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2,084 results for “Courses”
DLR/ESA open PolinSAR training course Dataset
<h1>PySARPRO Dataset for DLR/ESA Open PolinSAR Training Course</h1> <h2>Description:</h2> <p>This dataset is part of the DLR/ESA Open PolinSAR training course and contains various types of Synthetic Aperture Radar (SAR) data processed using the PySARPRO Python library. The dataset includes SAR data in different modalities, such as defocused SAR (SAT), Interferometric SAR (InSAR), Polarimetric SAR (PolSAR), Polarimetric Interferometric SAR (PolInSAR), and Tomographic SAR (TomoSAR).</p> <p> </p> <p>GitHub: [PySARPro](https://github.com/Pol-InSAR/pysarpro.git)</p> <h2>Citation:</h2> <p>If you use this dataset in your research, please cite the following:</p> <p>[](https://doi.org/10.5281/zenodo.10797182)</p> <p> </p> <h2>Contents:</h2> <ol> <li><strong>SAT Data Defocused</strong>: </li> <li><strong>InSAR Data</strong>:</li> <li><strong>PolSAR Data</strong>: </li> <li><strong>PolInSAR Data</strong>: </li> <li><strong>TomoSAR Data</strong>: </li> <li><strong>DInSAR Data</strong>: </li> </ol> <h2>Data Format:</h2> <p>The data is provided in standard formats compatible with the PySARPRO library and can be readily imported and downloaded for analysis.</p> <h2>Acknowledgments:</h2> <p>We would like to acknowledge the support of DLR (German Aerospace Center) and ESA (European Space Agency) for providing the data and resources necessary for this training course.</p> <h2>Contact:</h2> <p>For inquiries about the dataset, please contact Islam Mansour at islam.mansour@dlr.de .</p>
Dataset for "On a Collision Course: Unveiling Wireless Attacks to the Aircraft Traffic Collision Avoidance System (TCAS)"
<p>The dataset associated with "On a Collision Course: Unveiling Wireless Attacks to the Aircraft Traffic Collision Avoidance System (TCAS)"</p>
AI course names from undergraduate programs
<p><span>We collected 750 course names covered by 29 universities’ undergraduate AI edu</span><span>cation programs, providing a comprehensive dataset for analysis on the AI curriculum.</span></p>
Fig. 13 in On The Study Of Fauna (Macroinvertebrates, Fish, Amphibians, Reptiles, Birds And Mammals) Of The Lower Course Of Shokhdara River Valley In Pamir, Mountain Bodakhshan, Tajikistan
Fig. 13. Total avifauna list versa the actually registered species; note: some species may be included in more than 1 type of occurrence.
Fig. 10 in On The Study Of Fauna (Macroinvertebrates, Fish, Amphibians, Reptiles, Birds And Mammals) Of The Lower Course Of Shokhdara River Valley In Pamir, Mountain Bodakhshan, Tajikistan
Fig. 10. Himalayan agamas spotted along the rocks and mountain slopes along the course of Shokhdara River.
Figs 3A–F in Rat spleen in the course of Babesia submicroscopic studies microti invasion: histological and
Figs 3A–F. Splenic white pulp of rats with 21-day (A, arrows show empty spaces in nuclear membrane) and 6-month B. microti invasion (B). Swellings in rat spleen with 21-day B. microti invasion (C). Invaded erythrocytes in sinus blood vessels in rat spleen with 21-day parasitemia (D). Vacuole in macrophage of the rat spleen with 6-month B. microti invasion (E). Macrophage in red pulp of the rat spleen with 6-month B. microti invasion (F). Preparations imaging with the use of transmission electron microscopy (TEM). Abbreviations: Bm – Babesia microti merozoites, Er – erythrocytes, Hem – hemosiderin, Mf – macrophage containing digested fragments of erythrocytes and heterophagical vacuoles – HV, Tr – thrombocytes, V – vacuole containing fibrous remnants of cytoskeleton.
Figs 1A–E in Rat spleen in the course of Babesia submicroscopic studies microti invasion: histological and
Figs 1A–E. The peripheral blood smear of control rats (A) rats with 21-day B. microti invasion (B) and rats with 6-month B. microti invasion (C) (black arrows – B. microti merozoites). Preparations were stained with MGG method. The surface observations of erythrocytes invaded with B. microti showed the presence of characteristic, elongated structures under the cell membrane (D, E). Imaging in AFM. Abbreviation: Lf – lymphocyte.
Рис. 5. Спектр ритмов в многоΛетнем хоΔе чисΛенности Λесного Λемминга в заповеΔнике «Кивач», КареΛия (а), и в Баргузинском заповеΔнике (б) Fig. 5. The spectrum of rhythms in the long-term course of the number of forest lemming in the Kivach Reserve, Karelia (a) and in the Barguzinsky reserve (b) in Long-Term Variability In Forest Lemming Population Numbers ( Liljeborg, 1844): Cyclicity
Рис. 5. Спектр ритмов в многоΛетнем хоΔе чисΛенности Λесного Λемминга в заповеΔнике «Кивач», КареΛия (а), и в Баргузинском заповеΔнике (б) Fig. 5. The spectrum of rhythms in the long-term course of the number of forest lemming in the Kivach Reserve, Karelia (a) and in the Barguzinsky reserve (b)
Рис. 4. Карта-схема мест встреч пятнистого оΛеня в Нижнем Приамурье в 1979–2021 гг. КваΑраты — места фоторегистрации: 1 — верховья рр. Обор и Àурмин; 2, 3 — Анюйский национаΛьный парк; круги — места встреч по Λитературным и опросным Αанным: 1 — окрестности с. Кутузовка (место первой регистрации в 1979 г.); 2 — верховья р. СиΑима; 3 — устье р. Нижняя Буге; 4 — бассейн р. Мухен; 5–8 — Анюйский национаΛьный парк (соответственно, р. Пихца, урочище Сира, окрестности с. Арсеньево, устье р. СоΛоми); 9 — среΑнее течение р. СоΛоми; 10 — 76 км трассы ΔиΑога — Ванино; 11 — бассейн р. Кия; 12 — бассейн р. ХойΑур; 13 — бассейн р. Нюра Fig. 4. A schematic map of sika deer sightings in the Lower Amur Region in 1979-2021. Squares designate sites of photo recording: 1 — upper reaches of the rivers Obor and Durmin; 2, 3 — Anyui National Park; circles designate sightings sites according to the literature and the survey data: 1 — vicinity of the village Kutuzovka (the place of the first registration in 1979); 2 — upper reaches of the river Sidima; 3 — the mouth of the river Lower Buge; 4 — the Mukhen River basin; 5-8 —Anyui National Park (respectively, the Pikhtsa River, the Sira tract, the vicinity of the village Arsenyevo, the mouth of the Solomi River); 9 — the middle course of the Solomi River; 10 — 76 km of the Lidoga-Vanino Highway; 11 — the Kiya River basin; 12 — the Khoydur River basin; 13 — the Nyura River basin in New data on the distribution of sika deer Cervus nippon Temminck, 1838 in the Lower Amur Region
Рис. 4. Карта-схема мест встреч пятнистого оΛеня в Нижнем Приамурье в 1979–2021 гг. КваΑраты — места фоторегистрации: 1 — верховья рр. Обор и Àурмин; 2, 3 — Анюйский национаΛьный парк; круги — места встреч по Λитературным и опросным Αанным: 1 — окрестности с. Кутузовка (место первой регистрации в 1979 г.); 2 — верховья р. СиΑима; 3 — устье р. Нижняя Буге; 4 — бассейн р. Мухен; 5–8 — Анюйский национаΛьный парк (соответственно, р. Пихца, урочище Сира, окрестности с. Арсеньево, устье р. СоΛоми); 9 — среΑнее течение р. СоΛоми; 10 — 76 км трассы ΔиΑога — Ванино; 11 — бассейн р. Кия; 12 — бассейн р. ХойΑур; 13 — бассейн р. Нюра Fig. 4. A schematic map of sika deer sightings in the Lower Amur Region in 1979-2021. Squares designate sites of photo recording: 1 — upper reaches of the rivers Obor and Durmin; 2, 3 — Anyui National Park; circles designate sightings sites according to the literature and the survey data: 1 — vicinity of the village Kutuzovka (the place of the first registration in 1979); 2 — upper reaches of the river Sidima; 3 — the mouth of the river Lower Buge; 4 — the Mukhen River basin; 5-8 —Anyui National Park (respectively, the Pikhtsa River, the Sira tract, the vicinity of the village Arsenyevo, the mouth of the Solomi River); 9 — the middle course of the Solomi River; 10 — 76 km of the Lidoga-Vanino Highway; 11 — the Kiya River basin; 12 — the Khoydur River basin; 13 — the Nyura River basin
Figure 2. The mean results, representing the importance of online/blended course components, for all participants-How to Mix the Ingredients for a Blended Course Recipe
<p>Almost two thirds (62%) of the institutions provide access to Open Source LMSs, while only a<br> third use proprietary LMSs (such as AeL or Blackboard), and we can also note that almost half (43%)<br> of the participants are not even interested in proprietary LMSs. All these figures demonstrate once<br> again the openness of the Romanian educa-tional system towards online/blended learning and,<br> furthermore, towards Open Source or free solutions. Specific policies related to open/blended courses<br> and trainings for devel-oping such courses are offered only by a third of the institutions, thus the<br> education managers and policy makers should pay an increased attention to these issues.<br> The importance of course elements was assessed on a five-point Likert scale, where 1 means<br> “not at all important” and 5 means “very important”. Nineteen elements of an online course were<br> evaluated on this scale. The results synthesized in Figure 2 illustrate the importance of each element for<br> all participants in this study, regardless of their e-learning experience.</p>
Figure 1. e-Learning experience-How to Mix the Ingredients for a Blended Course Recipe
<p>An important aspect of data analysis concerns the e-learning experience of our par-ticipants.<br> Therefore, the first part of data analysis consisted of comparing the different types of experiences.<br> Figure 1 illustrates the percentages of participants checking each type of answer. Thus, we may<br> conclude that only 11.9 percent had no experiences in-volving e-learning.<br> Among those who had some kind of e-learning experience, most participated in on-line courses<br> (two thirds - 65.5%), blended learning (34.5%) or Massive Open Online Courses (32.1%); the<br> percentage of those participating in MOOCs (nearly a third of the respondents) is quite impressive from<br> the point of view of the interest in this trending model for personal and professional development. It is<br> worth noting as well that almost one third of the responders have experience in facilitating online<br> courses (31%) and more than a quarter (28.6%) facilitated blended courses, which demonstrates the<br> increasing rate of e-learning integration in Romanian education. Nevertheless, we can observe that<br> online courses represented the most common e-learning experience. It is important to mention that all<br> percentages are relative to the total number of participants.</p>
Figure 3. e-Learning components assessment by domain-How to Mix the Ingredients for a Blended Course Recipe
<p>The disadvantages of online/blended courses noted by participants are summarized in the<br> following paragraph:<br> • there isn’t a national policy related to the integration of new technologies/ pedagogies, OER in<br> education;<br> • teachers should be trained to be able to develop and facilitate online and blended courses;<br> • there are no incentives to reward teachers using open technologies/pedagogies;<br> • student assessment when using online collaboration and social media could be difficult;<br> • there should be a team of experts to develop quality online courses;<br> • the lack of digital skills of both students and teachers could be a barrier for such courses;<br> • time management could be a challenge;<br> • the lack of feedback from teachers could demotivate students.</p>
BRAIN Journal-Sentiment Analysis on Embedded Systems Blended Courses-Figure 3. Sentiment analysis on extracted themes
<p>Figure 3 is presenting the sentiment analysis results from the point of view of the themes extracted from the corpus. The same preoccupation for the cost of the course is revealed, but this time the fact that MOOCs are free is appreciated. Students perceive that an integration of MOOCs into blended courses leads to a rapid information of the topics, such a feature receiving a high positive score of +3.46. The detailed explanations in this blended approach received a positive impact from the students with a total score of +2.70, but also the gained knowledge is among the most highly rated corpus themes. </p>
BRAIN Journal-Sentiment Analysis on Embedded Systems Blended Courses-Figure 2. Twitter sentiment analysis results
<p> In order to validate our results, the next step was to extract the sentiment analysis from Tweeter’s tweets (Figure 2) which are based on blending embedded systems-related courses. The obtained polarity is positive, so this results shows not only that students appreciated this in a positive manner, but also that the proposed technique for integrating MOOCs into embedded systems courses is a viable one. </p>
BRAIN Journal-Sentiment Analysis on Embedded Systems Blended Courses-Figure 1. Semantria result
<p>In Figure 1 the Semantria output is presented, having a positive polarity, with a score of 0.218. What is interesting to note here are the keywords extracted from students’ feedback. They noticed the integration of MOOCs in the Embedded Systems course as positive due to the fact that the new information is perceived as easier and the gained knowledge seems to be valuable. Students are affected by too many concepts and also by the idea of paying for the course.</p>
BRAIN Journal-Personality Questionnaires as a Basis for Improvement of University Courses in Applied Computer Science and Informatics-Figure 5. Hierarchical clustering by scores across the EPQ–R scales for data about all the participants
<p>The clusters were generated using an implementation of a hierarchical clustering algorithm available in the R environment (R, n.d.). The top three clusters were extracted from a hierarchical cluster tree shown in Figure 5, while the color of data points in the visualization shown in figure 4 was determined based on cluster labels. Hierarchical clusters could be used when investigating which students in the analyzed sample share similar personality traits. This could be especially useful for smaller student groups as the teacher may manually inspect the cluster tree and its leaves, which designate individual students. For instance, there are three students in cluster 3, who are represented within the tree in Figure 5 by identifiers 14, 22, and 24. The students with identifiers 14 and 22 are more closely linked and more similar to each other than to the student with identifier 24. </p>
BRAIN Journal-Personality Questionnaires as a Basis for Improvement of University Courses in Applied Computer Science and Informatics-Figure 2. Comparison of mean scores on the EPQ–R scales
<p>The data for the workshop participants were loaded from the data warehouse, while the summary data from the original EPQ–R study were loaded from a CSV file. The bar chart featured in Figure 2 shows mean scores on the EPQ–R scales for the selected workshop participants (denoted by blue bars) and the selected participants of the original EPQ–R study (denoted by yellow bars). The mean scores on the P scale agree between the two samples, but the overall scores for the other scales vary. </p>
BRAIN Journal-Personality Questionnaires as a Basis for Improvement of University Courses in Applied Computer Science and Informatics-Figure 4. Radial visualization of scores across the EPQ–R scales for clustered data about all the participants
<p>On the other hand, the division of data points by gender might not be the only useful strategy when visually inspecting the analyzed sample in a coordinate system. Numerous clustering algorithms may be used to determine which data points share similar scores across the EPQ–R scales, i.e., which data points belong to the same cluster of similar entities based on their corresponding EPQ–R scores. A radial visualization in which data points were organized into three clusters is given in Figure 4. Each cluster is marked by a different color: cluster 1 by red, cluster 2 by green, and cluster 3 by blue. </p>
BRAIN Journal-Pros and Cons Gamification and Gaming in Classroom-Figure 2. Course categories within UVAB University Moodle platform, (portal-eifr.ub.ro)
<p>A study was conducted aiming to assess the impact of introduction of ranking block plugin as a gamification element within Moodle learning management system (Ranking block Moodle, 2017). We mention that the Moodle platform, version 3.2 is dedicated to extramural and distance learning. It supports various gamification elements such as avatars, badges, leaderboard, levels, displaying quiz results or progress bars. The ranking block plugin was introduced and configured to be available for procedural programming course activities, at the beginning of the first semester of 2016, which starts in October. It displays a course leaderboard visible to all users as a way of obtaining recognition from other users. It is based on points instead of badges and it can monitor included activities based on accumulated points. The experiment involved first year bachelor students in computer science (32 students, extramural education) from UVAB University (www.ub.ro) who are using the Moodle platform in their tutorial based activities. The main page of UVAB Moodle platform is presented in Figure 2. </p>
BRAIN Journal-Personality Questionnaires as a Basis for Improvement of University Courses in Applied Computer Science and Informatics-Figure 3. Radial visualization of scores across the EPQ–R scales for the male and female participants
<p>The radial visualization in Figure 3 depicts each participating student as a dot whose color indicates the gender of the student, blue for male students (M) and red for female students (F). The position of a dot in the visualization is determined by the scores of the associated student on the four EPQ–R scales. The radial overview may provide a much clearer outline of clustering within the analyzed group. Although there are only five female students, they are concentrated in a relatively narrow area within the radial coordinate system</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.