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David Govoni

Science & Social Media | Nancy Shute, US News & World Report | SciVee - 0 views

www.scivee.tv/9478

scivee videocast cafe-scientifique science research science2.0 social-web science-writing socialmedia web2.0 e-science e-research social_media_subcouncil for:social_media_subcouncil

shared by David Govoni on 10 Jan 09 - Cached
  • David Govoni on 10 Jan 09
     
    "On Jan. 6, 2009, in Arlington, Virginia, the National Science Foundation, The Ballston Science and Technology Alliance, and BioInformatics, LLC, hosted a Cafe Scientifique on Science and Social Media. In the final segment of this 4 part video, Nancy Shut
Lisa Johnston

Open Science Data Initiative (OSDI) - 0 views

ornlogdi.cloudapp.net/Default.aspx

shared by Lisa Johnston on 29 Apr 10 - Cached
  • Lisa Johnston on 29 Apr 10
     
    he Open Science Data Initiative is an initiative led by Oak Ridge National Laboratory in partnership with Microsoft's Public Sector Developer Evangelism team. OSDI is based on OGDI which in turn uses the Azure Services Platform to make it easier to publish and use a wide variety of scientific data from government agencies. OSDI is an sample of OGDI's open source 'starter kit' (coming soon) with code that can be used to publish data on the Internet in a Web-friendly format with easy-to-use, open API's. OSDI-based web API's can be accessed from a variety of client technologies such as Silverlight, Flash, JavaScript, PHP, Python, Ruby, mapping web sites, etc. Whether you are a researcher wishing to use scientific data, a hobyist developer, or a "budding scientist", these open API's will enable you to build innovative applications, visualizations and mash-ups that empower people through access to scientific information. This site is built using the OGDI starter kit software assets and provides interactive access to some publicly-available data sets along with sample code and resources for writing applications using the OSDI APIs.
Amy West

Developing the Capability and Skills to Support eResearch - 0 views

www.ariadne.ac.uk/henty

eresearch escience ariadne

shared by Amy West on 07 Nov 08 - Cached
  • Of particular concern to this article is the need for improved levels of data stewardship to enable good data management for long-term sustainability, both at national and institutional levels.
  • researchers, particularly those engaged in data-intensive research; systems developers, data scientists and other technical staff; data managers of institutional repositories, data archives and discipline-based data centres and their support staff, with those who liaise between depositors and the repository as being of particular interest; and those who are engaged in high-level policy formulation, either in government or research institutions.
  • Interviews were conducted with twelve key established researchers in six Australian institutions, with a focus on academics engaged in data-intensive research. Interviews were conducted also with the manager of a large data centre, and a repository administrator. The institutions concerned were the Australian National University, the University of Melbourne, the University of Tasmania, the University of Queensland, the University of Sydney and one area of the Commonwealth Scientific and Industrial Research Organisation (CSIRO).
  • ...18 more annotations...
  • There was wide agreement that there are three types of skills required for practitioners of eResearch, their support staff and repository staff. Not surprisingly, there was a strong need for technical skills. Perhaps not as obvious was the identification of a wide range of non-technical skills. Less obvious again was mention of an assortment of personal qualities, which, while not skills in the formal sense of the term, were singled out as being important.
  • The surveys indicated that not everyone needs the same level of technical skills to conduct or support eResearch.
  • So you need a basic literacy level to look after your computers where you’re storing your data, and then in order to access, like a remote repository, you need to know something about how to connect to that remote repository, what the format of the data should be to go in it, how to convert your data to that required format
  • included skills related to high-performance computing (HPC) and the access grid, data (and database) management, data curation, information engineering, information modelling, software development, remote communications, distributed processing, informatics, portal design, computational fluid dynamics, database integration, visualisation and programming of all kinds.
  • Some of these skills are tightly connected to specific disciplines, especially informatics.
  • The need for technical skills is allied to the ability to understand end-to-end workflows, especially for repository managers and developers who need to be able to think like the researcher and to apply that understanding to developing the repository. By workflows, I mean the many software applications, processing operations and interactions required for research tasks to be carried through to completion.
  • The group of librarians at ‘The Researcher Librarian Nexus’ workshop identified a need for further development of their technical skills, mentioning in particular metadata, something which did not feature among any of the other responses, other than by implication.
  • These vary from skills in data analysis (including the use of statistical packages and other techniques such as data mining) through information seeking to a broader range of general skills. Project management, business analysis, communications, negotiation, intellectual property, team building and train the trainer were mentioned specifically. Another was generic problem solving, because, as one researcher aptly put it, the kinds of problems which arise when undertaking eResearch mean that ‘There’s never going to be someone who has done it before.’
  • The librarians involved with the Researcher/Librarian Nexus workshop also identified it as being of high priority for repository managers, along with marketing, advocacy, copyright, metadata, educational outreach and grant submission writing. They also singled out the intriguing skill of ‘researcher management’ while not specifying precisely what this might entail.
  • A good grasp of copyright and intellectual property issues was seen as essential,
  • These were listed as: open-mindedness, patience and an ‘ability to cooperate and collaborate rather than compete’
  • For example, one researcher, in the field of finance told me of his need for programmers who have a high level of expertise in economics, econometrics, statistics, maths and programming; ‘otherwise all the programming expertise doesn’t really help because then they make strange assumptions in their coding that just result in nonsense output.’
  • One solution to the need to bridge the disciplinary gap is to use graduate students to help with the technical aspects, where those students have an interest and aptitude for this kind of work. In some cases this might be done by providing scholarships, the students then graduating with a PhD on the basis their contribution to the research project has been of sufficient originality to warrant the degree.
  • The barrier to research most often mentioned was the difficulty in assembling all the skills required to conduct a project, particularly in relation to data management and stewardship. In some cases the gap is organisational, as happens for example when the researcher is either unaware of or unable to tap into the skills of a central IT unit. More often the gap was in a lack of understanding of what each group needs, what each has to offer and where responsibilities lie. Examples of this can be seen in comments like the following:
  • For instance if you’ve got data in say NetCDF file formats and the repository wants it in TIFF format, well you need to know something about the technicality of getting your data from NetCDF format into TIFF format.
  • The humanities and social sciences are notable areas where the take-up rate of eResearch has been slower than, for example, in the hard sciences, and where there have been calls for exemplars to be publicised. Many practitioners in the humanities and social sciences find it difficult to envisage where their work might fit into the concept of eResearch.
  • Few researchers are aware that there are such things as repositories, so it is important that the repository is seen as (and indeed is) ‘a good repository – that it’s good in the sense of its high quality but also good in that it adds value for [the researcher].’
  • If research institutions are to minimise the gap between the ideals and realities of eResearch, there is some way to go in providing both institutional capacity and appropriately qualified individuals. While eResearch is dependent on good ICT infrastructure, this is not sufficient in itself. The results of the survey outlined here show that capacity in information technology skills is important but must be accompanied by a range of non-technical skills in such areas as project management. Equally important is the creation of research environments which are covered by well-propagated and understood policies, which are appropriately organised into structures with clearly delineated roles and responsibilities and which minimise the current barriers experienced by many researchers.
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