cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.6151130
title: Commuting patterns: The Flow and Jump model and supporting data

description: A simple model (FJM) is proposed for describing commuter fluxes at different distances. The model is based on a master equation which allows a local net probability flow and non local jumps. FJM is in principle a one-parameter model, however it is found that by fixing this parameter we get a parameter free model, similar with the radiation model. We find that FJM offers an improved description for commuting data from USA, Italy and Hungary. For a special choice of the model parameter FJM leads to the radiation model.
DOI: 10.6084/m9.figshare.6151130.v1
title: Commuting patterns: a radiation model with distance dependent selection and supporting data

description: A modified radiation type model is proposed for describing commuter fluxes at different distances. The model is based on the assumption that jobseekers accept closer jobs with higher probability. The radiation model modified in this sense gives a two-parameter fit for experimental data. We find that it offers an improved description for commuting data from USA, Italy and Hungary. Based on the best fit parameters, commuting habits in different countries can be compared and discussed in the framework of their social and economic specificities.
DOI: 10.6084/m9.figshare.6151130.v2
title: Commuting patterns: a radiation model with distance dependent selection and supporting data

description: A modified radiation type model is proposed for describing commuter fluxes at different distances. The model is based on the assumption that jobseekers accept closer jobs with higher probability. The radiation model modified in this sense gives a two-parameter fit for experimental data. We find that it offers an improved description for commuting data from USA, Italy and Hungary. Based on the best fit parameters, commuting habits in different countries can be compared and discussed in the framework of their social and economic specificities.
DOI: 10.6084/m9.figshare.6151130.v3
title: Commuting patterns: a radiation model with distance dependent selection and supporting data

description: A modified radiation type model is proposed for describing commuter fluxes at different distances. The model is based on the assumption that jobseekers accept closer jobs with higher probability. The radiation model modified in this sense gives a two-parameter fit for experimental data. We find that it offers an improved description for commuting data from USA, Italy and Hungary. Based on the best fit parameters, commuting habits in different countries can be compared and discussed in the framework of their social and economic specificities.
DOI: 10.6084/m9.figshare.6151130.v4
title: Commuting patterns: The Flow and Jump model and supporting data

description: A simple model (FJM) is proposed for describing commuter fluxes at different distances. The model is based on a master equation which allows a local net probability flow and non local jumps. FJM is in principle a one-parameter model, however it is found that by fixing this parameter we get a parameter free model, similar with the radiation model. We find that FJM offers an improved description for commuting data from USA, Italy and Hungary. For a special choice of the model parameter FJM leads to the radiation model.
DOI: 10.6084/m9.figshare.6151127.v2
title: High-throughput phenotyping-enabled genetic dissection of crop lodging in wheat (Triticum aestivum)

description: Geo-referenced raster image set from BISA LDH location seasons 2016 and 2017. <br>
DOI: 10.6084/m9.figshare.6151127.v3
title: High-throughput phenotyping-enabled genetic dissection of crop lodging in wheat (Triticum aestivum)

description: Geo-referenced raster image set from BISA LDH location seasons 2016 and 2017. <br>
DOI: 10.6084/m9.figshare.6151127.v4
title: High-throughput phenotyping-enabled genetic dissection of crop lodging in wheat (Triticum aestivum)

description: Geo-referenced raster image set from BISA LDH location seasons 2016 and 2017. <br>
DOI: 10.6084/m9.figshare.6151127.v5
title: High-throughput phenotyping-enabled genetic dissection of crop lodging in wheat (Triticum aestivum)

description: Geo-referenced raster image set from BISA LDH location seasons 2016 and 2017. <br>
DOI: 10.6084/m9.figshare.6151079
title: Code and data supporting "Multi-Trophic Species Interactions Shape Seascape-Scale Coral Reef Vegetation Patterns", E.M.P. Madin, K. Precoda, A.R. Harborne, T.B. Atwood, C.M. Roelfsema, O.J. Luiz (2019), Frontiers in Ecology and Evolution, doi:10.3389/fevo.2019.00102

description: Data relates to mechanisms for patch reef halos. Data for patch reefs and halos around them, when visible, from satellite imaging of Heron lagoon, GBR, Australia; and data on in-situ video and benthic quadrat obsevations. R code that processes the data and creates plots.<br>
DOI: 10.6084/m9.figshare.6151079.v2
title: Code and data supporting "Multi-Trophic Species Interactions Shape Seascape-Scale Coral Reef Vegetation Patterns", E.M.P. Madin, K. Precoda, A.R. Harborne, T.B. Atwood, C.M. Roelfsema, O.J. Luiz (2019), Frontiers in Ecology and Evolution, doi:10.3389/fevo.2019.00102

description: Data relates to mechanisms for patch reef halos. Data for patch reefs and halos around them, when visible, from satellite imaging of Heron lagoon, GBR, Australia; and data on in-situ video and benthic quadrat obsevations. R code that processes the data and creates plots.<br>
DOI: 10.6084/m9.figshare.6151079.v1
title: data & R code relating to mechanisms for patch reef halos in Heron lagoon, GBR, Australia

description: Data for patch reefs and halos around them, when visible, from satellite imaging. R code that processes this and other data and creates several kinds of plots, which are also included.<br>
DOI: 10.6084/m9.figshare.6149858
title: Traveltime data used in “Imaging of Lithospheric Structure Beneath Jeju Volcanic Island by Teleseismic Traveltime Tomography”

description: This file contains seismic waveform data that were used in our study, location of sources and receivers, travel times residuals, and final velocity models retrieved by tomographic inversion. Please refer to README.txt file for general description for the individual files.
DOI: 10.6084/m9.figshare.6149858.v2
title: Travel time data used in “Imaging of Lithospheric Structure Beneath Jeju Volcanic Island by Teleseismic Travel Time Tomography”

description: This file contains seismic waveform data that were used in our study, location of sources and receivers, travel times residuals, and final velocity models retrieved by tomographic inversion. Please refer to README.txt file for general description for the individual files.
DOI: 10.6084/m9.figshare.6149219
title: When taxonomy and biological control researchers unite: species delimitation of Eadya parasitoids (Braconidae) and consequences for classical biological control of invasive paropsine pests of Eucalyptus

description: Nexus file of 3 gene alignment (28S, CO1, and CytB) for Eadya species and Nexus file of COI alignment for beetle hosts of Eadya.
DOI: 10.6084/m9.figshare.6149219.v2
title: When taxonomy and biological control researchers unite: species delimitation of Eadya parasitoids (Braconidae) and consequences for classical biological control of invasive paropsine pests of Eucalyptus

description: Nexus file of 3 gene alignment (28S, CO1, and CytB) for Eadya species and Nexus file of COI alignment for beetle hosts of Eadya.
DOI: 10.6084/m9.figshare.6149219.v1
title: Eadya_Concat_RDR_final.nex

description: Nexus file of 3 gene alignment (28S, CO1, and CytB) for Eadya species
DOI: 10.6084/m9.figshare.6149207
title: Labeled Dendritic Spines - Training Data

description: This is a collection of images of fluorescent spines, each labeled with bounding boxes indicating where the spines are. Each folder includes an image and its relative bounding boxes in a .csv file. Coordinates of spines centers are also redundantly shown included in the text file, along with the pixel per micron scale. Bounding Boxes are in the [x,y,width,length] format. This data is uses as training data in the linked 2018 Smirnov et al. paper.
DOI: 10.6084/m9.figshare.6148844
title: Temperature measurements of railway structures - Estrada de Ferro Carajás - Brazil

description: Measurement sheet: We measured the temperature of seven predetermined sites of or nearby Estrada de Ferro Carajás (Carajás railway): water pond, road access, track ballast, rail and three different types of sleepers (concrete, steel and wooden) in the base coordinates -4.309770, -46.58104, municipality of Bom Jesus das Selvas, Maranhão state. All measured structures were within a maximum radius of 20 meters of the base coordinate. We pointed an infrared thermometer Minipa MT-320 (Minipa, São Paulo, Brazil) directly downward, 70 cm high from the target. The metering covered a diameter of 5.83 cm, size sufficient to limit interference from the surroundings. The measurements were carried out in three days, at intervals of 4 h, between 6 and 22 h. Due to staff safety issues, the dawn period was not sampled. In each hour, three temperature measurements were taken per structure, with a 15-second interval between each metering of the same structure.<br>Inmet_Buriticupu sheet: Meteorological data were gathered from Inmet website (www.inmet.gov.br), from Buriticupu automatic station (coordinates: -4.320597, -46.449503). We filtered the data in order to comprise only the dates that we made track measurements.
DOI: 10.17028/rd.lboro.6148757
title: Study 3 stimuli

description: Dataset connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148757.v1
title: Study 3 stimuli

description: Dataset connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148754
title: Study 2 booklet example

description: Booklet for participants in research connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148754.v1
title: Study 2 booklet example

description: Booklet for participants in research connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148751
title: Study 2 stimuli

description: Dataset connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148751.v1
title: Study 2 stimuli

description: Dataset connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148745
title: Study 1 stimuli

description: Dataset connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148742
title: Study 1 booklet example

description: Booklet for participants in research connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148745.v1
title: Study 1 stimuli

description: Dataset connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.
DOI: 10.17028/rd.lboro.6148742.v1
title: Study 1 booklet example

description: Booklet for participants in research connected with article: 'Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts.' Abstract: Conceptual knowledge of key principles underlying arithmetic is an important precursor to understanding algebra and later success in mathematics. One such principle is associativity, which allows individuals to solve problems in different ways by decomposing and recombining subexpressions (e.g. ‘a + b – c’ = ‘b – c + a’). More than any other principle, children and adults alike have difficulty understanding it, and educators have called for this to change. We report three intervention studies that were conducted in university classrooms to investigate whether adults’ use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b – b’) were more likely than controls to then use associativity on ‘a + b – c’ problems. We suggest that ‘a + b – b’ inversion problems may either direct spatial attention to the location of ‘b – c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing brief activities that aim to aid the understanding of arithmetic principles and algebra.