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5,666 results for “Social”
Increased water temperature and turbidity act independently to alter social behaviour in guppies (Poecilia reticulata)
<p>Changes in environmental conditions can shift the costs and benefits of aggregation or interfere with the sensory perception of near neighbours. This affects group cohesion with potential impacts on the benefits of collective behaviour such as reduced predation risk. Organisms are rarely exposed to one stressor in isolation, yet there are only a few studies exploring the interactions between multiple stressors and their effects on social behaviour. Here we tested the effects of increased water temperature and turbidity on refuge use and three measures of aggregation in guppies (<em>Poecilia</em> <em>reticulata</em>), increasing temperature and turbidity in isolation or in combination. When stressors were elevated in isolation, the distribution of fish within the arena as measured by the index of dispersion became more aggregated at higher temperatures but less aggregated when turbidity was increased. Another measure of cohesion at the global scale, the mean inter-individual distance, also indicated that fish were less aggregated in turbid water. This is likely due to turbidity acting as a visual constraint, as there was no evidence of a change in risk perception as refuge use was not affected by turbidity. Fish decreased refuge use and were closer to their nearest neighbour at higher temperatures. However, nearest-neighbour distance was not affected by turbidity, suggesting that local-scale interactions can be robust to the moderate increase in turbidity used here (5 NTU) compared to other studies which show a decline in shoal cohesion at higher turbidity (>100 NTU). We did not observe any significant interaction terms between the two stressors, indicating no synergistic or antagonistic effects. Our study suggests that the effects of environmental stressors on social behaviour may be unpredictable and dependent on the metric used to measure cohesion, highlighting the need for mechanistic studies to link behaviour to the physiology and sensory effects of environmental stressors.</p>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_IC_T6-Post
<p>Answers given by teachers of students in the sixth grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2015-16. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. 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>Respuestas que los profesores de los alumnos/as de sexto curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2015-16. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. 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>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_IC_T2-Post
<p>Answers given by teachers of students in the second grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2011-12. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. 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>Respuestas que los profesores de los alumnos/as de segundo curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2011-12. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. 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>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_IC_T4-Post
<p>Answers given by teachers of students in the fourth grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2013-14. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. 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>Respuestas que los profesores de los alumnos/as de cuarto curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2013-14. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. 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>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_CC_T2-Post
<p>Answers given by teachers of students in the second grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2010-11. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. 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>Respuestas que los profesores de los alumnos/as de segundo curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2010-11. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. 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>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_CC_T4-Post
<p>Answers given by teachers of students in the fourth grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. 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>Respuestas que los profesores de los alumnos/as de cuarto curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2012-13. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. 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>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_CC_T6-Post
<p>Answers given by teachers of students in the sixth grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón (Spain) in the spring of the school year 2014-15. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. 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>Respuestas que los profesores de los alumnos/as de sexto curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2014-15. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. 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>
Taxonomy of Problematic Social Situations / Taxonomía de Situaciones Sociales Problemáticas // TOPS_Data_CC-CS_T1-Pre
<p>Answers given by teachers of students in the first grade of Primary Education to the 44 items of the Taxonomy of Problematic Social Situations by Dodge, McClaskey, and Feldman (1985; version validated for the Spanish population by Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Data collected in public schools in Castellón and Seville (Spain) in the autumn of the school year 2009-10. The calculation of the 6 factors of the original version and the 4 that resulted in the Spanish validation is included. Original factors: Peer group entry, Response to provocation, Response to failure, Response to success, Social expectations, and Teacher expectations. Factors of the Spanish Adaptation: Being disadvantaged, Respect for authority and rules, Prosocial and empathic behavior, and Response to own success. 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>Respuestas que los profesores de los alumnos/as de primer curso de Educación Primaria dan a los 44 ítems de la Taxonomía de Situaciones Sociales Problemáticas de Dodge, McClaskey, and Feldman (1985; versión validada para población española por Martín Antón, Monjas, García Bacete, & Jiménez-Lagares, 2016). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. Se Incluye el cálculo de los 6 factores de la versión original y el de los 4 que resultaron en la validación española. Factores originales: Entrada en grupo de iguales, Respuesta a las provocaciones, Respuesta al fracaso, Respuesta al éxito, Expectativas sociales, Expectativas del profesor. Factores de la adaptación española: Estar en desventaja, Respeto a la autoridad y a las reglas, Conducta prosocial y empática y Respuesta al propio éxito. 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>
The Social Group Interaction Dataset
<p>The Social Group Interaction Dataset is a dataset consisting of recordings of 6 groups of 5 people completing a series of tasks which provoke group formation. The sorts of interactions encouraged by task completion are as follows: discussion, collaborative task, robot interaction and debate. Recordings include Vicon and facial go-pro recordings. Big 5 personality results and basic demographic information are also included.</p>
Data from: Changes in movement characteristics in response to private and social information acquisition of socially foraging fish
<p>To overcome the cost of competition resulting from foraging socially, individuals may balance their use of private (i.e. acquired from personal sampling) and social (i.e. acquired by watching other individuals) information to adjust their foraging strategy accordingly. Reliability of private information about environmental characteristics, such as the spatial distribution of prey, is thus likely to affect individual movement and social interactions. We aimed to investigate how movement characteristics of foraging individuals changed as they acquired reliable information about the spatial occurrence of prey in a foraging context. We allowed guppies (<em>Poecilia reticulata</em>) to develop the reliability of their private knowledge about prey spatial occurrence by repeatedly testing shoals in a foraging task under three experimental distributions of prey: 1) aggregated prey forming three patches located in fixed locations, 2) scattered distribution of prey with random locations, or 3) no prey (used as control). Using individual time series of spatial coordinates, we computed a suite of movement variables reflecting search effort, social proximity and locomotion characteristics during foraging, to examine changes occurring over repeated trials. Over time, individuals foraging on either scattered or aggregated prey travelled greater distances, showed an increasing distance to their closest neighbour and became more stochastic in their acceleration profile, compared to control individuals. We found that behaviour changed as private information increased over time, with a behavioural shift and an increase of collective foraging efficiency occurring on the third testing day. Social proximity was the major predictor of foraging success in the absence of prior foraging information, while search effort became the most important predictors of foraging success as information increased. In conclusion, we show that individual movement patterns changed as they acquired private information. Contrary to our predictions, the spatial distribution of prey did not affect any of the movement variables of interest.</p>
Reference data from the Pathomove simulation, for the manuscript "Novel pathogen introduction triggers rapid evolution in animal social movement strategies"
<p>This is a reference dataset of multiple runs of the 'Pathomove' simulation, to accompany the manuscript "Novel pathogen introduction rapidly alters the evolution of movement, restructuring animal societies". The datasets are in the form of R data objects saved as Rds files.</p> <p>This version of the data is intended to accompany a resubmission to <em>eLife</em>.</p>
China's new type rural social insurance pension (NRSIP): transposition central government pilot guidelines into local documents
<p>The list provides an overview of how the pilot guidelines issued by the central government have been transposed into local documents (provincial level).</p> <p>Matthias Stepan has compiled the data and information in the period 2009-2013. It has been part of his dissertation project at VU University Amsterdam.</p>
Symbiotic microbiota vary with breeding group membership in a highly social joint-nesting bird
<p>Symbiotic microbes affect the health, fitness, and behavior of their animal hosts, and can even affect the behavior of non-hosts. Living in groups presents numerous benefits and challenges to social animals, including exposure to symbiotic microbes, which can mediate both cooperation and competition. In social mammals, individuals from the same social group tend to share more similar microbes, and this social microbiome, the microbial community of all hosts in the same social group, can shape the benefits and costs of group living. In contrast, little is known about the social microbiome of group-living birds. We tested the predictions that communally breeding smooth-billed anis (<em>Crotophaga</em> <em>ani</em>) belonging to the same breeding group share more similar microbes and that microbial community composition differs between body regions. To test this, we used 16S rRNA gene sequencing to characterize the preen gland and body feather microbiota of adult birds from 16 breeding groups at a long-term study site in southwestern Puerto Rico. As predicted, individuals from the same breeding group shared more similar microbiota than non-group members and preen gland and body feathers harboured distinct microbial communities. Future research will evaluate whether this social microbiome affects the behavior of group living birds.</p>
Group augmentation underlies the evolution of complex sociality in the face of environmental instability
<p class="MsoNormalCxSpFirst">Although kin selection is assumed to underlie the evolution of sociality, many vertebrates—including nearly half of all cooperatively breeding birds—form groups that also include unrelated individuals. Theory predicts that despite reducing kin structure, immigration of unrelated individuals into groups can provide direct, group augmentation benefits, particularly when offspring recruitment is insufficient for group persistence. Using population dynamic modelling and analysis of long-term data, we provide clear empirical evidence of group augmentation benefits favoring the evolution and maintenance of complex societies with low kin structure and multiple reproductives. We show that in the superb starling (<em>Lamprotornis superbus</em>)—a plural cooperative breeder that forms large groups with multiple breeding pairs, and related and unrelated non-breeders of both sexes—offspring recruitment alone cannot prevent group extinction, especially in smaller groups. Further, smaller groups, which stand to benefit more from immigration, exhibit lower reproductive skew for immigrants, suggesting that reproductive opportunities as joining incentives lead to plural breeding. Yet, despite a greater likelihood of becoming a breeder in smaller groups, immigrants are more likely to join larger groups where they experience increased survivorship and greater reproductive success as breeders. Moreover, immigrants form additional breeding pairs, increasing future offspring recruitment into the group and guarding against complete reproductive failure in the face of environmental instability and high nest predation. Thus, plural breeding likely evolves because the benefits of group augmentation by immigrants generate a positive feedback loop that maintains societies with low and mixed kinship, large group sizes, and multiple reproductives.</p>
A Dataset of Coordinated Cryptocurrency-Related Social Media Campaigns
<p> </p> <p>Note: This version simply updates the dataset with a new <em>Readme - Supplementary Material</em> file.</p> <p> </p> <p>The paper describing this dataset can be cited as:</p> <p>Zilius, K., Spiliotopoulos, T., & van Moorsel, A. (2023). A Dataset of Coordinated Cryptocurrency-Related Social Media Campaigns. Proceedings of the International AAAI Conference on Web and Social Media, 17(1), 1112-1121. <a href="https://doi.org/10.1609/icwsm.v17i1.22219">https://doi.org/10.1609/icwsm.v17i1.22219</a></p> <p> </p> <p><strong>Abstract</strong></p> <p>The rise in adoption of cryptoassets has brought many new and inexperienced investors in the cryptocurrency space. These investors can be disproportionally influenced by information they receive online, and particularly from social media. This paper presents a dataset of crypto-related bounty events and the users that participate in them. These events coordinate social media campaigns to create artificial "hype" around a crypto project in order to influence the price of its token. The dataset consists of information about 15.8K cross-media bounty events, 185K participants, 10M forum comments and 82M social media URLs collected from the Bounties(Altcoins) subforum of the BitcoinTalk online forum from May 2014 to December 2022. We describe the data collection and the data processing methods employed and we present a basic characterization of the dataset. Furthermore, we discuss potential research opportunities afforded by the dataset across many disciplines and we highlight potential novel insights into how the cryptocurrency industry operates and how it interacts with its audience.</p> <p> </p>
Social plasticity enhances signal-preference co-divergence
<p>Data associated to the manuscript titled:</p> <p>Social plasticity enhances signal-preference co-divergence</p> <p>by</p> <p>Camille Desjonquères, Bretta Speck, Sara Seidita, Lauren A. Cirino, Ignacio Escalante, Clinton Sergi, Jak Maliszewski, Gerlinde Hoebel, Nathan W. Bailey, Rafael L. Rodríguez</p>
Data and code for the research work "Disentangling material, social, and cognitive determinants of human behavior and belief".
<p>This repository contains data files and Matlab and R code for the research work "Disentangling material, social, and cognitive determinants of human behavior and belief".</p>
Aggression and spatial positioning of kin and non-kin fish in social groups
<p>Group-living animals are faced with the challenge of sharing space and local resources amongst group members who may be either relatives or non-relatives. Individuals may reduce the inclusive fitness costs they incur from competing with relatives by either reducing their levels of aggression towards kin or by maintaining physical separation between kin. In this field study, we used the group-living cichlid <em>Neolamprologus</em> <em>multifasciatus</em> to examine whether within-group aggression is reduced among group members that are kin and whether kin occupy different regions of their group's territory to reduce kin competition over space and local resources. We determined the kinship relationships among cohabiting adults via microsatellite genotyping and then combined these with spatial and behavioural analyses of groups in the wild. We found that aggressive contests between group members declined in frequency with spatial separation between their shelters. Female kin did not engage in aggressive contests with one another, whereas non-kin females did, despite the fact these females lived at similar distances from one another on their groups' territories. Contests within male-male and male-female dyads did not clearly correlate with kinship. Non-kin male-male and male-female dyads lived at more variable distances from one another on their territories than their corresponding kin dyads. Together, our study <span>indicates that contests among group members can be mediated by relatedness in a sex-dependent manner. We also suggest that spatial relationships can play an important role in determining the extent to which group members compete with one another.</span></p>
FIG. 10 in Mythes de l'origine du tigre et de ses rayures et de l'origine du taureau portant la terre chez les Jawi de Thaïlande du Sud et les anciens Malais péninsulaires: approche ethnoscientifique d'un symbole social central
FIG. 10. — Buffle mâle domestique d'Asie dit « d'eau », « de marais » ou « de rizière » (Bubalus bubalis L.). Crédit P. Le Roux, pays toradja, Sulawesi (Indonésie), 2015.
FIG. 9. — Bubalus bubalis L in Mythes de l'origine du tigre et de ses rayures et de l'origine du taureau portant la terre chez les Jawi de Thaïlande du Sud et les anciens Malais péninsulaires: approche ethnoscientifique d'un symbole social central
FIG. 9. — Bubalus bubalis L. en pays toradja, dans la rizière. Crédit: P. Le Roux, Sulawesi (Indonésie), 2015.
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.