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1,944 results for “Class I”
A Semantically Annotated 15-Class Ground Truth Dataset for Substation Equipment
<p>This dataset contains 1660 images of electric substations with 50705 annotated objects. The images were obtained using different cameras, including cameras mounted on Autonomous Guided Vehicles (AGVs), fixed location cameras and those captured by humans using a variety of cameras. A total of 15 classes of objects were identified in this dataset, and the number of instances for each class is provided in the following table:</p> <table align="center"> <caption>Object classes and how many times they appear in the dataset.</caption> <thead> <tr> <th scope="col">Class</th> <th scope="col">Instances</th> </tr> </thead> <tbody> <tr> <td>Open blade disconnect</td> <td>310</td> </tr> <tr> <td>Closed blade disconnect switch</td> <td>5243</td> </tr> <tr> <td>Open tandem disconnect switch</td> <td>1599</td> </tr> <tr> <td>Closed tandem disconnect switch</td> <td>966</td> </tr> <tr> <td>Breaker</td> <td>980</td> </tr> <tr> <td>Fuse disconnect switch</td> <td>355</td> </tr> <tr> <td>Glass disc insulator</td> <td>3185</td> </tr> <tr> <td>Porcelain pin insulator</td> <td>26499</td> </tr> <tr> <td>Muffle</td> <td>1354</td> </tr> <tr> <td>Lightning arrester</td> <td>1976</td> </tr> <tr> <td>Recloser</td> <td>2331</td> </tr> <tr> <td>Power transformer</td> <td>768</td> </tr> <tr> <td>Current transformer</td> <td>2136</td> </tr> <tr> <td>Potential transformer</td> <td>654</td> </tr> <tr> <td>Tripolar disconnect switch</td> <td>2349</td> </tr> </tbody> </table> <p>All images in this dataset were collected from a single electrical distribution substation in Brazil over a period of two years. The images were captured at various times of the day and under different weather and seasonal conditions, ensuring a diverse range of lighting conditions for the depicted objects. A team of experts in Electrical Engineering curated all the images to ensure that the angles and distances depicted in the images are suitable for automating inspections in an electrical substation.</p> <p>The file structure of this dataset contains the following directories and files:</p> <p> images: This directory contains 1660 electrical substation images in JPEG format.</p> <p>images: This directory contains 1660 electrical substation images in JPEG format.</p> <ul> <li><strong>labels_json: </strong>This directory contains JSON files annotated in the VOC-style polygonal format. Each file shares the same filename as its respective image in the images directory.</li> <li><strong>15_masks:</strong> This directory contains PNG segmentation masks for all 15 classes, including the porcelain pin insulator class. Each file shares the same name as its corresponding image in the images directory.</li> <li><strong>14_masks:</strong> This directory contains PNG segmentation masks for all classes except the porcelain pin insulator. Each file shares the same name as its corresponding image in the images directory.</li> <li><strong>porcelain_masks:</strong> This directory contains PNG segmentation masks for the porcelain pin insulator class. Each file shares the same name as its corresponding image in the images directory.</li> <li><strong>classes.txt:</strong> This text file lists the 15 classes plus the background class used in LabelMe.</li> <li><strong>json2png.py:</strong> This Python script can be used to generate segmentation masks using the VOC-style polygonal JSON annotations.</li> </ul> <p>The dataset aims to support the development of computer vision techniques and deep learning algorithms for automating the inspection process of electrical substations. The dataset is expected to be useful for researchers, practitioners, and engineers interested in developing and testing object detection and segmentation models for automating inspection and maintenance activities in electrical substations.</p> <p>The authors would like to thank UTFPR for the support and infrastructure made available for the development of this research and COPEL-DIS for the support through project PD-2866-0528/2020—Development of a Methodology for Automatic Analysis of Thermal Images. We also would like to express our deepest appreciation to the team of annotators who worked diligently to produce the semantic labels for our dataset. Their hard work, dedication and attention to detail were critical to the success of this project.</p>
MHC class II genes mediate susceptibility and resistance to coronavirus infections in bats
<p>Understanding the immunogenetic basis of coronavirus (CoV) susceptibility in major pathogen reservoirs, such as bats, is central to infer their zoonotic potential. Members of the cryptic <em>Hipposideros</em> bat species complex differ in CoV susceptibility, but the underlying mechanisms remain unclear. The genes of the major histocompatibility complex (MHC) are the best understood genetic basis of pathogen resistance, and differences in MHC diversity are one possible reason for asymmetrical infection patterns among closely related species. Here, we aimed to link asymmetries in observed CoV (CoV-229E, CoV-2B, and CoV-2Bbasal) susceptibility to immunogenetic differences amongst four <em>Hipposideros</em> bat species. From the 2,072 bats assigned to their respective species using the mtDNA cytochrome b gene, members of the most numerous and ubiquitous species, <em>Hipposideros caffer</em> D, were most infected with CoV-229E and SARS-related CoV-2B. Using a subset of 569 bats we determined that much of the existent allelic and functional (i.e., supertype) MHC DRB class II diversity originated from common ancestry. One MHC supertype shared amongst all species, ST12, was consistently linked to susceptibility with CoV-229E, which is closely related to the common cold agent HCoV-229E, and infected bats with ST12 had a lower body condition. The same MHC supertype was connected to resistance to CoV-2B, and bats with ST12 were less likely be co-infected with CoV-229E and CoV-2B. Our work suggests a role of immunogenetics in determining CoV susceptibility in bats. We advocate for the preservation of functional genetic and species diversity in reservoirs as means of mitigating the risk of disease spillover.</p>
Cambrian origin but no early burst in functional disparity for Class Bivalvia
<p><span>Both the Cambrian Explosion, more than half a billion years ago, and its Ordovician aftermath some thirty-five million years later, are often framed as episodes of widespread ecological opportunity, but not all clades originating during this interval showed prolific rises in morphological or functional disparity. In a direct analysis of functional disparity, instead of the more commonly used proxy of morphological disparity, we find that ecological functions of Class Bivalvia arose concordantly with and even lagged behind taxonomic diversification, rather than the early-burst pattern expected for clades originating in supposedly open ecological landscapes. Unlike several other clades originating in the Cambrian Explosion, the bivalves' belated acquisition of key anatomical novelties imposed a macroevolutionary lag, and even when those novelties evolved in the Early Ordovician, functional disparity never surpassed taxonomic diversity. Beyond this early period of animal evolution, the founding and subsequent diversification of new major clades and their functions might be expected to follow the pattern of the early bivalves—one where interactions between highly dynamic environmental and biotic landscapes and evolutionary contingencies need not promote prolific functional innovation. </span></p>
Lista de predicadores humanos classificados em cinco classes
<p>Uma lista de palavras em português que caracterizam pessoas na literatura lusófona, obtida através de pesquisa no corpo Literateca (versão 10.11 de fevereiro de 2023), servido pelo projeto AC/DC, https://www.linguateca.pt/ACDC/. Essas palavras foram manualmente anotadas com uma das cinco etiquetas: social, carater, emo, aparencia ou outro pelas autoras do recurso. Algumas palavras receberam mais de uma classificação. Nesse caso, as etiquetas estão por ordem alfabética e separadas pelo caracter _, por exemplo carater_social ou aparencia_carater.</p> <p> </p>
Figure 6 in Effect of soil class and moisture on the depth of pupation and pupal viability of Bactrocera carambolae Drew & Hancock (1994)
Figure 6 Effect of time and moisture on the emergence of flies from three soil types (sandy, sandy clay loam and clay loam).The lines in the graphs of the relation between the number of flies emerged and time (a-c) represent nonlinear models with a quadratic term [a) y = 4.12***-0.94***x+0.04x^2, b)y = 0.81*+0.5*x-0.098***x^2 and c) y = 2.47***-0.26x-0.02x^2], while the lines in the graphs of the relation between number of flies emerged and moisture (d-f) represent linear models with Poisson distributions [d) y = 0.11+0.0016x, e) y = -0.69***+0.01***x and f) y = -0.37***+0.008***x]. *:P<0.05; *** P<0.001.
Figure 5 in Effect of soil class and moisture on the depth of pupation and pupal viability of Bactrocera carambolae Drew & Hancock (1994)
Figure 5 Effect of soil depth and moisture on the number of pupae in three soil types (sandy, sandy clay loam and clay loam). The lines in the graphs of the relation between the number of pupae and depth (a-c) represent exponential models [a) y=exp(1.58-1.24***x), b) y=exp(1.42-0.21***x) and c) y=exp(1.18-0.16***x)], while the lines in the graphs of the relation between number of pupae and moisture (d-f) represent linear models with Poisson distributions [d) y = 0.56-0.0006x, e) y = 0.55-0.0017x and f) y = 0.55-0.0025x].*** P<0.001.
Figure 4 in Effect of soil class and moisture on the depth of pupation and pupal viability of Bactrocera carambolae Drew & Hancock (1994)
Figure 4 Number of pupae per centimeter for each treatment (T1 to T4 with sandy soil, T5 to T8 with sandy clay loam and T9 to T12 with clay loam) in combination with different moisture levels (0%, 30%, 60% and 90% for T1 to T4, T5 to T8 and T9 to T12, respectively). Treatments: T1 = sandy × 0% moisture, T2 = sandy x 30% moisture, T3 = sandy x 60% moisture, T4 = sandy x 90% moisture, T5 = sandy clay loam x 0% moisture, T6 = sandy clay loam x 30% moisture, T7 = sandy clay loam x 60% moisture, T8 = sandy clay loam x 90% moisture, T9 = clay loam x 0% moisture, T10 = clay loam x 30% moisture, T11 = clay loam x 60% moisture, and T12 = clay loam x 90% moisture.
Figure 3 in Effect of soil class and moisture on the depth of pupation and pupal viability of Bactrocera carambolae Drew & Hancock (1994)
Figure 3 Illustration of the steps of the experiment: A) Larvae on the soil surface; B) Containers used in the experiment; C) Removal of a 1 cm ring; D) Transfer of the soil to a plastic tray; E) Sorting and counting of the pupal cases; and F) Insects that were unable to rupture the soil layer. Photos: Eric Joel Ferreira do Amaral.
Figure 1 in Effect of soil class and moisture on the depth of pupation and pupal viability of Bactrocera carambolae Drew & Hancock (1994)
Figure 1 Representation of the steps for rearing B. carambolae: A) Oviposition container; B) Cage with adults; C) Eggs; D) Feed based on carrots in a plastic tray containing larvae; E) Paper envelope containing the plastic tray with larvae. Photos: Eric Joel Ferreira do Amaral.
Fig. 3. A in A report of 35 unrecorded bacterial species belonging to the classes Alphaproteobacteria and Betaproteobacteria in Korea
Fig. 3. A neighbor-joining phylogenetic tree, based on 16S rRNA gene sequences, showing the phylogenetic relationships between the strains isolated in this study and their relatives in the orders Burkholderiales and Rhodocyclales of the class of Betaproteobacteria. Bootstrap values (>70%) are shown above nodes. Scale bar: 0.01 changes per nucleotide.
Fig. 1 in A report of 35 unrecorded bacterial species belonging to the classes Alphaproteobacteria and Betaproteobacteria in Korea
Fig. 1. Transmission electron micrographs or scanning electron micrographs showing the cell morphologies of the strains isolated in this study. The strains were cultured at their optimal growth conditions. Strains: 1, YSTF-M5; 2, BSSL-BR9; 3, HMF5336; 4, HMF6093; 5, HMF6710; 6, KYW1791; 7, KYW1736; 8, KYW1376; 9, KYW1819; 10, FS72; 11, CAU 1521; 12, CAU 1595; 13, CAU 1597; 14, G119; 15, G187; 16, R36; 17, BT55; 18, BT341; 19, BT373; 20, 19D1A35; 21, 19D1V26; 22, 19D2A5; 23, 19D1F4; 24, MMS19-R33; 25, MMS19-T29; 26, HMF4787; 27, HMF5328; 28, CAU 1556; 29, BT39; 30, BT69; 31, BT358; 32, BT359; 33, BT367; 34, BT372; 35, BG9.
Fig. 2 in Unrecorded prokaryotic species belonging to the class Actinobacteria in Korea
Fig. 2. Neighbor-joining phylogenetic tree, based on 16S rRNA gene sequences, showing the relationship between the strains isolated in this study and their relatives of the class Actinobacteria. Bootstrap values (>70%) are shown above nodes. Filled circles indicate the nodes recovered by three other treeing methods including Maximum-likelihood, Maximum-parsimony and Neighbor-joining. Bar, 0.01 substitutions per nucleotide position.
Fig. 1 in Unrecorded prokaryotic species belonging to the class Actinobacteria in Korea
Fig. 1. Transmission electron micrographs or scanning electron micrographs of cells of the strains isolated in this study. Strains: 1, CAU 1470; 2, CAU 1475; 3, NA_1; 4, HC_48; 5, D7-24; 6, GH1-18; 7, GH1-39; 8, Gsoil 1173; 9, 17J72-9; 10, IMCC34147; 11, 17J28-11; 12, 17J49-8; 13, 17J49-11; 14, Ibu_O_11; 15, Ibu_O_21; 16, MMS17-SY291; 17, LT2304; 18, JMn2; 19, JMn10; 20, WD9; 21, LM3301; 22, KYW1377; 23, Gsoil 335; 24, Gsoil 1175; 25, BE2-18; 26, Gsoil 1130; 27, 17J48-16; 28, Gsoil 006; 29, Gsoil 262; 30, MMS17-SY284; 31, MMS17-SY227; 32, MMS17-GJ001; 33, Gsoil 961; 34, Gsoil 1526; 35, Gsoil 554.
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T4-Post
<p>Answers given by children in the fourth grade of Primary Education to 35 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2013-14. The calculation of the 12 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference. Dominance, and Influence. 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>//</p> <p>Respuestas que los niños/as de cuarto curso de Educación Primaria dan a 35 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2013-14. El cuestionario se administra de forma individual. Se incluye el cálculo de 12 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. 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>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T6-Post
<p>Answers given by children in the sixth grade of Primary Education to 41 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2015-16. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership and Admiration. 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>//</p> <p>Respuestas que los niños/as de sexto curso de Educación Primaria dan a 41 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2015-16. El cuestionario se administra de forma individual. Se incluye el cálculo de 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo, y Admiración. 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>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T2-Post
<p>Answers given by children in the second grade of Primary Education to 35 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2011-12. The calculation of the 12 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference. Dominance, and Influence. 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>//</p> <p>Respuestas que los niños/as de segundo curso de Educación Primaria dan a 35 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2011-12. El cuestionario se administra de forma individual. Se incluye el cálculo de 12 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. 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>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CC-CS_T6-Post
<p>Answers given by children in the sixth grade of Primary Education to the 42 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Castellón and Seville (Spain) in the spring of the school year 2014-15. The questionnaire is administered individually. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership, and Admiration. 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>//</p> <p>Respuestas que los niños/as de sexto curso de Educación Primaria dan a los 42 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón y Sevilla (España) en primavera del curso escolar 2014-15. El cuestionario se administra de forma individual. Se incluye el cálculo de las 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo y Admiración. 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>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CS_T5-Post
<p>Answers given by children in the fifth grade of Primary Education to 42 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Seville (Spain) in the spring of the school year 2013-14. The questionnaire is administered individually. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership, and Admiration. 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>//</p> <p>Respuestas que los niños/as de quinto curso de Educación Primaria dan a 42 ítems del Cuestionario Class Play revisado- Versión Ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Sevilla (España) en primavera del curso escolar 2013-14. El cuestionario se administra de forma individual. Se incluye el cálculo de las 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo y Admiración. 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>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CC-CS_T1-Pre
<p>Answers given by children in the first grade of Primary Education to 33 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population 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 questionnaire is administered individually. The calculation of the 11 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Dominance, and Influence. 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>//</p> <p>Respuestas que los niños/as de primer curso de Educación Primaria dan a 33 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. El cuestionario se administra de forma individual. Se incluye el cálculo de 11 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión reactiva, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. 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>
Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CC_T4-Post
<p>Answers given by children in the fourth grade of Primary Education to 35 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The questionnaire is administered individually. The calculation of the 12 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Dominance, and Influence. 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>//</p> <p>Respuestas que los niños/as de cuarto curso de Educación Primaria dan a 35 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón (España) en la primavera del curso escolar 2012-13. El cuestionario se administra de forma individual. Se incluye el cálculo de las 12 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. 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
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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.