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6,059 results for “Journale”
BRAIN Journal-An Energy-Saving Concept of the Smart Building Power Grid with Separated Lines for Standby Devices-Figure 4. Screen shot of the C# Windows form app
<p>The screen shot of the C# Windows form app is shown in figure 4. The text field on the left side includes numbers from 2 to 7, which are commands to control the states of relays. </p>
BRAIN Journal-A Synoptic of Software Implementation for Shift Registers Based on 16th Degree Primitive Polynomials-Figure 8. Graphic containing the results for 20 bits
<p>The next two graphics show the obtained results from the execution of the main program for each of the 14 degrees, 16th primitive polynomials for three different situations depending on the lengths of the entrance data polynomial. The lengths of the input polynomials were 20. 30. 40, 50, 100 and 1000 bits. The maximum number of sequences is 216-1(Solomon, 1967). </p>
BRAIN Journal-A Synoptic of Software Implementation for Shift Registers Based on 16th Degree Primitive Polynomials-Figure 7. Ring Implementation for the Polynomial X6+X^12+X^3+X+1
<p>VlăduŃiu and Crişan (1989) show three types of schemes for a 4th degree polynomial. Similar to it, there were developed the three different implementations for the Primitive Polynomial X^16+X^12+X^3+X+1. It can be specified that these schemes are according to the well-known Galois Form, Fibonacci representation and some other Forms that are rarely used, called Ring Implementation. All of these Implementations have the same function, because they describe a linear feedback shift register. In the experimental work there has been analyzed the behavior of 14 Primitive Polynomial degrees, 16 randomly selected. For each of these polynomials there has been developed the simulation of the specific functioning with a program. Because the goal of this experimental work was to compare the different obtained results, a few rows of input data of a different length have been selected. </p>
BRAIN Journal-A Synoptic of Software Implementation for Shift Registers Based on 16th Degree Primitive Polynomials-Figure 5. Galois Implementation for the Polynomial X^16+X^12+X^3+X+1
<p>VlăduŃiu and Crişan (1989) show three types of schemes for a 4th degree polynomial. Similar to it, there were developed the three different implementations for the Primitive Polynomial X^16+X^12+X^3+X+1. It can be specified that these schemes are according to the well-known Galois Form, Fibonacci representation and some other Forms that are rarely used, called Ring Implementation. All of these Implementations have the same function, because they describe a linear feedback shift register. In the experimental work there has been analyzed the behavior of 14 Primitive Polynomial degrees, 16 randomly selected. For each of these polynomials there has been developed the simulation of the specific functioning with a program. Because the goal of this experimental work was to compare the different obtained results, a few rows of input data of a different length have been selected</p>
BRAIN Journal-An Energy-Saving Concept of the Smart Building Power Grid with Separated Lines for Standby Devices-Figure 2. An example of smart power grid with hierarchical structure
<p> Figure 2 shows an example of smart power grid with hierarchical structure, where every segment equals a room or office. This approach is similar to the idea presented in Alboteanu et al. (2015), where the connecting / disconnecting of renewable energy sources and consumers are made via the appropriate contactors, automatically (or manually) controlled according to the energy consumption/generation. However, the management of micro smart grid is discussed in Alboteanu et al. (2015) only</p>
BRAIN Journal-New Computer Assisted Diagnostic to Detect Alzheimer Disease-Figure 4. Training
<p>Each shape will be modeled by a vector X, built by concatenating the coordinates of the characteristic points placed on its outline: X=(X1, X2,…...Xn) (1) The training set can be modeled by a set of vectors: {Xi} Where i = 1. . N {N number of sample images} and {Si} surface, {Vi} standard deviation of the Area. The principle of this step is be illustrated by the figure below. </p>
RAIN Journal-A Synoptic of Software Implementation for Shift Registers Based on 16th Degree Primitive Polynomials-Figure 6. Fibonacci Implementation for the Polynomial X^16+X^12+X^3+X+1
<p>VlăduŃiu and Crişan (1989) show three types of schemes for a 4th degree polynomial. Similar to it, there were developed the three different implementations for the Primitive Polynomial X^16+X^12+X^3+X+1. It can be specified that these schemes are according to the well-known Galois Form, Fibonacci representation and some other Forms that are rarely used, called Ring Implementation. All of these Implementations have the same function, because they describe a linear feedback shift register. In the experimental work there has been analyzed the behavior of 14 Primitive Polynomial degrees, 16 randomly selected. For each of these polynomials there has been developed the simulation of the specific functioning with a program. Because the goal of this experimental work was to compare the different obtained results, a few rows of input data of a different length have been selected</p>
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-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-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-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>
ScienceDex guides
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
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DANDI Archive for NWB datasets
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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.