cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.24828417.v1
title: <b>Heat stress and feeding effects on the mucosa-associated and digesta microbiome and their relationship to plasma and digesta fluid metabolites in the jejunum of dairy cows</b>

description: The intestinal microbiota plays a pivotal role in digestive processes and maintains gut health and intestinal homeostasis. These functions may be compromised by increased environmental heat which in turn reduces feed intake and gut integrity, while activating the intestinal immune system. It remains unknown whether high ambient temperatures, causing heat stress (HS) to dairy cows, disturb the eubiosis of the microbial community and if so, to which extent the reduction in feed intake and the impairment of circulating and intestinal metabolites account for the alterations of the jejunal microbiota. To address these questions, jejunal digesta, mucosa, and plasma samples from cows exposed to heat stress (HS: 28°C, temperature-humidity-index (THI) = 76, n =10), control conditions (CON: 16°C, THI = 60, n = 10), or pair-feeding (PF: 16°C, THI = 60, n = 10) for 7 days were collected. Digesta fluids were examined for pH, acetate, non-esterified fatty acids (NEFA), glucose, and lactate, whilst plasma samples were analyzed for glucose, lactate, beta-hydroxybutyrate (BHB), triglycerides, NEFA, creatinine and urea. The microbiota of digesta and mucosa samples were analyzed by 16S rRNA sequencing. The alpha diversity was higher in mucosa than digesta, but not affected by high ambient temperatures. However, the mucosa-associated microbiota appears more prone to ambient heat than the digesta microbiome. The adaptive responses under HS conditions comprised an increased mucosal abundance of <i>Bifidobacteriaceae</i>, <i>Succinivibrionaceae </i>UCG-001, <i>Clostridia </i>and <i>Lactobacillus</i>. In the digesta, HS has exerted effects on microbial abundance of <i>Colidextribacter</i> and <i>Lachnospiraceae</i> UCG-008. Several correlations between plasma or intestinal metabolites and microbiota were elucidated, including <i>Methanobacteriaceae</i> correlating positively with plasma BHB and digesta glucose concentrations. Moreover, the reduction in feed intake during HS had non-negligible effects on microbial diversity and the abundance of certain taxa, underpinning the importance of nutrient supply on maintaining intestinal homeostasis.
DOI: 10.5281/zenodo.10390510
title: Stigma toward ASD
DOI: 10.5281/zenodo.10390511
title: Stigma toward ASD
DOI: 10.11583/dtu.17078339.v2
title: Trained PINN models for predicting the sound field in 1D domains including reference solutions

description: The data are used to reproduce the results from the paper "Physics-informed neural networks for one-dimensional sound field predictions with parameterized sources and impedance boundaries" by Borrel-Jensen et al.
Realistic sound is essential in virtual environments, such as computer games and mixed reality. Efficient and accurate numerical methods for pre-calculating acoustics have been developed over the last decade; however, pre-calculating acoustics makes handling dynamic scenes with moving sources challenging, requiring intractable memory storage. A physics-informed neural network (PINN) method in 1D is presented, which learns a compact and efficient surrogate model with parameterized moving Gaussian sources and impedance boundaries, and satisfies a system of coupled equations. The model shows relative mean errors below 2%/0.2 dB and proposes a first step in developing PINNs for realistic 3D scenes.<br>

<br>
-----------
<br>
<br>
The data contains:<br>

<br>
* Reference solutions in HDF5 format for validating the predictions
* Trained models used in the result section of the paper<br>

<br>
Code is available here:   
https://github.com/dtu-act/pinn-acoustic-wave-prop
DOI: 10.11583/dtu.17078339
title: Trained PINN models for predicting the sound field in 1D domains including reference solutions

description: The data are used to reproduce the results from the paper "Physics-informed neural networks for one-dimensional sound field predictions with parameterized sources and impedance boundaries" by Borrel-Jensen et al.
Realistic sound is essential in virtual environments, such as computer games and mixed reality. Efficient and accurate numerical methods for pre-calculating acoustics have been developed over the last decade; however, pre-calculating acoustics makes handling dynamic scenes with moving sources challenging, requiring intractable memory storage. A physics-informed neural network (PINN) method in 1D is presented, which learns a compact and efficient surrogate model with parameterized moving Gaussian sources and impedance boundaries, and satisfies a system of coupled equations. The model shows relative mean errors below 2%/0.2 dB and proposes a first step in developing PINNs for realistic 3D scenes.<br>

<br>
-----------
<br>
<br>
The data contains:<br>

<br>
* Reference solutions in HDF5 format for validating the predictions
* Trained models used in the result section of the paper<br>

<br>
Code is available here:   
https://github.com/dtu-act/pinn-acoustic-wave-prop
DOI: 10.11583/dtu.17078339.v1
title: Reference solutions + trained models

description: The data are used to reproduce the results from the paper "Physics-informed neural networks for one-dimensional sound field predictions with parameterized sources and impedance boundaries" by Borrel-Jensen et al.
Realistic sound is essential in virtual environments, such as computer games and mixed reality. Efficient and accurate numerical methods for pre-calculating acoustics have been developed over the last decade; however, pre-calculating acoustics makes handling dynamic scenes with moving sources challenging, requiring intractable memory storage. A physics-informed neural network (PINN) method in 1D is presented, which learns a compact and efficient surrogate model with parameterized moving Gaussian sources and impedance boundaries, and satisfies a system of coupled equations. The model shows relative mean errors below 2%/0.2 dB and proposes a first step in developing PINNs for realistic 3D scenes.<br>

<br>
-----------
<br>
<br>
The data contains:<br>

<br>
* Reference solutions in HDF5 format for validating the predictions
* Trained models used in the result section of the paper<br>

<br>
Code is available here:   
https://github.com/dtu-act/pinn-acoustic-wave-prop
DOI: 10.5281/zenodo.10390484
title: Ferrocene Appended Porphyrin Based Bipolar Electrode Material for High Performance Energy Storage -Data for publication

description: All combined datasets
DOI: 10.5281/zenodo.10390483
title: Ferrocene Appended Porphyrin Based Bipolar Electrode Material for High Performance Energy Storage -Data for publication

description: All combined datasets
DOI: 10.6084/m9.figshare.24619584.v1
title: SNPs project results*.csv

description: This data of antioxidants snp projects
DOI: 10.6084/m9.figshare.24808557
title: Topic diversity in prior knowledge

description: Dataset for Topic diversity of prior knowledge
DOI: 10.6084/m9.figshare.24808557.v2
title: Topic diversity in prior knowledge

description: Dataset for Topic diversity of prior knowledge
DOI: 10.6084/m9.figshare.24808557.v1
title: Topic diversity in prior knowledge

description: Dataset
DOI: 10.5281/zenodo.10390469
title: Demonstration of fault-tolerant Steane quantum error correction

description: Source data underlying the graphical representations used in the figures and corresponding executed quantum circuits.
DOI: 10.5281/zenodo.10390470
title: Demonstration of fault-tolerant Steane quantum error correction

description: Source data underlying the graphical representations used in the figures and corresponding executed quantum circuits.
DOI: 10.6084/m9.figshare.24646000.v1
title: Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe

description: This article examined the adoption and use of eLearning platforms by universities in Zimbabwe using the Delphi technique. Using the Delphi method, professionals in the area were asked for their in-depth opinions on how Zimbabwean institutions could embrace and utilise eLearning systems. ODeL specialists, academic consultants, university professors, and doctors made up a panel of 10 experts. When it came to the adoption and usage of eLearning platforms by institutions in Zimbabwe, four rounds of questionnaires were sent out one after the other to gain expert feedback. These questionnaires were derived from the Unified Theory of Acceptance and Use of Technology and the Theory of Planned Behavior. Latent variables and measurement items in these theories served as the basis for the questions. The main findings of this study were that although eLearning is highly valued and well-known in Zimbabwe, nothing much has been done to embrace and use eLearning systems by the nation’s universities. Major obstacles holding back Zimbabwean universities’ adoption and use of eLearning platforms include slow or nonexistent internet connection, high data costs, a lack of hardware and software options, and bad connectivity. Additionally, it has become abundantly evident that teachers and learners adopting and using eLearning systems is a planned behavior. This study intends to resolve various ambiguities and gaps in Zimbabwean universities’ adoption and use of eLearning while also informing policy design and implementation.
DOI: 10.6084/m9.figshare.24646000
title: Adoption and use of eLearning platforms by universities in developing countries: Evidence from Zimbabwe

description: This article examined the adoption and use of eLearning platforms by universities in Zimbabwe using the Delphi technique. Using the Delphi method, professionals in the area were asked for their in-depth opinions on how Zimbabwean institutions could embrace and utilise eLearning systems. ODeL specialists, academic consultants, university professors, and doctors made up a panel of 10 experts. When it came to the adoption and usage of eLearning platforms by institutions in Zimbabwe, four rounds of questionnaires were sent out one after the other to gain expert feedback. These questionnaires were derived from the Unified Theory of Acceptance and Use of Technology and the Theory of Planned Behavior. Latent variables and measurement items in these theories served as the basis for the questions. The main findings of this study were that although eLearning is highly valued and well-known in Zimbabwe, nothing much has been done to embrace and use eLearning systems by the nation’s universities. Major obstacles holding back Zimbabwean universities’ adoption and use of eLearning platforms include slow or nonexistent internet connection, high data costs, a lack of hardware and software options, and bad connectivity. Additionally, it has become abundantly evident that teachers and learners adopting and using eLearning systems is a planned behavior. This study intends to resolve various ambiguities and gaps in Zimbabwean universities’ adoption and use of eLearning while also informing policy design and implementation.
DOI: 10.6084/m9.figshare.24668936
title: Towards transdisciplinarity in global integrated science-arts practices in education? A Janus approach

description: Recent years have witnessed significant growth of interest in science-art integration in schools as an approach to creative teaching and learning. This conceptual turn in education implies profound institutional and philosophical changes. Central to this turn has been the development of Science, Technology, Engineering, Arts, Math (STEAM) education. In this article, we detail a progression from an existing model of pedagogical principles and educational objectives in science education within a global STEAM education environment, Global Science Opera, towards shared pedagogical principles and educational objectives in both science and arts education within that same environment. In this work, we rely on a transdisciplinary approach towards the integrated disciplines and the educators who teach them. We outline the need for the new, integrated approach to be validated in other, empirical, contexts in order to establish its capacity in the field of creativity in education, and specifically in global STEAM environments in order to ensure its relevance to teaching and learning of a kind which strengthen students` knowledge, abilities and democratic and inclusive values. We propose the Janus metaphor for the new approach as it represents the possibility of having a double perspective of a single focus of attention. We conclude by pointing at limitations of discipline integration in which pedagogical principles in science education are not in harmony with the pedagogical principles in arts education.
DOI: 10.6084/m9.figshare.24668936.v1
title: Towards transdisciplinarity in global integrated science-arts practices in education? A Janus approach

description: Recent years have witnessed significant growth of interest in science-art integration in schools as an approach to creative teaching and learning. This conceptual turn in education implies profound institutional and philosophical changes. Central to this turn has been the development of Science, Technology, Engineering, Arts, Math (STEAM) education. In this article, we detail a progression from an existing model of pedagogical principles and educational objectives in science education within a global STEAM education environment, Global Science Opera, towards shared pedagogical principles and educational objectives in both science and arts education within that same environment. In this work, we rely on a transdisciplinary approach towards the integrated disciplines and the educators who teach them. We outline the need for the new, integrated approach to be validated in other, empirical, contexts in order to establish its capacity in the field of creativity in education, and specifically in global STEAM environments in order to ensure its relevance to teaching and learning of a kind which strengthen students` knowledge, abilities and democratic and inclusive values. We propose the Janus metaphor for the new approach as it represents the possibility of having a double perspective of a single focus of attention. We conclude by pointing at limitations of discipline integration in which pedagogical principles in science education are not in harmony with the pedagogical principles in arts education.
DOI: 10.6084/m9.figshare.24710858
title: In the pursuit of “Quality Education”: From ancient times to the digital era, can there be a consensus?

description: The article begins with a discussion on the importance, subjectivity, and longstanding search for a definition for Quality Education (QE). It conceptualizes QE in terms of “resilience” and “responsibility towards other”. It reviews the theoretical landscape and philosophical contributions of philosophers and learning theories to the field of education. It seeks to identify salient principles of QE from ancient times to the digital era and it speculates of how philosophers and learning theories would have thought about digital pedagogy today. Three principles of QE are proposed: 1) mutual respect and reciprocity, 2) differentiated and student-centered instruction, 3) attainment of knowledge for a virtuous humanity, along with two universal, timeless values: Equity and Democracy. The paper concludes with a discussion of how democracy and equity could be supported by Nussbaum’s model of human development as to cultivate the ethos of schools in the digital ages and transform QE into classroom practices.
DOI: 10.6084/m9.figshare.24710858.v1
title: In the pursuit of “Quality Education”: From ancient times to the digital era, can there be a consensus?

description: The article begins with a discussion on the importance, subjectivity, and longstanding search for a definition for Quality Education (QE). It conceptualizes QE in terms of “resilience” and “responsibility towards other”. It reviews the theoretical landscape and philosophical contributions of philosophers and learning theories to the field of education. It seeks to identify salient principles of QE from ancient times to the digital era and it speculates of how philosophers and learning theories would have thought about digital pedagogy today. Three principles of QE are proposed: 1) mutual respect and reciprocity, 2) differentiated and student-centered instruction, 3) attainment of knowledge for a virtuous humanity, along with two universal, timeless values: Equity and Democracy. The paper concludes with a discussion of how democracy and equity could be supported by Nussbaum’s model of human development as to cultivate the ethos of schools in the digital ages and transform QE into classroom practices.
DOI: 10.6084/m9.figshare.24668995
title: Did quality of education exist during the COVID-19 pandemic? A study of integrated total quality management of high schools in Aceh, Indonesia

description: Aceh grappled with political conflict with the Indonesian government from 1973 to 2005, which coincided with the devastating impact of the mega earthquake and tsunami on December 26, 2004. Subsequently, the province faced the global outbreak of COVID-19 in 2019. Therefore, a thorough evaluation of the education quality of the youth in this province by considering the various complex challenges they encounter over time is warranted. This study sought to describe the implementation of integrated total quality management and explore the correlation and relationship among customer satisfaction, leadership, and control/evaluation regarding the quality of online teaching and learning (QOLT) within senior high schools in Aceh Province, Indonesia, during the COVID-19 pandemic. Approximately 200 participants completed online survey questionnaires for data collection. The findings revealed that all independent variables (customer satisfaction, leadership, and control/evaluation) significantly influenced QOLT. However, a weak relationship existed between customer satisfaction and control/evaluation, and the correlation between leadership and control/evaluation was less pronounced. Overall, this study highlights the importance of integrated total quality management in enhancing QOLT in Aceh Province during the COVID-19 pandemic. The findings contribute to the understanding of the factors that impact education quality and can inform strategies for improving the effectiveness of the education system in similar contexts.
DOI: 10.6084/m9.figshare.24668995.v1
title: Did quality of education exist during the COVID-19 pandemic? A study of integrated total quality management of high schools in Aceh, Indonesia

description: Aceh grappled with political conflict with the Indonesian government from 1973 to 2005, which coincided with the devastating impact of the mega earthquake and tsunami on December 26, 2004. Subsequently, the province faced the global outbreak of COVID-19 in 2019. Therefore, a thorough evaluation of the education quality of the youth in this province by considering the various complex challenges they encounter over time is warranted. This study sought to describe the implementation of integrated total quality management and explore the correlation and relationship among customer satisfaction, leadership, and control/evaluation regarding the quality of online teaching and learning (QOLT) within senior high schools in Aceh Province, Indonesia, during the COVID-19 pandemic. Approximately 200 participants completed online survey questionnaires for data collection. The findings revealed that all independent variables (customer satisfaction, leadership, and control/evaluation) significantly influenced QOLT. However, a weak relationship existed between customer satisfaction and control/evaluation, and the correlation between leadership and control/evaluation was less pronounced. Overall, this study highlights the importance of integrated total quality management in enhancing QOLT in Aceh Province during the COVID-19 pandemic. The findings contribute to the understanding of the factors that impact education quality and can inform strategies for improving the effectiveness of the education system in similar contexts.
DOI: 10.6084/m9.figshare.24639651
title: Japanese surveillance in colonial Korea: Analysis of Japanese language textbooks for Korean students during the colonial era

description: This paper explores how Japan employed language education to justify Japanese imperial surveillance practices by examining the depiction of policemen and military police officers in Japanese language textbooks used by Korean primary students during the colonial period under Japanese rule. The analysis of the Japanese language textbooks used during this period uncovered the colonial educational goals and ideologies presented to Korean students, the ideal colonial citizens desired by the ruling system, and colonial aims furthered. This study investigates the ideologies presented in the textbooks using Critical Discourse Analysis (CDA) and Visual Image Analysis (VIA) by analyzing eight textbooks that were used in Japan and Korea. Both images and texts relating to Japanese government officials in the textbooks for Koreans from the colonial era are analyzed. The study reveals that the textbooks positioned Korean students to accept and integrate Japanese ideologies and attempted to indoctrinate Koreans into believing that the Japanese government officials were kind and cooperative, while also maximizing their authority over the colonized in their portrayal. The portrayal of government officials in the textbooks further reinforced this by showing the colonized having to display good behavior to authority figures, while not conveying any negative images of the government officials.
DOI: 10.6084/m9.figshare.24639651.v1
title: Japanese surveillance in colonial Korea: Analysis of Japanese language textbooks for Korean students during the colonial era

description: This paper explores how Japan employed language education to justify Japanese imperial surveillance practices by examining the depiction of policemen and military police officers in Japanese language textbooks used by Korean primary students during the colonial period under Japanese rule. The analysis of the Japanese language textbooks used during this period uncovered the colonial educational goals and ideologies presented to Korean students, the ideal colonial citizens desired by the ruling system, and colonial aims furthered. This study investigates the ideologies presented in the textbooks using Critical Discourse Analysis (CDA) and Visual Image Analysis (VIA) by analyzing eight textbooks that were used in Japan and Korea. Both images and texts relating to Japanese government officials in the textbooks for Koreans from the colonial era are analyzed. The study reveals that the textbooks positioned Korean students to accept and integrate Japanese ideologies and attempted to indoctrinate Koreans into believing that the Japanese government officials were kind and cooperative, while also maximizing their authority over the colonized in their portrayal. The portrayal of government officials in the textbooks further reinforced this by showing the colonized having to display good behavior to authority figures, while not conveying any negative images of the government officials.
DOI: 10.6084/m9.figshare.24829110
title: Topic diversity of prior knowledge

description: Dataset for Topic diversity of prior knowledge
DOI: 10.6084/m9.figshare.24829110.v1
title: Topic diversity of prior knowledge

description: Dataset for Topic diversity of prior knowledge
DOI: 10.5281/zenodo.10390541
title: Automated-Program-Simplification_dataset
DOI: 10.5281/zenodo.10390542
title: Automated-Program-Simplification_dataset