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Figure 3. A in Prevalence of intestinal nematodes infection in school children of urban areas of district Lower Dir, Pakistan
Figure 3. A. lumbricoides fertile egg.
Figure 2. A in Prevalence of intestinal nematodes infection in school children of urban areas of district Lower Dir, Pakistan
Figure 2. A. lumbricoides unfertile egg.
Figure 6 in Prevalence of intestinal nematodes infection in school children of urban areas of district Lower Dir, Pakistan
Figure 6. Trichuris trichiura.
Figure 5 in Prevalence of intestinal nematodes infection in school children of urban areas of district Lower Dir, Pakistan
Figure 5. Trichuris trichiura.
Epistemic Insight - Q&A with Astronomers (outreach for schools)
<h3><strong>Outreach for schools: Q&A with Astronomers</strong></h3> <p>As part of an Epistemic Insight (EI) astronomy summer school (see below), we have produced a number of videos suitable for use in secondary schools, where astronomers address questions from secondary school students: <a href="https://futureofknowledge.com/q-and-a-with-astronomers/">https://futureofknowledge.com/q-and-a-with-astronomers/</a>. Popular questions from students have including asking about the future of astronomy, whether artificial intelligence can have a sense of curiosity, whether it’s rational to believe the Universe is created, and what is the value of collaborating with other disciplines.</p> <p>Follow the link above to reach the main Q&A webpage. Here on Zenodo, we provide the recorded answers to each question given by astronomers. The questions are also listed below.</p> <p><strong>Science and Becoming an Astronomer</strong></p> <ul> <li>Robyn Evren - When did you know you wanted to be an astronomer?</li> <li>Natalie Lines - When did you become interested in science and astronomy?</li> <li>Natalie Lines - What is your favourite technology used in astronomy?</li> <li>Natalie Lines - What is the biggest puzzle we haven’t yet solved in astronomy?</li> </ul> <p><strong>Conceptual Questions<br></strong>(See this article: BBC News - Smelly planet 'reeks of rotten eggs' <a href="https://www.bbc.co.uk/news/articles/cjm901rdyjdo">https://www.bbc.co.uk/news/articles/cjm901rdyjdo</a>)</p> <ul> <li>Zuri Gray - Can an AI remote telescope have its own sense of curiosity?</li> <li>Zuri Gray - Does space have a smell?</li> <li>Zuri Gray - Should the next James Webb Space Telescope have sensory equipment to help it to ‘smell’ space?</li> </ul> <p><strong>Technology and the Future of Astronomy</strong></p> <ul> <li>Ayham Yousif - How do Astronomers use GenAI?</li> <li>Marc Sarzi - What technology are you using that you are excited about, and what technology will astronomers have in future?</li> <li>Marc Sarzi - What will it be like to be an astronomer in future?</li> <li>Marc Sarzi - Are there skills we already have will be useful in future?</li> </ul> <h3><strong>Context - astronomy summer school</strong></h3> <p>As part of the Epistemic Insight (EI) Initiative of the LASAR (Learning about Science and Religion) research and outreach centre, an <a href="https://futureofknowledge.com/summer-school/" target="_blank" rel="noopener">STFC Astronomy and Artificial Intelligence summer school with public engagement</a> was organised by Prof Berry Billingsley and Dr James Pearson and held in July 2024, which placed emphasis on a <a href="https://futureofknowledge.com/astronomy-and-ai-multidisciplinary-and-outreach/">multidisciplinary approach</a> of bringing together knowledge and researchers from different fields utilising AI, to devise solutions and create new opportunities. There was also the opportunity for attendees to participate in outreach training and contribute to a public engagement event for schools, involving working with immersive tech to communicate ideas in astronomy, and assessing generative AI as a tool for creating activities and puzzles relating to their work.</p> <p><strong>Principal Investigator:</strong> Prof Berry Billingsley (Epistemic Insight Initiative)<br><strong>Project Manager:</strong> Dr James Pearson (The Open University)<strong><br>Data Curator:</strong> Mina Cullimore (Canterbury Christ Church University)</p>
Pre-post First Aid Interventional Program on Knowledge and Practice of Primary School Teachers in Governmental Basic Schools - River Nile State – Sudan
<p>Children spend most of the time in school where they are exposed to various types of injuries, which influence their present and future state of health. First aid is the treatment of any injury or illness before availability of medical aid. Teacher is the key person who can attend the children for injuries in school through complete knowledge regarding first aid. This study was done among primary school teachers to evaluate the effectiveness of education programon knowledge and practice regarding first aid. The objective of this study was to evaluate the effect of first aid health education program on knowledge, and practice of primary school teachers in River Nile. Pre and post interventional study design was used to evaluate the effect of first aid training program on knowledge and practice of primary school teachers . Data was derived from 45 respondents participating from AL-matama locality which selected by non-probability convenience sampling technique. Structural questionnaire for knowledge and checklist for practice of first aid practice. Data collected pre and immediate post implementation of first aid health education program. Data analyzed by SPSS version 25. Knowledge about first aid improved from Inadequate 44(97.8%), moderately adequate 1.0(2.2%) and adequate 0.0(0.0%) in pre intervention toInadequate 0.0(0.0%), moderately adequate 8.0(17.8%) and adequate 37(82.2%) post intervention, while also showed improvement in practice from inadequate 45(100%), moderately adequate 0.0(0.0%), and adequate 0.0(0.0%) in pre intervention toInadequate 0.0(0.0%), moderately adequate 4.0(8.9%) and adequate 41(91.1%) post intervention. Paired sample t-test revealed that the mean post-test knowledge score regarding first aidis significantly higher (77.25±3.53) than that of mean pretest knowledge score (39.57± 6.82) (P < 0.001)); mean posttest practice score was significantly higher (85.35 ± 7.29) then mean pretest practice score (30.56± 8.61) (P < 0.001). There is highly increased in Average Percent of correct Answers in knowledge and practice post intervention in relation to pre intervention in all first aid items, there is no significant correlation between education and knowledge practice score pre and post since p-value > 0.05.The result of the study showed effectiveness of the first aid health education program in improving teacher’s knowledge, and is highly effective in improving practice, supported hypotheses.</p>
Educational data collected from students - regarding the analysis of online activities in schools in Romania (during the Covid-19 pandemic, March 2020 - April 2020)
<p>The student questionnaire was designed with 20 questions. It was completed by 1,088 respondents and focuses on students' experiences related to online education. The collected data provides a broad perspective on various aspects of this, including access to technology, experiences with different platforms, perceptions of the advantages and disadvantages of this form of education, as well as direct feedback from students regarding their experiences. The full questionnaire can be accessed at: <a href="https://forms.gle/fhgzCUx1SDnxbCfZ6" target="_new" rel="noopener"><strong>https://forms.gle/fhgzCUx1SDnxbCfZ6</strong></a></p> <p>To protect the identity of the respondents and to obtain accurate responses, all data collected from teachers was anonymous. We did not collect any personal information whatsoever. This aspect was made clear to the respondents in the description of the questionnaire.</p>
Educational data collected from teachers - for the analysis of online activities in schools in Romania (during the Covid-19 pandemic, March 2020 - April 2020)
<p>The dataset comes from a questionnaire structured into 24 questions, which can be accessed at <a href="https://forms.gle/bUgYMfoNHh7r6ebs6" target="_new" rel="noopener">https://forms.gle/bUgYMfoNHh7r6ebs6</a>. This questionnaire was completed by 956 respondents and aims to analyze the online activities carried out during March - April 2020, being distributed to teachers.<br>Each question is designed to reveal different aspects of the experiences, skills, and perspectives of teaching staff regarding online teaching and learning.</p> <p>To protect the identity of the respondents and to obtain accurate responses, all data collected from teachers was anonymous. We did not collect any personal information whatsoever. This aspect was made clear to the respondents in the description of the questionnaire.</p>
Rocktopo Sensing Mountains Summer School 2024: UAV images, pointcloud and TLS pointclouds
<p>This dataset contains high-resolution 3D scans of an outdoor rock climbing wall, captured using both <strong>Unmanned Aerial Vehicle (UAV)</strong> photogrammetry and <strong>Terrestrial Laser Scanning (TLS)</strong>. The dataset includes images from the UAV, the reconstructed point cloud derived from photogrammetry, and the point cloud from TLS. These scans were conducted on the following dates:</p> <p>The used TLS was a Trimble X7 and the UAV a DJI Spark.</p> <ul> <li> <p><strong>TLS (Terrestrial Laser Scanning)</strong>: Provided in <code>TLS_240924</code> or <code>TLS_240925</code>, this folder contains the point cloud data captured via TLS, offering highly accurate and detailed 3D geometry of the climbing wall surface. In LAS format.</p> </li> <li> <p><strong>UAV Images: </strong>Stored in <code>UAV_240924</code> or <code>UAV_240925</code>, these subdirectories contain a set of aerial images taken from the UAV, which were later used to reconstruct the 3D point cloud of the rock climbing wall. In JPEG format.</p> </li> <li> <p><strong>Photogrammetric Point Cloud (LAS)</strong>: The resulting 3D point cloud from UAV photogrammetry is stored in <code>LAS_240924</code> or <code>LAS_240925</code>. These files represent the spatial data and geometry derived from processing the UAV images using photogrammetry techniques. In LAS format.</p> </li> <li><strong>Aligned Point Cloud (ICP)</strong>: The ICP aligned clouds that were used for analysis are stored in <code>ICP</code>. These files represent the spatial data and geometry derived from aligning the TLS and UAV clouds. In LAS format.</li> <li><strong>Potree Point Cloud (folder)</strong>: Octree converted pointclouds used in the <a href="https://github.com/jurriandoorbos/potree-rocktopo" target="_blank" rel="noopener">Potree rocktopo</a> visualization.</li> <li><strong>Route Points</strong>: Polylines of every route in the lower location, in .poly (x y z) format.</li> </ul> <p>The combination of both photogrammetric and laser scanning data provides a comprehensive and high-fidelity 3D representation of the climbing wall, useful for geospatial analysis, surface reconstruction, and outdoor modeling applications. The pointclouds are not georeferenced.</p> <p><strong>Please note: </strong>the TLS and UAV were taken simultaneously: the same location is therefore:<strong> UAV/LAS_240924 fits with TLS_250924</strong> and vice-versa.</p> <p> </p>
SCHOOL Climate and Agriculture Module and Lesson Review
<p>In this meeting, the TOPSTSCHOOL team meets with Jacob Orser, Jorge Celis, and Michael Humber to discuss the incoming Climate and Agriculture module. We discuss the datasets we have identified for using, the upcoming topics, and hear about everyones background.</p>
Mr Burns: a post-electric play written by Anne Washburn / A tertiary performance staged by Te Kura o Toi Whakaari: NZ Drama School
<p>DIRECTOR</p> <p>Stella Reid</p> <p>MUSICAL DIRECTOR</p> <p>Hayden Taylor</p> <p>PRODUCER</p> <p>Natasha James</p> <p>CHOREOGRAPHER</p> <p>Stella Reid</p> <p>FIGHT CHOREOGRAPHY</p> <p>Shane Rangi</p> <p>LIGHTING DESIGNER</p> <p>Grace Newton</p> <p>SOUND DESIGNER</p> <p>Oliver Devlin</p> <p>DIALECT COACH</p> <p>Jacque Drew</p> <p>SET DESIGNER</p> <p>Eden Winters</p> <p>COSTUME DESIGNER</p> <p>Tessa Saunders</p> <p>ASSISTANT SOUND DESIGNER</p> <p>Jade Alborn</p> <div> <p>PRODUCTION TEAM</p> <p>PRODUCTION MANAGER</p> <p>Olivia Cowley</p> <p>STAGE MANAGER</p> <p>Michael Lyell-O'Reilly</p> <p>HEAD MECHANIST</p> <p>Caleb Grainger</p> <p>PUTY STAGE MANAGER/SHOW CALLER</p> <p>Sarah Davitt</p> <p>DEPUTY STAGE MANAGER</p> <p>Joseph McAllum</p> <p>PRODUCTION ASSISTANT</p> <p>Isla McLarin</p> <p>MECHANIST</p> <p>Eilidh Hamilton</p> <p>MECHANIST</p> <p>Jack Tankersley</p> <p>SOUND OPERATOR/ENGINEER</p> <p>Paige Johns</p> <p>LIGHTING OPERATOR</p> <p>Luci McDougall</p> <p>COSTUME SUPERVISORS</p> <p>Sally Huges-Allen, Maysie Pyatt, Evan Stone, Kaitlyn Jacobs</p> <p> </p> <p>PRODUCTION TEAM</p> <p>COSTUME CONSTRUCTION</p> <p>Maxence Benoist, Lillian Denness,</p> <p>Renske Gordon, Evie Howard, Maria McCarthy, Dottie Olsen, Mikkel Rivett,</p> <p>Hannah van den Eikhof, Jordyn Williams</p> <p>SET CONSTRUCTION & SCENIC PAINTING</p> <p>Emile Commarieu, Molly Friis, Azalea Lewis-Milne, Lora Nankivell, Grace O'Brien, Weston Symes</p> <p> </p> <p> </p> <p>CAST</p> <p>ZACHARY BELL - МАТТ/ACT II, HOMER/ACT III CHORUS</p> <p>BRAYDEN CRESWELL- GIBSON/SIDESHOW BOB, FIRST FBI AGENT / TROY MCCLURE</p> <p>FIPE FOAI - ACT III BART</p> <p>EMILIO FUENTES MANCILLA - ACT III LISA/APU</p> <p>KIMIORA HONEYCOMBE - JENNY ACT II, MARGE/ACT III CHORUS</p> <p>JUSTICE KALOLO - SAM ACT II, BART/ACT III, CHORUS /ACT III SCRATCHY</p> <p>SARAH LAWRENCE - COLLEEN, ACT III CHORUS</p> <p>MAIZY METEKINGI - ACT III MARGE/FLANDERS</p> <p>IZZIE NEWTON-CROSS - ITCHY/NELSON</p> <p>SUGAR REA-BRUCE MARIA/ACT II, LISA/2ND FBI AGENT/EDNA KRABAPPEL</p> <p>TAMAHOU TEHEI - ACT III HOMER / WILLY</p> <p>PARIS TUIMASEVE-FOX - QUINCY/ACT II, MAGGIE/ACT III CHORUS</p> <p>CASSIDY KEMP-WOFFENDEN - MR BURNS</p> <p>IAN BLACKBURN - MR BURNS SWING</p> </div>
PhasAGE Training School 1 - Structure and protein interactions of repeated and low complexity regions - PRACTICAL
<p>The Training School 1 <strong>“Computational Methods to Study Protein Phase Separation”</strong> is the first edition of a series of PhasAGE training activities.</p> <p>The goal of this course is to provide participants with the basic knowledge to understand the phenomenon of <strong>Phase Separation</strong>, its role in biological processes and diseases. In addition, the course will provide <strong>an overview of the available computational resources</strong> to navigate this knowledge. Participants will have <strong>hands-on training</strong> in tools and resources available for life sciences, to collect information from the literature on biomolecular phase transitions, identify features triggering phase transitions, mutations associated with diseases, known or predicted PTMs and molecular interaction sites.</p>
PhasAGE Training School 1 - Phase separation and emergent functions of Intrinsically Disordered Proteins- Lecture
<p>The Training School 1 <strong>“Computational Methods to Study Protein Phase Separation”</strong> is the first edition of a series of PhasAGE training activities.</p> <p>The goal of this course is to provide participants with the basic knowledge to understand the phenomenon of <strong>Phase Separation</strong>, its role in biological processes and diseases. In addition, the course will provide <strong>an overview of the available computational resources</strong> to navigate this knowledge. Participants will have <strong>hands-on training</strong> in tools and resources available for life sciences, to collect information from the literature on biomolecular phase transitions, identify features triggering phase transitions, mutations associated with diseases, known or predicted PTMs and molecular interaction sites.</p>
A cross sectional study on adaptation and initial validation of a test to evaluate health claims among high school students – Croatian version
<p>Objectives: We validated the Croatian version of the test using multiple-choice questions (MCQs) from the Claim Evaluation Tools item bank of the Informed Health Choices project, and measured the ability of high school students to appraise health claims.</p> <p>Setting: 16 high schools from the urban agglomeration of the city of Split, Croatia.</p> <p>Participants: Final year high school students of at least 18 years of age.</p> <p>Interventions: 18 MCQs from the item bank considered relevant for high school students were translated. After face-validity testing, the questionnaire was piloted and sent to a convenient sample of 302 high school students.</p> <p>Primary and secondary outcome measures: Difficulty and discrimination indices were calculated for each MCQ to determine the validity of translation and the weight of MCQs. We assessed basic metric characteristics and performed initial validation of the test. Two tests were created, the full (18 MCQs) and the short version (12 MCQs). We analysed differences in test score according to gender and school.</p> <p>Results: The response rate was 96% (75% female respondents). Metric characteristics of both tests were satisfactory (Cronbach α=0.71 for the full and α=0.73 for the short version). The mean score (± standard deviation) for the full version was 11.15±3.43 and 8.13±2.76 for the short version. There were 6 easy and 12 moderately difficult questions. Questions concerning effectiveness and dissimilar comparison groups were answered correctly by fewer than 40% of students. Female students and those from grammar and health schools scored higher on both tests.</p> <p>Conclusions: Both tests showed good metric characteristics and may be used for quick and reliable assessments of adolescents' ability to appraise health claims. They may be used to identify needs and inform development of educational activities to foster critical thinking about health among adolescents</p>
The Future of Compulsory Schooling: Participant developed scenarios from a Modified Delphi Survey
<p>This paper describes results from a modified Delphi process that has been informed by research into anticipatory systems to design an approach that is responsive to a future world which is uncertain and in rapid change. We present five scenarios that describe preferred futures for the design of compulsory schooling and addresses the overall, counterfactual, research question, “What if compulsory schooling was a 21st century invention?” The scenarios have been developed by participants as the last round in the modified Delphi process, utilising a set of statements created in the earlier rounds. This scenario development round describes a novel use of the modified Delphi process in addition to the previous rounds that were used to determine more traditional Delphi results in terms of consensus and dissensus. </p> <p>The attachments provide an annexure with additional information about the Expert panel as well as a complete list of statements from the modified Delphi process.</p>
Collection of SELFIE results from different schools
<p>This table presents all the SELFIE results from the different schools which took part in the SELFIE survey as part of the empirical data collection of the <a href="http://detectproject.eu/">DETECT project</a>. In particular, the coordinating teacher in each of the participating schools invited the school leaders and teachers to respond and co-ordinated the survey completion process. The total number of participants included 5 schools, 106 teachers, 16 school leaders (as well as 344 students). There were two primary schools (from Spain and the UK) and three secondary schools (from Finland, Italy and Spain) among the participating schools.</p> <p>This dataset accompanies the intellectual outputs of the DETECT project, including amongst others this report:</p> <p>Gouseti, A., Bruni, I., Ilomäki, L., Lakkala, M., Mundy, D., Raffaghelli, J., Ranieri, M., Roffi, A., Romero, M. and Romeu, T. (2021) <em>Schools’ perceptions and experiences of critical digital literacies across four European countries - DETECT Report 2. </em>Accessed at: <a href="http://doi.org/10.5281/zenodo.5070394">http://doi.org/10.5281/zenodo.5070394</a></p> <p><strong>Acknowledgement</strong></p> <p>This project was funded by Erasmus+, KA2. Project Reference: 2019-1-UK01-KA201-061508.</p>
Key elements of critical digital literacies from the perspective of school education - video of a paper presentation
<p>This is a video prepared for a paper presentation in the EARLI 2021 conference:</p> <p>Lakkala, M., Ilomäki, L., Kallunki, V., Gouseti, A., Mundy, D., Raffaghelli, J. E., Romero, M., Romeu, T., Ranieri, M., Bruni, I., & Roffi A. (2021). Key elements of critical digital literacies from the perspective of school education. Paper presented at the EARLI 2021 conference: Education and Citizenship - Learning and Instruction and the Shaping of Futures. University of Gothenburg, Gothenburg, Sweden, 23-27 August 2021.</p> <p>The research relates to the <a href="http://detectproject.eu/">DETECT project</a>. See also <a href="https://researchportal.helsinki.fi/fi/publications/key-elements-of-critical-digital-literacies-from-the-perspective-">https://researchportal.helsinki.fi/fi/publications/key-elements-of-critical-digital-literacies-from-the-perspective-</a></p> <p><strong>Acknowledgement</strong></p> <p>This project was funded by Erasmus+, KA2. Project Reference: 2019-1-UK01-KA201-061508.</p>
Data for "Vaccinations or Non-Pharmaceutical Interventions:Safe Reopening of Schools in England"
<p>This dataset contains the output files generated with the JUNE epidemiological model use to produce the paper "Vaccinations or Non-Pharmaceutical Interventions:Safe Reopening of Schools in England" https://doi.org/10.1101/2021.09.07.21263223</p>
Quantitative databases about Hacker Education Research - School and Hacker Communities
<p>This group of files includes three distinct databases for use in PSPP:<br> - CA_Cycle1 - Indicators about Hacker Education and sociodemographic variables of teachers, researchers and students in the first cycle of the Conecta Escola-Mundo project;<br> - CA_Cycle2 - Indicators about Hacker Education and sociodemographic variables of teachers, researchers and students in the second cycle of the Conecta Escola-Mundo project;<br> - HackerCommunities - Indicators about Hacker Education and sociodemographic variables of 115 hackers participating in eight different movements around the world;</p>
Maryland private school websites' physical activity promotion
<p>Excel file of 387 Maryland (USA) private schools' websites' mentioning of PE (the term physical education, PE teacher, PE curriculum, PE dosage) and physical activity (intramural physical activity, interscholastic sports, physical activity images)</p>
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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.