fairdataihub/poster-sentry-training-data huggingface dataset:
Title: An Overview of Data Science Courses in Hungary and the Philippines Authors: Joseph Yap, Doctoral Student, Eötvös Loránd University, Budapest, Hungary, jomyap@student.elte.hu ORCID: 0000-0002-7852-1047 László Nemes, Doctoral Candidate, Eötvös Loránd University, Budapest, Hungary, nemes.laszlo84@gmail.com ORCID: 0000-0001-9629-3677 Keywords: LIS training, curriculum, data science education, Hungary, Philippines Abstract: Introduction Data, information, and knowledge are the basic components of librarian training. In practice, having an organized library collection, adhering to system protocols, and providing quality service must be aligned with LIS education through theory learning. In the last decade, data operations and their systematization have become more widespread, and data science has emerged. Data science is covered in several fields, from informatics to data visualization and art courses. Higher education programs in most countries have three levels: bachelor, master's, and doctoral. This is also true for some library and information science programs. The goal of our poster is to compare the data science programs offered at higher education institutions in Hungary and the Philippines. Objectives As we understand the global role of data science in LIS education, this study aims to answer the following questions: 1. Why do we need to find a link between data science and Library and Information Science (LIS)? 2. Are data science courses being offered and integrated in existing LIS programs? 3. Is librarianship training including data science courses the same for Hungary and the Philippines? 4. How can Asia and Europe share experiences in building a data science course? Methods Data selection is based on existing LIS school directories from the Philippines and Hungary. We examined open access information and available public curricula from the webpages of known LIS universities or schools. We searched their national qualifications, frameworks or any relevant training and output requirements in becoming a librarian. As an output, we are presenting the data and process visualization to give us an idea of their similarities and differences.
FACULTY OF COMPUTER SCIENCE Katrin Krieger - Faculty of Computer Science - Otto von Guericke Universität Magdeburg/Germany - katrin.krieger@ovgu.de Creating Learning Material from Web Resources Motivation Observation: Learners use unstructured legacy Web resources as learning material, although those resources have not been created as content in formal learning settings. Katrin Krieger Otto-von-Guericke-Universität Magdeburg, Germany PhD supervisor: Prof. Dr. Dietmar Rösner Semantic Fingerprints A semantic ﬁngerprint is a graph which describes the concepts and their relations of the corresponding resource. This ﬁngerprint can then be used to compute the semantic relatedness of resources, which enables us to decide if a resource is relevant for a learning context. With this information we can decide, whether the resource is indeed useful as learning material in this particular learning context or not. interactivity type LOM learning resource type semantic density description title 1687 down vote accepted Im going to order this guide b Absolute Beginner Firstly haskell is capable of However there are some problem Firstly a good guide to learni A good list of problems to try Once you have done a few of th Beginner After that you should have a f Working through the problems i After a while you will get to Also it takes a while for the To make sure that you are unde Intermediate Once you understand Monads I t Now you can finish the real wo With the knowledge you would h Parsec for parsing program Quickcheck A very cool tes HUnit Unit testing in hask gtk2hs The most popular gu happstack A web developmen Also there are many concepts l Applicative An interface l FoldableTraversable Typecl Monoid A Monoid is a type Arrows Arrows are a way of Arrays the various mutable ST Monad lets you write co FRP Functional Reactive Pr There are a lot of new languag Multiparameter type classe Type families Existentially quantified t Phantom types GADTS others A lot of haskell is based arou Finally you will want to learn ghc and all its features cabal the haskell package darcs a distributed versio haddock a haskell automati While learning all these new l Expert It will take you years to get Getting Help Finally while at any stage of the haskell irc channel the mailing lists These ar other places listed on the Conclusion Well this turned out longer th Adopting some of the educational categories of the Learning Object Metadata standard (LOM), we will extract and derive data about educational objectives such as interactivity type, learning resource type, semantic density, etc. To obtain this kind of data we will analyze the Web resource itself as well as the corresponding semantic ﬁngerprint. Linked Learning Items We create Linked Learning Items (LLI) and make them available as Linked Data. The LLIs contain data from the Web resource, its corresponding semantic ﬁngerprint, and the gathered educational metadata. These data packages can then be integrated directly in Web-based learning management systems (LMS) and oﬀer learners the opportunity to access this learning material right from within the recent learning context.
Facilitating Author Agency in Open Access Negotiations This flowchart helps UU researchers to implement their publication strategy in an Utrecht context. How can I negotiate in my role as an… author reviewer, editor, … copyright/ licensing costs policies Interactive tool used to collect and share best practices and negotiation strategies, with additional resources. CC-BY Jeroen Sondervan why what when how where as my goal is to… we intend to publish these… at these moments … while trying to… using these platforms/venues … Interactive tool to help researchers determine their publication strategy. CC-0 Jeroen Bosman Hanna de Vries h.devries1@uu.nl https://orcid.org/0000-0001-8454-7596 Jeroen Sondervan jeroen.sondervan@nwo.nl https://orcid.org/0000-0002-9866-0239 At Utrecht University we strive for 100% Open Access, which works best when researchers are actively involved in the process from the start. Libraries and consortia often stand between researchers and publishers as intermediaries; could we stand behind our authors instead? What would that look like in terms of library services and support? Try out the various tools we have been using at Utrecht University and come talk to us about facilitating author agency in Open Access publishing strategies and negotiations. publication strategy negotiating strategy costs licensing ownership incentives policies goals output types time- lines additional Open Science practices venues
THE EVENT On 22nd September 2017, a high energy neutrino was detected by the IceCube observatory in spatial coincidence with the blazar TXS 0506+056, which was observed to be ﬂaring in the GeV band by the Fermi-LAT telescope. The increased activity in the high energy band and the relation to the neutrino event triggered multi- wavelength observations. On the 4th of October, MAGIC reported the detection of VHE gamma rays from TXS 0506+056 sky position. MAGIC observations of VHE gamma rays from the ﬂaring blazar TXS 0506+056 coincident with high- energy neutrino IceCube-170922A THE MODEL Here we present the results obtained from the observations performed on the blazar with the MAGIC telescopes, the multi-wavelength data collected during the ﬂaring event and the modelling of the emission of the source using the so-called spine-layer scenario. We assume that the jet is structured, with an internal faster core (or spine) and a slower layer. Photons from the layer are ampliﬁed in the spine frame and are used by relativistic protons for photo meson reaction. W. Bhattacharyya1, C. Righi7,E. Bernardini1,2, M. Cerruti9, V. Fallah Ramazani8, L. Foﬀano2,4, S. Inoue6, E. Prandini2,4, K. Satalecka1, F. Tavecchio7 for the MAGIC Collaboration RESULTS • The model allows us to nicely reproduce the EM SED and the neutrino ﬂux. In particular we can keep the proton power to a moderate value (1045-1046 erg s-1). • We ﬁnd that gamma-gamma absorption start do be important close to the MAGIC band, consistently with the measured soft spectrum. • Gamma-rays are dominated by leptonic processes (lnverse Compton emission from electrons in the spine) • Radiation from absorbed and reprocessed hadronic gamma-rays can provide a non negligible contribute in the X-ray band. • Physical conditions in the jet are consistent with a maximum (comoving) protons energy of 1016 eV MAGIC is a system of two 17m Imaging Atmospheric Cherenkov Telescopes (IACTs) designed for the detection of very high energy (VHE) gamma-rays and situated in the Roque de los Muchachos Observatory, Canary Islands, La Palma. 1DESY Zeuthen, 2University of Padova, 3University of Udine, 4INFN Padova, 5INFN Trieste, 6RIKEN, 7INAF, 8 Tuorla Observatory, 9Institut de Ciències del Cosmos - Universitat de Barcelona References: [1] Ghisellini, G., Tavecchio, F., & Chiaberge, M. 2005, A&A, 432, 401 [2] Tavecchio, F., Ghisellini, G., & Guetta, D. 2014, ApJ, 793, L18 [3] Ansoldi S., et al., (The MAGIC Coll.) 2018, ApJ, 863, L10 Parameters used for the model Maximum p energy Ep = 1016 eV electron magnetic ﬁeld total jet power = PB+Pe+Pp =1046erg s-1 }
D ire c tor: P rof. D r. Ma rc W olfra m R e s ea rch A re a : A uthors /C onta c t : D re s de n, Research Data Strategy "Anno Zero" From scratch, toward impacts Stefano Della Chiesa Research Data Management (RDM) is a cross- functional, multi-level, multidisciplinary endeavour among various actors. The key in RDM is to maximise the research data value chain, knowledge transfer and impact. The Leibniz IOER is developing a research data strategy, governance and stewardship program with a socio-technical approach, improving engagement, coordination and RDM procedures. 1. Strategy and Policy 1.1 Strategy development 1.2 Strategic goals 1.3 Commitment and incentives 1.4 RD policy 3. Management procedures 3.1 RDM into project planning 3.2 Integration into the Research Information System 3.3 Integration into the processes of law and ethics 2. Business Model 2.1 Governance and organisational development 2.2 Personnel investments 2.3 Technology investments 2.4 Cost model 4. Communication 4.1 Information 4.2 Counselling 4.3 Public relations 5. Training 5.1 Training materials 5.2 Training events 6. Active Data Management 6.1 Basic IT services 6.2 Services for collaborative working 7. Data Publication 7.1 Publication services 7.2 Archiving services 7.3 Risk management 8. Service Requirement 8.1 Failure safety 8.2 Data security 8.3 Metadata and indexing 8.4 Standards compliance and long term archiving services The proposed new scheme for the RISE-DE reference model1 for strategy processes in institutional research data management deals with 3 strategy pillars, 8 thematic areas and 25 topics (Adaptation of Figure 1 of the RISE-DE reference model). The Data Strategy encompasses the long-term strategy aligned with the organisation's mission. Data Governance focuses on aligning with high-level policies and procedures at the organisational level and developing the organisation's steering practices in terms of corporate and resources development. Data Stewardship focuses on operational services and best practices implementation. The RISE-DE reference model 1RISE-DE – Referenzmodell für Strategieprozesse im institutionellen Forschungsdatenmanagement. https://doi.org/10.5281/zenodo.3585556
DUBLAGEM EM SALA DE AULA EETI Bilíngue Professor Djalma da Cunha Batista Ensino fundamental II- 9º ano Alécio Vaneli Gaigher Marely - alecio.marely@seducam.pro.br Introdução-Línguas adicionais entrelaçam o nosso sujeito e auxiliam o desenvolvimento do indivíduo. Segundo Gadiolli (2013)”ajudar alunos a aprender a aprender e também a aprender a se emancipar, empoderar-se e se descobrir como agentes de mudança social”.A problemática é situada na questão onde os estudantes passam anos em uma escola tendo aula de língua inglesa e saem das escolas alegando pouco rendimento na língua adicional.A fala em língua inglesa é o desejo da maioria dos aprendizes como Al Hosni,2014 “Speaking is the active use of language to express meaning, and for young learners, the spoken language is the medium through which a new language is encountered”, ao pensar nesta questão vem a necessidade de devolver essa habilidade.Objetivos Instigar o uso da língua inglesa em sala de aula Propagar a fala de língua inglesa Promover o encontro de culturas através da música Registrar os momentos históricos-literários do período em que as músicas foram escritas e gravadas. Materiais e Métodos- A atividade proposta foi um, lipsync, ou seja,uma atividade de dublagem. Os alunos deveriam escolher dentre as músicas mais ouvidas de bandas consagradas no idioma de língua inglesa para poderem gravar uma dublagem. As bandas eram I)Rolling Stones II)Queen III)The Supremes IV)The Beatles.Os vídeos poderão ser visualizados por formato de qr codes como seguem: QR code: I e II - Vídeos
تغييرات رنگيزه هاي فتوسنتزي و تركيبات فنلي و فﻼونوئيديLemna minor تحت تيمار كروم معصومه اصﻼن زاده ، عذرا صبورا :* ،گروه علوم گياهي، دانشكده علوم زيستي، دانشگاه الزهرا تهران- ونك- ايران مقدمه: فلزات سنگين بعنوان سمي ترين آﻻينده هاي محيط زيست شناخته شده اند كه در نتيجه فعاليت هاي مختلف انساني به آب هاي سطحي و زير زميني آزاد مي شوند. در مطالعات گوناگون توانايي گياهان جنسLemna در جذب فلزات سنگين بررسي شده است. در اين پژوهش براي بررسي تاثير آلودگي فلز سنگين وم كر ) Cr ( و قدرت گياه پاﻻيي عدسك ،آبي ) Lemna minor (، اين ماكروفيت آبزي به مدت روز ٧ در معرض غلظت هاي مختلف كروم شش ظرفيتي ) mg/L ٠٠١-٠ ( در محيط كشت هوگلند رقيق قرار گرفت. سنجش محتواي ،كلروفيل تركيبات فنلي و فﻼونوييدي تام عدسك آبي تحت تيمارmg/L ٠٠١- ٠٥ نشان دهنده ي آسيب پذيري گياه در اين غلظت ها بود. كد مقاله : bio3- 06930446 مواد و روش: يافته ها : •تغييرات ظاهري سطح برگ ،ها مانند ،كلروز جدا شدگي برگها از ،هم از روز سوم مشهود بود )شكل زير( و تا پايان دوره آزمايش ميزان كلروز در تيمارهاي ٠١، ٠٥ و ٠٠١ ميلي گرم در ليتركروم به نسبت ،شاهد به ترتي ب حدود ٠١%، ٠٥% ٠٨ و% افزايش يافت. • كاهش معني دار محتواي كروم باقيمانده در محيط كشت ٤٢ ساعت پس از تيمار به نحوي كه در پايان روز هفتم، غلظت كروم باقيمانده در محيط كشت به ويژه در تيمار ٠٥ ميلي گرم در ليتر كروم ٠٤ % كاهش يافته بود . با افزايش غلظت كروم در محيط كشت، محتوي كلروفيلa، b ، و كلروفيل كل و محتوي تركيبات فنلي و فﻼونوئيدي كاهش يافت. بحث و نتيجه گيري: در غلظت باﻻي فلز ،سنگين كاهش محتوي كلروفيل ها مي تواند به دليل تاثير بازدارنده فلز سن گين بر فعاليت آنزيم هاي مسير بيوسنتز كلروفيل و فعاليت كلروفيﻼز باشد. تركيبات فنلي و فﻼونوئيدي با پاكسازي راديكال - هاي آزاد قدرت آنتي اكسيداني گياهان را افزايش مي دهند. كارآيي گياه پاﻻيي اين گياه در حضور غلظت هاي پايين كروم چشمگير بوده اما غلظت هاي باﻻتر روم ك در بلند مدت منجر به مرگ سلول ها مي شد. Uysal نيز طي تحقيقات خود روي عدسك ،آبي در ٤٢ ساعت اوليه تيمار بيشترين ميزان جذب فلز سنگين كروم و سرب را مشاهده كرد. برخي منابع: 1.Beketov MA (2005) Species composition of stream insects of northeastern Altai: mayflies, caddisflies, and stoneflies (Ephemeroptera, Plecoptera, and Trichoptera). Euroasian Entomological Journal 4, 101–105. 2.Chandra, P., Kulshreshtha, K. (2004) Chromium Accumulation and Toxicity in Aquatic Vascular Plants. The Botanical Review 70(3): 313-327. 3.Choudhury S, Panda SK (2005) chromium stress in plants.Braz J. Plant Physiol., 17(1):95-102. 4.Frick, H. (1985) Micronutrient tolerance and accumulation in the duckweed, Lemna. Journal of Plant Nutrition, Vol.8,1985-Issue 12. شستشو با هيپوكلريت سدي م ١ % و انتقال به محيط كشت هوگلن د باpH 5.5 گياه عدسك از محيط زيست طبيعي، تاﻻب ،سراوان رشت جمع آوري شد اناليز داده ها بانرم افزار SPSS تيمارگياه ٠ با ،١ ، ٠١ ،٠٥ ،٠٠١ ميلي گرم در ليتركروم (K2Cr2O7) نمونه برداري از محيط كشت ٢١، ٤٢ ،٨٤ ، ٦٩،٢٧ ،٠٢١ و ٨٦١ ساعت پس از تيمار برداشت گياهان در روز هفتم و سنجش باقيمان ده كروم در محيط كشت با دستگاه ICP(OES) سنجش محتوي رنگيزه هاي فتوسنتزي و محتوي تركيبات فنلي تام
Website: https://daxfeliz.github.io/ Email: dax.feliz@vanderbilt.edu NEMESIS: Exoplanet traNsit survEy of nearby M-dwarfs in TESS FFIS Dax Feliz [1,2], Peter Plavchan [3], Samantha Bianco [1], Mary Jimenez [3] Kevin Collins [3] , Bryan Villareal Alvarado [4] and Keivan Stassun [1] Fisk University [1], Vanderbilt University [2] George Mason University [3], University of Costa Rica [4] - In this work, we’ve analyzed over 35,000 M-dwarf stars located within 100 parsecs of Earth that were observed in TESS Sectors 1 - 5 with 30 minute cadences. - Of those 35,000, we’ve identified 183 transit signals, 29 of which we’ve determined to be due to planetary eclipses. - The planet candidates we’ve detected have planet radii ranging from 1.26 - 5.31 Earth radii and orbital periods ranging from 1.25 to 6.84 days. - 24 of our 29 candidates are new detections! Project Summary From Images to Photometry to Transit Detection - Extract Raw photometry and remove short term instrumental effects by using a Pixel Level Decorrelation (PLD) algoritm based on Deming et al. 2015 - Remove long term stellar variations with a time-windowed median based smoothing function (Wötan, Hippke et al. 2019a). - Once the photometry is extracted and cleaned, we then perform an algorithmic search using Transit Least Squares (Hippke et al. 2019b) for the period range 1 - 9 days. Gallery of Detected Exoplanets Target Star Selection Criteria NEMESIS Photometric Precision All target stars are filtered using stellar parameters from TIC v8 - 2300 K < Effective Temperature < 4000 K - Stellar Radius < 0.5 Solar Radius - Stellar Mass < 0.5 Solar Mass - Logg > 3 - Distance < 100 parsecs - Targets are also cross referenced with the TESS Candidate Target List (CTL, Muirhead et al. 2018). Green borders are TOIs Grey space marks the ranges between the radius valley radius-period slopes for Sun-like stars to low mass stars 60 ppm hr -1/2
Apache Point Observatory Kepler Pseudo-Haiku Abstract Sleepy fat old suns, Not Always though. Not for them: Couples, merged, massive. Patrick Gaulme1, Federico Spada1, Jason Jackiewicz2 1 Max Planck InsKtute for Solar System Research 2 New Mexico State University During the main sequence, stars with a convecKve envelope (M≤1.3Msun) lose spin while aging because their surface magneKc ﬁelds carry angular momentum away. Intermediate-mass (1.3≤M≤3 Msun) do not lose such spin. However, a small fracKon of red giants display (large) v sini ≥ 10 km/s (e.g., Carlberg+2011 [1]). We expect the intermediate-mass stars to show large v sini but they are missing in recent surveys of acKve red giants (e.g., Ceillier+2017 [2], Tayar & Pinsonneault 2018 [3]). Photometric measurements of spoby (spinning) stars exhibit pseudo* periodic modulaKons *“Pseudo” because spots evolve As they enter the red giant phase stars spin down by convecKve envelopes expanding and gefng (Gaulme+2020, A&A 639, 63) 3+ years of photometric data of the 4500 brightest red giants observed by the NASA Kepler mission. A subsample of ≈ 100 red giants monitored with the échelle spectrometer of the 3.5-m telescope at Apache Point Red giant branch Red clump RESULTS: the magneKcally acKve red giants split into three groups: 1) red giants in close binary systems spun-up by Kdal forces; 2) solar-mass clump stars that engulfed a stellar/substellar companion on the red giant branch; 3) intermediate-mass stars that were fast rotators on the main sequence. Radial velocity variaKons + Chemical abundances References [1] ApJ 732, 39 [2] A&A 605, 111 [3] ApJ 868, 150 Database The Gaulme+2020 asteroseismic analysis is on the CDS. § Red giants in close binaries exhibit photometric variaKons 10x larger than the single ones with same spin rate. Why that? § Despite having surface magneKc ﬁelds, intermediate-mass stars have spin rates lower than expected. When and how angular momentum vanished? § About 10% of our spectroscopic red giants are lithium rich, but there is no correlaKon with any of the 3 types of magneKcally acKve red giants
CEPLAS – Cluster of Excellence on Plant Sciences – is funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) under Germany´s Excellence Strategy – EXC-2048/1 Cooperation: Publications: One Resource to Teach Them All Dominik Brilhaus1, Martin Kuhl2, Cristina Martins Rodrigues3, Andrea Schrader4 (in alphabetical order) 1: Data Science and Management, CEPLAS, Heinrich Heine University Düsseldorf, Germany, 2: Computational Systems Biology, DataPLANT, University of Kaiserslautern-Landau, Germany, 3: eScience, DataPLANT, University of Freiburg, Germany, 4: Data Science and Management, CEPLAS, University of Cologne, Germany Teaching materials are often scattered, hard to find, and fragmented. We follow the principles of Open Educational Resources (OER) promoting easy access to educational materials and increased chances of educational equity[1]. A central collection of materials allows the respective community to add and improve contributions with transparent and traceable authorship and licensing of contents. We aim at one adaptable OER for all: a light-weighed, central, reusable, open and contribution-open resource of materials for varying learning environments. Therefore, we develop a teaching material resource based on the concept of annotated bricks along didactic paths for DataPLANT. Motivation Screenshot of the DataPLANT teaching-materials-concept GitHub repository. Implemented and further developed in the DataPLANT Knowledge Base: https://nfdi4plants.org/nfdi4plants.knowledgebase/ § Individual slides/text/paragraph § Smallest possible educational content snippet § Coherent building blocks - slide decks § Cover a complete idea, thought or topic § Combined building blocks § Composed along a didactic path adapted to a learning environment, target group or person 3 Levels Balance Customisation & Reuse Modular concept for the DataPLANT OER. § Inspired by previous recommendations[2,3] § Aggregated YAML front matter § In markdown files along didactic path upon compilation. § Didactic Path § Ordered list of paths to bricks, units, disseminations § May contain metadata in a levelled YAML header § Suggested Tools § Design: VS Code + Marp extension § Collaborate: Git + GitLab/GitHUB § Compile / Convert: (Py)MarpCombiner + Marp CLI Metadata: From Bricks to Disseminations Left: Didactic path example with paths relative to the root of the repository. Another option: paths relative to the output location. Right: Example “version control using Git” to elaborate our levelled concept. We acknowledge the support of DataPLANT, funded by the German Research Foundation (DFG) within the framework of the NFDI – project number: 442077441 & CEPLAS, funded by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) within Germany´s Excellence Strategy – EXC-2048/1 – project ID 390686111. References: 1: UNESCO (2022) UNESDOC Digital Library, Catalog Number 0000383205, accessed: Apr. 21, 2023. 2: Garcia, L et al. (2020) PLoS Comput Biol, vol. 16, no. 5, e1007854 3: Batut, B et al. - PURL: https://gxy.io/GTN:T00062, accessed: Apr. 21, 2023 Collaborations: Visit the Concept Repository Bricks Disseminations Units Didactic path