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Dataset for the comparison of two Computational Thinking (CT) test for upper primary school (grades 3-4) : the Beginners' CT test (BCTt) and the competent CT test (cCTt)
<p>This dataset contains quantitative student data acquired during the administration of two validated Computational Thinking (CT) assessments for upper primary school (grades 3 and 4): the Beginners' CT test (BCTt) [1] and the comptent CT test (cCTt) [2]</p> <p>To compare the psychometric properties of both instruments a comparative analysis was conducted with data acquired in schools in Portugal from the same school districts. More specifically, we analyse the results of: </p> <p>- the BCTt test administered in March 2020 to 374 students in grades 3-4,</p> <p>- the cCTt test administered in April 2021 to 201 different students in grades 3-4.</p> <p>These students had no prior experience in Computational Thinking, as this was not part of the national curriculum at the times of administration. </p> <p> </p> <p>The detailed psychometric comparison is published in Frontiers in Psychology - Educational Psychology [3] and provides indications regarding the use of both instruments for grades 3-4. </p> <p> </p> <p>A README is included and provides additional information regarding :</p> <p>- the requirements for re-use. </p> <p>- the specific content of the 2 csv files</p> <p> </p> <p>The BCTt is available upon request to maria.zapata@urjc.es and the cCTt items are available in [2] with an editable version being available upon request to laila.elhamamsy@epfl.ch. </p> <p>In case of other inquiries, please contact: laila.elhamamsy@epfl.ch, maria.zapata@urjc.es or pedro.marcelino@treetree2.org</p> <p> </p> <p><strong>References</strong></p> <p>[1] M. Zapata-Cáceres, E. Martín-Barroso and M. Román-González, "Computational Thinking Test for Beginners: Design and Content Validation," <em>2020 IEEE Global Engineering Education Conference (EDUCON)</em>, 2020, pp. 1905-1914, doi: 10.1109/EDUCON45650.2020.9125368.</p> <p>[2] El-Hamamsy, L., Zapata-Cáceres, M., Barroso, E. M., Mondada, F., Zufferey, J. D., & Bruno, B. (2022). The Competent Computational Thinking Test: Development and Validation of an Unplugged Computational Thinking Test for Upper Primary School. <em>Journal of Educational Computing Research</em>, <em>60</em>(7), 1818–1866. <a href="https://doi.org/10.1177/07356331221081753">https://doi.org/10.1177/07356331221081753</a></p> <p>[3] <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=LailaEl-Hamamsy&UID=781667">Laila El-Hamamsy</a>* , <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=Mar%C3%ADaZapata-C%C3%A1ceres&UID=2073859">María Zapata-Cáceres</a>, Pedro Marcelino, Jessica Dehler Zufferey, <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=BarbaraBruno&UID=893934">Barbara Bruno</a>, <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=EstefaniaMart%C3%ADn&UID=2086979">Estefanía Martín-Barroso</a> and <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=MarcosRom%C3%A1n-Gonz%C3%A1lez&UID=760761">Marcos Román-González</a> (2022). <a href="http://www.frontiersin.org/Journal/Abstract.aspx?d=0&name=Educational_Psychology&ART_DOI=10.3389/fpsyg.2022.1082659">Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: the Beginners' CT test (BCTt) and the competent CT test (cCTt)</a>. <em>Front. Psychol.</em> doi:10.3389/fpsyg.2022.1082659</p>
Monipar Database: smartwatch movement data to monitor motor competency in subjects with Parkinson's disease
<p>Movement data was collected through smartwatches to monitor motor competence in subjects with Parkinson's Disease (PD). The data set collected for the Monipar study consists of triaxial acceleration data from 21 subjects with PD and 7 healthy control subjects when performing a set of physical exercises while wearing an off-the-shelf smartwatch. Each participant performed the complete set of eight exercises once a week, commonly on the same day and at a similar time. Three Matlab files are provided that contain the raw data of the experimental subgroups: (1) Supervised, (2) Remote, and (3) Healthy control. Additionally, two Matlab files are provided containing the Tremor Labels for selected subjects in the experimental subgroups: (1) Supervised and (2) Remote.</p><p>While the implementation of the experimental protocol for collecting movement data followed a consistent approach for all participants, three distinct experimental subgroups were established:</p><p>Remote group: This subgroup consisted of individuals diagnosed with Parkinson's disease (PD) who completed the experimental protocol at their regular PD association.</p><p>Supervised group: This subgroup comprised PD patients who underwent the experimental protocol under circumstances similar to the remote group. Additionally, clinical scoring (MDS-UPDRS) is reported for this group in the file "MONIPAR SUBJECTS DATA.xlsx"</p><p>Healthy control group: This subgroup consisted of healthy participants who performed exercises under the supervision of research project team members.</p><p>Data was collected using a sample rate of 50Hz and expressed in m/s^2.</p><p>Check the "Monipar_README.txt" file for details about this dataset. Further details are contained in the following reference -- if you use this dataset, please cite:</p><p>Sigcha, L., Polvorinos-Fernández, C., Costa, N., Costa, S., Arezes, P., Gago, M., ... & Pavón, I. "<strong>Monipar: Movement data collection tool to monitor motor symptoms in Parkinson's disease using smartwatches and smartphones</strong>". <i>Frontiers in Neurology</i>, <i>14</i>, 1326640. <a href="https://doi.org/10.3389/fneur.2023.1326640">https://doi.org/10.3389/fneur.2023.1326640</a></p><p>References:</p><p>Sigcha, L. et al. (2022). Bradykinesia Detection in Parkinson's Disease Using Smartwatches' Inertial Sensors and Deep Learning Methods. Sensors 11, 3879</p><p>Sigcha, L. et al. (2021). Automatic Resting Tremor Assessment in Parkinson's Disease Using Smartwatches and Multitask Convolutional Neural Networks. Sensors 21, 291.</p><p><strong>Funding:</strong></p><p>This research was funded by the following projects:</p><p>(1) "Tecnologías Capacitadoras para la Asistencia, Seguimiento y Rehabilitación de Pacientes con Enfermedad de Parkinson". Centro Internacional sobre el envejecimiento, CENIE (código 0348_CIE_6_E) Interreg V-A España-Portugal (POCTEP).</p><p>(2) FCT—Fundação para a Ciência e Tecnologia within the R&D Units Project Scope: UIDB/00319/2020.</p>
Data for "Competing for capitals: the great fragmentation of the firm and varieties of FDI attraction profiles in the European Union""
<p>Dataset for https://www.tandfonline.com/doi/full/10.1080/09692290.2020.1737564</p> <p> </p> <p>Code available at https://osf.io/q6x97/</p>
FAIRsFAIR Characterisation of Competence Centres Version 2.0
<p>This is an updated version of FAIRsFAIR Characterisation of Competence Centres, originally created for the report: D6.1 Overview of needs for competence centres.</p> <p><a href="https://doi.org/10.5281/zenodo.3549661">Version 1</a> was created in 2019 to get an overview of the then current landscape of competence centres and where possible identify major characteristics and gaps. Version 2.0 of the spreadsheet was created in late 2021 to provide an update on the current competence centre landscape and includes 14 additional competence centres that were not included in version 1.</p>
FAIRsFAIR Characterisation of Competence Centres
<p>As part of the EOSC project family the FAIRsFAIR - Fostering Fair Data Practices in Europe - project aims to supply practical solutions for the use of the FAIR data principles throughout the research data life cycle. WP6 "FAIR Competence Centre" will establish a Competence Centre that will serve as a nexus between the FAIRsFAIR project and the communities, encouraging a 2-way communication to represent the community to solution providers. It will then have the opportunity to identify synergies across communities and promote harmonisation and coordination of efforts across communities, building on the progress of others.</p> <p>To get an overview of the current landscape of competence centres, we characterised 36 of them using broad concepts and categories for stakeholders and services to identify major characteristics and gaps. Types, partners, subject, target users, services, and resources have been characterised using controlled vocabulary; strength and gaps are free text fields where notes could be provided if aspects stood out for certain initiatives.</p> <p>A work in progress version of the spreadsheet is available at https://docs.google.com/spreadsheets/d/1oJ-bKAYBeDbkdx7lqThzK0KIGrFJlZKfdAu3sZR667w/edit?usp=sharing where additional competence centres can be syggested.</p>
Supplementary Material for "Advancing quantum technology workforce: industry insights into qualification and training needs" and "Extending the European Competence Framework for Quantum Technologies: new proficiency triangle and qualification profiles"
<p>This is a file collection as supplementary material for the paper <em>Advancing quantum technology workforce: industry insights into qualification and training needs, <a href="https://doi.org/10.1140/epjqt/s40507-024-00294-2">doi 10.1140/epjqt/s40507-024-00294-2</a>.</em> It consists of:</p> <ol> <li>Interview guide: questions and more as guideline for the interviews conducted for the industry needs analysis documented in the publication.</li> <li>Interview transcript extracts: anonymised phrases from the interviews that are given as quotes (in a shortened/liguistically smoothed out form) in the publication as well as further phrases that are refered in the results sections of the publication.</li> <li>Dataset of the follow-up survey</li> </ol> <p>The results of this study were also used to update the <a href="https://doi.org/10.5281/zenodo.10976836" target="_blank" rel="noopener">European Competence Framework for Quantum Technologies Version 2.5</a>, which is documented in <em>Extending the European Competence Framework for Quantum Technologies: new proficiency triangle and qualification profiles, <a href="https://doi.org/10.1140/epjqt/s40507-024-00302-5">doi 10.1140/epjqt/s40507-024-00302-5</a></em>. In an additional sheet, the three draft versions of qualification profile descriptions (v2.1, v2.2, v2.3) are provided.</p>
Supplementary data for the article Linguistic system and sociolinguistic environment as competing factors in linguistic variation: A typological approach
<p>This material contains the dataset and the R-scripts from the <a href="https://version.helsinki.fi/gramadapt/linguistic-system-and-sociolinguistic-environment">gitlab repository</a> of the following article. Please cite the article when using the data.</p> <p>Sinnemäki, Kaius 2020. Linguistic system and sociolinguistic environment as competing factors in linguistic variation: A typological approach. <em>Journal of Historical Sociolinguistics</em> 6(2): 20190101. <a href="https://doi.org/10.1515/jhsl-2019-1010">https://doi.org/10.1515/jhsl-2019-1010</a></p>
Competence Centres and User Support Centres Landscaping Results
<p>The dataset contains the data collected from the landscaping activity related to the Competence Centre and user support network for the D7.1 Report on Competence Centres landscape and user support activities.</p>
Raw data for D1.1: Inventory of skills and competencies
<p>Raw data for the manuscript entitled: <strong>European Agrifood and Forestry Education for a Sustainable Future - Gap Analysis from an Informatics Approach</strong></p> <p><strong>Abstract</strong></p> <p><strong>Purpose: </strong>To evaluate how well European agrifood and forestry Masters program websites use vocabulary associated with the NextFood Project ‘categories of skills’.</p> <p><strong>Methodology: </strong>Web-scraping Python scripts were used to collect texts from European Masters programs websites, which were then analysed using statistical tools including Partial Least Squares Regression and contextual relation analysis. A total of fourteen countries, twenty-seven universities, 1303 European Masters programs, 3305 web-pages and almost two million words were studied using this approach.</p> <p><strong>Findings: </strong>While agrifood and forestry Masters programs used vocabulary from the NextFood Project ‘categories of skills’ in most cases equal to or more often than non-agrifood and forestry Masters programs, we found evidence for the relative underuse of words associated with networking skills, with least use among agriculture-related Masters programs. </p> <p><strong>Practical Implications: </strong>The informatic approach provides evidence that European agrifood and forestry Masters programs are for the most part following the educational paths for meeting future challenges as outlined by the NextFood Project, with the possible exception of networking skills.</p> <p><strong>Theoretical Implications: </strong>This text-based, informatic approach complements the more targeted approaches taken by the NextFood Project in studying the skilling-pathways, which involved focus-group interviews, surveys of stakeholders, interviews of individuals with expert-knowledge and literature reviews.</p> <p><strong>Originality: </strong>A text-based, web-scraping informatic approach has thus far been limited in the study of agrifood and forestry higher education, especially relative to recent advances made in the social sciences.</p>
Extended dataset for the validation the competent Computational Thinking test in grades 3-6
<p>Extended dataset for the validation the competent Computational Thinking test in grades 3-6<br>=======================================================</p> <p>• If you publish material based on this dataset, please cite the following :</p> <p> • The Zenodo repository : Laila El-Hamamsy, Barbara Bruno, Jessica Dehler Zufferey, & Francesco Mondada (2023). Extended dataset for the validation of the competent Computational Thinking test in grades 3-6 [Data set]. Zenodo. https://doi.org/10.5281/zenodo.7983525 </p> <p> • The article on the validation of the computational thinking test for grades 3-6 : El-Hamamsy, L., Zapata-Cáceres, M., Martín-Barroso, E., Mondada, F., Zufferey, J. D., Bruno, B., & Román-González, M. (2025). The competent Computational Thinking test (cCTt): A valid, reliable and gender-fair test for longitudinal CT studies in grades 3–6. <em>Technology, Knowledge and Learning</em>, 1-55. https://doi.org/10.1007/s10758-024-09777-8 </p> <p>• License : This work is licensed under a Creative Commons Attribution 4.0 International license (CC-BY-4.0)</p> <p>• Creators : El-Hamamsy, L., Bruno, B., Dehler Zufferey, J., and Mondada, F.</p> <p>• Date May 30th 2023</p> <p>• Subject : Computational Thinking (CT), Assessment, Primary education, Psychometric validation</p> <p>• Dataset format : CSV. The dataset contains four files (one per grade, see detailed description below). Please note that the spreadsheets may contain missing values due to students not being present for a part of the data collection. To have access to the specific cCTt questions please refer to the original publication [1] and Zenodo repository [2] which provide the full set of questions and correct responses.</p> <p>• Dataset size < 500 kB</p> <p>• Data collection period : January and November 2021</p> <p>• Abbreviations :<br> - CT : Computational Thinking<br> - cCTt: competent CT test</p> <p>• Funding : This work was funded by the the NCCR Robotics, a National Centre of Competence in Research, funded by the Swiss National Science Foundation (grant number 51NF40_185543)</p> <p># References</p> <p>[1] El-Hamamsy, L., Zapata-Cáceres, M., Barroso, E. M., Mondada, F., Zufferey, J. D., & Bruno, B. (2022). The Competent Computational Thinking Test: Development and Validation of an Unplugged Computational Thinking Test for Upper Primary School. Journal of Educational Computing Research, 60(7), 1818–1866. https://doi.org/10.1177/07356331221081753 </p> <p>[2] El-Hamamsy, L., Zapata-Cáceres, M., Marcelino, P., Dehler Zufferey, J., Bruno, B., Martín Barroso, E., & Román-González, M. (2022). Dataset for the comparison of two Computational Thinking (CT) test for upper primary school (grades 3-4) : the Beginners' CT test (BCTt) and the competent CT test (cCTt) (Version 1) [Data set]. Zenodo. https://doi.org/10.5281/zenodo.5885034 </p> <p>[3] El-Hamamsy, L., Zapata-Cáceres, M., Martín-Barroso, E. <em>et al.</em> The Competent Computational Thinking Test (cCTt): A Valid, Reliable and Gender-Fair Test for Longitudinal CT Studies in Grades 3–6. <em>Tech Know Learn</em> (2025). https://doi.org/10.1007/s10758-024-09777-8</p> <p>[4] Brennan, K. and Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. page 25</p> <p>[5] El-Hamamsy, L., Zapata-Cáceres, M., Marcelino, P., Bruno, B., Dehler Zufferey, J., Martín-Barroso, E., & Román-González, M. (2022). Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: The Beginners’ CT test (BCTt) and the competent CT test (cCTt). Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1082659</p>
LADDER. Learners' digital communication: a corpus for pragmatic competences in Italian L1/L2
<p> </p> <p><strong>Ladder</strong>. A Corpus of Computer-Mediated Communication for the Analysis of the Acquisition of Pragmalinguistic Competences by German-Speaking Learners of Italian.</p> <p> </p> <p> </p> <p> </p> <p>Project description:</p> <p>Many recent research projects (Artoni, Benigni, & Nuzzo, 2020; Cortés Velásquez & Nuzzo, 2017; Nuzzo & Cortés Velásquez, 2020) have underlined the usefulness of creating and analyzing corpora for teaching pragmatics, which, unlike other linguistic levels such as syntax, cannot be explained by rules but only by reference to tendential values or more or less appropriate choices in a given context. This is even more true for interactions via digital media, such as email and instant-messaging services, which have little place in manuals or L2 courses and for which learners have few reference models (Brocca, 2021; Trubnikova & Garofolin, 2020).</p> <p>Data collection:</p> <p>Data were collected from April 2020 to April 2021 with the help of a discourse completion task (DCT). The data consists of emails and instant messages. The informants are (i) German learners of Italian between A2-C1 level according to the CEFR and most of them are students living in Tyrol (Austria) and (ii) native speakers of Italian most of whom are students from Rome (Italy). The data of the learners were collected by students of the undergraduate seminar “Insegnare la pragmatica” which is part of the compulsory module 2b for student teachers at the Institute of Didactics of the University of Innsbruck. The data of the native speakers were collected in large part from students in foreign languages at the University RomaTre thanks to the collaboration with Prof. Elena Nuzzo.</p> <p>The DCTs have been conducted with online questionnaires. Along with the texts, metadata were also registered with the help of an online questionnaire giving sociolinguistic information about the informant (age, self-assessed language level, place of residence, native language, etc.). The DCTs aim to elicit linguistic acts of request and refusal in increasing levels of social distance and different media (Taguchi & Roever, 2017, pp. 85, 231; Hinger et al. 2018: 148). The DCTs elicit different speech acts (requests and refusals) with different degrees of formality (study/work or free time), directed at different people (lecturer, friend, boss) and in different media (mail or instant messaging). The scenarios represent authentic circumstances for the students. The following table shows the situations that were studied:</p> <p> </p> <p><strong>Email</strong></p> <p>high level of social distance between sender and recipient</p> <p>Scenario 1: Sender is asking for something that he/she is not entitled to</p> <p>Scenario 2: Sender is asking for something that he/she is entitled to</p> <p><strong><em>WhatsApp</em></strong><strong> messages</strong></p> <p>a) low level of social distance between sender and recipient</p> <p>Scenario 1: Request</p> <p>Scenario 2: Rejecting a request</p> <p>Scenario 3: Short-notice cancellation of an invitation</p> <p>b) medium level of social distance between sender and recipient</p> <p>Scenario 4: Request</p> <p>Scenario 5: Rejecting a request</p> <p>Scenario 6: Short-term rejection of an invitation</p> <p> </p> <p> </p> <p>The <em>WhatsApp</em> messages, which are exemplary of the text type instant messaging, were produced directly with the cell phone. The metadata were subsequently associated with the respective messages in an Excel spreadsheet. All personal data were anonymized.</p> <p>The prompts were presented in Italian, as follows:</p> <p>Mail</p> <p><strong>Mail a)</strong> Immagina di star facendo un corso con il Dr. Nicola Brocca. Domani devi fare una presentazione in classe. Non hai avuto tempo per studiare perché dovevi prepararti a un esame di inglese e ti accorgi che il materiale da presentare è più di quello che avevi previsto. Scrivi una mail al professore: la tua speranza è spostare la presentazione.</p> <p>Engl: Imagine you are taking a course with Dr. Nicola Brocca. Tomorrow you have to give a presentation in class. You had no time to study because you had to prepare for an English exam, and you realize that there is more material to present than you had imagined. You write an email to the professor: your hope is to reschedule the presentation.</p> <p><strong>Mail b)</strong> Hai fatto un corso con il Dr. Brocca. Hai consegnato il tuo portfolio il 01.02.2020 adesso è il 01.03.2020 e non hai ancora ricevuto il voto. Ti serve il voto per registrarti per una borsa di studio. Manda una mail al prof.: il tuo obiettivo è ricevere il voto al più presto</p> <p>Engl: You have taken a course with Dr. Brocca. You turned in your portfolio on 02/01/2020, it is now 03/01/2020 and you have not received the grade yet. You need the grade to register for a scholarship. Send an email to the professor: your goal is to receive the grade as soon as possible.</p> <p> </p> <p><em>WhatsApp</em> messages</p> <p><strong>1.</strong> Sei in Erasmus in Italia. Avete creato una chat con 10 compagni di corso. Hai perso la tua tessera della biblioteca a vuoi chiedere se qualcuno ti può aiutare perché ti serve un libro entro domani...per esempio prestandoti la sua. Cosa scrivi?</p> <p>Engl: You are taking part in the Erasmus program in Italy. You have created a chat with 10 classmates. You lost your library card and want to ask if someone can help you because you need a book by tomorrow.... E.g. by lending you their card. What do you write?</p> <p><strong>2.</strong> Ricevi questo messaggio da un amico/a che fa un seminario con te: "Ciao, sono a corto di tempo. Ho visto che hai preso 30 all'esame. Potresti darmi una mano e restare con me in biblioteca oggi?" Non vuoi aiutare il tuo amico. Come reagisci?</p> <p>Engl: You receive this message from a friend who is attending a seminar with you: "Hello, I'm running out of time. I saw that you got a 30 on the exam. Could you help me and stay with me in the library today?" You don't want to help the friend. How do you respond?</p> <p><strong>3.</strong> Cinque giorni fa hai promesso ad un/a amico/a che questa sera sareste andati al cinema assieme. Però hai cambiato idea. Cosa fai? Cosa scrivi?</p> <p> Engl: Five days ago, you promised a friend that tonight you would go to the movies together. But you changed your mind. What would you do? What do you write?</p> <p> </p> <p><strong>4.</strong> Sei al lavoro e hai smarrito il documento elettronico per entrare nel parcheggio. Sei nuovo in questo gruppo di lavoro e hai solo il numero del tuo diretto superiore. Gli mandi un messaggio per chiedergli se ti può aiutare.</p> <p>Engl: You are at work and have lost your electronic badge to enter the parking lot. You are new to this work group and only have the number of your direct supervisor. You send him/her a message and ask if he/she can help you.</p> <p> </p> <p><strong>5.</strong> Ricevi questo messaggio dal/la tuo/a superiore. "Gentile collega, domani c'è una scadenza importante. Per caso sarebbe in grado di restare oggi in ufficio oltre l'orario?" Non vuoi restare in ufficio oltre il normale. Come reagisci?</p> <p>Engl: You receive this message from your supervisor. "Dear colleague, tomorrow is an important appointment. Would you be able to stay in the office after hours today?" You don't want to stay in the office beyond normal working hours. How do you respond?</p> <p> </p> <p><strong>6.</strong> Cinque giorni fa hai promesso al/la tuo/a superiore che oggi saresti andato a una cena di lavoro. Però devi disdire. Cosa fai?</p> <p>Engl: Five days ago, you promised your superior that you would go to a business dinner today. However, you have to cancel. What do you do?</p> <p> </p> <p>The corpus, which was first collected in .xlsx format, was exported to XML format and CSV format in cooperation with Joseph Wang-Kathrein (Brenner Archive Research Center). It was ensured that the emoticons and special characters were also transferred unchanged in the conversion process. These formats allow long-term archiving and significantly facilitate data exchange.</p> <p>The size of the corpus (as of May 2021, version Ladder 1.0):</p> <p>The LADDER corpus includes emails and instant-messaging messages amounting to 18,935 tokens and 33,966 tokens respectively. The corpus of <em>WhatsApp</em> messages consists of a total of 1,204 messages from 80 native speakers and 114 learners. The corpus of emails consists of a total of 235 emails from 78 native-speaker informants and 38 learners. The amount of data allows a qualitatively relevant comparison in sub-corpora e.g. language levels.</p> <p>The size of the corpus is necessarily limited quantitatively, as data collection must be done manually through individual DCT management and metadata checking. The major bottleneck is currently the annotation of socio-pragmatic aspects, a process that is difficult to automate and that needs to be conducted through cross-annotation by multiple annotators.</p> <p>Some students' works on the corpus have been collected and are accessible via the following link: https://ladder.hypotheses.org/</p> <p> </p> <p>Bibliography:</p> <p>Artoni, D., Benigni, V., & Nuzzo, E. (2020), "Pragmatic instruction in L2-Russian: a study on requests and advice" in <em>Instructed Second Language Acquisition, 4</em>(1), 62-95. doi:10.1558/isla.39864</p> <p>Brocca, N. (2021), "LADDER: La costruzione e analisi di un corpus di scritture digitali per l’insegnamento della pragmatica in L2" in <em>Italiano Lingua Due, 13</em>(1 (2021)).</p> <p>Cortés Velásquez, D., & Nuzzo, E. (2017), "Disdire un appuntamento: spunti per la didattica dell'italiano L2 a partire da un corpus di parlanti nativi" in <em>Italiano Lingua Due, 1</em>, 17-36.</p> <p>Hinger, B., Stadler, W., Schmiderer, K., Bauer, M., (Hrg.) (2018). Testen und Bewerten fremdsprachlicher Kompetenzen. Tübingen: Narr Francke Attempto Verlag.</p> <p>Nuzzo, E., & Cortés Velásquez, D. (2020), "Canceling Last Minute in Italian and Colombian Spanish: A Cross-Cultural Account of Pragmalinguistic Strategies" in <em>Corpus Pragmatics, 4</em>, 1-26. doi:10.1007/s41701-020-00084-y</p> <p>Taguchi, N., & Roever, C. (2017), <em>Second language pragmatics</em>: Oxford: Oxford University Press.</p> <p>Trubnikova, V., & Garofolin, B. (2020), <em>Lingua e interazione. Insegnare la pragmatica a scuola</em>. Pisa: ETS.</p> <p> </p>
Doctoral Students' Educational Needs in Research Data Management: Quantitative Data of Perceived Importance and Current Competencies
<p>These data sets include numerically coded answers to Likert-like scale questions concerning the importance and perceived current research data management competencies of doctoral students. Interviewees were 35 doctoral students and faculty members. Interview forms are attached. The data is connected with the research article: https://doi.org/10.2218/ijdc.v16i1.684</p>
A Competing Compound For Remdesivir and Molnupiravir In Inhibiting RdRp Protein of COVID-19
<p>According to a docking study conducted with the online tool [1][2], the compound Nicotinate mononucleotide with the formula C11H15NO9P+ could inhibit RNA-dependent RNA polymerase (RdRp (RTP site)) protein in COVID-19 coronavirus, with a Score Value of -9.4 (kcal / mol). This is better than the amount for the Remdesivir molecule (-9.2 (kcal / mol)) and after MW correction, it is also better than Molnupiravir, to inhibit the same protein. Since inhibition of this protein plays a key role in the inhibitory function of Remdesivir against COVID-19 virus [3], we can see the Nicotinate mononucleotide compound as an alternative to Remdesivir in inhibiting this coronavirus. Since the molecular weight of Nicotinate mononucleotide (336 g / mol) is approximately half that of Remdesivir (603 g / mol) and Molnupiravir-active-form (499.16 g / mol), it is better in terms of both protein adhesion and absorption capacity. Since the main precursor of Nicotinate mononucleotide, Trigonelline alkaloid, is a naturally occurring plant secondary metabolite, and Nicotinate mononucleotide itself is present in mammalian biomolecular pathways, it is likely to be more available, more cost-effective, and more non-toxic and be better than Remdesivir and Molnupiravir. Please see added data.</p>
Having the guts to compete: How intestinal plasticity explains costs of inducible defenses.
Predators commonly induce phenotypic changes that make prey better at surviving predation at the cost of reduced growth. While we have a good understanding of how trait changes affect predation risk, we lack a mechanistic understanding of why predatorinduced phenotypes differ in growth. Using two mesocosm experiments, we combined phenotypic plasticity theory with predictions from optimal digestion theory to demonstrate that intra- and interspecific competition induced relatively long guts while predators induced relatively short guts. The longer guts induced by competition appear to be an adaptive response that allows more efficient digestion and more rapid growth whereas the shorter guts induced by predators appear to result from a tradeoff of building larger tails in predator environments at the cost of smaller bodies. By combining these two bodies of theory, we now have a much better understanding of the mechanisms that cause the phenotypic trade-offs that select for inducible defences.
Neural Differentiation Tracks Improved Recall of Competing Memories Following Interleaved Study and Retrieval Practice
Open the record for dataset details and reuse information.
Sistematic Mapping review of literature about public policies innovation and reading competences
<p>The systematic mapping method makes possible to identify what is known about a topic, what has been researched, what aspects remain unknown, and to obtain information about current trends and future challenges regarding this topic. In this Excel , the following articles were included: studies on innovative public policies related to reading skills, those published only in journals that can be found in two databases: Web of Science (WOS) and Scopus, published from January 2015 to December 2019, and related to the educational sector (social sciences, psychology, multidisciplinary, educational research, medical education, environmental education).</p>
Simulated data used in "The importance of censoring in competing risks analysis of the subdistribution hazard"
<p>The simulated data used for analysis in "The importance of censoring in competing risks analysis of the subdistribution hazard". Simulated using the method described in Additional file 1.<br> <br> <strong>Warning: Large file.</strong> Contains 1000 datasets of 300 observations each, for each of 105 parameter combinations (31,500,000 rows). Some programs (e.g. Excel) will not be able to open it in full.</p> <p>csv file with columns:</p> <p><strong>p.comp:</strong> risk of the competing event in exposure group A for this scenario [0 to 0.30 in increments of 0.05]<br> <strong>lnb.cens:</strong> log(hazard ratio) for loss to follow-up in old versus young individuals for this scenario [0 to 1 in increments of 0.25]<br> <strong>lnb.evt:</strong> log(subdistribution hazard ratio) for the event of interest in exposure group B vs group A for this scenario [0, 0.5, 1]<br> <strong>sim:</strong> ID of the simulated dataset for this scenario [1-1000]<br> <strong>exposure:</strong> exposure group (0 = A, 1 = B) of this individual<br> <strong>age:</strong> age group (0 = young, 1 = old) of this individual<br> <strong>time:</strong> time-to-event or censoring for this individual<br> <strong>evtcode:</strong> event type (0 = censoring, 1 = event of interest, 2 = competing event)<br> <strong>censcode:</strong> type of censoring (1 = end-of-study, 2 = loss to follow-up)</p>
When fear meets anger: Attitudes toward positively versus negatively evaluated pandemic policy proposals when negative emotions are competing in society
<p>Since the outbreak of the COVID‐19 pandemic, citizens of many countries have been faced with health‐related fear, as well as anti‐establishment and anti‐governmental anger. This emotional landscape colored the ongoing efforts by the authorities to convince citizens to accept various public policy proposals. In two studies (total <em>N</em> = 528, one preregistered) conducted in Poland in two different situations, we focused on the role of the simultaneously evoked pandemic fear and anti‐government anger in shaping attitudes toward the pandemic regulations. For negatively evaluated proposals, both of these emotions worked in opposite directions: fear was associated with increasing support, while anger was associated with increasing rejection. However, for positively evaluated policy proposals, fear and anger worked in consonance, and both were associated with increasing acceptance of the proposed regulations. Thus, while fear seems to motivate the acceptance of even negatively evaluated proposals that are seen as protective ones, anger works to amplify or polarize the proposals’ basic evaluations. Our findings could help plan the implementation of public policies in societies in times of turbulent emotional landscapes.</p>
Data availability. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence.
<p><strong>Data availability</strong>. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence. </p><ul><li>SPSS DATA. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (spss data.sav). The data presented in this file contains the data imported wiyh the Software IBM SPSS Statistics, versión 28.0.1.1(15).</li><li>EXCEL DATA. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (spss data.sav). The data presented in this file contains the data imported wiyh the Software IBM SPSS Statistics, versión 28.0.1.1(15).</li><li>Data of Project factorial.xlsx (The data presented in this file contains the results of the statistical analysis carried out with the Software Microsoft Excel).</li><li>Data Project reliability.xlsx (The data presented in this file contains the results of the statistical analysis carried out with the Software Microsoft Excel).</li><li>FIGURES. Multivariate data analysis. Validation of an instrument for the evaluation of teaching digital competence (Figure 1.jpeg, Figure 2.jpeg, Figure 3 and Figure 4.jpeg).</li></ul>
PRISMA-P (Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols) of the research entitled "Development of Competences for the Fashion Designer: a Scope Review
<p>PRISMA-P (Preferred Reporting Items for Systematic review and Meta-Analysis Protocols) 2015 checklist: recommended items to address in a systematic review protocol and Check list CAPSI - Critical analysis of the articles related to the specific objective: map the current themes that permeate the competencies of fashion design professionals through a scoping review.</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.