text><sep/><s_text>dans le même laps de temps</s_text></s_node-4></s_node-3><sep/><s_text>Aperçu de l'activité des groupes expérimentaux</s_text><s_node-3><s_text>Fabrication d'une carte mentale collective sur la cognition</s_text><s_node-4><s_text>grand groupe</s_text><s_node-5><s_text>Enseignant + Etudiants</s_text><sep/><s_text>Brainstorming</s_text><s_node-6><s_text>Création de la structure de la carte</s_text><sep/><s_text>Connexions entre les concepts</s_text></s_node-6><sep/><s_text>Tableau de la connaissance du groupe</s_text></s_node-5><sep/><s_text>Par groupe de 5</s_text><s_node-5><s_text>Un ordinateur portable par groupe</s_text><sep/><s_text>A partir de la carte collective, les étudiants doivent</s_text><s_node-6><s_text>analyser</s_text><sep/><s_text>comparer</s_text><sep/><s_text>synthétiser</s_text><sep/><s_text>compléter</s_text></s_node-6><sep/><s_text>Création d'une nouvelle carte</s_text><s_node-6><s_text>présentée au grand groupe</s_text><s_node-7><s_text>Pendant la présentation de chaque groupe</s_text><s_node-8><s_text>Synthèse</s_text><sep/><s_text>Création d'une nouvelle carte collective</s_text><s_node-9><s_text></s_text><s_node-10><s_text>Structuration des connaissances par les étudiants</s_text><sep/><s_text>façon originale de créer un cours structuré</s_text><s_node-11><s_text>mise en place de différentes situations d'apprentissage</s_text></s_node-11><sep/><s_text>Etudiants actifs</s_text><s_node-11><s_text>se posent des questions</s_text><sep/><s_text>doivent résoudre des problèmes</s_text></s_node-11></s_node-10></s_node-9></s_node-8></s_node-7></s_node-6></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>Résultats</s_text><s_node-2><s_text>Efficacité du mind mapping numérique?</s_text><s_node-3><s_text>Résultats du pré-test</s_text><s_node-4><s_text>pas de différences significatives entre les groupes</s_text></s_node-4><sep/><s_text>Résultats du post-test</s_text><s_node-4><s_text>E = mind mapping numérique E2 = mind mapping papier crayon E1 = façon conventionnelle</s_text><s_node-5><s_text>l'utilisation de mind mapping joue un rôle crucial dans la réussite scolaire</s_text><s_node-6><s_text>mind mapping papier / crayon</s_text><s_node-7><s_text>impact significatif sur la façon d'apprendre</s_text></s_node-7><sep/><s_text>mind mapping numérique</s_text><s_node-7><s_text>plus grande efficacité</s_text><s_node-8><s_text>en relation avec</s_text><s_node-9><s_text>brainstorming</s_text><sep/><s_text>travail collaboratif</s_text></s_node-9></s_node-8></s_node-7></s_node-6></s_node-5></s_node-4></s_node-3><sep/><s_text>Perception des étudiants sur l'utilité du mind mapping</s_text><s_node-3><s_text>Questionnaire pour les deux groupes utilisant les cartes heuristiques</s_text><sep/><s_text>les aide pour</s_text><s_node-4><s_text>brainstorming</s_text><sep/><s_text>organisation des idées</s_text><s_node-5><s_text>plus grande efficacité avec le mind mapping numérique</s_text></s_node-5><sep/><s_text>compréhension des concepts</s_text><sep/><s_text>travail avec des pairs</s_text></s_node-4><sep/><s_text>utilisation dans d'autres matières</s_text><sep/><s_text>Difficulté</s_text><s_node-4><s_text>au départ, pour quelques uns, l'utilisation du logiciel de mind mapping</s_text></s_node-4></s_node-3></s_node-2><sep/><s_text>Conclusion</s_text><s_node-2><s_text>grande efficacité du mind mapping dans l'apprentissage</s_text><s_node-3><s_text>même résultats que les études précédentes</s_text><s_node-4><s_text>Buzan, 1996</s_text><sep/><s_text>Farrand et al. 2002</s_text><sep/><s_text>Riley & Ahlberg, 2004</s_text><sep/><s_text>Akinoglu & Yasar, 2007</s_text><sep/><s_text>Chiou, 2008</s_text><sep/><s_text>Erdogan, 2008</s_text></s_node-4><sep/><s_text>Logiciels de mind mapping, un outil extrêmement efficace pour</s_text><s_node-4><s_text>conceptualiser des idées</s_text><sep/><s_text>établir des liens entre les concepts</s_text><sep/><s_text>organiser les idées</s_text><sep/><s_text>construire de nouvelles connaissances</s_text><sep/><s_text>résoudre des problèmes</s_text><sep/><s_text>développer l'esprit critique</s_text><sep/><s_text>travail collaboratif</s_text></s_node-4><sep/><s_text>Développe la créativité</s_text><sep/><s_text>Les étudiants se sont appropriés l'outil et l'ont utilisé dans d'autres matières</s_text><sep/><s_text>pour le cours de Psychologie</s_text><s_node-4><s_text></s_text><s_node-5><s_text>motivation</s_text><sep/><s_text>intérêt</s_text></s_node-5></s_node-4><sep/><s_text>Confiance en eux</s_text></s_node-3><sep/><s_text>un outil pour les enseignants</s_text><s_node-3><s_text>pour structurer les cours</s_text><s_node-4><s_text>planifier</s_text><sep/><s_text>Elaborer</s_text><sep/><s_text>mener</s_text></s_node-4><sep/><s_text>ce n'est pas "l'outil idéal"</s_text><s_node-4><s_text>A l'enseignant de déterminer dans quelle situation utiliser les cartes heuristiques pour un meilleur apprentissage</s_text></s_node-4></s_node-3><sep/><s_text>Pour un petit nombre d'étudiants</s_text><s_node-3><s_text>difficulté à s'adapter rapidement à l'utilisation du mind mapping</s_text><s_node-4><s_text>Risque de frustration</s_text><s_node-5><s_text>Concevoir un apprentissage préalable des techniques du mind mapping d'une grande clarté</s_text><sep/><s_text>mise en place d'un soutien</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>une intégration raisonnable des TIC dans l'enseignement et l'apprentissage permet</s_text><s_node-3><s_text>augmentation de la qualité</s_text><s_node-4><s_text>Education</s_text><sep/><s_text>Pédagogie</s_text></s_node-4><sep/><s_text>En cas de manque d'équipements</s_text><s_node-4><s_text>l'utilisation du mind mapping est tout de même</s_text><s_node-5><s_text>simple</s_text><s_node-6><s_text>a mettre en oeuvre</s_text></s_node-6></s_node-5></s_node-4></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify and output all the nodes and their interconnections in this mind map image.

[Assistant] <s_map><s_node-0><s_text>November Blog Post Ideas</s_text><s_node-1><s_text>1-10</s_text><s_node-2><s_text>Student Incentives in the Laptop Classroom</s_text><s_node-3><s_text>Infectious</s_text></s_node-3><sep/><s_text>Storytlr.com in History and English Class</s_text><s_node-3><s_text>Collaboration with Jack</s_text></s_node-3><sep/><s_text>CSS for History Teachers</s_text><s_node-3><s_text>Captivate Video</s_text><sep/><s_text>Similar to Illustrated text from the Middle Ages</s_text></s_node-3><sep/><s_text>Military History - Normandy Invasion</s_text><s_node-3><s_text>With Flash Animation</s_text><sep/><s_text>Overview</s_text></s_node-3><sep/><s_text>Streaming Your Desktop</s_text><s_node-3><s_text>Advantages</s_text><sep/><s_text>How-to</s_text><s_node-4><s_text>Wirecast</s_text></s_node-4></s_node-3><sep/><s_text>Wimba for Blackboard</s_text><s_node-3><s_text>Review</s_text><sep/><s_text>Application</s_text></s_node-3><sep/><s_text>Sharepod in the Classroom</s_text><s_node-3><s_text>Instructional Uses for iPods</s_text></s_node-3><sep/><s_text>Early History of Science & Technology</s_text><s_node-3><s_text>The First 10</s_text></s_node-3><sep/><s_text>The Middle Ages in 5 minutes and 9 seconds</s_text><s_node-3><s_text>GoAnimate</s_text></s_node-3><sep/><s_text>Why study history?</s_text><s_node-3><s_text>A student's perspective</s_text></s_node-3></s_node-2><sep/><s_text>11-20</s_text><s_node-2><s_text>Multiple Monitors</s_text><s_node-3><s_text>One Computer</s_text><sep/><s_text>Multiple Computers</s_text><sep/><s_text>Advantages</s_text><s_node-4><s_text>Grading</s_text></s_node-4></s_node-3><sep/><s_text>The Danger Poster in Blackboard</s_text><s_node-3><s_text>Images for students</s_text><sep/><s_text>Failing the class</s_text><sep/><s_text>Behind in the work</s_text><sep/><s_text>Praise</s_text></s_node-3><sep/><s_text>Self & Peer Assessment in Blackboard</s_text><s_node-3><s_text>How-To</s_text></s_node-3><sep/><s_text>SCORM</s_text><s_node-3><s_text>What is it?</s_text></s_node-3><sep/><s_text>Frustrations of New Teachers with Technology</s_text><s_node-3><s_text>Interviews</s_text></s_node-3><sep/><s_text>Frustrations of Administrators with Technology</s_text><s_node-3><s_text>Interview</s_text><s_node-4><s_text>Wall</s_text><sep/><s_text>Schott</s_text><sep/><s_text>Creeger</s_text></s_node-4></s_node-3><sep/><s_text>Accelerated Learning</s_text><s_node-3><s_text>What is it?</s_text></s_node-3><sep/><s_text>Why use WordPress?</s_text><sep/><s_text>Westward Expansion in US History</s_text><s_node-3><s_text>PAI Ch 12</s_text></s_node-3><sep/><s_text>Teaching with Comics</s_text><s_node-3><s_text>STEM focus</s_text><sep/><s_text>Interview J Smith</s_text></s_node-3></s_node-2><sep/><s_text>21-30</s_text><s_node-2><s_text>The Age of Innovation and Industry</s_text><s_node-3><s_text>PAI Ch 13</s_text></s_node-3><sep/><s_text>Labor's Response to Industrialism</s_text><s_node-3><s_text>PAI Ch 14</s_text></s_node-3><sep/><s_text>Through Ellis Island and Angel Island: The Immigrant Experience</s_text><s_node-3><s_text>PAI Ch 15</s_text></s_node-3><sep/><s_text>The Culture of the High Middle Ages</s_text><s_node-3><s_text>WH Ch 10-3</s_text></s_node-3><sep/><s_text>The Late Middle Ages</s_text><s_node-3><s_text>WH Ch 10-4</s_text></s_node-3><sep/><s_text>The Renaissance</s_text><s_node-3><s_text>WH Ch 12-1</s_text></s_node-3><sep/><s_text>The Intellectual and Artistic Renaissance</s_text><s_node-3><s_text>WH Ch 12-2</s_text></s_node-3><sep/><s_text>The Protestant Reformation</s_text><s_node-3><s_text>WH Ch 12-3</s_text></s_node-3><sep/><s_text>The Spread of Protestantism and the Catholic Response</s_text><s_node-3><s_text>WH Ch 12-4</s_text></s_node-3><sep/><s_text>Exploration and Expansion</s_text><s_node-3><s_text>WH Ch 13-1</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify and output all the nodes and their interconnections in this mind map image.

[Assistant] <s_map><s_node-0><s_text>fDF 1 et 2</s_text><s_node-1><s_text>Tarascon</s_text><s_node-2><s_text>Organisation administrative</s_text><s_node-3><s_text>Note de procédure</s_text><s_node-4><s_text>10 stagiaires</s_text><s_node-5><s_text>Rajouter - GAVOIS Geoffrey SPVC - Information Chef de centre</s_text></s_node-5><sep/><s_text>Conducteurs</s_text><s_node-5><s_text>messagerie tous CIS</s_text></s_node-5></s_node-4><sep/><s_text>Equipe pédagogique</s_text><s_node-4><s_text>Antonuitti patrick</s_text><sep/><s_text>Rouan Sébastien</s_text><s_node-5><s_text>Toute la semaine</s_text></s_node-5><sep/><s_text>Canredon Yannick</s_text><sep/><s_text>Ravaleux Roland</s_text><s_node-5><s_text>lundi AM, mercredi AM, jeudi AM</s_text></s_node-5><sep/><s_text>Mongenie Jean Jacques</s_text><s_node-5><s_text>3 jours (mardi, mercredi, jeudi</s_text></s_node-5><sep/><s_text>Specia Christophe</s_text></s_node-4></s_node-3><sep/><s_text>Organisation matérielle</s_text><s_node-3><s_text>Véhicules</s_text><s_node-4><s_text>CCF 2000 TARASCON</s_text><sep/><s_text>CCF 2000 PAMIERS</s_text><sep/><s_text>CCF 2000 FOIX</s_text><sep/><s_text>CCF 2000 LAVELANET</s_text></s_node-4><sep/><s_text>Postes radio</s_text><s_node-4><s_text>6 Postes radio</s_text></s_node-4><sep/><s_text>Ponchos</s_text><s_node-4><s_text>Ponchos formation</s_text><s_node-5><s_text>un exemplaire pour montrer</s_text></s_node-5></s_node-4><sep/><s_text>Moto pompe commando</s_text><s_node-4><s_text>A faire inclure dans la dotation du CCF FOIX</s_text></s_node-4></s_node-3><sep/><s_text>Organisation pédagogique</s_text><s_node-3><s_text>Supports pédagogiques</s_text><s_node-4><s_text>Formateur</s_text><s_node-5><s_text>En ligne sur plate forme collaboratrice</s_text></s_node-5><sep/><s_text>Stagiaires</s_text><s_node-5><s_text>Livret de formation - Icône Graphic</s_text><sep/><s_text>Copie du GNR - Prêt</s_text></s_node-5></s_node-4><sep/><s_text>Matériels</s_text><s_node-4><s_text>Vidéo projecteur Tarascon</s_text><sep/><s_text>vidéo projecteur supplémentaire</s_text><sep/><s_text>Ordinateur portable</s_text></s_node-4><sep/><s_text>Livrets d'évaluation</s_text><s_node-4><s_text>10 livrets noir et blanc</s_text></s_node-4><sep/><s_text>Convocation jury</s_text><s_node-4><s_text>Messagerie 3 FDF 3</s_text></s_node-4><sep/><s_text>Programme Formation</s_text><s_node-4><s_text>A rédiger</s_text></s_node-4><sep/><s_text>Évaluation</s_text><s_node-4><s_text>Évaluation préventive FDF 2</s_text><sep/><s_text>Convoquer les 2 ayant échoués dans le Donezan</s_text></s_node-4></s_node-3><sep/><s_text>Organisation logistique</s_text><s_node-3><s_text>Restauration</s_text><s_node-4><s_text>Réservation CIS Tarascon</s_text></s_node-4><sep/><s_text>Hébergement</s_text><s_node-4><s_text>CIS Tarascon</s_text></s_node-4><sep/><s_text>Divers</s_text><s_node-4><s_text>Eau</s_text><s_node-5><s_text>84 bouteilles 1,5 l ou 0.5 l</s_text></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Please list in detail the topics, subtopics, and their connections in the mind map.

[Assistant] <s_map><s_node-0><s_text></s_text><s_node-1><s_text>3 octobre – 19h – Office du Tourisme</s_text><sep/><s_text>c'est quoi</s_text><s_node-2><s_text>12 musées</s_text><s_node-3><s_text>des milliers de pièces</s_text><s_node-4><s_text>déjà là</s_text><sep/><s_text>en dépôt</s_text><sep/><s_text>potentiels</s_text></s_node-4><sep/><s_text>pièces</s_text><s_node-4><s_text>remarquables</s_text><sep/><s_text>uniques</s_text></s_node-4></s_node-3><sep/><s_text>monuments</s_text><sep/><s_text>classification UNESCO</s_text></s_node-2><sep/><s_text>buts</s_text><s_node-2><s_text>comment mieux exploiter</s_text></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>feuille de route</s_text><s_node-2><s_text>constat</s_text><s_node-3><s_text>les musées</s_text><s_node-4><s_text>offre actuel</s_text><s_node-5><s_text>le grand nombre</s_text></s_node-5><sep/><s_text>le nombre de visiteurs</s_text><sep/><s_text>attractivité de la ville</s_text></s_node-4><sep/><s_text>inventaire des collections</s_text><s_node-4><s_text>centralisé?</s_text><sep/><s_text>musée par musée</s_text><sep/><s_text>sous quelle forme</s_text></s_node-4><sep/><s_text>inventaire</s_text><s_node-4><s_text>objets découverts à Tournai</s_text><sep/><s_text>en dépôt ailleurs</s_text></s_node-4><sep/><s_text>histoire de la ville se concrétise comment</s_text><s_node-4><s_text>mise en évidence</s_text></s_node-4><sep/><s_text>acteurs</s_text><s_node-4><s_text>officiels</s_text><sep/><s_text>satellites</s_text><s_node-5><s_text>Amis du Musée</s_text><sep/><s_text>fabrique d’église cathédrale,</s_text><sep/><s_text>association des guides</s_text></s_node-5></s_node-4></s_node-3><sep/><s_text>définir le musée "moderne"</s_text><s_node-3><s_text>dimensions du concept musée</s_text><s_node-4><s_text>gestion</s_text><s_node-5><s_text>batiments</s_text><sep/><s_text>collections</s_text><sep/><s_text>réserves</s_text></s_node-5><sep/><s_text>scénarisation</s_text><s_node-5><s_text>espaces</s_text></s_node-5><sep/><s_text>communication</s_text><sep/><s_text>promotion</s_text></s_node-4><sep/><s_text>comment</s_text><s_node-4><s_text>experts</s_text><sep/><s_text>expériences ailleurs</s_text></s_node-4></s_node-3><sep/><s_text>questions</s_text><s_node-3><s_text>musées</s_text><s_node-4><s_text>ambitions</s_text><sep/><s_text>modéle</s_text><sep/><s_text>accueil</s_text><sep/><s_text>dans un cadre</s_text></s_node-4><sep/><s_text>coordination</s_text><s_node-4><s_text>gestion</s_text><sep/><s_text>réserves</s_text></s_node-4><sep/><s_text>programmation</s_text><s_node-4><s_text>expositions</s_text><sep/><s_text>coordination avec autres villes</s_text></s_node-4><sep/><s_text>formation continuée</s_text><sep/><s_text>diversité des publics</s_text><s_node-4><s_text>scolaire, ados, familles, individuels, personnes âgées, handicapés</s_text></s_node-4><sep/><s_text>intégration dans la cité</s_text><s_node-4><s_text>touristes, habitants, écoles, associations, horeca,</s_text></s_node-4><sep/><s_text>concilier, mettre ensemble</s_text><s_node-4><s_text>donner envie au visiteur de venir</s_text><sep/><s_text>refléter la culture de la région</s_text></s_node-4><sep/><s_text>mise en évidence</s_text><s_node-4><s_text>quartier cathédrale</s_text><sep/><s_text>autres patrimoines</s_text><s_node-5><s_text>centre urbain</s_text><sep/><s_text>périphérie</s_text><sep/><s_text>villages</s_text><s_node-6><s_text>immobilier</s_text><sep/><s_text>paysager</s_text></s_node-6></s_node-5></s_node-4></s_node-3></s_node-2><sep/><s_text>chantier en cours</s_text><s_node-2><s_text>les musées</s_text><s_node-3><s_text>Musee des Beaux-Arts</s_text><s_node-4><s_text>courriel: musee.beaux-arts@tournai.be</s_text><sep/><s_text>Conservateur : Monsieur Jean-Pierre DE RYCKE</s_text></s_node-4><sep/><s_text>La Maison Tournaisienne Musée de Folklore</s_text><s_node-4><s_text>courriel: musee.folklore@tournai.be</s_text><sep/><s_text>Conservatrice : Mademoiselle Nicole DEMARET</s_text></s_node-4><sep/><s_text>Musée d'archéologie</s_text><s_node-4><s_text>courriel: musee.archeologie@tournai.be</s_text><sep/><s_text>conservateur : Marianne DELCOURT</s_text></s_node-4><sep/><s_text>Musée de la Tapisserie Et Des Arts Du Tissu</s_text><s_node-4><s_text>courriel:musee.tapisserie@tournai.be</s_text><sep/><s_text>Conservateur : Madame Claudine MOL</s_text><sep/><s_text>Conservateur-adjoint : Madame Béatrice PENNANT</s_text></s_node-4><sep/><s_text>Musée d'histoire Naturelle et Vivarium</s_text><s_node-4><s_text>courriel:</s_text><sep/><s_text>conservateur : P. Brunin</s_text></s_node-4><sep/><s_text>Musée d'Histoire et des Arts Décoratifs de Tournai, Musée de la Porcelaine</s_text><s_node-4><s_text>courriel: musee.histoire.arts.decoratifs@tournai.be</s_text><sep/><s_text>conservateur : Monsieur Thomas BAYET</s_text></s_node-4><sep/><s_text>Musée Royal d’Armes et d’Histoire Militaire</s_text><s_node-4><s_text>courriel: musee.armes@tournai.be</s_text><sep/><s_text>conservateur : Charles DELIGNE</s_text></s_node-4><sep/><s_text>Le Centre de la marionnette</s_text><s_node-4><s_text>courriel: maisondelamarionnette@skynet.be</s_text><sep/><s_text>conservateur :</s_text></s_node-4></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify and output all the nodes and their interconnections in this mind map image.

[Assistant] <s_map><s_node-0><s_text>MindManager tips & tricks (Last Updated: 5th March 2011)</s_text><s_node-1><s_text>About this map</s_text><s_node-2><s_text>Created by: Adrian Griffith</s_text><sep/><s_text>Purpose</s_text></s_node-2><sep/><s_text>Keyboard shortcuts</s_text><s_node-2><s_text>Controlling and navigating</s_text><s_node-3><s_text>Collapse (and centre) entire map</s_text><s_node-4><s_text>Ctrl + F3</s_text></s_node-4><sep/><s_text>Collapse/expand selected topic</s_text><s_node-4><s_text>Ctrl + D</s_text></s_node-4><sep/><s_text>Zoom in/out</s_text><s_node-4><s_text>Ctrl + +</s_text><sep/><s_text>Ctrl + -</s_text></s_node-4><sep/><s_text>Fit map to screen</s_text><s_node-4><s_text>Ctrl + F5</s_text></s_node-4><sep/><s_text>Show branch alone (toggle)</s_text><s_node-4><s_text>F4</s_text></s_node-4><sep/><s_text>Focus topic</s_text><s_node-4><s_text>F3</s_text></s_node-4></s_node-3><sep/><s_text>Organising topics</s_text><s_node-3><s_text>Re-ordering topics at the same level</s_text><s_node-4><s_text>Ctrl + Alt + Arrow key</s_text></s_node-4><sep/><s_text>(Sorting topics</s_text></s_node-3><sep/><s_text>Add a subordinate (child) topic</s_text><s_node-3><s_text>Insert</s_text></s_node-3><sep/><s_text>Add a sibling topic</s_text><s_node-3><s_text>Enter</s_text></s_node-3><sep/><s_text>Insert parent topic</s_text><s_node-3><s_text>Ctrl + Shift + Insert</s_text></s_node-3><sep/><s_text>Add a callout</s_text><s_node-3><s_text>Ctrl + Shift + Enter</s_text></s_node-3><sep/><s_text>Add notes</s_text><s_node-3><s_text>Ctrl + T</s_text></s_node-3><sep/><s_text>Remove topic</s_text><s_node-3><s_text>Ctrl + Shift + Delete</s_text></s_node-3><sep/><s_text>Show help</s_text><s_node-3><s_text>F1</s_text></s_node-3></s_node-2><sep/><s_text>Subjectivity</s_text><s_node-2><s_text>Mind maps can be very subjective. To help with the "interpretability" of your map, try the following...</s_text><s_node-3><s_text>Include a legend</s_text><s_node-4><s_text>1. Open the Map Markers side tab</s_text><sep/><s_text>2. Click Insert legend into map</s_text><sep/><s_text>3. (Suggestion) Choose "Include only markers that are currently used in the map"</s_text></s_node-4><sep/><s_text>Use the Outline view to see if your map makes sense in a traditional layout</s_text><s_node-4><s_text>1. Click the View tab in the ribbon</s_text><sep/><s_text>2. Click the Outline View button</s_text></s_node-4><sep/><s_text>Know your audience. Think about why you are building the map. What's the end-game?</s_text><s_node-4><s_text>Draft a document?</s_text><sep/><s_text>Explain a complex concept?</s_text><sep/><s_text>Build a project plan?</s_text><sep/><s_text>Assemble a dashboard?</s_text><sep/><s_text>Just doing some thinking?</s_text><sep/><s_text>Managing a meeting?</s_text><sep/><s_text>Holding a brainstorming session</s_text><sep/><s_text>Presentation?</s_text></s_node-4><sep/><s_text>These are some typical reasons for making a map. Being mindful of this will determine how you structure your map.</s_text><s_relation>Know your audience. Think about why you are building the map. What's the end-game?</s_relation></s_node-3></s_node-2><sep/><s_text>Icons & markers</s_text><s_node-2><s_text>Resources Text Marker</s_text><s_node-3><s_text>Use the Resources text marker to assign people or teams to topics. Useful for then adding supplementary task data.</s_text><sep/><s_text>Also useful for re-organising maps using filtering</s_text><sep/><s_text>How?</s_text><s_node-4><s_text>1. Resources tab in the sidebar</s_text><sep/><s_text>2. Right-click on resources</s_text><sep/><s_text>3. Select 'New resource'</s_text></s_node-4></s_node-3><sep/><s_text>Use icons to differentiate topics</s_text><s_node-3><s_text>Use power filter to exploit</s_text><sep/><s_text>Focus only on what matters</s_text></s_node-3></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>Adding boundaries</s_text><s_node-2><s_text>Ctrl + Shift + B</s_text><s_node-3><s_text>or...</s_text><s_relation>1. In the Home tab on the ribbon ()</s_relation></s_node-3><sep/><s_text>1. In the Home tab on the ribbon</s_text><s_relation>or... ()</s_relation><sep/><s_text>2. Click Boundary</s_text></s_node-2><sep/><s_text>Useful things to remember</s_text><s_node-2><s_text>Copy & Paste</s_text><s_node-3><s_text>Ctrl + C (copy)</s_text><sep/><s_text>Ctrl + V (paste)</s_text></s_node-3><sep/><s_text>Web services</s_text><s_node-3><s_text>Google</s_text><sep/><s_text>Web services</s_text><s_node-4><s_text>Web service - Wikipedia, the free encyclopedia</s_text><sep/><s_text>Web Services Tutorial</s_text><sep/><s_text>Amazon Web Services</s_text><sep/><s_text>WebServices.Org</s_text><sep/><s_text>Java Web Services At a Glance</s_text><sep/><s_text>Web Services Architecture</s_text><sep/><s_text>Welcome to Web Services Project @ Apache</s_text><sep/><s_text>MSDN Web Services Developer Center</s_text><sep/><s_text>What is Web services? - A Word Definition From the Webopedia ...</s_text><sep/><s_text>Web Services -- Download Squad</s_text></s_node-4><sep/><s_text>Just 'clever map parts'</s_text></s_node-3><sep/><s_text>Linking maps</s_text><s_node-3><s_text>Maps can be hyperlinked together</s_text><s_node-4><s_text>1. Open a mmap file in your file system</s_text><sep/><s_text>2. Right click a topic</s_text><sep/><s_text>3. Paste\Paste Hyperlink</s_text><sep/><s_text>(or just copy at Explorer level)</s_text></s_node-4><sep/><s_text>Create a new map from selected topic</s_text><s_node-4><s_text>1. Right-click topic</s_text><sep/><s_text>2. Send to...</s_text><sep/><s_text>3. 'New linked map'</s_text></s_node-4><sep/><s_text>Maps can be added to your current map</s_text><s_node-4><s_text>Either copy & paste a topic from your clipboard, or...</s_text><sep/><s_text>Click the Map button in the Insert tab in the ribbon</s_text></s_node-4></s_node-3><sep/><s_text>Maps are searchable</s_text><s_node-3><s_text>Use the search box at the top of the screen</s_text></s_node-3></s_node-2><sep/><s_text>Filtering</s_text><s_node-2><s_text>This Help article summarises filtering</s_text><s_node-3></s_node-3><sep/><s_text>Try it on a map which makes use of icons</s_text><sep/><s_text>Try it on a map which uses Resource Text Markers</s_text></s_node-2><sep/><s_text>Further training</s_text><s_node-2><s_text>MindManager Help</s_text><s_node-3><s_text>F1</s_text></s_node-3><sep/><s_text>MindJet's Tips & Tricks map</s_text><s_node-3><s_text>Mindjet MindManager Tips and Tricks</s_text><s_node-4><s_text>Navigating</s_text><s_node-5><s_text>Expand and collapse topics</s_text><s_node-6><s_text>Click on the '+/-' symbol</s_text></s_node-6><sep/><s_text>Move map using 'grip hand'</s_text><s_node-6><s_text>Click on an empty space on your map and hold to get a "grip hand" image</s_text><sep/><s_text>Move your mouse and your map will move</s_text></s_node-6><sep/><s_text>Use the Pan and Zoom window (good for large maps)</s_text><s_node-6><s_text>From the 'View' tab, select 'Pan and Zoom'</s_text><sep/><s_text>On the 'Pan and Zoom' window, click and drag to navigate and zoom your map</s_text></s_node-6></s_node-5><sep/><s_text>Editing</s_text><s_node-5><s_text>Select multiple topics</s_text><s_node-6><s_text>Within an area</s_text><s_node-7><s_text>Left-click on an empty space</s_text><sep/><s_text>Drag to create a "rubber band"</s_text><sep/><s_text>Highlight the topics you want to select and release the mouse button</s_text></s_node-7><sep/><s_text>Individually</s_text><s_node-7><s_text>Press and hold the 'Ctrl' key while you select topics</s_text></s_node-7><sep/><s_text>All topics</s_text><s_node-7><s_text>Press 'Ctrl+A'</s_text></s_node-7><sep/><s_text>All siblings</s_text><s_node-7><s_text>Press 'Ctrl+Shift+A'</s_text></s_node-7></s_node-6><sep/><s_text>Convert a topic into a Floating Topic</s_text><s_node-6><s_text>Press and hold the 'Shift' key</s_text><sep/><s_text>Click and drag the topic to its new location</s_text><sep/><s_text>Release the mouse button</s_text></s_node-6><sep/><s_text>Remove a topic but keep its subtopics</s_text><s_node-6><s_text>Right-click on the topic</s_text><sep/><s_text>In the context menu, select 'Remove Topic'</s_text></s_node-6></s_node-5><sep/><s_text>Formatting</s_text><s_node-5><s_text>Align topics</s_text><s_node-6><s_text>Select the topics you want to align</s_text><sep/><s_text>From the 'Format' tab, select 'Align Topics'</s_text><sep/><s_text>Select how you want the topics aligned</s_text></s_node-6><sep/><s_text>Balance map topics</s_text><s_node-6><s_text>From the 'View' tab, select 'Balance Map'</s_text></s_node-6><sep/><s_text>Change the layout</s_text><s_node-6><s_text>Select the Central Topic or any topic that has subtopics</s_text><sep/><s_text>Select the Format Ribbon</s_text><sep/><s_text>Choose a new layout from the Growth Direction drop down menu</s_text></s_node-6></s_node-5><sep/><s_text>Creating an image</s_text><s_node-5><s_text>Save your map as an image</s_text><s_node-6><s_text>From the Application menu, select 'Export'</s_text><sep/><s_text>Select the 'Export as Image' option</s_text><sep/><s_text>Select 'Save'</s_text></s_node-6><sep/><s_text>Paste topic as bitmap image</s_text><s_node-6><s_text>Select a topic</s_text><sep/><s_text>Use the 'Copy' command</s_text><sep/><s_text>Select desired location for image (in MindManager or another application)</s_text><sep/><s_text>From the 'Edit' menu in most applications, or the 'Paste' menu in the 'Home' tab in MindManager, select 'Paste Special' as 'Bitmap'</s_text></s_node-6></s_node-5><sep/><s_text>© 2007 Mindjet LLC. All rights reserved.</s_text></s_node-4></s_node-3><sep/><s_text>Learning Centre Tutorials HIGHLY RECOMMENDED!</s_text><sep/><s_text>Getting started with MindManager (video)</s_text></s_node-2><sep/><s_text>About this map</s_text><s_node-2><s_text>Created by Adrian Griffith</s_text><sep/><s_text>Oval Business Solutions</s_text><sep/><s_text>Find us</s_text><s_node-3><s_text>Real world</s_text><s_node-4><s_text>Godalming, Nr Guildford, United Kingdom</s_text></s_node-4><sep/><s_text>Web</s_text><s_node-4><s_text>Our corporate web home</s_text><s_node-5><s_text>www.ovalbusinesssolutions.co.uk</s_text></s_node-5><sep/><s_text>Our productivity website</s_text><s_node-5><s_text>www.ovalbusinesssolutions.co.uk/Productivity</s_text></s_node-5></s_node-4><sep/><s_text>Social web</s_text><s_node-4><s_text>LinkedIn</s_text><sep/><s_text>Facebook</s_text><sep/><s_text>Twitter</s_text><s_node-5><s_text>@AdrianOval</s_text></s_node-5></s_node-4><sep/><s_text>Classic</s_text><s_node-4><s_text>Telephone</s_text><s_node-5><s_text>01483 424 993</s_text></s_node-5><sep/><s_text>E-mail</s_text><s_node-5><s_text>enquiries@oval.uk.com</s_text></s_node-5></s_node-4></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Identify and output all the nodes and their interconnections in this mind map image.

[Assistant] <s_map><s_node-0><s_text>FSB  The Federal Security Service of the Russian Federation</s_text><s_node-1><s_text>about this map</s_text><s_node-2><s_text>by wojciech korsak (POLAND, Warsaw)</s_text><s_node-3></s_node-3><sep/><s_text>all information: https://en.wikipedia.org/wiki/Federal_Security_Service</s_text></s_node-2><sep/><s_text>intro</s_text><s_node-2><s_text>(FSB; Russian: Федеральная служба безопасности Российской Федерации (ФСБ), tr. Federal'naya sluzhba bezopasnosti Rossiyskoy Federatsii, IPA: [fʲɪdʲɪˈralʲnəjə ˈsluʐbə bʲɪzɐˈpasnəstʲɪ rɐˈsʲijskəj fʲɪdʲɪˈratsɨjɪ]) is the principal security agency of Russia and the main successor agency to the USSR's Committee of State Security (KGB). Its main responsibilities are within the country and include counter-intelligence, internal and border security, counter-terrorism, and surveillance as well as investigating some other types of grave crimes and federal law violations. It is headquartered in Lubyanka Square, Moscow's centre, in the main building of the former KGB. According to the 1995 Federal Law "On the Federal Security Service", direction of the FSB is executed by the president of Russia, who appoints the Director of FSB.[1]</s_text><sep/><s_text>The immediate predecessor of the FSB was the Federal Counterintelligence Service (FSK) of Russia, itself a successor to the KGB: on 12 April 1995, Russian president Boris Yeltsin signed a law mandating a reorganization of the FSK, which resulted in the creation of the FSB. In 2003, the FSB's responsibilities were widened by incorporating the previously independent Border Guard Service and a major part of the abolished Federal Agency of Government Communication and Information (FAPSI). The three major structural successor components of the former KGB that remain administratively independent of the FSB are the Foreign Intelligence Service (SVR), the State Guards (FSO), and the Main Directorate of Special Programs of the President of the Russian Federation.</s_text><sep/><s_text>Under Russian federal law, the FSB is a military service just like the armed forces, the MVD, the FSO, the SVR, the FSKN, Main Directorate for Drugs Control and EMERCOM's civil defence, but its commissioned officers do not usually wear military uniforms.</s_text><sep/><s_text>The FSB is mainly responsible for internal security of the Russian state, counterintelligence, and the fight against organized crime, terrorism, and drug smuggling, whereas overseas espionage is the primary responsibility of the Russian Foreign Intelligence Service, successor to the KGB's First Directorate, as well as the GRU, a body within the Russian Ministry of Defence. However, the FSB's FAPSI conducts electronic surveillance abroad. All law enforcement and intelligence agencies in Russia work under the guidance of the FSB, if necessary.[2]</s_text><sep/><s_text>The FSB employs about 66,200 uniformed staff, including about 4,000 special forces troops. It also employs about 160,000–200,000 border guards.[2]</s_text><sep/><s_text>Under Article 32 of the Federal Constitutional Law On the Government of the Russian Federation,[3] The FSB answers directly to the RF president and the Director of FSB, while a member of the RF government which is headed by the Chairman of Government, reports to the president only; the Director also, ex officio, is a permanent member of the Security Council of Russia presided over by the president and chairman of the National Anti-terrorism Committee [ru] of Russia.</s_text></s_node-2><sep/><s_text>Directors of the FSB</s_text><s_node-2><s_text>info</s_text><s_node-3><s_text>On 20 June 1996, Boris Yeltsin fired Director of FSB Mikhail Barsukov and appointed Nikolay Kovalyov as acting Director and later Director of the FSB. Aleksandr Bortnikov took over on 12 May 2008.</s_text></s_node-3><sep/><s_text>Nikolai Golushko</s_text><s_node-3><s_text>December 1993 – February 1994</s_text></s_node-3><sep/><s_text>Sergei Stepashin</s_text><s_node-3><s_text>February 1994 – June 1995</s_text></s_node-3><sep/><s_text>Mikhail Barsukov</s_text><s_node-3><s_text>July 1995 – June 1996</s_text></s_node-3><sep/><s_text>Nikolai Kovalyov</s_text><s_node-3><s_text>July 1996 – July 1998</s_text></s_node-3><sep/><s_text>Vladimir Putin</s_text><s_node-3><s_text>July 1998 – August 1999</s_text></s_node-3><sep/><s_text>Nikolai Patrushev</s_text><s_node-3><s_text>August 1999 – 12 May 2008</s_text></s_node-3><sep/><s_text>Alexander Bortnikov</s_text><s_node-3><s_text>12 May 2008 – present</s_text></s_node-3></s_node-2><sep/><s_text>Organization</s_text><s_node-2><s_text>Center of Information Security of the FSB RF, Lubyanka Square</s_text><sep/><s_text>Below the nationwide level, the FSB has regional offices in the federal subjects of Russia. It also has administrations in the armed forces and other military institutions. Sub-departments exist for areas such as aviation, special training centers, forensic expertise, military medicine, etc.[6]</s_text><sep/><s_text>Structure of the Federal Office (incomplete):</s_text><s_node-3><s_text>Counterintelligence Service (Department)</s_text><s_node-4><s_text>chiefs: Oleg Syromolotov (since Aug 2000), Valery Pechyonkin (September 1997 – August 2000)</s_text></s_node-4><sep/><s_text>Directorate for the Counterintelligence Support of Strategic Facilities</s_text><sep/><s_text>Military Counterintelligence Directorate</s_text><s_node-4><s_text>chiefs: Alexander Bezverkhny (at least since 2002), Vladimir Petrishchev (since January 1996)</s_text></s_node-4><sep/><s_text>Service (Department) for Protection of the Constitutional System and the Fight against Terrorism</s_text><s_node-4><s_text>chiefs: Alexey Sedov (since March 2006), Alexander Bragin (2004 – March 2006), Alexander Zhdankov (2001–2004), German Ugryumov (2000–2001)</s_text></s_node-4><sep/><s_text>Directorate for Terrorism and Political Extremism Control</s_text><s_node-4><s_text>chiefs: Mikhail Belousov, before him Grafov, before the latter Boris Mylnikov (since 2000)</s_text></s_node-4><sep/><s_text>Economic Security Service (Department)</s_text><s_node-4><s_text>chiefs: Alexander Bortnikov (since 2 March 2004), Yury Zaostrovtsev (January 2000 – March 2004), Viktor Ivanov (April 1999 – January 2000), Nikolay Patrushev (1998 – April 1999), Alexander Grigoryev (28 August – 1 October 1998).</s_text></s_node-4><sep/><s_text>Operational Information and International Relations Service (Analysis, Forecasting, and Strategic Planning Department)</s_text><s_node-4><s_text>chiefs: Viktor Komogorov (since 1999), Sergei Ivanov (1998–1999)</s_text></s_node-4><sep/><s_text>Organizational and Personnel Service (Department)</s_text><s_node-4><s_text>chiefs: Yevgeny Lovyrev (since 2001), Yevgeny Solovyov (before Lovyrev)</s_text></s_node-4><sep/><s_text>Department for Activity Provision</s_text><s_node-4><s_text>chiefs: Mikhail Shekin (since September 2006), Sergey Shishin (before Shekin), Pyotr Pereverzev (as of 2004), Alexander Strelkov (before Pereverzev)</s_text></s_node-4><sep/><s_text>Border Guard Service</s_text><s_node-4><s_text>chiefs: Vladimir Pronichev (since 2003)</s_text></s_node-4><sep/><s_text>Control Service</s_text><s_node-4><s_text>chiefs: Alexander Zhdankov (since 2004)</s_text><s_node-5><s_text>Inspection Directorate</s_text><s_node-6><s_text>chiefs: Vladimir Anisimov (2004 – May 2005), Rashid Nurgaliyev (12 July 2000 – 2002),</s_text></s_node-6><sep/><s_text>Internal Security Directorate</s_text><s_node-6><s_text>chiefs: Alexander Kupryazhkin (until September 2006), Sergei Shishin (before Kupryazhkin since December 2002), Sergei Smirnov (April 1999 – December 2002), Viktor Ivanov (1998 – April 1999), Nikolay Patrushev (1994–1998)</s_text></s_node-6></s_node-5></s_node-4><sep/><s_text>Science and Engineering Service (Department)</s_text><s_node-4><s_text>chiefs: Nikolai Klimashin</s_text></s_node-4><sep/><s_text>Center of Information Security</s_text><sep/><s_text>Investigation Directorate</s_text><s_node-4><s_text>chiefs: Nikolay Oleshko (since December 2004), Yury Anisimov (as of 2004), Viktor Milchenko (since 2002), Sergey Balashov (until 2002 since at least 2001), Vladimir Galkin (as of 1997 and 1998)</s_text></s_node-4></s_node-3><sep/><s_text>Besides the services (departments) and directorates of the federal office, the territorial directorates of FSB in the federal subjects are also subordinate to it. Of these, St. Petersburg and Leningrad Oblast Directorate of FSB and its predecessors (historically covering both Leningrad/Saint Petersburg and Leningrad Oblast) have played especially important roles in the history of this organization, as many of the officers of the Directorate, including Vladimir Putin and Nikolay Patrushev, later assumed important positions within the federal FSB office or other government bodies. After the last Chief of the Soviet time, Anatoly Kurkov, the St. Petersburg and Leningrad Oblast Directorate were led by Sergei Stepashin (29 November 1991 – 1992), Viktor Cherkesov (1992 –1998), Alexander Grigoryev (1 October 1998 – 5 January 2001), Sergei Smirnov (5 January 2001 – June 2003), Alexander Bortnikov (June 2003 – March 2004) and Yury Ignashchenkov (since March 2004).</s_text><sep/><s_text>Rashid Nurgaliyev (left) and Alexander Bortnikov in April 2010</s_text></s_node-2><sep/><s_text>Role</s_text><s_node-2><s_text>Counterintelligence</s_text><s_node-3><s_text>In 2011, the FSB said it had exposed 199 foreign spies, including 41 professional spies and 158 agents employed by foreign intelligence services.[22] The number has risen in recent years: in 2006 the FSB reportedly caught about 27 foreign intelligence officers and 89 foreign agents.[23] Comparing the number of exposed spies historically, the then-FSB Director Nikolay Kovalyov said in 1996: "There has never been such a number of spies arrested by us since the time when German agents were sent in during the years of World War II." The 2011 figure is similar to what was reported in 1995–1996, when around 400 foreign intelligence agents were uncovered during the two-year period.[24] In a high-profile case of foreign espionage, the FSB said in February 2012 that an engineer working at the Plesetsk Cosmodrome, Russia's main space center for military launches, had been sentenced to 13 years in prison on charges of state treason. A court judged that the engineer had sold information about testing of new Russian strategic missile systems to the American CIA.[25] A number of scientists have been accused of espionage and illegal technology exports by the FSB since it was established; instances include researcher Igor Sutyagin,[26] physicist Valentin Danilov,[27] physical chemist Oleg Korobeinichev,[28] academician Oskar Kaibyshev,[29] and physicist Yury Ryzhov.[30] Ecologist and journalist Alexander Nikitin, who worked with the Bellona Foundation, was accused of espionage. He published material exposing hazards posed by the Russian Navy's nuclear fleet. He was acquitted in 1999 after spending several years in prison (his case was sent for re-investigation 13 times while he remained in prison). Other instances of prosecution are the cases of investigative journalist and ecologist Grigory Pasko,[31][32] Vladimir Petrenko, who described danger posed by military chemical warfare stockpiles, and Nikolay Shchur, chairman of the Snezhinskiy Ecological Fund.[24] Other arrested people include Viktor Orekhov, a former KGB officer who assisted Soviet dissidents, Vladimir Kazantsev, who disclosed illegal purchases of eavesdropping devices from foreign firms, and Vil Mirzayanov, who had written that Russia was working on a nerve-gas weapon.[24]</s_text></s_node-3><sep/><s_text>Counter-terrorism</s_text><s_node-3><s_text>FSB officers on the scene of the Domodedovo International Airport bombing in 2011. Combating terrorism is one of the main tasks of the agency.</s_text><sep/><s_text>In 2011, the FSB prevented 94 "crimes of a terrorist nature", including eight terrorist attacks. In particular, the agency foiled a planned suicide bombing in Moscow on New Year's Eve. However, the agency failed to prevent terrorists perpetrating the Domodedovo International Airport bombing.[22] Over the years, FSB and affiliated state security organizations have killed all presidents of the separatist Chechen Republic of Ichkeria including Dzhokhar Dudaev, Zelimkhan Yandarbiev, Aslan Maskhadov, and Abdul-Khalim Saidullaev. Just before his death, Saidullaev claimed that the Russian government "treacherously" killed Maskhadov, after inviting him to "talks" and promising his security "at the highest level".[33] During the Moscow theater hostage crisis and Beslan school hostage crisis, all hostage takers were killed on the spot by FSB spetsnaz forces. Only one of the suspects, Nur-Pashi Kulayev, survived and was convicted later by the court. It is reported that more than 100 leaders of terrorist groups have been killed during 119 operations on North Caucasus during 2006.[23] On 28 July 2006 the FSB presented a list of 17 terrorist organizations recognized by the Supreme Court of the Russian Federation, to Rossiyskaya Gazeta newspaper, which published the list that day. The list had been available previously, but only through individual request.[34][35] Commenting on the list, Yuri Sapunov, head of anti-terrorism at the FSB, named three main criteria necessary for organizations to be listed.[36]</s_text></s_node-3><sep/><s_text>Foreign intelligence</s_text><s_node-3><s_text>According to some unofficial sources,[37][38][39] since 1999, the FSB has also been tasked with the intelligence-gathering on the territory of the CIS countries, wherein the SVR is legally forbidden from conducting espionage under the inter-government agreements. Such activity is in line with Article 8 of the Federal Law on the FSB.[40]</s_text></s_node-3><sep/><s_text>Targeted killing</s_text><s_node-3><s_text>In the summer of 2006, the FSB was given the legal power to engage in targeted killing of terrorism suspects overseas if so ordered by the president.[41]</s_text></s_node-3><sep/><s_text>Border protection</s_text><s_node-3><s_text>The Federal Border Guard Service (FPS) has been part of the FSB since 2003. Russia has 61,000 kilometers (38,000 mi) of sea and land borders, 7,500 kilometers (4,700 mi) of which is with Kazakhstan, and 4,000 kilometers (2,500 mi) with China. One kilometer (1,100 yd) of border protection costs around 1 million rubles per year.[42]</s_text></s_node-3><sep/><s_text>Export control</s_text><s_node-3><s_text>The FSB is engaged in the development of Russia's export control strategy and examines drafts of international agreements related to the transfer of dual-use and military commodities and technologies. Its primary role in the nonproliferation sphere is to collect information to prevent the illegal export of controlled nuclear technology and materials.[43]</s_text></s_node-3><sep/><s_text>Claims of intimidation of foreign diplomats and journalists</s_text><s_node-3><s_text>The FSB has been accused by The Guardian of using psychological techniques to intimidate western diplomatic staff and journalists, with the intention of making them curtail their work in Russia early.[44] The techniques allegedly involve entering targets' houses, moving household items around, replacing items with similar (but slightly different) items, and even sending sex toys to a male target's wife, all with the intention of confusing and scaring the target.[44] Guardian journalist, Luke Harding, claims to have been the subject of such techniques.[44]</s_text></s_node-3><sep/><s_text>Doping scandal</s_text><s_node-3><s_text>Following allegations by a Russian former lab director about the 2014 Winter Olympics in Sochi, WADA commissioned an independent investigation led by Richard McLaren. McLaren's investigation concluded in a report published in July 2016 that the Ministry of Sport and the Federal Security Service (FSB) had operated a "state-directed failsafe system" using a "disappearing positive [test] methodology" (DPM) from "at least late 2011 to August 2015." It was used on 643 positive samples, a number that the authors consider "only a minimum" due to limited access to Russian records.[45]</s_text><sep/><s_text>On 9 December 2016, Canadian lawyer Richard McLaren published the second part of his independent report. The investigation found that from 2011 to 2015, more than 1,000 Russian competitors in various sports (including summer, winter, and Paralympic sports) benefited from the cover-up.[46][47][48] Emails indicate that they included five blind powerlifters, who may have been given drugs without their knowledge, and a fifteen-year-old.[49]</s_text></s_node-3><sep/><s_text>2016 US presidential elections</s_text><s_node-3><s_text>On 29 December 2016, the White House sanctioned the FSB and several other Russian companies for helping the Russian military intelligence service, the Main Intelligence Directorate (GRU), to allegedly disrupt and spread disinformation during the 2016 US presidential election. In addition, the State Department also declared 35 Russian diplomats and officials persona non grata and denied Russian government officials access to two Russian-owned installations in Maryland and New York.[50]</s_text></s_node-3><sep/><s_text>WikiLeaks revelations</s_text><s_node-3><s_text>In September 2017, WikiLeaks released "Spy Files Russia," revealing "how a St. Petersburg-based technology company called Peter-Service helped state entities gather detailed data on Russian cellphone users, part of a national system of online surveillance called System for Operative Investigative Activities (SORM)."[51]</s_text></s_node-3></s_node-2><sep/><s_text>History</s_text><s_node-2><s_text>Initial recognition of the KGB</s_text><s_node-3><s_text>The Federal Security Service is one of the successor organisations of the Soviet Committee of State Security (KGB). Following the attempted coup of 1991—in which some KGB units as well as the KGB head Vladimir Kryuchkov played a major part—the KGB was dismantled and ceased to exist from November 1991.[4][5] In December 1991, two government agencies answerable to the Russian president were created by President Yeltsin's decrees on the basis of the relevant main directorates of the defunct KGB: Foreign Intelligence Service (SVR, the former First Main Directorate) and the Federal Agency of Government Communications and Information (FAPSI, merging the functions of the former 8th Main Directorate and 16th Main Directorate of the KGB). In January 1992, another new institution, the Ministry of Security took over domestic and border security responsibilities.[6] Following the 1993 constitutional crisis, the Ministry of Security was reorganized on 21 December 1993 into the Federal Counter-Intelligence Service (FSK). The FSK was headed by Sergei Stepashin. Before the start of the main military activities of the First Chechen War the FSK was responsible for the covert operations against the separatists led by Dzhokhar Dudayev.[2]</s_text></s_node-3><sep/><s_text>Creation of the FSB</s_text><s_node-3><s_text>In 1995, the FSK was renamed and reorganized into the Federal Security Service (FSB) by the Federal Law "On the Federal Security Service" (the title of the law as amended in June 2003[7]) signed by the president on 3 April 1995.[8][9] The FSB reforms were rounded out by decree No. 633, signed by Boris Yeltsin on 23 June 1995. The decree made the tasks of the FSB more specific, giving the FSB substantial rights to conduct cryptographic work, and described the powers of the FSB director. The number of deputy directors was increased to 8: 2 first deputies, 5 deputies responsible for departments and directorates and 1 deputy director heading the Moscow City and Moscow regional directorate. Yeltsin appointed Colonel-General Mikhail Ivanovich Barsukov as the new director of the FSB. In 1998 Yeltsin appointed Vladimir Putin, a KGB veteran who would later succeed Yeltsin as federal president, as director of the FSB.[10] Putin was reluctant to take over the directorship, but once appointed conducted a thorough reorganization, which included the dismissal of most of the FSB's top personnel.[2] Putin appointed Nikolai Patrushev as the head of FSB in 1999.[6]</s_text></s_node-3><sep/><s_text>Role in the Second Chechen War</s_text><s_node-3><s_text>After the main military offensive of the Second Chechen War ended and the separatists changed tactics to guerilla warfare, overall command of the federal forces in Chechnya was transferred from the military to the FSB in January 2001. While the army lacked technical means of tracking the guerrilla groups, the FSB suffered from insufficient human intelligence due to its inability to build networks of agents and informants. In the autumn of 2002, the separatists launched a massive campaign of terrorism against the Russian civilians, including the Dubrovka theatre attack. The inability of the federal forces to conduct efficient counter-terrorist operations led to the government to transfer the responsibility of "maintaining order" in Chechnya from the FSB to the Ministry of Internal Affairs (MVD) in July 2003.[11]</s_text></s_node-3><sep/><s_text>Putin reforms</s_text><s_node-3><s_text>After becoming President, Vladimir Putin launched a major reorganization of the FSB. First, the FSB maybe was placed under direct control of the President by a decree issued on 17 May 2000.[6] Internal structure of the agency was reformed by a decree signed on 17 June 2000. In the resulting structure, the FSB was to have a director, a first deputy director and nine other deputy directors, including one possible state secretary and the chiefs of six departments: Economic Security Department, Counterintelligence Department, Organizational and Personnel Service, Department of activity provision, Department for Analysis, Forecasting and Strategic Planning, Department for Protection of the Constitutional System and the Fight against Terrorism. In 2003, the agency's responsibilities were considered considerably widened. The Border Guard Service of Russia, with its staff of 210,000, was integrated to the FSB via a decree was signed on 11 March 2003. The merger was completed by 1 July 2003. In addition, The Federal Agency of Government Communication and Information (FAPSI) was abolished and the FSB was granted a major part of its functions, while other parts went to the Ministry of Defense.[6] Among the reasons for this strengthening of the FSB were enhanced need for security after increased terror attacks against Russian civilians starting from the Moscow theater hostage crisis; the need to end the permanent infighting between the FSB, FAPSI and the Border Guards due to their overlapping functions and the need for more efficient response to migration, drug trafficking and illegal arms trading. It has also been pointed out, that the FSB was the only power base of the new president, and the restructuring therefore strengthened Putin's position (see Political groups under Vladimir Putin's presidency).[6] On 28 June 2004 in a speech to high-ranking FSB officers, Putin emphasized three major tasks of the agency: neutralizing foreign espionage, safeguarding economic and financial security of the country and combating organized crime.[6] In September 2006, the FSB was shaken by a major reshuffle, which, combined with some earlier reassignments (most remarkably, those of FSB Deputy Directors Yury Zaostrovtsev and Vladimir Anisimov in 2004 and 2005, respectively), were widely believed to be linked to the Three Whales Corruption Scandal that had slowly unfolded since 2000. Some analysts considered it to be an attempt to undermine FSB Director Nikolay Patrushev's influence, as it was Patrushev's team from the Karelian KGB Directorate of the late 1980s – early 1990s that had suffered most and he had been on vacations during the event.[12][13][14]</s_text><sep/><s_text>By 2008, the agency had one Director, two First Deputy Directors and 5 Deputy Directors. It had the following 9 divisions:[6]</s_text><s_node-4><s_text>Counter-Espionage</s_text><sep/><s_text>Service for Defense of Constitutional Order and Fight against Terrorism</s_text><sep/><s_text>Border Service</s_text><sep/><s_text>Economic Security Service</s_text><sep/><s_text>Current Information and International Links</s_text><sep/><s_text>Organizational and Personnel Service</s_text><sep/><s_text>Monitoring Department</s_text><sep/><s_text>Scientific and Technical Service</s_text><sep/><s_text>Organizational Security Service</s_text></s_node-4><sep/><s_text>According to FSB chief Alexander Bortnikov, the FSB is developing its own unmanned aerial vehicle systems in order to gather intelligence.[15]</s_text></s_node-3></s_node-2></s_node-1></s_node-0></s_map>


[User] <image>

[User] Analyze the image and describe in detail the levels and relationships of information in the mind map.

[Assistant] <s_map><s_node-0><s_text>Decision making</s_text><s_node-1><s_text>Decision making (100)</s_text><s_node-2><s_text>Decision making can be regarded as the mental processes (cognitive process) resulting in the selection of a course of action among several alternative scenarios.</s_text><sep/><s_text>From a normative perspective, the analysis of individual decisions is concerned with the logic of decision making and rationality and the invariant choice it leads to.</s_text><sep/><s_text>A major part of decision making involves the analysis of a finite set of alternatives described in terms of some evaluative criteria.</s_text><sep/><s_text>Problem Analysis • Analyze performance, what should the results be against what they actually are • Problems are merely deviations from performance standards • Problem must be precisely identified and described • Problems are caused by some change from a distinctive feature • Something can always be used to distinguish between what has and hasn't been effected by a cause • Causes to problems can be deducted from relevant changes found in analyzing the problem • Most likely cause to a problem is the one that exactly explains all the facts Decision Making • Objectives must first be established • Objectives must be classified and placed in order of importance • Alternative actions must be developed • The alternative must be evaluated against all the objectives • The alternative that is able to achieve all the objectives is the tentative decision • The tentative decision is evaluated for more possible consequences • The decisive actions are taken, and additional actions are taken to prevent any adverse consequences from becoming problems and starting both systems (problem analysis and decision making) all over again Some of the decision making techniques people use in everyday life include: Pros and Cons: Listing the advantages and disadvantages of each option, popularized by Plato and Benjamin Franklin Simple Prioritization: Choosing the alternative with the highest probability-weighted utility for each alternative (see Decision Analysis) or derivative Possibilianism: Acting on choices so as not to preclude alternative understandings of equal probability, including active exploration of novel possibilities and emphasis on the necessity of holding multiple positions at once if there is no available data to privilege one over the others.</s_text><sep/><s_text>"Why did I ignore the evidence that the project was going over budget?") and then craft potential cognitive interventions aimed at improving decision making outcomes.</s_text><sep/><s_text>Reference class forecasting was developed to eliminate or reduce cognitive biases in decision making.</s_text><sep/><s_text>Evaluation and analysis of past decisions is complementary to decision making; see also mental accounting.</s_text><sep/><s_text>Another recent study found that lesions to the ACC in the macaque resulted in impaired decision making in the long run of reinforcement guided tasks suggesting that the ACC may be involved in evaluating past reinforcement information and guiding future action.</s_text><sep/><s_text>Emotion appears to aid the decision making process: Decision making often occurs in the face of uncertainty about whether one's choices will lead to benefit or harm (see also Risk).</s_text></s_node-2><sep/><s_text>objectives (100)</s_text><s_node-2><s_text>Problem Analysis • Analyze performance, what should the results be against what they actually are • Problems are merely deviations from performance standards • Problem must be precisely identified and described • Problems are caused by some change from a distinctive feature • Something can always be used to distinguish between what has and hasn't been effected by a cause • Causes to problems can be deducted from relevant changes found in analyzing the problem • Most likely cause to a problem is the one that exactly explains all the facts Decision Making • Objectives must first be established • Objectives must be classified and placed in order of importance • Alternative actions must be developed • The alternative must be evaluated against all the objectives • The alternative that is able to achieve all the objectives is the tentative decision • The tentative decision is evaluated for more possible consequences • The decisive actions are taken, and additional actions are taken to prevent any adverse consequences from becoming problems and starting both systems (problem analysis and decision making) all over again Some of the decision making techniques people use in everyday life include: Pros and Cons: Listing the advantages and disadvantages of each option, popularized by Plato and Benjamin Franklin Simple Prioritization: Choosing the alternative with the highest probability-weighted utility for each alternative (see Decision Analysis) or derivative Possibilianism: Acting on choices so as not to preclude alternative understandings of equal probability, including active exploration of novel possibilities and emphasis on the necessity of holding multiple positions at once if there is no available data to privilege one over the others.</s_text></s_node-2><sep/><s_text>cortex (87)</s_text><s_node-2><s_text>Individuals who are highly defensive in this manner show significantly greater left prefrontal cortex activity as measured by EEG than do less defensive individuals.</s_text></s_node-2><sep/><s_text>bias (87)</s_text><s_node-2><s_text>Selective search for evidence (a.k.a. Confirmation bias in psychology) (Scott Plous, 1993) – We tend to be willing to gather facts that support certain conclusions but disregard other facts that support different conclusions.</s_text><sep/><s_text>Wishful thinking or optimism bias – We tend to want to see things in a positive light and this can distort our perception and thinking.</s_text></s_node-2><sep/><s_text>uncertainty (87)</s_text><s_node-2><s_text>Underestimating uncertainty and the illusion of control – We tend to underestimate future uncertainty because we tend to believe we have more control over events than we really do.</s_text><sep/><s_text>According to Katsenelinboigen, the two styles reflect two basic approaches to the uncertainty: deterministic (combinational style) and indeterministic (positional style).</s_text><sep/><s_text>Emotion appears to aid the decision making process: Decision making often occurs in the face of uncertainty about whether one's choices will lead to benefit or harm (see also Risk).</s_text></s_node-2><sep/><s_text>selection (87)</s_text><s_node-2><s_text>Decision making can be regarded as the mental processes (cognitive process) resulting in the selection of a course of action among several alternative scenarios.</s_text></s_node-2><sep/><s_text>pros (75)</s_text><s_node-2><s_text>Problem Analysis • Analyze performance, what should the results be against what they actually are • Problems are merely deviations from performance standards • Problem must be precisely identified and described • Problems are caused by some change from a distinctive feature • Something can always be used to distinguish between what has and hasn't been effected by a cause • Causes to problems can be deducted from relevant changes found in analyzing the problem • Most likely cause to a problem is the one that exactly explains all the facts Decision Making • Objectives must first be established • Objectives must be classified and placed in order of importance • Alternative actions must be developed • The alternative must be evaluated against all the objectives • The alternative that is able to achieve all the objectives is the tentative decision • The tentative decision is evaluated for more possible consequences • The decisive actions are taken, and additional actions are taken to prevent any adverse consequences from becoming problems and starting both systems (problem analysis and decision making) all over again Some of the decision making techniques people use in everyday life include: Pros and Cons: Listing the advantages and disadvantages of each option, popularized by Plato and Benjamin Franklin Simple Prioritization: Choosing the alternative with the highest probability-weighted utility for each alternative (see Decision Analysis) or derivative Possibilianism: Acting on choices so as not to preclude alternative understandings of equal probability, including active exploration of novel possibilities and emphasis on the necessity of holding multiple positions at once if there is no available data to privilege one over the others.</s_text><sep/><s_text>The fourth step - List pros and cons of each alternative.</s_text></s_node-2><sep/><s_text>Evaluation (72)</s_text><s_node-2><s_text>Evaluation and analysis of past decisions is complementary to decision making; see also mental accounting.</s_text></s_node-2><sep/><s_text>Emotion (72)</s_text><s_node-2><s_text>Emotion appears to aid the decision making process: Decision making often occurs in the face of uncertainty about whether one's choices will lead to benefit or harm (see also Risk).</s_text></s_node-2><sep/><s_text>combinational style (66)</s_text><s_node-2><s_text>According to Katsenelinboigen, the two styles reflect two basic approaches to the uncertainty: deterministic (combinational style) and indeterministic (positional style).</s_text><sep/><s_text>Katsenelinboigen writes: “As the game progressed and defense became more sophisticated the combinational style of play declined.</s_text></s_node-2><sep/><s_text>This mind map was downloaded from www.biggerplate.com</s_text><s_node-2><s_text>Find more mind maps in our library</s_text><sep/><s_text>Follow us on Twitter</s_text><sep/><s_text>Find us on Facebook</s_text></s_node-2><sep/><s_text>Summary</s_text><s_node-2><s_text>Decision making can be regarded as the mental processes (cognitive process) resulting in the selection of a course of action among several alternative scenarios.</s_text><sep/><s_text>Human performance in decision terms has been the subject of active research from several perspectives.</s_text><sep/><s_text>From a normative perspective, the analysis of individual decisions is concerned with the logic of decision making and rationality and the invariant choice it leads to.</s_text><sep/><s_text>Yet, at another level, it might be regarded as a problem solving activity which is terminated when a satisfactory solution is found.</s_text><sep/><s_text>A major part of decision making involves the analysis of a finite set of alternatives described in terms of some evaluative criteria.</s_text><sep/><s_text>Problem Analysis • Analyze performance, what should the results be against what they actually are • Problems are merely deviations from performance standards • Problem must be precisely identified and described • Problems are caused by some change from a distinctive feature • Something can always be used to distinguish between what has and hasn't been effected by a cause • Causes to problems can be deducted from relevant changes found in analyzing the problem • Most likely cause to a problem is the one that exactly explains all the facts Decision Making • Objectives must first be established • Objectives must be classified and placed in order of importance • Alternative actions must be developed • The alternative must be evaluated against all the objectives • The alternative that is able to achieve all the objectives is the tentative decision • The tentative decision is evaluated for more possible consequences • The decisive actions are taken, and additional actions are taken to prevent any adverse consequences from becoming problems and starting both systems (problem analysis and decision making) all over again Some of the decision making techniques people use in everyday life include: Pros and Cons: Listing the advantages and disadvantages of each option, popularized by Plato and Benjamin Franklin Simple Prioritization: Choosing the alternative with the highest probability-weighted utility for each alternative (see Decision Analysis) or derivative Possibilianism: Acting on choices so as not to preclude alternative understandings of equal probability, including active exploration of novel possibilities and emphasis on the necessity of holding multiple positions at once if there is no available data to privilege one over the others.</s_text><sep/><s_text>These stages, or sometimes called phases, are important for the decision-making process to begin Orientation stage- This phase is where members meet for the first time and start to get to know each other.</s_text><sep/><s_text>Emergence stage- The group begins to clear up vague opinions by talking about them.</s_text><sep/><s_text>The fourth step - List pros and cons of each alternative.</s_text><sep/><s_text>"Why did I ignore the evidence that the project was going over budget?") and then craft potential cognitive interventions aimed at improving decision making outcomes.</s_text><sep/><s_text>Selective search for evidence (a.k.a. Confirmation bias in psychology) (Scott Plous, 1993) – We tend to be willing to gather facts that support certain conclusions but disregard other facts that support different conclusions.</s_text><sep/><s_text>Individuals who are highly defensive in this manner show significantly greater left prefrontal cortex activity as measured by EEG than do less defensive individuals.</s_text><sep/><s_text>Premature termination of search for evidence – We tend to accept the first alternative that looks like it might work.</s_text><sep/><s_text>Wishful thinking or optimism bias – We tend to want to see things in a positive light and this can distort our perception and thinking.</s_text><sep/><s_text>Underestimating uncertainty and the illusion of control – We tend to underestimate future uncertainty because we tend to believe we have more control over events than we really do.</s_text><sep/><s_text>Reference class forecasting was developed to eliminate or reduce cognitive biases in decision making.</s_text><sep/><s_text>Evaluation and analysis of past decisions is complementary to decision making; see also mental accounting.</s_text><sep/><s_text>The terminal points on these dimensions are: thinking and feeling; extroversion and introversion; judgment and perception; and sensing and intuition.</s_text><sep/><s_text>According to Katsenelinboigen, the two styles reflect two basic approaches to the uncertainty: deterministic (combinational style) and indeterministic (positional style).</s_text><sep/><s_text>Finding a combinational objective allows the player to focus all his energies on efficient execution, that is, the player’s analysis may be limited to the pieces directly partaking in the combination.</s_text><sep/><s_text>Katsenelinboigen writes: “As the game progressed and defense became more sophisticated the combinational style of play declined.</s_text><sep/><s_text>Another recent study found that lesions to the ACC in the macaque resulted in impaired decision making in the long run of reinforcement guided tasks suggesting that the ACC may be involved in evaluating past reinforcement information and guiding future action.</s_text><sep/><s_text>Emotion appears to aid the decision making process: Decision making often occurs in the face of uncertainty about whether one's choices will lead to benefit or harm (see also Risk).</s_text></s_node-2><sep/><s_text>Map created automatically by WikiSummarizer  http://www.contextdiscovery.com wikisummarizer@contextdiscovery.com</s_text></s_node-1></s_node-0></s_map>