Find research datasets worth reusing

opencc-by-4.0Jun 2021View details →

PhasAGE Training School 1 - Computational prediction of intrinsic disorder in proteins-MobiDB - PRACTICAL

The Training School 1 “Computational Methods to Study Protein Phase Separation” is the first edition of a series of PhasAGE training activities. The goal of this course is to provide participants with the basic knowledge to understand the phenomenon of Phase Separation, its role in biological processes and diseases. In addition, the course will provide an overview of the available computational resources to navigate this knowledge. Participants will have hands-on training 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.

opencc-by-4.0Jun 2021View details →

Schools Weather and Air Quality (SWAQ) –Metadata – Urban Network, Sydney (NSW)

Schools Weather and Air Quality (SWAQ) is a citizen science project funded by the Department of Industry, Innovation and Science as part of its Inspiring Australia - Citizen Engagement Program. SWAQ is equipping public schools across Sydney with research-grade meteorology and air quality sensors, enabling students to collect and analyse research quality data through curriculum-aligned classroom activities. The network includes twelve automatic weather stations and seven automatic air quality stations, stretched from -33.5995° to -34.0424° latitude and from 150.6918° to 151.2706° longitude. The average spacing is 10.2 km and the average installation height is 2.5 m above ground level. Six meteorological parameters (dry-bulb temperature, relative humidity, barometric pressure, rain, wind speed, and wind direction) and six air pollutants (SO2, NO2, CO, O3, PM2.5, and PM10) are recorded via Vaisala WXT 536 and Vaisala AQT 420 with a 20 minutes sampling frequency.  SWAQ data provides urban canopy layer observations of the intra-urban heterogeneity and inter-parameter dependency of all major urban climate and air quality variables, valuable across diverse urban disciplines. SWAQ stations are located where there are gaps in existing government networks, and focus on Sydney’s western suburbs, where the highest urbanization rate is taking place, to better inform future urban planning. QC procedures are designed to ensure observations of extreme episodes are not excluded. Beyond research purposes, SWAQ is a citizen-centered network, conceived to promote valuable STEM (science, technology, engineering, mathematics) skills among citizens and students. This collection includes the metadata files for all SWAQ stations, in pdf. Metadata describe the site (type, geographic coordinates, elevation, orographic setting, representativeness, local climatic zone, dominant land use, percent land cover, mean tree and building heights, proximity to water/heat and pollutants sources/sinks, estimation of Davenport Roughness, traffic density, sky view factor), and the instrumentation (variables, models, manufacturers, calibration and installation dates). Site characteristics are described at three radial scales: 20 km, 500 m, and 50 m. Graphical representations include: satellite images, street-view maps, cardinal direction photographs, panoramic photos, and close-up photos of sensors, solar panels, and connections. Optimum site allocation was determined by undertaking a multi-criteria weighted overlay analysis to ensure data representativeness and quality. All SWAQ sensors are installed: <ul> <li>in homogenous urban regions, without sections of anomalous variation in the regional urban makeup and aspect-ratio, and without large, concentrated heat/pollution sources or sinks;</li> <li>in areas falling into the WMO Class 4 with no electromagnetic sources that could have distorted the transmission;</li> <li>at a constant height of  2 - 3.5 m above ground level.</li> </ul> The actual data is available from the Australian Terrestrial Ecosystem Research Network (TERN) <a href="https://https://portal.tern.org.au/schools-weather-air-sydney-nsw/22077">data portal</a> and is regularly updated. The data available from TERN has undergone a rigorous quality check routine before upload. <ul> <li>Calibration: Sensors and gateways are calibrated and tested by Vaisalain controlled conditions </li> <li>Quality Assurance: Annual maintenance log</li> <li>Quality control: continuity tests, fixed range tests (on both physical and instrumental limits), dynamic range and step tests (both performed on a monthly basis), internal consistency tests (on known atmospheric relations) and persistence tests. </li> </ul> The files are in csv format. On the <a href="https://www.swaq.org.au">SWAQ website</a> a non quality controlled subset is available for educational purposes only. This project was funded by an Australian Government Department of Industry, Innovation and Science, Inspiring Australia – Science Engagement Program: Citizen Science Grants (CSG56028). It was also part of the Centre of Excellence for Climate Extremes research project "Attribution & Risk". More information is available in the readme file, in particular a full list of the variables and a legend for the quality flags used.

opencc-by-4.0Aug 2021View details →

Model-driven mitigation measures for reopening schools during the COVID-19 pandemic.

Complete simulation-generated datasets analyzed in McGee et al. (2021) Model-driven mitigation measures for reopening schools during the COVID-19 pandemic. PNAS. In press at time of upload. (medRxiv 2021.01.22.21250282). Data is uploaded in tab-separated .csv files which have been compressed using gzip. Descriptions of data columns can be found in the column_descriptions.csv file.

opencc-by-4.0Sep 2022View details →

GNSS training - dataset - Wrocław - 1st GATHERS Summer School

The files in the collection contain a 3D time-series of displacements in [m]. Data were collected before 1st GATHERS Summer School in Wrocław as a reference data. The observations were taken at the roof of Wrocław University of Environmental and Life Sciences - Institute of Geodesy and Geoinformatics: <a href="https://goo.gl/maps/W94mr2UhJKn7XH1z9">Location in Google Maps</a> Please note that each file is containing 3 time-series in North, East and Up direction. There are three headers beginning each of the time-series. The GNSS_PPP.ascii contains the results of kinematic PPP (Precise Point Positioning) The GNSS_VAD.ascii contains the results of a kinematic variometric approach to GNSS data processing (from VADASE software). The ACC_DISPL.ascii contains the displacements calculated from accelerations measured with GeoTiny!AC accelerometer. The GNSS antenna and the accelerometer were co-located with a distance of 10 cm and rigidly connected. If some questions arise, please send a message to: <a href="mailto:jan.kaplon@upwr.edu.pl">jan.kaplon@upwr.edu.pl</a>,

opencc-by-4.0Oct 2022View details →

Sustaining Cities, Naturally Webinar: Education Session - Breathe Respirar Programme - CONEXUS schools

Poorly planned urbanisation can lead to societal challenges as social deprivation, climate change, deteriorating health and increasing pressure on urban nature. Urban ecosystem restoration can contribute to lessen these challenges, e.g. through implementing nature-based solutions (NBS).   This pitch was made as part of the online webinar ‘Sustaining cities, Naturally: Urban ecosystem restoration in Europe, China and Latin America’, which took place as an official side-event of the European Week of Regions and Cities 2022 on 13th and 14th October 2023. The webinar was jointly organised by the projects: INTERLACE, CONEXUS, Regreen and CLEARING HOUSE.  The webinar illustrated how Horizon 2020 projects support international cooperation in knowledge creation and knowledge exchange between local authorities and researchers to promote urban ecosystem restoration in Europe, China and Latin America and brought together cities, regions and local authorities, city network representatives, policy makers, researchers, civil society and experts on nature-based solutions and urban ecosystem restoration from Europe, China and Latin America.

opencc-by-4.0Apr 2023View details →

Indoor Environmental Quality in Schools: NOTECH Solution vs. Standard Solution - dataset

Dataset for "Indoor Environmental Quality in Schools: NOTECH Solution vs. Standard Solution"

opencc-by-4.0May 2023View details →

Dataset for the evaluation of the scalability of a primary school Digital Education curricular reform

Dataset for the evaluation of the scalability of a primary school Digital Education curricular reform ======================================================= • If you publish material based on this dataset, please cite the following :             • The Zenodo repository : Laila El-Hamamsy, Barbara Bruno, Jessica Dehler Zufferey, & Francesco Mondada (2023). Dataset for the evaluation of the scalability of a primary school Digital Education curricular reform [Data set]. Zenodo. https://doi.org/10.5281/zenodo.7912941             • The corresponding article : El-Hamamsy, L.*, Monnier, E.-C. *, Chessel-Lazzarotto F., Liégeois G., Bruno, B., Dehler Zufferey, J., and Mondada, F. (2023). An Adapted Cascade Model to Scale Primary School Digital Education Curricular Reforms and Teacher Professional Development Programs. arXiv. https://doi.org/10.48550/arXiv.2306.02751 • License: This work is licensed under a Creative Commons Attribution 4.0 International license (CC-BY-4.0) • Creator: El-Hamamsy, L., Bruno, B., Dehler Zufferey, J., and Mondada, F. • Date: May 9th 2023 • Subject: Educational change, Scalability,  Professional Development,  Digital Education, Curricular Reform,  Primary School • Dataset format: CSV • Dataset collection: September 2018 to September 2022 • Dataset size : < 100 kB • Dataset content : one excel file with detailed description below. Please note that the spreadsheet may contain missing values due to teachers either choosing not to respond to the questions or the questions not being presented at each of the training sessions.  To have access to the specific survey questions please refer to the associated publication [a]. • Abbreviations :   - DE : Digital Education   - PD : Professional Development • Funding : This work was funded by the the NCCR Robotics, a National Centre of Competence in Research, funded by the Swiss National Science Foundation (grant number 51NF40_185543) # References [a] El-Hamamsy, L.*, Monnier, E.-C. *, Chessel-Lazzarotto F., Liégeois G., Bruno, B., Dehler Zufferey, J., and Mondada, F. (2023). An Adapted Cascade Model to Scale Primary School Digital Education Curricular Reforms and Teacher Professional Development Programs. arXiv. https://doi.org/10.48550/arXiv.2306.02751

opencc-by-4.0Mar 2023View details →

Uzbek School corpus (dictionary)

Uzbek School Literature Corpus: A Comprehensive Collection for Language Research and Education This project presents a comprehensive language corpus comprising various forms of school literature in Uzbek, spanning grades 1 to 9. The corpus includes diverse texts such as storybooks, textbooks, poems, and essays, providing a representative sample of linguistic and literary contexts within the educational system. It serves as a valuable resource for linguistic research, educational development, and language-related applications. The corpus can be accessed through a repository, fostering collaboration and advancing linguistic research, education, and language technology.

opencc-by-4.0Oct 2023View details →

GR15 - High school - Kastoria (Greece)

Data files for building: GR15 - High school - Kastoria (Greece)Languages: Greek, EnglishThese files are part of the public benchmark repository created as a part of the crossCert EU project. This repository contains curated building data, certificate results and, where available, measured performance results. The repository is publicly available so that it can be used as a testbench for new Energy Performance Certificate (EPC) procedures.The files are organised in the following folders  (note that not all files are always provided):<ol><li>Main data  and Results, with:<ol><li>Neutral data inventory.</li><li>Neutral results report.</li><li>Original EPC certificate.</li></ol></li><li>Energy Consumption Data, with:<ol><li>Files, where available, with energy consumption data for the building, which can be used for validation of models and EPC results.</li></ol></li><li>Drawings<ol><li>Building drawings which can be used as an aid for generating the EPC, or for creating dynamic energy consumption  models.</li></ol></li><li>Other Data<ol><li>Any other data that can be useful for the purposes of creating or validating an EPC or an energy consumption dynamic model for the building.</li></ol></li><li>Dynamic Model<ol><li>Data to run a dynamic model of the building, if available.</li></ol></li></ol>The files have been redacted to exclude confidential information.

opencc-by-4.0Oct 2023View details →

AT10 - Primary school - Bad Vöslau (Austria)

Data files for building:  AT10 - Primary school - Bad Vöslau (Austria)Languages: German, EnglishThese files are part of the public benchmark repository created as a part of the crossCert EU project. This repository contains curated building data, certificate results and, where available, measured performance results. The repository is publicly available so that it can be used as a testbench for new Energy Performance Certificate (EPC) procedures.The files are organised in the following folders  (note that not all files are always provided):<ol><li>Main data  and Results, with:<ol><li>Neutral data inventory.</li><li>Neutral results report.</li><li>Original EPC certificate.</li></ol></li><li>Energy Consumption Data, with:<ol><li>Files, where available, with energy consumption data for the building, which can be used for validation of models and EPC results.</li></ol></li><li>Drawings<ol><li>Building drawings which can be used as an aid for generating the EPC, or for creating dynamic energy consumption  models.</li></ol></li><li>Other Data<ol><li>Any other data that can be useful for the purposes of creating or validating an EPC or an energy consumption dynamic model for the building.</li></ol></li><li>Dynamic Model<ol><li>Data to run a dynamic model of the building, if available.</li></ol></li></ol>The files have been redacted to exclude confidential information.

edi44/100

Data from "Examining potential PFAS Contamination of Private Wells from a High School in Rural Maine"

Data from "Schools as Sources of PFAS Contamination of private wells in Rural Maine communities" In a community-engaged research project near Mount Desert Island High School in Bar Harbor, Maine, efforts were made to understand potential well contamination. This involved attending public meetings, distributing PFAS drinking water sample kits to homeowners, and collaborating on sample collection protocols. Surface water samples were collected from wetlands adjacent to the school, while drinking water samples were obtained from eight property owners, with careful adherence to sampling procedures to prevent contamination. Samples were analyzed for PFAS content and data are reported here.

openCC (other)Sep 2024View details →

edi44/100

Macon County, NC Middle School Climate Data

The climate station at the Macon Middle School near Franklin, NC was established in February 2000. The objectives were to: 1) locate a climate station outside of the Coweeta Basin, but within Macon County, North Carolina, measuring air temperature, air humidity, precipitation, solar radiation, wind speed, wind direction, vapor pressure, and barometric pressure 2) provide students and teachers at the school with a unique teaching tool, and 3) provide the public with an online archive of weather data.

openCustomJan 2020View details →

opencc-by-4.0Jul 2020View details →

SMART2: Age-specific social mixing of school-aged children in a US setting using proximity detecting sensors and contact surveys

To increase the evidence base supporting specific methods to measure social interaction, we compared data from self-reported contact surveys and wearable proximity sensors from a cohort of schoolchildren in the Pittsburgh metropolitan area.   Enrollment in the Social Mixing and Respiratory Transmission (SMART) study operated on an opt-out basis, and all students registered in a participating school before the start of the study were eligible to participate. Students in kindergarten (typically aged 5 years) to 12th grade (typically aged 18 years) from two elementary (K to 4th grade, K to 5th grade), two middle (5th to 6th grade, 7th to 8th grade), two elementary-middle (K to 8th grade), and two high (both 9th to 12th grade) schools were eligible to participate in SMART. Participation rates were high in all schools (82 to 99%). Each school provided aggregate demographic information about the school population, and individual grade and sex of participating students. Proximity sensor deployments The details of proximity sensor deployments have been described in detail elsewhere (60). In brief, participating students were given proximity sensors in plastic pouches and instructed to wear the pouch around their neck for the duration of the school day without removing or otherwise tampering with the sensor. In six of the eight schools, all participating students were given a sensor; in two schools, the large student population limited the deployment to randomly selected classrooms in each grade. Deployments typically lasted from the first class period (08:00 – 09:00) to the last class period (14:00 – 15:00). Deployment days in each school were chosen to be representative of a typical school day, without any special schoolwide or grade-specific activities that could modify normal contact patterns.   We used TelosB wireless sensors (61) programmed in the NesC language to send beacons every 20 seconds (beacon frequency 3 per minute). The receiving sensor recorded the contacting sensor’s identity, an internal time stamp, and a radio strength signal indicator (RSSI). Signal strength provided an estimate of physical proximity, but was highly dependent on the orientation of the two sensors and any obstructions between them and therefore could not be used to define an exact distance between contacts. Based on pilot studies and previous work on effective distances of respiratory virus transmission (29, 62), we chose a signal threshold (-80 dBm) that should correspond to contacts of relevance to respiratory disease transmission.   The number of unique proximity sensor contacts recorded for a participant was defined as the total number of other participants with whom their proximity sensor recorded at least one interaction during each deployment. To explore patterns of contacts of varying length, we considered several values of the contact threshold, or the minimum number of recorded interactions between two proximity sensors required to be considered a unique contact. The number of interactions between any given pair of sensors was taken to be the maximum number of interactions recorded by either sensor, to account for battery failure, measurement error, or other malfunctions.   Contact survey design Contact surveys were completed by participants in school under the supervision of project staff and teachers. Each sheet of the paper version allowed for information on up to 30 contacts to be recorded; additional sheets could be requested. Two versions were designed: one for middle- and high-school students, and a simplified version for elementary school students (although some elementary school children completed the middle- and high-school version, upon consultation with school administrators and teachers). Classrooms were randomly selected to participate from each grade, and students of several classrooms completed more than one contact survey over the course of the study period.   Participants were asked to report information about any individual they talked with, played with, or touched the previous day, including the contact’s age and sex, whether they attended the same school as the participant, the context in which the contact was made, whether the contact involved direct or indirect (through a shared object) touch, and approximate duration of the contact. Students reported the total number of contacts made in the previous day, without detailed information, and additional demographic information about themselves and their household. The surveys were completed either on paper or by computer, depending on resources available in each school.   We defined total survey contacts as the total number of individuals a student reported having interacted with on the day before the survey was completed. Detailed contacts were the subset of total contacts for which the student reported contact age, sex, duration, and context. We considered further subsets of detailed survey contacts, including those occurring within school, those reported to have lasted more than 10 minutes over the course of the day, and those occurring on the same day as a sensor deployment.

Figure 8. Metapenaeus dalli Protozoea I in Larval development of the western school prawn Metapenaeus dalli Racek, 1957 (Crustacea: Decapoda: Penaeidae) reared in the laboratory

Figure 8. Metapenaeus dalli Protozoea I (a) dorsal view; (b) first antenna; (c) second antenna; (d) mandible; (e) first maxilla; (f) second maxilla; (g) first maxilliped; (h) second maxilliped; (i) third maxilliped. Scale bars: a–c, g–i = 0.1 mm; d–f = 0.05 mm.

Figure 6. Metapenaeus dalli Nauplius V in Larval development of the western school prawn Metapenaeus dalli Racek, 1957 (Crustacea: Decapoda: Penaeidae) reared in the laboratory

Figure 6. Metapenaeus dalli Nauplius V (a) ventral view; (b) first antenna; (c) second antenna; (d) mandible. Scale bar = 0.1 mm.

Figure 2. Metapenaeus dalli Nauplius I in Larval development of the western school prawn Metapenaeus dalli Racek, 1957 (Crustacea: Decapoda: Penaeidae) reared in the laboratory

Figure 2. Metapenaeus dalli Nauplius I (a) ventral view; (b) first antenna; (c) second antenna; (d) mandible. Endopod (End.) and exopod (Ex.) denoted on second antennae and mandible. Scale bar = 0.1 mm.

Figure 14. Metapenaeus dalli Post larvae I in Larval development of the western school prawn Metapenaeus dalli Racek, 1957 (Crustacea: Decapoda: Penaeidae) reared in the laboratory

Figure 14. Metapenaeus dalli Post larvae I (a) lateral view; (b) first antenna; (c) second antenna; (d) mandible; (e) first maxilla; (f) second maxilla; (g) first maxilliped; (h) second maxilliped; (i) third maxilliped; (j) third pereiopod; (k) fifth pereiopod; (l) pleopods; (m) telson and uropods. Scale bars: a–c, g–m = 0.1 mm; d–f = 0.05 mm.

Figure 7. Metapenaeus dalli Nauplius VI in Larval development of the western school prawn Metapenaeus dalli Racek, 1957 (Crustacea: Decapoda: Penaeidae) reared in the laboratory

Figure 7. Metapenaeus dalli Nauplius VI (a) ventral view; (b) first antenna; (c) second antenna; (d) mandible. Scale bar = 0.1 mm.

opencc-by-4.0Oct 2020View details →

ENIS/MIDA summer school 2020: ESR 15 Mounir Saifi

Mounir Saïfi's presentation at the MIDA 2020 summer school discusses an online article that denies the Muslim conquest of Spain around 711. Mounir tries to understand how this counter-narrative of al-Andalus, or Spain under Muslim rule, is used to claim identity space for "Self" by a female author and (a)religious minority member within the Arab world.