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BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 16. Social media postings
<p>After different stages of experimentation, we produced different statistical analysis of our results:</p> <p>a. concerning the most accessed social media. It indicated that Panoramio was the most visited, and Google+ had the majority of postings (Figure 16). </p> <p>The statistics indicate that the different social networks had different levels of impact on the children and that in the future developments the focus should be on those more frequently accessed. </p> <p>b. concerning the pedagogical content. A survey was done among teachers and children to evaluate the interest in our solutions and the quality of the educational content and therefore of the overall efficiency</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 12. Children applying glass-engraving techniques under the control of the staff from the NUA Bucharest
<p>The information from a) and b) has been used by other colleagues in the local school and in the future will be used by other schools in the country or abroad. This represented the second educational level of the project, i.e. the analysis of the collected data. Information from c) was further analyzed by university teachers, filtered and added as an enhancement to the content of the AR platform. An example of user-created content are the movies made with smartphone cameras, recording the children2 while performing traditional crafts (Figures 11, 12). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 13. School girl presenting Vădastra School's Facebook page
<p>In order to achieve the third educational level, we experimented the social media tools, i.e. the project’s Google+ educational blog, by posting information complementary to that available on the Time Maps website, and also thematic questionnaires to foster a question-answer (Q&A) learning style. This allowed us to monitor and evaluate the information retention. In this stage we encountered the challenge to stimulate children and teachers to continue using our learning system, by posting new educational content, announcements and social messages. After a period of experimentation we proceeded to a statistical evaluation of children’s answers, which is presented in the next section.</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 7. The projects's Twitter page for educational and research micro-blogging
<p>The fourth stage was the use of social media to build a social learning network based on content and experience sharing and creation. The following web 2.0 services were used as a distributed platform able to support our experimental learning system: a) Panoramio (http://www.panoramio.com/user/7606828) (Figure 6) as a geo-referenced photo-sharing service over Google Maps and Google Earth for sharing project’s essential results; b) Twitter (https://twitter.com/maps_of_time) (Figure 7), as a social network and micro-blogging service for short announcements and comments; c) Google+ (https://plus.google.com/114705936110835992130?hl=en#114705936110835992130/posts?hl=en) (Figure 8), as a platform for sharing and tagging multiple content (photo, video), blogging and video chatting service with the recent Google Hangout, for sharing educational content; d) Google Drive (Levin, 2013) for cloud storage and collaborative document editing. We also created a YouTube channel for public distribution of video content (https://www.youtube.com/TimemapsNet), (Rusu et al., 2013) and a Facebook page of Vădastra School (https://www.facebook.com/scoalaVădastra). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 6. Virtual Space on Panoramio+ with the experiments carried in Vădastra village
<p>The fourth stage was the use of social media to build a social learning network based on content and experience sharing and creation. The following web 2.0 services were used as a distributed platform able to support our experimental learning system: a) Panoramio (http://www.panoramio.com/user/7606828) (Figure 6) as a geo-referenced photo-sharing service over Google Maps and Google Earth for sharing project’s essential results; b) Twitter (https://twitter.com/maps_of_time) (Figure 7), as a social network and micro-blogging service for short announcements and comments; c) Google+ (https://plus.google.com/114705936110835992130?hl=en#114705936110835992130/posts?hl=en) (Figure 8), as a platform for sharing and tagging multiple content (photo, video), blogging and video chatting service with the recent Google Hangout, for sharing educational content; d) Google Drive (Levin, 2013) for cloud storage and collaborative document editing. We also created a YouTube channel for public distribution of video content (https://www.youtube.com/TimemapsNet), (Rusu et al., 2013) and a Facebook page of Vădastra School (https://www.facebook.com/scoalaVădastra)</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 1. An experiment of building a prehistoric house, carried out by Professor Dragoş Gheorghiu in Vădastra
<p>The learning experiment in Vădastra village began by geo-referencing some points of interest in the archaeological area (Gheorghiu & Stefan, 2013a; 2013b), which were identified from the archaeological published materials and from information provided by the villagers, as well as resulting from fieldwork conducted for over a decade (i.e. archaeological experimentation) in this village (Gheorghiu, 2001; 2008). The geographic data (POIs) was collected on the archaeological site by the K-12 children under the coordination of a project team member from the National University of Arts Bucharest (NUA). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 2. An experiment with sunken up-draught kilns, carried out by Professor Dragoş Gheorghiu in Vădastra
<p>The second stage was represented by the physical reconstruction at real scale of a prehistoric house and of a corner of a Roman villa rustica, designed and coordinated by Professor Dragoş Gheorghiu. In these physical reconstructions video recordings and photo shoots were produced by specialist members of the project team, in order to be used later as augmentations in the AR application and for distribution by means of SNS. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 4. Augmented Reality with video movie and social media (a vertical loom in front of two reconstructed kilns and a wall of a Roman villa rustica)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 9.The educational blog on Google+ Time Maps page–the weaving techniques
<p>For this subject two video films were posted on Google+ (a performance and a 3D reconstruction), slightly different from those available on the Time Maps web site, but containing the same information. The children had to make a little effort to relate this information with the one presented on the site, to make a connection between the questions, the fragments from videos at which the answers referred to and the information from the site. The set of questionnaires lead the school children through the majority of data offered by the web site regarding to the two historical periods (Figures 9, 10).</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 3. Augmented Reality with archaeological stratigraphy (a prehistoric house and a Roman villa reconstructed in 3D)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 15. Social media visits
<p>We also point out the following the advantages of Google+: - Google+ is a more user-friendly than other social environments and very suitable for use by school children than other blogging environments (e.g. Wordpress); thus it stimulated the play-like learning. - Google+ is more customizable than other social environments; - By allowing teachers to post questionnaires and to share images and videos or links to content on the Time Maps website, the Google+ page acted as an aggregator of information and a for scaffolding the learning process. After different stages of experimentation, we produced different statistical analysis of our results: concerning the most accessed social media. It indicated that Panoramio was the most visited (Figure 15)</p> <p>The statistics indicate that the different social networks had different levels of impact on the children and that in the future developments the focus should be on those more frequently accessed. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 8. Virtual social space on Google+
<p>For micro-blogging we hashtagged the main topic as #maps_of_time and created keywords related to three ancient technologies specific for the studied contexts (textiles, glass, ceramics) to facilitate a categorization of the topics and their retrieval. To achieve a unified and coherent platform, the personal spaces of the social networks were customized with logos and landing pages, designed by Associate Professor Marina Theodorescu (NUA). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 14. The survey as a public posting on Google+ Time Maps page
<p>During this experimentation phase a symposium was organized at Vădastra School with the purpose to present our learning experiment to a group of 30 teachers from the Olt County. An open history lesson on the Time Maps web site was held by a history teacher, and a school girl described the Facebook page of the Vădastra School (Figure13), maintained by both teachers and children. The invited teachers gave a feedback on the effectiveness and utility of the Time Maps learning system by responding to a questionnaire-based survey, which was posted on the Google+ page (Figure 14). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 10. The educational blog on Google+ Time Maps page – the glass manufacturing techniques
<p>For this subject two video films were posted on Google+ (a performance and a 3D<br> reconstruction), slightly different from those available on the Time Maps web site, but containing<br> the same information. The children had to make a little effort to relate this information with the one<br> presented on the site, to make a connection between the questions, the fragments from videos at<br> which the answers referred to and the information from the site.<br> The set of questionnaires lead the school children through the majority of data offered by the<br> web site regarding to the two historical periods (Figures 9, 10).</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 5. Fiber artist Alexandra Rusu (NUA) working at a Roman vertical loom (video movie)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 11. Children applying weaving techniques under the control of the staff from NUA Bucharest
<p>The information from a) and b) has been used by other colleagues in the local school and in the future will be used by other schools in the country or abroad. This represented the second educational level of the project, i.e. the analysis of the collected data. Information from c) was further analyzed by university teachers, filtered and added as an enhancement to the content of the AR platform. An example of user-created content are the movies made with smartphone cameras, recording the children2 while performing traditional crafts (Figures 11, 12). </p>
ACE gene haplotypes and social networks: Using a biocultural framework to investigate blood pressure variation in African Americans
<p>This dataset contains all processed data used in analyses reported in the manuscript, ACE gene haplotypes and social networks: Using a biocultural framework to investigate blood pressure variation in African Americans. This project is part of a larger study focused on investigating the role of stress, discrimination, genetic variants, and other sociocultural factors in hypertension in African Americans.</p> <p> </p> <p> </p> <p>Variable Names and Descriptions:</p> <p>HHID: Participant Identification number</p> <p>sbp-10: Average of two Systolic Blood Pressure readings without 10 point correction for blood pressure medication (mmHg)</p> <p>sbp: Average of two Systolic Blood Pressure readings with 10 point correction for blood pressure medication (mmHg)</p> <p>dbp-5: Average of two Diastolic Blood Pressure readings without 5 point correction for blood pressure medication (mmHg)</p> <p>dbp: Average of two Diastolic Blood Pressure readings with 5 point correction for blood pressure medication (mmHg)</p> <p>ACE.Genotype: ACE genotype (0= Deletion/Deletion, 1= Insertion/Deletion, 2= Insertion/Insertion)</p> <p>WNK1.Genotype: WNK1 Genotype (0= Deletion/Deletion, 1= Insertion/Deletion, 2= Insertion/Insertion)</p> <p>age: age (years)</p> <p>sex: sex (Male =1, Female = 2)</p> <p>bpmedtake: Whether the participant uses blood pressure medication</p> <p>bmi: Body Mass Index (calculated from height and weight)</p> <p>ALTER GENDER|Answer:Male|Value:0|Count: Number of male alters (social network members)</p> <p>Alter Gender Male: Percentage of alters that are male</p> <p>ALTER GENDER|Answer:Female|Value:1|Count: Number of female alters (social network members)</p> <p>Alter Gender Female: Percentage of alters that are female</p> <p>Closeness_Mean: Average closeness centrality of the network</p> <p>Between_Mean: Average between-ness centrality of the network</p> <p>percentage of family in structural percentage: Percentage of central network positions occupied by family members</p> <p>relationship max close family: The most close (centrally) network member is a family member</p> <p>Average distance: Average distance of individuals in a network</p> <p>Hap B: ACE gene haplotypes</p> <p> </p>
Network data for the paper: Intellectual and social similarity among scholarly journals.
<p>Network data used for the analysis contained in Baccini A, Barabesi L, Gingras Y, Kalfaoui M (2019) Intellectual and social similarity among scholarly journals. An exploratory comparison of the networks of editors, authors and co-citations.</p> <p>Data are in .net format for Pajek software</p> <p>CC indicates co-citation network.</p> <p>IA indicated Interlocking authorship network.</p> <p>IE indicates interlocking editorship network.</p> <p>Stat is for statistics; Econ is for economics; ILS is for information and library science.</p> <p> </p> <p> </p>
Data from: Personality and social network structure influence cooperative dynamics across canid species
<p>In canids, cooperative behaviour occurs in many scenarios. However, most studies focus on single-species observations, not accounting for variation beyond the species-level. We modelled cooperative behaviour using Eigenvalue centrality as well as boldness combined with biological traits such as kinship, sex, age, mating system and foraging strategy in multiple canid species with Bayesian inference, Tukey HSD and distance correlation.</p>
A Global Social Network Values Dataset
<p>Online social networks enable individuals to present a version of themselves to their immediate social circle and beyond. Those presentations express cultural factors such as an individual's gender, location, political, philosophical, and religious values. However, obtaining such data is often challenging on the aggregate level as it typically involves negotiations with private entities and ownership restrictions. This study presents a dataset of 244,629,979 user accounts from the platform Vkontakte, an online social network collected in June of 2020. Vkontakte is a social media platform similar to Facebook that allows individuals to connect with other users, communicate with them through public and private messages, and create public personas. This dataset can perform cross-national and cross-cultural analyses of online values from a large portion of the world.</p>
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
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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.