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511 results for “stories”
Viva con Agua de St. Pauli e.V. User Stories created by socio-trechnical walkthroughs
<p>In March 2016 six socio-technical walktroughs (STWT, Hermann et al. 2004) have been conducted to identify requirements for the technical tool Pool used by Viva con Agua de St. Pauli e.V. (VCA) as a socio-technical organization (Kunau 2006). Volunteers of the NGO, as well as employees and partners were invited to participate one weekend for one STWT workshop. Every workshop has covered two days (a weekend) and focused one specific business process of VCA. The participants were independently selected for each working procedure that became a topic for a workshop.</p> <p>During the workshops, the existing business processes have been identified in a first step and during a second one improved. Afterwards, the moderator of the workshops has derived user stories for new technical support functions needed to establish the reworked business processes. These user stories are collected in the user stories catalog that is published in this data publication.</p> <table align="left"> <tbody> <tr> <td>(Herrmann et al. 2004)</td> <td>Herrmann, T., Kunau, G., Loser, K.-U., and Menold, N. Socio-technical walkthrough: Designing technology along work processes. <em>Proceedings of the eighth conference on Participatory design Artful integration: interweaving media, materials and practices - PDC 04</em>, ACM Press (2004), 132.</td> </tr> <tr> <td>(Kunau 2006)</td> <td>Kunau, G. Facilitating computer supported cooperative work with socio-technical self-descriptions. Technische Universität Dortmund, (2006).</td> </tr> </tbody> </table> <p> </p>
MUHAI Benchmark : Task 1 (Short story generation with Knowledge Graphs)
<p><strong>Meaning and Understanding in Human-Centric AI (MUHAI) Benchmark<br> Task 1 (Short story generation with Knowledge Graphs and Language Models)</strong> </p> <p>The dataset can be used to test understandability of text generated through the combination of knowledge graphs and language models without using knowledge graph embeddings.<br> <br> The task here is to generate 5-sentence stories from a set of <em>subject-predicate-object</em> triples that are extracted from a knowledge graph. Two steps need to be performed:</p> <p>1. Language model fine-tuning (SVO triple extraction + model fine-tuning)<br> 2. Story generation (knowledge enrichment + text generation) <br> <br> The submission includes the following data:</p> <ol> <li>Original ROC stories corpus (100 stories)</li> <li>ROC stories encoded with relevant triples (extracted through SpaCy, 2 versions, with and without coreference resolution)</li> <li>Stories generated by the pre-trained model (GPT2-simple)</li> <li>Stories generated by the fine-tuned model (DICE + ConceptNet + DBpedia )</li> <li>Stories generated by the fine-tuned model (DICE + ConceptNet + DBpedia + WordNet )</li> <li>Stories generated by the GPT-2-keyword-generation (an open-source software that uses GPT-2 to generate text pertaining to the specified keywords)</li> <li>Model results</li> <li>Evaluation metrics description</li> <li>User-evaluation questionnaire </li> </ol> <p>Code : https://github.com/kmitd/muhai-dice_story</p>
User Stories made by Users Workshop Analysis Results
<p>In order to enable members of a socio-technical evolutionary-teal organization to design their technical component, we conducted a workshop that structures the collaboration between technical trained participants and non-trained participants. The workshop aims to transform "vague needs" into technical descriptions in the form of user stories.</p> <p>The workshop is the second part of series of workshops all limited to two hours. It uses the methods of <em>Design Thinking</em> and <em>Participatory Design</em>.</p> <p>The workshop has been recorded in video and the resulting data set has been published on Zenodo:</p> <p>Sell, Johann, & John, Elias. (2020). User Stories made by Users Workshop Data Set (1.0.0) [Data set]. Zenodo. https://doi.org/10.5281/zenodo.3898358</p> <p>A qualitative analyzes has been conducted covering four iterations of coding. This data set shows the results of last iteration and the resulting insights are referenced by a research paper that is currently under review.</p> <p>We hope that the material can be used to (a) comprehend the interpretation used in our qualitative research, and to (b) investigate other interesting research questions.</p>
Percent cover of under- and mid-story vegetation and seedling counts in the Future of Oak Forests project at Black Rock Forest, Cornwall, NY.
Black Rock Forest established a series of 12, 0.56 ha plots in 2005 to assess impacts of the loss of tree in the genus Quercus on the forest ecosystem (entitled the Future of Oak Forests experiment). Three trunk girdling treatments, with control plots were instituted in 2008. Each plot also contained an ~10m by ~15m deer exclosure to assess the impact of herbivory post-disturbance. In 2006 and 2008, before exclosures were erected, pre-treatment surveys were conducted in all unexclosed (n=120) quadrats. Surveys of all 240 understory quadrats were conducted annually in late summer (August to September) from 2009 to 2018 and then again in 2021. At each quadrat, trained observers identified all vascular plants to species and assigned each species a percent cover value. The percent cover of moss was also recorded but moss species were not identified. Counts of tree seedlings and some woody shrubs were also recorded in addition to percent cover values. Seedlings were considered saplings, and therefore not counted, once they reached 1.3 m tall (breast height).
An experimental data set for the analysis of the thermophysical behavior of a single-story naturally ventilated double-skin façade (DSF) under summer boundary conditions
<p>Double-skin facades (DSFs) are adaptive building envelope elements that offer the possibility to dynamically interact with the heat and mass flow between indoor and outdoor environments. Though designed to provide better performance compared to more conventional envelope solutions, these façade systems may, in some cases, underperform and lead to an increase in energy use or in thermal discomfort if not properly designed and operated. One of the known problems is the risk of overheating, in hot periods, in the ventilated cavity. In order to analyze this effect, we have systematically investigated the performance of a single-story, naturally ventilated DSF. The DSF is operated in the so-called outdoor air curtain mode and has venetian blinds installed in the 20 mm deep ventilated cavity. Tests were carried out under a steady-state regime corresponding to relevant summertime conditions. In an effort to enable the scientific community to access experimental data to analyze this problem further or for model validation purposes, we released together with the open-access paper entitled "<strong>Characterization of a naturally ventilated double-skin façade through the design of experiments (DOE) methodology in a controlled environment</strong>," the entire set of experimental data collected during the tests. The data set contains the results of a series of experimental runs where different configurations of the DSF, as detailed below, have been subjected to various boundary conditions through a climate simulator facility equipped with a solar simulator device. The database is supported by a guide ("Guide.pdf"), where further explanations about how to read data and schematic drawings of the sensor layout are provided. Additional information about the original aims of the experiments, the detailed methods, and other data processing procedures can be found in the article mentioned above. The collection of experimental tests in this data set covers:</p> <ul> <li>49 steady-state measurements where the following factors were changed using different experimental designs: solar irradiance (0, 350, and 700 Wm<sup>-2</sup>), outdoor chamber temperature (15, 25, and 35 ℃), opening size (7, 21, and 42 dm<sup>2</sup>), and venetian blinds angle (closed blinds θ=0 º, θ=45 º, and open blinds θ=90 º) [file name: "Complete_data.csv"],</li> </ul> <p>Any inquiries about the experimental data can be sent to: <a href="mailto:aleksandar.jankovic@ntnu.no">aleksandar.jankovic@ntnu.no</a></p> <p>The activities presented in this paper were carried out within the research project "REsponsive, INtegrated, VENTilated - REINVENT – windows," supported by the Research Council of Norway through the research grant 262198, and the partners SINTEF, Hydro Extruded Solutions, Politecnico di Torino and Aalto University.</p>
MUHAI Benchmark : Task 2 (Credibility of knowledge-based generated gossip stories)
<p><strong>Meaning and Understanding in Human-Centric AI (MUHAI) Benchmark<br> Task 2 (Credibility of knowledge-based generated gossip stories)</strong></p> <p> </p> <p>This dataset aims at investigating whether the use of Knowledge Graphs has an impact on the credibililty of automatically-generated stories.</p> <p><br> The submission includes the following data:</p> <ol> <li>Generated stories (.txt)</li> <li>Story generation template </li> <li>A tsv file with entities and triples (to be used for generating stories)</li> <li>Evaluation description : Questions and metrics submitted to the users</li> </ol> <p>The "gossip stories" are generated with the T5 languge model fine-tuned on the WebNLG challenge. The model takes the triples (file 3) as input and generates one sentence each. A link prediction algorithm based on Jaccard's similarity learns the likelihood of two entities to be related (3). Then, the narrative continues with automatically generated celebrity background descriptions.</p> <p>The credibility of the story is evaluated using a questionnaire based on Gaziano et. al. The questionnaire was filled in by the test subjects after reading each generated article. One for a KG-generated text where links were predicted using the link prediction and one for text that was generated using triples of random entities (celebrities). </p> <p>Full code available at : https://github.com/kmitd/muhai-credibility-KR</p>
Stories on Open Educational Practices in German Higher Education
<p><strong>Stories on Open Educational Practices in German Higher Education by Sigrid Fahrer, </strong><a href="#_oewao57q7xt8"><strong>Tamara Heck</strong></a><strong>, </strong><a href="#_fronuh2cauex"><strong>Ronny Röwert</strong></a><strong>, </strong><a href="#_oshco7u6xx6k"><strong>Naomi Truan</strong></a></p> <p><em>citation suggestion: </em>Fahrer, S., Heck, T., Röwert, R., Truan, N. (2022). Stories on Open Educational Practices in German Higher Education. Data set on autoethnographic reflections. <a href="https://doi.org/10.5281/zenodo.7326390">https://doi.org/10.5281/zenodo.7326390</a></p> <p>The stories are part of the autoethnographic reflections of the four practitioners. They are based on the following research papers:</p> <ul> <li>Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5). <a href="https://doi.org/10.19173/irrodl.v18i5.3096">https://doi.org/10.19173/irrodl.v18i5.3096</a></li> <li>Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3–13. <a href="https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf">https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf</a></li> <li>Mayrberger, K. (2020). Open Educational Practices (OEP) in Higher Education. In M. A. Peters (Ed.), Springer eBook Collection. Encyclopedia of Educational Philosophy and Theory (pp. 1–7). Springer. <a href="https://doi.org/10.1007/978-981-287-532-7_710-1">https://doi.org/10.1007/978-981-287-532-7_710-1</a>.</li> <li>Wiley, D., & Hilton III, J. L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). <a href="https://doi.org/10.19173/irrodl.v19i4.3601">https://doi.org/10.19173/irrodl.v19i4.3601</a></li> </ul>
Ports, Past and Present Heritage Stories (perma.cc link tabular data)
<p>A list of 281 heritage stories from the Ports, Past and Present project written in Omeka Classic using Curatescape. This tabular data is a modified output from the <a href="https://perma.cc/">perma.cc</a> folder containing a series of WARC records captured during the archiving phase of the project.</p> <p>This CSV contains only the original urls, titles, and perma.cc links of the stories. For more information including author, metadata and date of snapshot, see the WARC record and the perma.cc header above it by clicking on permalinks.</p>
G-quadruplex in the gene of the large subunit of plant RNA polymerase II: billion years old story
<p><strong>Supplementary material to the journal article</strong></p> <p>Consist of:</p> <p>Supplementary material S1: Analyzed <em>RPB1 </em>sequences in 40 plant species together with detailed characteristics and G-quadruplex prediction using four different computational approaches.</p> <p>Supplementary material S2: G4 locus is the most conserved within the <em>RPB1</em> gene (40 bp long potential G4 locus is the most conserved site in the whole ~ 6000 bp long <em>RPB1</em> gene. See the histogram below the alignment: the position of the G4 locus is depicted, together with the horizontal red dashed line indicating relative nucleotide conservation among aligned sequences of<em> RPB1</em>)</p> <p>Supplementary material S3: Multiple alignment of G4 locus of <em>RPB1</em> paralogs in <em>Arabidopsis thaliana </em>centered to G4 locus of <em>RPB1 </em></p> <p>Supplementary material S4: Modelled 3D structure of G4 from <em>Bathycoccus prasinos</em> in PDB format</p> <p>Supplementary material S5: Gel electrophoresis and ThT staining of the selected G4-forming sequences</p> <p>Supplementary material S6: All analyzed <em>RPB1</em> sequences in FASTA format</p> <p>Supplementary material S7: Aligned <em>RPB1</em> sequences in FASTA format</p> <p>Supplementary material S8: <em>RPB1</em> paralogs in <em>Arabidopsis thaliana</em></p> <p>Supplementary material S9: Spectral composition of light used in the UV experiment. Analysis of emitted light was performed by Ocean Optics (HR4000CG-UV-NIR, USA) device.</p> <p>Supplementary material S10: Difference CD spectra - comparison without and with previous UV treatment</p>
Story Map of the AI Ethics Lab of the Austrian Institute of Technology (AIT)
<p>The Co-Change Lab at AIT, the Austrian Institute of Technology, focuses on addressing the promises and challenges associated with research work on and the application of machine learning and artificial intelligence. An interdisciplinary team of social and data scientists is working on AI ethics.</p>
QXS-132-The_story_of_the_first_shaman
<p>A story told by Mr. Yang Zhiquan about the origin of shamanism in the Yonghe valley. Transcribed and translated by Long Deyue. </p>
DEEPICE Stories Videos series - Insight into Ice & Climate - Videos with English subtitles
<p><em>DEEPICE Stories – Insights into Ice & Climate </em>is a series of 15 videos<em> </em>created in collaboration with the 15 PhD students of the European research project <a href="https://deepice.cnrs.fr/">DEEPICE</a>. These 3-minute educational video clips give an overview of scientific research on ice cores. <a href="https://deepice.cnrs.fr">https://deepice.cnrs.fr</a></p> <p> </p> <p><u>Credits</u></p> <p>Writing & presentation: Geunwoo Lee, Hanne <span>Notø</span>, Eirini <span>Malegiannaki</span>, Piers Larkman, Miguel Angel Sanchez Moreno, Lison Soussaintjean, Florian Painer, Niklas Kappelt, Lisa Ardoin, Inès Ollivier, Romilly Harris Stuart, Fyntan Shaw, Qinggang Gao, Ailsa Chung, Daniel Gunning</p> <p>Coordination : Marie Kazeroni (LSCE-CNRS)</p> <p>Direction: Dorothée Adam-Mazard (Inuaprod) & Marie Kazeroni (LSCE-CNRS)</p> <p>Editing: Thomas d’Aram</p> <p>Motion Design: Pauline Fuchs</p> <p>Co-production: DEEPICE & Inuaprod</p>
Giovanni Stori (s4557)
<b>-- <a href="https://doi.org/10.5281/zenodo.11582199">Documentation</a> --</b><br><br><u>Name</u>: Giovanni Stori<br><u>musiXplora-ID</u>: s4557<br><u>musiXplora-URI</u>: <a href="https://musixplora.de/mxp/s4557">https://musixplora.de/mxp/s4557</a><br><u>Gender</u>: m<br><u>First Mentioned</u>: 1725<br><u>Sectors</u>: Instrumentenbau<br><u>Professions (Musical)</u>: Lautenmacher<br><u>Other Places of Activity</u>: Italien<br><br><br><u>Titel/Medien:</u><br><table><tbody><tr><th>Role</th><th>Sigel</th><th>Title</th><th>mXp-ID</th></tr><tr><td>Related</td><td>Kirsch 2023</td><td>The Long Lives of Old Lutes. The Cultural and Material History of the Veneration of Old Musical Instruments. Dissertation der Universität Leipzig 2022. . Erschienen als Enhanced Publication. LM-enc Band 2. Schriftenreihe der Forschungsstelle DIGITAL ORGANOLOGY am Musikinstrumentenmuseum der Universität Leipzig. herausgegeben von Josef Focht</td><td><a href="https://musixplora.de/mxp/5034090">5034090</a></td></tr></tbody></table><br><u>Ereignisse:</u><br><table><tbody><tr><th>Role</th><th>Sigel</th><th>Title</th><th>mXp-ID</th></tr><tr><td>Hersteller</td><td></td><td>Herstellung</td><td><a href="https://musixplora.de/mxp/6019435">6019435</a></td></tr></tbody></table><br><br><u>Changelog</u>:<br> - v0.0.1: Initial Upload.<br>
Duhumbi Stories - Sound files
<p>This data set contains all the original sound files with the stories of the 'Duhumbi Storybook' (Monpasang Publications, ISBN 978-90-818610-1-4) published in autumn 2018. A separate Zenodo DOI contains all the Toolbox-compatible .txt files and Transcriber .trs files with the transcribed, parsed, glossed, translated examples (10.5281/zenodo.1400505). The sound files largely correspond with the texts in the 'Duhumbi Storybook'. The following list contains the sound file names, the shortcut code for the sentence names and the title of the story in Duhumbi, English and Hindi.</p> <ul> <li>[CHUK260413A4A] / OMAK / Dangpu budunbakaq tsawa / The origin of mankind / मानव जाती की उत्पत्ति</li> <li>[CHUK290412A8A] / CHLN / Duhum chakpaqkho tam – 1 / Settlement history of Duhum – 1/ दुहुम के निवास का इतिहास – 1</li> <li>[CHUK230512E1B] / CHT / Duhum chakpaqkho tam – 2 / Settlement history of Duhum – 2 / दुहुम मे निवास का इतिहास – 2</li> <li>[CHUK240314A1] / SPZP / Shawa Pema Zomba / शावा पेमा जोम्बा</li> <li>[CHUK230512F1A; CHUK230512F2A; CHUK230512F3A; CHUK230512F4A; CHUK230512F5A; CHUK230512F6A; CHUK230512F7A] and [CHUK230512G1A; CHUK230512G2A; CHUK230512G3A] / KDZ1 – KDZ10 / Khandro Drowa Zangmu / खांडरों द्रोवा जांग्मो</li> <li>[CHUK110614A1; CHUK110614B1; CHUK110614C1; CHUK110614D1; CHUK110614E1; CHUK110614F1; CHUK110614G1; CHUK110614H1; CHUK110614I1] / LGG1 – LGG9 / Ling Gesar Gepuwaq namthar / The life of King Ling Gesar / लिंग गेसर गेपु की जीवनी</li> <li>[CHUK110413A1A] / TNZY / Tshongpon Norbu Zangpo dangngaq waq uda / Tshongpon Norbu Zangpo and his son / त्शोंग्पोन नोरबू जांगपो और उसका बेटा</li> <li>[CHUK070115A1] / BMDC / Shadong dangngaq gomchen phawang / The macaque and the bat / बंदर और चमगादर</li> <li>[CHUK070115B] / BUDC / Pempelingngaq tam / The butterfly effect / तितली का असर</li> <li>[CHUK211015E1] / RSTT / Samtu dangngaq grongthang / The squirrel and the rat / गिलहरी और चूहा</li> <li>[CHUK130115E] / FBDC / Shalaqbaknyi men shikhennaq ama / The mother that fed the children with ‘men’ / माँ जिसने बच्चों को ‘मेन’ खिलाया</li> <li>[CHUK300115C1] / MTDC / Mani tam / मनी ताम</li> <li>[CHUK260413A4A] / MOD / Bengkhannaq dontha / The meaning of dreams / सपनों का मतलब</li> </ul> <p>This material is made freely available to everyone for informative or scientific purposes as long as the source (this DOI) / the collectors are properly credited. Please note that use of the material for commercial purposes <em><strong>of any kind</strong>, which includes conversion into commercial audio-visual media (documentaries etc.), storage and dissemination through sites that require registration & payment for access, or sites that rely on advertisement (including YouTube) </em>is <strong>not</strong> permitted without <strong>specific written consent</strong> from the speakers and their community, obtained through the collectors of the material. By downloading our material, you agree to these restrictions.</p> <p>This data set falls under the Attribution-NonCommercial-ShareAlike (CC BY-NC-SA) license. This license lets you remix, tweak, and build upon this work non-commercially, as long as you credit us and license your new creations under the identical terms. License Deed on <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/">https://creativecommons.org/licenses/by-nc-sa/4.0/</a>. Legal Code on <a href="https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode">https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode</a>.</p> <p>Tim Bodt: bodttim (at) gmail (dot) com</p>
User stories and xAPI statements for "A mobile campus application as a sensor node for Personal Learning Environments"
<p>This dataset provides the full user stories and xAPI statements as used in the prototype described in the article "A mobile campus application as a sensor node for Personal Learning Environments". It consists of two PDF documents described below. The files were created as part of the master thesis of Hendrik Geßner.</p> <p>"User Stories.pdf" contains a complete list of user stories with required context information, existing portlets and a category. The process that led to this collection is described very briefly in the article mentioned above, a graphical explanation is available in the attached image "Use case process complete.jpg"</p> <p>"xAPI Statements.pdf" contains all xAPI statements used in the prototype described in the article mentioned above. Dynamic elements such as names or IDs are highlighted on color. The statements appear in the following order: attended, used, loggedin, wasat, opened, closed, joined, left.</p>
Graphic for Twitter - Call for Open Science Success Stories
<p>This graphic was created to share on Twitter to encourage people to submit compelling stories about open science practices in research to the TOPS team. This graphic was tweeted out on Dr. Chelle Gentemann's Twitter account on August 23, 2022. <a href="https://twitter.com/ChelleGentemann/status/1562049765566709764?s=20&t=kkxyz4dx1vA6obyveL5WNA">Link to tweet</a>.</p>
Collection of cartographic disorientation stories
<p>This dataset is a collection of disorientation stories experienced during the use of a multi-scale topographic map (such as Google Maps, Bing Maps, OpenStreetMap, the ones produced by national mapping agencies), either on a phone, or on a computer. These experiences come from different discussions the authors had with colleagues, friends and family members about being disoriented while exploring a pan-scalar map. This collection is an on-going work, and new versions will be released when other stories will be collected.</p> <p>The stories are gathered in the file named disorientation_stories_table.xlsx, with a textual report of the story in one of the columns of the table. The other files are images illustrating the different stories.</p>
Value creation stories anonymized open data set (Immunization Agenda 2030 Full Learning Cycle, 7 March - 20 June 2022)
<p># Title<br> Immunization Agenda 2030 (IA2030) 1st Movement Full Learning Cycle (FLC 2022) – “How are you doing?” Value Creation Stories Survey (Version 1.0)</p> <p># Research audience<br> Education researchers interested in the application of the “value creation stories” (VCS) conceptual framework elaborated by Etienne Wenger et al. in the study of communities of practice and other types of digital communities.</p> <p># Credits</p> <p>## Author<br> The Geneva Learning Foundation<br> 18 avenue Louis Casaï<br> CH-1209 Geneva, Switzerland<br> research@learning.foundation</p> <p>### Principal Investigator and corresponding author<br> Reda Sadki, The Geneva Learning Foundation (TGLF)<br> reda@learning.foundation</p> <p>## Project partners<br> Bridges to Development<br> University of South Australia Centre for Change and Complexity in Learning (C3L)</p> <p>## Roles and responsibilities<br> - Design: The Geneva Learning Foundation<br> - Implementation (sample collection): The Geneva Learning Foundation<br> - Processing: The Geneva Learning Foundation, Bridges for Development, Centre for Complexity and Change in Learning (C3L)<br> - Anonymization: The Geneva Learning Foundation and Bridges for Development<br> - Data cleaning: Bridges to Development<br> - Submission: The Geneva Learning Foundation</p> <p>## Funding sources or sponsorship that supported the data collection<br> Wellcome, Bill & Melinda Gates Foundation (BMGF)</p> <p>## Recommended citation<br> The Geneva Learning Foundation, 2023. Value Creation Stories (VCS) weekly feedback survey, 2022 Full Learning Cycle (FLC) of the Movement for Immunization Agenda 2030 (IA2030) (Version 1.0). [Data Set]. The Geneva Learning Foundation. DOI: 10.5281/zenodo.7763922</p> <p># Description of the sample</p> <p>## File list:</p> <p>This file is IA2030_FLC_2022_Value_Creation_Stories.README.md</p> <p>IA2030-EN_FLC_2022_Value_Creation_Stories-questions_mapping.csv : List of the survey’s questions and their code in English as well as their unit. (21 questions) - Version 1: Geneva Learning Foundation, 31 March 2023. </p> <p>IA2030-EN_FLC_2022_Value_Creation_Stories.csv : Dataset Response of participants that replied in English. (n: 2101, obs:5601) - Version 1: Geneva Learning Foundation, 31 March 2023. </p> <p>IA2030-FR_FLC_2022_Value_Creation_Stories-questions_mapping.csv: List of the survey’s questions and their code in English as well as their unit. (21 questions) - Version 1: Geneva Learning Foundation, 31 March 2023.</p> <p>IA2030-FR_FLC_2022_Value_Creation_Stories-Google_translation.csv: Dataset Response of participants that replied in French translated to English using “Google Translate” (n: 1585, obs:4493) - Version 1: Geneva Learning Foundation, 31 March 2023.</p> <p>IA2030-FR_FLC_2022_Value_Creation_Stories.csv: Dataset Response of participants that replied in French (n: 1585, obs:4493) - Version 1: Geneva Learning Foundation, 31 March 2023. Relationship between files: The questions codes data set are the same code as the column variables and can be connected.</p> <p>## Relationship between files<br> The questions codes data set are the same code as the column variables and can be connected.</p> <p>## Related data sets<br> This is a subset of data collected by The Geneva Learning Foundation (TGLF) during the 1st IA2030 Full Learning Cycle (FLC). The complete data set is more comprehensive, and includes: demographic information (gender, country), health system information (respondent’s health system level), respondents’ analyses of challenges and priorities. </p> <p>Additional data sets for the first Full Learning Cycle (FLC) of the Movement for Immunization Agenda 2030 (IA2030) are available from The Geneva Learning Foundation (TGLF) Insights Unit [insights@learning.foundation](insights@learning.foundation)</p> <p>## Other publicly accessible locations of the data<br> The Geneva Learning Foundation publishes data sets in relation to its Immunization Agenda 2030 (IA2030) Movement learning programme in the Zenodo open repository community: https://zenodo.org/communities/ia2030/</p> <p>## 1. Purpose and Objectives</p> <p>### Primary goal of the survey:<br> This survey had two goals in the context of TGLF’s IA2030 Movement Full Learning Cycle programme (2022): <br> 1. Provide an asynchronous mechanism for support between peers (participants) and from the TGLF team; and<br> 2. collect and measure programme participants’ value creation stories (VCS) during the programme.</p> <p>Martin de Laat’s “value creation stories” (VCS) has been used primarily in small-scale, qualitative studies of communities of practice, online forums, and education activities.</p> <p>This data set includes both quantitative (Likert) and qualitative (open text) responses to the VCS questions, collected over a period of four months (7 March – 20 June 2022) from a cohort that began with 6,185 participants on the start date.</p> <p>## 2. Population and Sample</p> <p>The target population were participants of the Geneva Learning Foundation’s Movement for Immunization Agenda 2030 (IA2030) learning programme. The initial cohort admitted to the programme was 6,185 individuals from 99 countries. Only participants who were formally admitted to the programme received the invitation to complete the survey.</p> <p>Programme participants were free to choose if and when to report (self-selection), and their responses were not checked against any other measures (self-reporting).</p> <p>### Languages: French and English</p> <p>## 3. Survey Design and Methods</p> <p>Data collection period: 7 March 2022 – 20 June 2022</p> <p>Between 7 March and 20 June 2023, participants in the Geneva Learning Foundation’s “Immunization Agenda 2030” (IA2030) Movement Full Learning Cycle (FLC) were asked to respond to a questionnaire titled “How are you doing?”.</p> <p>Participants received a personalized email with the request to share feedback about their experience during the week. The link to share feedback was also included in other reminder and information emails sent in response to participant needs.</p> <p>The first survey was launched on the 11 of March 2022 and the last at 17 of March 2022, totalizing 15 requests. Participants could answer the survey at any time and as many times that they wished.</p> <p> <br> The group of 6,185 participants grew over the course of the Cycle, as additional participants were able to join the initiative throughout the four-month period.</p> <p>### Software- or Instrument-specific information needed to interpret the data<br> - Automated translation of French data was performed using [Google Translate](https://translate.google.com/?sl=en&tl=fr&op=docs)<br> - Methods used for removing or anonymizing personal identifiers or sensitive information:<br> - Unique identifier: Unique identifiers were anonymized using MD5 Hashing via the web site [Miracle Salad](https://www.miraclesalad.com/webtools/md5.php.).Unique identifiers can be used to identify respondents who may have answered the survey more than once, at different points in time. This approach provides a method to anonymize sensitive data using MD5 hashing.*Limitation: MD5 hashing is a one-way function; it is not possible to dehash the data and recover the original information.**<br> - Macros developed in Excel to replace Country names in qualitative responses. (No country information were collected in this survey, but some respondents referred to their specific contexts in their responses.) The macro did not account for typos, in case any country information is found please contact: [research@learning.foundation](research@learning.foundation)</p> <p>### Data collection start and end dates:<br> 7 March 2023 until 20 June 2023</p> <p>#### Events or circumstances during data collection that may have influenced results:<br> No requests for responses were sent during TGLF’s “Term break” between 16-30 April 2022.</p> <p>## 4. Data Processing and Cleaning</p> <p>- Incomplete or inconsistent responses: Not cleaned, as respondents were able to opt out of specific sections of survey or skip questions.<br> - Data transformations or imputations: None<br> - Treatment of outliers or extreme values: None</p> <p>## 5. Variables and Measures</p> <p>The survey included Likert scale questions and qualitative open texts based the conceptual framework for Value Creation Stories (VCS) developed by Wenger et. al. (2011). There are no derived or calculated variables. Items are Likert scale, multiple choice, and open text.</p> <p>## 6. Data Quality and Reliability<br> All the responses done before or after the FLC period (7 March – 20 June 2022) were excluded of the sample.</p> <p>## 7. Data Privacy and Anonymization</p> <p>### Methods used for removing or anonymizing personal identifiers or sensitive information:<br> - Unique identifier: Unique identifiers were anonymized using MD5 Hashing via the web site https://www.miraclesalad.com/webtools/md5.php. Unique identifiers can be used to identify respondents who may have answered the survey more than once, at different points in time. This approach provides a method to anonymize sensitive data using MD5 hashing.<br> - Limitation: MD5 hashing is a one-way function; it is not possible to dehash the data and recover the original information. <br> - Macros developed in Excel to replace Country names in qualitative responses. (No country information were collected in this survey, but some respondents referred to their specific contexts in their responses.)</p> <p>## 8. Data Availability and Accessibility<br> This data set is made available on Zenodo.org in the Zenodo community “Movement for Immunization Agenda 2030 (IA2030)”<br> https://zenodo.org/communities/ia2030/</p> <p>Requests for additional information should be addressed to research@learning.foundation.</p> <p>This is a subset of data collected by The Geneva Learning Foundation (TGLF) during the 1st IA2030 Full Learning Cycle (FLC).</p> <p>The complete data set is more comprehensive, and includes: demographic information (gender, country), health system information (respondent’s health system level), respondents’ analyses of challenges and priorities.</p> <p>### Other publicly accessible locations of the data<br> The Geneva Learning Foundation publishes data sets in relation to its Immunization Agenda 2030 (IA2030) Movement learning programme in the Zenodo open repository community: https://zenodo.org/communities/ia2030/</p> <p>### Related data sets<br> Additional data sets for the first Full Learning Cycle (FLC) of the Movement for Immunization Agenda 2030 (IA2030) are available from The Geneva Learning Foundation (TGLF) Insights Unit insights@learning.foundation</p> <p>## 10. Ethical Considerations</p> <p>### Ethical guidelines followed during data collection:<br> TGLF’s research abides by the principles of the Cantonal Commission for Research Ethics (CCER), the Federal Law on Research on Human Beings (RS 810.30), Swiss Human Research Act (HRA) and the Ordinance on Organisational Aspects of the Human Research Act (HRA Organisation Ordinance, OrgO-HRA)</p> <p>### Informed consent and participant rights information:<br> In order to join TGLF’s IA2030 Full Learning Cycle programme, participants had to confirm their agreement to use of their responses “for research, learning, evaluation, communication, and advocacy, in line with the Foundation’s mission”.</p> <p>Participants were able to opt out of the VCS questions by selecting “No” when asked “Could we ask you five questions about your participation?”. They were informed these questions were asked in order to “share your feedback in the next weekly Assembly”, the weekly synchronous meeting for programme participants. The rationale for sharing such feedback was also explained; “Your contribution will help everyone understand how we are doing as a group, and also help us to better support you.”</p> <p>Data protection and confidentiality<br> Consent was requested during the application and submitted of action plan period for sharing data, in line with the Geneva Learning Foundation’s data protection and confidentiality policy.</p> <p># Copyright and license<br> The Geneva Learning Foundation © 2022. This data set and all associated files are licensed under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)</p> <p>© The Geneva Learning Foundation 2023</p> <p>Some rights reserved. This work is available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International; https://creativecommons.org/licenses/by-nc-sa/4.0/.</p> <p>Under the terms of this license, you may copy, redistribute and adapt the data set for non-commercial purposes, provided the work is appropriately cited, as indicated below. In any use of this data set, there should be no suggestion that the Foundation endorses any specific organization, products or services. The use of the Foundation logo is not permitted. If you use the data set, then you must license your work under the same or equivalent Creative Commons license. If you create a translation of this data set, you should add the following disclaimer along with the suggested citation: “This translation was not created by the Geneva Learning Foundation. The Foundation is not responsible for the content or accuracy of this translation. The original English edition shall be the binding and authentic edition.”</p> <p>Any mediation relating to disputes arising under the license shall be conducted in accordance with the mediation rules of the World Intellectual Property Organization.</p> <p>General disclaimers. The designations employed and the presentation of the data set do not imply the expression of any opinion whatsoever on the part of the Foundation concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Dotted and dashed lines on maps represent approximate border lines for which there may not yet be full agreement.</p> <p>The mention of specific companies or of certain manufacturers’ products does not imply that they are endorsed or recommended by the Foundation in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of proprietary products are distinguished by initial capital letters.</p> <p>All reasonable precautions have been taken by the Foundation to verify the information contained in this data set. However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for the interpretation and use of the material lies with the reader. In no event shall the Foundation be liable for damages arising from its use.</p> <p>This data set contains individual views and does not necessarily represent the decisions or the policies of the Foundation.</p> <p>Version 1.0 (31 March 2023): reviewed internally; reviewed externally. </p> <p># References<br> Wenger, E., Trayner, B., de Laat, M., 2011. Promoting and assessing value creation in communities and networks: a conceptual framework (Rapport No. 18). Oitpen Universiteit, Ruud de Moor Centrum.</p> <p>Wenger, E., Trayner, B., de Laat, M., 2011. Promoting and assessing value creation in communities and networks: a conceptual framework (Rapport No. 18). Oitpen Universiteit, Ruud de Moor Centrum.</p> <p>Victoria J. Marsick, Rachel Fichter, Karen E. Watkins, 2022. From Work-based Learning to Learning-based Work: Exploring the Changing Relationship between Learning and Work, in: The SAGE Handbook of Learning and Work. SAGE Publications.</p> <p>Watkins, K.E., Sandmann, L.R., Dailey, C.A., Li, B., Yang, S.-E., Galen, R.S., Sadki, R., 2022. Accelerating problem-solving capacities of sub-national public health professionals: an evaluation of a digital immunization training intervention. BMC Health Serv Res 22, 736. https://doi.org/10.1186/s12913-022-08138-4</p> <p>Watkins, K.E., Kim, K., 2019. Measuring the Impact of the WHO Scholar Programme Courses for Immunization (2016-2018) (Evaluation report). University of Georgia at Athens, Athens, United States.</p> <p>Watkins, K.E., Bhattarai, A., 2019. Analysis of the Impact Accelerator Launch Pad Individual Acceleration Reports in July 2019. University of Georgia at Athens, Athens, United States.</p> <p># Questionnaire</p> <p>## Hello {{fname}} {{lname}}. How are you doing in the Movement for Immunization Agenda 2030?</p> <p>## Do you need help? Do you want to share your experience? We would like to know how you are doing.<br> - I am doing fine.<br> - I have a problem and need help.<br> - I want to share my experience.</p> <p>## Tell us more about what you want to share. Be specific and detailed so that we can understand. Share your lessons learned, successes, and challenges.</p> <p>## Did you complete your action for the week? If you did it, how did it turn out? What did you learn in the process? Did anything surprise you? What will you do next? If you did not complete your action, what will you do differently next week? This is a good way to write your thoughts if you did not get to speak in the last session. You can also record an audio message in the IA2030 Movement Dialogue https://t.me/+-PwJxPpyWfQ0ZjRk or share an idea or practice https://accelerator.wazoku.com/ccc/learning in the Ideas Engine.</p> <p>## What do you need help with?<br> - I do not know what I am supposed to do<br> - I need help with my IA2030 challenge<br> - I want to catch up<br> - I have poor connectivity<br> - I have a problem with technology<br> - Something else</p> <p>## Tell us more about the problem you are facing.<br> What have you tried to solve this problem? Where did you get stuck? The more information you provide, the better colleagues will be able to help you.</p> <p>## Have you tried taking time to read and follow the instructions? </p> <p>Click here https://www.learning.foundation/products/movement-for-immunization-agenda-2030-full-learning-cycle-1-march-2022 to access the video tutorials and slide decks on www.learning.foundation https://www.learning.foundation/login. </p> <p>Use your email email to log in. Don’t remember your password?</p> <p>Click here to recover it https://www.learning.foundation/password/new. </p> <p>Take the time to read the instructions – and then follow them step-by-step. Do not forget to come back to finish this questionnaire. </p> <p>## Do not suffer in silence. It sounds like you should ask for help from your Movement colleagues. </p> <p>Click here to connect with colleagues https://t.me/IA2030 in the IA2030 Movement Telegram channel.<br> - When you join Telegram, please introduce yourself and explain the problem that you are facing. Your colleagues can only help you if you describe the issue and explain what you have already done to solve it.<br> - We encourage you to share your challenge in the next short session where we share experience and problem-solve. Click here to register https://us02web.zoom.us/j/86171141804, and then come back to finish this questionnaire.<br> - Surely, someone will be able to help you. But you do have to register https://us02web.zoom.us/j/86171141804 and actually show up at the right time!<br> - Poor connectivity? Click here to listen https://podcasts.google.com/feed/aHR0cHM6Ly9saXN0ZW5ib3guYXBwL2YvODRTTFI0eTY5X05h to our low-bandwidth podcast. And then come back to finish this questionnaire.<br> - You can listen to most sessions in our podcast. This is audio-only, like listening to radio on demand.</p> <p>## Could we ask you five questions about your participation?<br> We will share your feedback in the next weekly Assembly. Your contribution will help everyone understand how we are doing as a group, and also help us to better support you.</p> <p>Yes<br> No</p> <p>## Participation changed me as a professional<br> (change in skills, attitudes, identity, self-confidence, feelings, etc.).</p> <p>## Can you explain how participation changed you as a professional?</p> <p>## Participation affected my social connections<br> (change in the number, quality, frequency, emotions, etc.)</p> <p>## Can you explain how participation affected your social connections?</p> <p>## Participation helped my professional practice<br> (get new ideas, insights, materials, procedures, etc.)</p> <p>## Can you explain how participation helped your professional practice?</p> <p>## Participation changed my ability to influence my world as a professional<br> (enhance my voice, contribution, status, recognition, etc.)</p> <p>## Can you explain how participation changed your ability to influence your world as a professional?</p> <p>## Participation made me see my world differently<br> (change in perspective, new understandings of the situation, redefine success, etc.)</p> <p>## Can you explain how participation made you see your world differently?</p> <p>## Do you remain committed to the Movement for Immunization Agenda 2030?<br> You remain a Member even if you are not actively participating.<br> - Yes, and I am actively participating<br> - Yes, but I am not actively participating<br> - No, I wish to leave the Movement</p> <p>## We are sorry to see you go. Could you let us know what went wrong? What could we have done better to support you?<br> - (Or just hit RETURN to skip.)</p> <p>## What is the email you are using?<br> We need your email to follow up and respond to what you shared with us. Do not forget to press the SUBMIT button.</p> <p>## URL redirection upon completion:<br> https://www.learning.foundation/products/movement-for-immunization-agenda-2030-full-learning-cycle-1-march-2022</p> <p>## Thank you [fname] [lname] for sharing your feedback.<br> We will share your feedback in the next weekly Assembly. Your contribution will help everyone understand how we are doing as a group, and also help us to better support you.</p> <p>Click here to check http://cal.ae/eudusmw the IA2030 Movement calendar so you do not miss upcoming event</p>
Ports, Past and Present web archive - All Stories
<p>This .wacz file is the web archive for the story collection at https://portspastpresent.eu/, completed on the 13th of July 2023. It captures the navigation options, user experience and story structure of the Omeka story collection at that time for posterity. For more information, see the attached README.</p>
Ebutius's Dilemma story / character narratives script
<p>The EMOTIVE experience "Ebutius's Dilemma" script. The experience was created for the Antonine Wall Gallery of the Hunterian Museum. More information can be found here: https://emotiveproject.eu/index.php/what-we-do/experiences/</p>
ScienceDex guides
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DANDI Archive for NWB datasets
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International Brain Laboratory public data
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OpenNeuro
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