reapxdev/zenodo-scraper huggingface dataset:
Design Guidelines for Entrepreneurship in Educational Hackathons
Authors: Hanikat, Mari
Type: Project deliverable
Published: 2026-06-30
Keywords: entrepreneurship, hackathons, education

<p class="MsoNormal"><span>This report presents the output of Task 2.3 (Activity 2.3) within Work Package 2 of the CoCreate project (2025-1-DE01-KA220-HED-000357232), led by Garage48. The purpose of this deliverable is to identify how entrepreneurial competences can be developed through educational hackathons and to provide design guidelines for integrating entrepreneurship intentionally into educational hackathon settings.</span></p>
<p class="MsoNormal"><span>The report draws on three complementary sources: a cross-disciplinary literature review spanning entrepreneurship education, experiential learning, and hackathon research; three semi-structured expert interviews with professionals from higher education, vocational education, and educational leadership; and Garage48's practical experience of designing and facilitating innovation events. The analysis is framed by the European Entrepreneurship Competence Framework (EntreComp), which defines entrepreneurship as the ability to act upon opportunities and ideas and transform them into value for others across three competence areas: Ideas and Opportunities, Resources, and Into Action.</span></p>
<p class="MsoNormal"><span>The main findings confirm that educational hackathons can support the development of entrepreneurial competences — including teamwork, communication, opportunity recognition, validation, networking, initiative-taking, and entrepreneurial self-confidence — but that entrepreneurial learning does not occur automatically. It depends significantly on deliberate event design. Key gaps identified include an over-emphasis on technical development at the expense of user validation and value creation, insufficient attention to communication and pitching skills, and a lack of structured post-hackathon continuation pathways.</span></p>
<p class="MsoNormal"><span>Based on these findings, eleven design guidelines are proposed for educators and hackathon organizers. They address: defining entrepreneurship as an explicit learning outcome; grounding challenges in real-world problems; building diverse and multidisciplinary teams; including mentors with broad expertise; integrating validation throughout the event; treating communication as a core competence; creating value for all participants regardless of role; encouraging learning through experimentation; actively involving external stakeholders; providing pathways beyond the hackathon; and assessing entrepreneurial learning alongside project outcomes.</span></p>
<p><span>This deliverable contributes directly to WP2-Obj2 — delivering the first draft of the CoCreate framework — and feeds into Activity 2.4 (led by TU/e), where the entrepreneurship guidelines will be synthesized with the creativity guidelines from Task 2.2 and the use-case profiles from Activity 2.1 to produce the first version of the CoCreate framework.</span></p>
Design Guidelines for Creativity in Educational Hackathons
Authors: Falk Olesen, Jeanette
Type: Project deliverable
Published: 2026-06-30
Keywords: creativity, hackathons, higher education

<p class="MsoNormal"><span>This report presents the output of Activity 2.2 within Work Package 2 of the CoCreate project (2025-1-DE01-KA220-HED-000357232), led by Aalborg University (AAU). The purpose of this deliverable is to provide a research-grounded foundation for promoting creativity in educational hackathons through a literature review and a set of actionable design guidelines.</span><span> </span></p>
<p class="MsoNormal"><span>The report delivers design guidelines for promoting creativity in educational hackathons, that are complemented by the collection of design blueprints for the three use-case hackathons focusing on creativity. </span><span>The main findings draw on creativity research, learning sciences, and empirical hackathon studies. Creativity is defined as the production of outputs that are both novel and useful, and is assessed at the level of person, product, press (environment), and process. Hackathons are identified as promising learning environments that align with Problem-based Learning principles and support deep learning through active, collaborative, and reflective making. Thirteen design guidelines are derived, addressing factors including event scale, team size and composition, psychological safety, process structure, risk-taking culture, and the use of themes and self-imposed constraints.</span><span> </span></p>
<p><span>This deliverable contributes directly to WP2-Obj2 — delivering the first draft of the CoCreate framework — and feeds into Activity 2.4, where AAU’s creativity guidelines will be synthesized with Garage48’s entrepreneurship guidelines (Activity 2.3) and the use-case profiles from Activity 2.1 to produce the first version of the CoCreate framework. The guidelines will also be refined iteratively through the three CoCreate case study hackathons at UDE, AAU, and TU/e across the project period.</span></p>
Data for: Plasmids are major vectors of defense systems
Authors: Payne, Leighton, Rodríguez Mestre, Mario, Zheng, Haotian, Mayo-Muñoz, David, Russel, Jakob, Camara-Wilpert, Sarah, Zhang, Dennis, Zhao, Ruiliang, Li, Huijuan, Nesme, Joseph, Fineran, Peter, Riber, Leise, Camargo, Antonio, Pinilla-Redondo, Rafael, Sørensen, Søren
Type: Dataset
Published: 2026-07-29

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<div>Data for the manuscript <em>"Plasmids are major vectors of defense systems"</em>. The archive contains the intermediate and processed tables required by the analysis scripts in the associated GitHub repository. This is a mixed-rights collection. File-level attribution is documented in <code>DATA_RIGHTS.md</code> inside the archive.</div>
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Constraining the model-based uncertainties of internal magnetic field measurements of red giants
Authors: Buchele, Lynn, BUGNET, Lisa, Muntean, N, Hatt, Emily
Type: Poster
Published: 2026-07-14

<p>Magnetic fields in the radiative interiors of red giants can now be measured using shifts in the stellar oscillation frequencies. However, converting an observed frequency shift into a radial magnetic field strength requires knowing the overall sensitivity of modes to the magnetic field. This sensitivity is described by the so-called core structure parameter. This parameter must be inferred from stellar models, which introduces a source of uncertainty beyond the observational uncertainty. This work seeks to quantify this model-based uncertainty and explore which stellar properties are key to a precise and accurate estimate. Using MESA models, we construct a grid of stellar models and a sample of synthetic stars. We then test how well our grid-based fitting method recovers the core structure parameters of our synthetic stars. We find that our fitting methods recover the underlying core structure parameter well, resulting in a model-based uncertainty of 10%. After applying this procedure to stars with existing magnetic field measurements, we find that in most cases the dominant source of uncertainty remains observational. For stars with exceptional data quality, however, more precise modeling can significantly reduce the uncertainty of the magnetic field measurements.</p>