Find research datasets worth reusing
Search datasets from major research repositories and use ShareScore to quickly assess how well each record supports discovery, access, and reuse.
363
datasets available to search
ShareScore release 0.9.0
Dataset results
363 results for “ICS”
Elastic electron scattering cross sections of ethanol in the energy range 30 eV to 800 eV: Differential (DCS), Integral (ICS) and Momentum Transfer Cross Sections (MTCS)
<h3>Cross section datasets on the elastic electron scattering of ethanol from our publication Eur. Phys. J. D 77, 52 (2023)</h3> <p>The elastic differential cross sections (DCS) are given in the energy range 30-800 eV in the full angular range: 30°-150° experimental, 0°-25° and 155°-180° extrapolated experimental data using the IAM-SCAR+I model.</p> <p>The integral elastic (ICS) and momentum transfer cross sections (MTCS) are given for energies 60-800 eV.</p> <p>Additional information can be found in the README.txt or the publication.</p>
Linked collectors and determiners for: The fishes collection (IC) of the Muséum national d'Histoire naturelle (MNHN - Paris).
Natural history specimen data linked to collectors and determiners held within, "The fishes collection (IC) of the Muséum national d'Histoire naturelle (MNHN - Paris)". Claims or attributions were made on Bionomia by volunteer Scribes, <a href="https://bionomia.net/dataset/f58922e2-93ed-4703-ba22-12a0674d1b54">https://bionomia.net/dataset/f58922e2-93ed-4703-ba22-12a0674d1b54</a> using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, <a href="https://gbif.org/dataset/f58922e2-93ed-4703-ba22-12a0674d1b54">https://gbif.org/dataset/f58922e2-93ed-4703-ba22-12a0674d1b54</a>. Formatted as a Frictionless Data package.
Linked collectors and determiners for: Colección de Ictiología del Instituto de Ciencias Naturales (ICN-MHN-Ic).
Natural history specimen data linked to collectors and determiners held within, "Colección de Ictiología del Instituto de Ciencias Naturales (ICN-MHN-Ic)". Claims or attributions were made on Bionomia by volunteer Scribes, <a href="https://bionomia.net/dataset/047e1bb6-38a3-4d86-a1e3-c9b691805155">https://bionomia.net/dataset/047e1bb6-38a3-4d86-a1e3-c9b691805155</a> using specimen data from the dataset aggregated by the Global Biodiversity Information Facility, <a href="https://gbif.org/dataset/047e1bb6-38a3-4d86-a1e3-c9b691805155">https://gbif.org/dataset/047e1bb6-38a3-4d86-a1e3-c9b691805155</a>. Formatted as a Frictionless Data package.
Text-fig. 5. Macroevolutionary trends related to the IC model in the first three teeth of the six families of extinct sloths, as well as specimens of the "basal Megatherioidea", Pseudoglyptodon, and Bradypus. Dashed line (- -) shows the regression including all data; solid line shows the regression after the exclusion of Octodontotherium (shown in the plot as a filled triangle). in Unexpected Inhibitory Cascade In The Molariforms Of Sloths (Folivora, Xenarthra): A Case Study In Xenarthrans Honouring Gerhard Storch'S Open-Mindedness
Text-fig. 5. Macroevolutionary trends related to the IC model in the first three teeth of the six families of extinct sloths, as well as specimens of the "basal Megatherioidea", Pseudoglyptodon, and Bradypus. Dashed line (- -) shows the regression including all data; solid line shows the regression after the exclusion of Octodontotherium (shown in the plot as a filled triangle).
Text-fig. 2. Developmental morphospace of molariform ratios in Lestodon armatus compared to the IC model. Dash-dot line (-.-), show OLS line; dash double-dot line (-..-) shows RMA line. in Unexpected Inhibitory Cascade In The Molariforms Of Sloths (Folivora, Xenarthra): A Case Study In Xenarthrans Honouring Gerhard Storch'S Open-Mindedness
Text-fig. 2. Developmental morphospace of molariform ratios in Lestodon armatus compared to the IC model. Dash-dot line (-.-), show OLS line; dash double-dot line (-..-) shows RMA line.
Text-fig. 4. Macroevolutionary trends related to the IC model in the last three teeth of the six families of extinct sloths, as well as specimens of the "basal Megatherioidea", Pseudoglyptodon, and Bradypus. Dash-dot line (-.-) shows the regression including all data; solid line shows the regression after the exclusion of Octodontotherium (shown in the plot as a filled triangle). in Unexpected Inhibitory Cascade In The Molariforms Of Sloths (Folivora, Xenarthra): A Case Study In Xenarthrans Honouring Gerhard Storch'S Open-Mindedness
Text-fig. 4. Macroevolutionary trends related to the IC model in the last three teeth of the six families of extinct sloths, as well as specimens of the "basal Megatherioidea", Pseudoglyptodon, and Bradypus. Dash-dot line (-.-) shows the regression including all data; solid line shows the regression after the exclusion of Octodontotherium (shown in the plot as a filled triangle).
Figure 10 in On the synonymy of Delamarella Chappuis and Latiremus Bo|ic (Copepoda, Harpacticoida, Latiremidae), including the description of D. obscura sp. nov. from the Black Sea
Figure 10. Delamarella obscura sp. nov. SEM micrographs. A, P1 exopod, anterior, showing exp-3 partly withdrawn in exp-2 (arrowed); B, P1 exopod, anterior, showing exp-3 fully exposed [surface suture arrowed]; C, P4 exopod ♂, anterior; D, P5 ♂, anterior [secretory tube-pores arrowed].
Figure 5 in On the synonymy of Delamarella Chappuis and Latiremus Bo|ic (Copepoda, Harpacticoida, Latiremidae), including the description of D. obscura sp. nov. from the Black Sea
Figure 5. Delamarella obscura sp. nov. Female. A, P1, anterior; B, P2, anterior; C, P3, anterior; D, P4, anterior.
Figure 4 in On the synonymy of Delamarella Chappuis and Latiremus Bo|ic (Copepoda, Harpacticoida, Latiremidae), including the description of D. obscura sp. nov. from the Black Sea
Figure 4. Delamarella obscura sp. nov. Female. A, mandible; B, maxillule, anterior [inset: armature of coxal endite]; C, maxilla, anterior; D, maxillary allobasis, posterior; E, maxilliped, anterior [posterior palmar seta on basis arrowed].
Figure 3 in On the synonymy of Delamarella Chappuis and Latiremus Bo|ic (Copepoda, Harpacticoida, Latiremidae), including the description of D. obscura sp. nov. from the Black Sea
Figure 3. Delamarella obscura sp. nov. A, anal somite and caudal rami ♀, dorsal; B, anal operculum and caudal rami ♂, dorsal; C, fifth legs and genital apertures ♀, ventral; D, left caudal ramus ♂, lateral; E, antennule ♀, ventral; F, antenna [inset: medial view of distal endopod segment]; G, genital field ♀.
Figure 6 in On the synonymy of Delamarella Chappuis and Latiremus Bo|ic (Copepoda, Harpacticoida, Latiremidae), including the description of D. obscura sp. nov. from the Black Sea
Figure 6. Delamarella obscura sp. nov. Male. A, antennule, dorsal [for complete armature pattern see B and C]; B, antennulary segments 1–10, anterior; C, antennulary segments 7–10, anterior; D, P4, anterior; E, fifth legs, ventral.
Figure 11 in On the synonymy of Delamarella Chappuis and Latiremus Bo|ic (Copepoda, Harpacticoida, Latiremidae), including the description of D. obscura sp. nov. from the Black Sea
Figure 11. Delamarella obscura sp. nov. SEM micrographs. A, endopodal lobes of fifth legs and genital apertures (arrowed) of ♀; B, P5 and genital opercula of ♂.
SURVEY ON INFORMED CONSENT (IC) MANAGEMENT DURING THE PANDEMIC
<p>Data obtained through a survey with representatives of different Spanish biobanks about the adaptations done by some of the biobanks of the Spanish Biobank Network to manage the Informed Consent process during the COVID-19 pandemic</p>
SILAC raw data (IC)
<p>Dados brutos referentes à analise proteômica realizada nos projetos 201602483-7 e 201704269-5</p>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T6-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2015-16 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2015-16 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T5-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2014-15 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2014-15 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T2-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2011-12 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2011-12 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T4-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2013-14 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2013-14 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T3-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the of the school year 2012-13 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2012-13 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>
Competences and Needs of Students and Support Received. / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T1-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2010-11 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón y Sevilla (España) en el otoño del curso escolar 2010-11 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>
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.