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3,673 results for “practices”
Dataset of the paper "Self-Admitted Technical Debt Practices: A Comparison Between Industry and Open-Source"
<p>This repository contains the dataset of the manuscript "Self-Admitted Technical Debt Practices: A Comparison Between Industry and Open-Source" accepted in the Empirical Software Engineering Journal, edited by Springer</p>
Yes! We're open. Open science and the future of academic practices in translation and interpreting studies - Supplementary material
<p>Supplementary material to the article "<em>Yes! We’re open</em>. Open science and the future of academic practices in translation and interpreting studies" by Christian Olalla-Soler. </p> <ul> <li>Sheet 1: Translation and Interpreting Studies journals and bibliometric indicators.</li> <li>Sheet 2: Translation and Interpreting Studies articles in Scopus.</li> <li>Sheet 3: Pre-registrations related to translation and interpreting.</li> </ul> <p>Reference:</p> <p>Olalla-Soler, Christian (2021). "<em>Yes! We’re open</em>. Open science and the future of academic practices in translation and interpreting studies". <em>Translation & Interpreting</em> 13 (2): 1-28. <a href="https://doi.org/10.12807/ti.113202.2021.a01">https://doi.org/10.12807/ti.113202.2021.a01</a></p>
FIG. 1 in Commercial zooarchaeology of the 'modern' era: a survey of attitudes and practices
FIG. 1. – Has the company you carry out work for ever excavated sites with contexts dated after AD 1750?
FIG. 8 in Commercial zooarchaeology of the 'modern' era: a survey of attitudes and practices
FIG. 8. – Are you ever presented with faunal assemblages for analysis from urban contexts dating after AD 1750?
FIG. 3 in Commercial zooarchaeology of the 'modern' era: a survey of attitudes and practices
FIG. 3. – Are you ever involved with the planning of excavation and analysis strategies for sites with 'modern' era material?
FIG. 9 in Commercial zooarchaeology of the 'modern' era: a survey of attitudes and practices
FIG. 9. – If you are presented with assemblages from urban contexts dating from 1750 or later, is it a routine practice of the commercial company, or is it exceptional? If exceptional, what criteria are used for making such a decision?
Compendium of examples: good practice in evaluating measurement uncertainty
<p>This document illustrates good practice in the evaluation of measurement uncertainty. It contains examples from a variety of areas in calibration and testing, and illustrates the use of the methods from the “Guide to the expression of Uncertainty in Measurement” and its supplements, as well as Bayesian approaches. </p> <p>Compendium_M36.pdf: document</p>
Dataset for the exploration of data practices in Higher Education
<p>The present dataset contains the results of a survey distributed to all the professoriate of two universities, between January and March 2020.</p> <p>The several variables present in the dataset relate to the professional areas of knowledge and activity; the ongoing data practices in relation to six scales (as published in Raffaghelli. (2019) and theoretically explored in Raffaghelli (2019b); professional learning ecologies relating data practices in teaching and research.</p> <p>The script 1 covers some analysis relating specific scales.</p> <p>Other scripts might be added /welcomed as far as successive analysis are done over the shared data.</p> <p>========</p> <p>Raffaghelli, J. (2019) Delphi Study to validate the survey exploring academic awareness and engagement with data-driven practices. Zenodo. https://doi.org/10.5281/zenodo.3581290</p> <p>Raffaghelli, J. E. (2019b). Developing a framework for educators’ data literacy in the European context: Proposal, Implications and debate. In <em>International Conference on Education and New Learning Technologies EDULEARN</em> (pp. 10520–10530). Palma de Mallorca: IATED. https://doi.org/10.21125/edulearn.2019.2655</p>
Text-fig. 3. Tumidopteris astra sp. nov., holotype GIN 4851/343h, morphology of sori. a: part of fertile pinnule; b: one practically complete sorus located on the terminal part of a lateral vein; c: sorus with four visible sporangia; d: partly damaged sorus with three visible sporangia; e: two neighbouring sori. Locality: the borehole IK-675, depth 961.7 m. Scale 1 mm (a, b, e), 500 Μm (c), 100 Μm (d). in A New Species Of The Genus Tumidopteris Naugolnykh From The Permian Of The Pechora Cis-Urals, Russia
Text-fig. 3. Tumidopteris astra sp. nov., holotype GIN 4851/343h, morphology of sori. a: part of fertile pinnule; b: one practically complete sorus located on the terminal part of a lateral vein; c: sorus with four visible sporangia; d: partly damaged sorus with three visible sporangia; e: two neighbouring sori. Locality: the borehole IK-675, depth 961.7 m. Scale 1 mm (a, b, e), 500 Μm (c), 100 Μm (d).
FabSpace - Practical Work data examples
<p>These files serve as a support for a pratical work on visualization and image processing of Sentinel-2 data. </p>
Structure of the complete review matrix developed in the context of the "Reviewing Computational Thinking in Compulsory Education: State of Play and Practices from the Field" research study
<p>This is the structure of the complete review matrix used to analyse in-depth <strong>98 selected publications from between 2016 and 2021 </strong>in the context of the "<a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC128347">Reviewing Computational Thinking in Compulsory Education: State of Play and</a> <a href="https://publications.jrc.ec.europa.eu/repository/handle/JRC128347"> Practices from the Field</a>" research study. The <a href="https://computhink2study.eu/">study </a>was designed, funded, and followed by the European Commission’s Joint Research Centre (JRC) to investigate <strong>how Computational Thinking (CT) is currently positioned within compulsory school education in Europe’s various Member States, as well as outside the EU</strong>. The study was carried out from April to December 2021 by the Institute for Educational Technology of the Italian National Research Council (CNR-ITD), together with European Schoolnet (EUN) and Vilnius University (VU).</p>
Best practices and ICT tools in migration-related work: a survey of first-line practitioners
<p>This data base was created from responses to a survey designed and carried out by the project PERCEPTIONS, a European Union Horizon 2020 funded project (Grant Agreement No. 833870). The project examined <strong>how Europe and the EU are seen by people who have immigrated there or intend to do so.</strong> It examined what perceptions of Europe exist among migrants, refugees and asylum seekers, how they are formed, whether they correspond to reality and how they influence migration decisions. It also examined how the flow of information could be distorted and whether inaccurate information could lead to a threat to the security of migrants (e.g. through dangerous border crossings) or even national security (e.g. through radicalisation).</p> <p>The survey was carried out with first-line practitioners, defined as professionals who have contact with migrants in their work. It was distributed between March and April 2022 and received 755 responses. Participants could take the survey in 10 languages (Albanian, Arabic, Bulgarian, Dutch, English, French, German, Greek, Italian, and Spanish) and responses were received from 17 different countries (Albania, Algeria, Andorra, Austria, Belgium, Bulgaria, Cyprus, Egypt, Germany, Greece, Italy, Kosovo, Latvia, the Netherlands, Spain, Tunisia, and the United Kingdom).</p> <p>The survey aimed to investigate practitioners’ assessments of best practices in migration-related work. More specifically, practitioners were asked to share their attitudes toward potential strategies for addressing the issue of misinformation amongst migrants and criteria through which to assess the success of potential best practices, as well as their evaluations of existing Information Communication Technology (ICT) tools in migration-related work.</p> <p>A report summarising the results of the survey can be accessed <a href="https://www.perceptions.eu/wp-content/uploads/2022/08/PERCEPTIONS-Report-A4-Best-practices-and-ICT-tools-in-migration-related-work-1.0.pdf">here</a>. </p>
Dataset from: The effects of crop type, landscape composition and agroecological practices on biodiversity and ecosystem services in tropical smallholder farms
<p>1. In the tropics, smallholder farming characterizes some of the world's most biodiverse landscapes. Agroecology as a pathway to sustainable agriculture has been proposed and implemented in sub-Saharan Africa, but the effects of agricultural practices in smallholder agriculture on biodiversity and ecosystem services are understudied. Similarly, the contribution of different landscape elements, such as shrubland or grassland cover, on biodiversity and ecosystem services to fields remains unknown.</p> <p>2. We selected 24 villages situated in landscapes with varying shrubland and grassland cover in Malawi. In each village, we assessed biodiversity of eight taxa and ecosystem services in relation to crop type, shrubland and grassland cover and the number of agroecological pest and soil management practices on smallholder's fields of different crop types (bean monoculture, maize-bean intercrop, and maize monoculture).</p> <p>3. Increasing shrubland cover altered carabid and soil bacteria communities. Carabid abundance increased in maize but decreased in intercrop and bean fields with increasing shrubland cover. Carabid abundance and richness and wasp abundance increased with soil management practices. Carabid, spider, and parasitoid abundances were higher in bean monocultures, but this was modulated by surrounding shrubland cover. Natural enemy abundances in beans were especially high in landscapes with little shrubland, possibly leading to lower bean damage in monocultures compared to intercropped fields, whereas maize monocultures had higher damage. In maize, grassland cover and pest management practices were positively related to damage. Carabid abundance was higher in fields with high bean damage and increased carabid richness in fields with high maize damage. Parasitoid abundance was negatively associated with bean damage.</p> <p>4. <em>Synthesis and application:</em> Our results suggest that maintaining biodiversity and ecosystem services on smallholder farms is not achievable with a "one size fits all" approach but should instead be adapted to the landscape context and the priorities of smallholders. Shrubland is important to maintain carabid and soil bacterial diversity, but legume cultivation beneficial to natural enemies could complement pest management in landscapes with a low shrubland cover. An increased number of agroecological soil management practices can lead to improved pest control whilst the effectiveness of agroecological pest management practices needs to be re-evaluated.</p>
The systematization of pre-professional practice and its articulation with research skills
<p>This article presents a study on the systematization of pre-professional practice and aims to outline a theoretical-methodological model based on the Oscar Jara proposal, contributions from Neuroscience and Critical-Complex Thinking; to publicize the results of the evaluation of the systematization processes, their level of efficiency, and their articulation with the research skills in 1,150 students from four universities and a pedagogical institute in Peru; and finally, to socialize the results of the application of the model in experimentation in 289 students of said population. The methodology used descriptive-correlative and experimental designs, with data collection through a virtual survey and an evaluation rubric. The results evidenced the precarious level of systematization and investigative capacity, the relationship between both variables, and the impact of the application of the model in an experimental group. Therefore, expanding spaces during pre-professional practice in institutions is recommended to generate an efficient systematization that guarantees the development of research skills in students and prepares them to carry out their research work.</p>
Parenting Practices Questionnaire / Cuestionario de Prácticas Educativas de Padres y Madres // PARENTING_Data_CC_T4-Post
<p>Answers given by parents of children in the fourth grade of Primary Education to the 62 items of the Parenting Practices Questionnaire by Robinson, Mandleco, Olsen, and Hart (1995), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The mother and father answer the questionnaire separately. The calculation of the 3 General Parenting Practices and their corresponding Dimensions (in parentheses) is included: Authoritative Strategies (Warmth and Involvement, Reasoning – Induction, Democratic Participation and Good natured – Easygoing), Authoritarian Strategies (Verbal Hostility, Corporal Punishment, Nonreasoning – Punitive strategies and Directiveness), and Permissive Strategies (Lack of Follow-through, Ignoring Misbehavior and Lack of Self-confidence as a mother/father). To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de niños/as de cuarto curso de Educación Primaria dan a los 62 ítems del Cuestionario de Prácticas Educativas de Padres y Madres de Robinson, Mandleco, Olsen, y Hart (1995), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2012-13. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de las 3 Prácticas Educativas Parentales Generales y sus correspondientes Dimensiones (entre paréntesis): Estrategias Democráticas (Afecto e Implicación, Razonamiento/Inducción, Participación democrática y Buen carácter/Trato relajado), Estrategias Autoritarias (Hostilidad verbal, Castigo físico, Estrategias Punitivas/No razonamiento y Directividad) y Estrategias Permisivas (Falta de supervisión, Ignorar el mal comportamiento y Falta de autoconfianza como padre/madre). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Parenting Practices Questionnaire / Cuestionario de Prácticas Educativas de Padres y Madres // PARENTING_Data_IC_T6-Post
<p>Answers given by parents of children in the sixth grade of Primary Education to the 62 items of the Parenting Practices Questionnaire by Robinson, Mandleco, Olsen, and Hart (1995), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2015-16. The mother and father answer the questionnaire separately. The calculation of the 3 General Parenting Practices and their corresponding Dimensions (in parentheses) is included: Authoritative Strategies (Warmth and Involvement, Reasoning – Induction, Democratic Participation and Good natured – Easygoing), Authoritarian Strategies (Verbal Hostility, Corporal Punishment, Nonreasoning – Punitive strategies and Directiveness), and Permissive Strategies (Lack of Follow-through, Ignoring Misbehavior and Lack of Self-confidence as a mother/father). To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de niños/as de sexto curso de Educación Primaria dan a los 62 ítems del Cuestionario de Prácticas Educativas de Padres y Madres de Robinson, Mandleco, Olsen, y Hart (1995), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2015-16. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de las 3 Prácticas Educativas Parentales Generales y sus correspondientes Dimensiones (entre paréntesis): Estrategias Democráticas (Afecto e Implicación, Razonamiento/Inducción, Participación democrática y Buen carácter/Trato relajado), Estrategias Autoritarias (Hostilidad verbal, Castigo físico, Estrategias Punitivas/No razonamiento y Directividad) y Estrategias Permisivas (Falta de supervisión, Ignorar el mal comportamiento y Falta de autoconfianza como padre/madre). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Parenting Practices Questionnaire / Cuestionario de Prácticas Educativas de Padres y Madres // PARENTING_Data_CC_T2-Post
<p>Answers given by parents of children in the second grade of Primary Education to the 62 items of the Parenting Practices Questionnaire by Robinson, Mandleco, Olsen, and Hart (1995), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2010-11. The mother and father answer the questionnaire separately. The calculation of the 3 General Parenting Practices and their corresponding Dimensions (in parentheses) is included: Authoritative Strategies (Warmth and Involvement, Reasoning – Induction, Democratic Participation and Good natured – Easygoing), Authoritarian Strategies (Verbal Hostility, Corporal Punishment, Nonreasoning – Punitive strategies and Directiveness), and Permissive Strategies (Lack of Follow-through, Ignoring Misbehavior and Lack of Self-confidence as a mother/father). To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/base/pl-grei/?urlRedirect=https://www.uji.es/departaments/psi/base/opengrei/base/pl-grei/&url=/departaments/psi/base/opengrei/base/pl-grei/">Longitudinal GREI Project</a>.</p> <p> </p> <p>Respuestas que los padres de niños/as de segundo curso de Educación Primaria dan a los 62 ítems del Cuestionario de Prácticas Educativas de Padres y Madres de Robinson, Mandleco, Olsen, y Hart (1995), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2010-11. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de las 3 Prácticas Educativas Parentales Generales y sus correspondientes Dimensiones (entre paréntesis): Estrategias Democráticas (Afecto e Implicación, Razonamiento/Inducción, Participación democrática y Buen carácter/Trato relajado), Estrategias Autoritarias (Hostilidad verbal, Castigo físico, Estrategias Punitivas/No razonamiento y Directividad/Autoritaria) y Estrategias Permisivas (Falta de supervisión, Ignorar el mal comportamiento y Falta de autoconfianza como padre/madre). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Parenting Practices Questionnaire / Cuestionario de Prácticas Educativas de Padres y Madres // PARENTING_Data_CC-CS_T1-Pre
<p>Answers given by parents of children in the first grade of Primary Education to the 62 items of the Parenting Practices Questionnaire by Robinson, Mandleco, Olsen, and Hart (1995), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón and Seville (Spain) in the autumn of the school year 2009-10. The mother and father answer the questionnaire separately. The calculation of the 3 General Parenting Practices and their corresponding Dimensions (in parentheses) is included: Authoritative Strategies (Warmth and Involvement, Reasoning – Induction, Democratic Participation and Good natured – Easygoing), Authoritarian Strategies (Verbal Hostility, Corporal Punishment, Nonreasoning – Punitive strategies and Directiveness), and Permissive Strategies (Lack of Follow-through, Ignoring Misbehavior and Lack of Self-confidence as a mother/father). To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de niños/as de primer curso de Educación Primaria dan a los 62 ítems del Cuestionario de Prácticas Educativas de Padres y Madres de Robinson, Mandleco, Olsen, y Hart (1995), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de las 3 Prácticas Educativas Parentales Generales y sus correspondientes Dimensiones (entre paréntesis): Estrategias Democráticas (Afecto e Implicación, Razonamiento/Inducción, Participación democrática y Buen carácter/Trato relajado), Estrategias Autoritarias (Hostilidad verbal, Castigo físico, Estrategias Punitivas/No razonamiento y Directividad) y Estrategias Permisivas (Falta de supervisión, Ignorar el mal comportamiento y Falta de autoconfianza como padre/madre). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Parenting Practices Questionnaire / Cuestionario de Prácticas Educativas de Padres y Madres // PARENTING_Data_IC_T4-Post
<p>Answers given by parents of children in the fourth grade of Primary Education to the 62 items of the Parenting Practices Questionnaire by Robinson, Mandleco, Olsen, and Hart (1995), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2013-14. The mother and father answer the questionnaire separately. The calculation of the 3 General Parenting Practices and their corresponding Dimensions (in parentheses) is included: Authoritative Strategies (Warmth and Involvement, Reasoning – Induction, Democratic Participation and Good natured – Easygoing), Authoritarian Strategies (Verbal Hostility, Corporal Punishment, Non reasoning – Punitive strategies and Directiveness), and Permissive Strategies (Lack of Follow-through, Ignoring Misbehavior and Lack of Self-confidence as a mother/father). To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de niños/as de cuarto curso de Educación Primaria dan a los 62 ítems del Cuestionario de Prácticas Educativas de Padres y Madres de Robinson, Mandleco, Olsen, y Hart (1995), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2013-14. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de las 3 Prácticas Educativas Parentales Generales y sus correspondientes Dimensiones (entre paréntesis): Estrategias Democráticas (Afecto e Implicación, Razonamiento/Inducción, Participación democrática y Buen carácter/Trato relajado), Estrategias Autoritarias (Hostilidad verbal, Castigo físico, Estrategias Punitivas/No razonamiento y Directividad) y Estrategias Permisivas (Falta de supervisión, Ignorar el mal comportamiento y Falta de autoconfianza como padre/madre). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
Parenting Practices Questionnaire / Cuestionario de Prácticas Educativas de Padres y Madres // PARENTING_Data_IC_T2-Post
<p>Answers given by parents of children in the second grade of Primary Education to the 62 items of the Parenting Practices Questionnaire by Robinson, Mandleco, Olsen, and Hart (1995), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2011-12. The mother and father answer the questionnaire separately. The calculation of the 3 General Parenting Practices and their corresponding Dimensions (in parentheses) is included: Authoritative Strategies (Warmth and Involvement, Reasoning – Induction, Democratic Participation and Good natured – Easygoing), Authoritarian Strategies (Verbal Hostility, Corporal Punishment, Nonreasoning – Punitive strategies and Directiveness), and Permissive Strategies (Lack of Follow-through, Ignoring Misbehavior and Lack of Self-confidence as a mother/father). To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de niños/as de segundo curso de Educación Primaria dan a los 62 ítems del Cuestionario de Prácticas Educativas de Padres y Madres de Robinson, Mandleco, Olsen, y Hart (1995), traducido al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2011-12. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de las 3 Prácticas Educativas Parentales Generales y sus correspondientes Dimensiones (entre paréntesis): Estrategias Democráticas (Afecto e Implicación, Razonamiento/Inducción, Participación democrática y Buen carácter/Trato relajado), Estrategias Autoritarias (Hostilidad verbal, Castigo físico, Estrategias Punitivas/No razonamiento y Directividad) y Estrategias Permisivas (Falta de supervisión, Ignorar el mal comportamiento y Falta de autoconfianza como padre/madre). Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.</p>
ScienceDex guides
Understand access before you commit
These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.