Open Science:A Practical Guide for Early-Career Researchers

The Dutch consortium of University Libraries and the National Library of the Netherlands (UKB), together with the Universities of The Netherlands (UNL), the Dutch national centre of expertise and repository for research data (DANS) and the Dutch Research Council (NWO), has published a practical guide on open science. Open Science Reliable science is not the sole work of superhuman geniuses, but a collaborative process. Researchers rely and build upon each other’s work. Together, we build theories, collect evidence and assess the research of colleagues. However, we can only build upon others’ work if we know exactly what our predecessors have done: What were their methods, relevant materials, data and outputs? Therefore, sound science ideally equals Open Science, in which all phases of the research cycle are as transparent and accessible as possible. About this guide Beginning researchers are an important link in the transition to Open Science, so this guide is aimed at PhD candidates, Research Master Students, and early-career researchers from all disciplines at Dutch universities and research institutes. It is designed to accompany researchers in every step of their research, from the phase of preparing your research project and discovering relevant resources (chapter 2) to the phase of data collection and analysis (chapter 3), writing and publishing articles, data, and other research output (chapter 4), and outreach and assessment (chapter 5). Every chapter provides you with the best tools and practices to implement immediately. If the information in this guide feels overwhelming: Do not worry! Open Science is a journey, and you are not alone in this. There are always colleagues who are happy to help you out along the way. You can find fellow researchers or support staff at your local Open Science Community (see chapter 6) and at your University Library. We hope this guide will motivate you and help you to practise Open Science, by sharing all aspects of your research with as many people as possible. The Future is Open! This guide, as an example of open science, builds upon the work of others. It is a derivative of “A Passport for Open Science. A practical guide for PhD students” written by Johann Berti, Marin Dacos, Gabriel Gallezot, Madeleine Géroudet, Sabrina Granger, Joanna Janik, Claire Josserand, Jean-François Lutz, Christine Okret-Manville, Sébastien Perrin, Noël Thiboud (Paris, 2020). Available at www.ouvrirlascience.fr and licensed under a Creative Commons CC BY-SA 4.0 Licence. The original text has been cut, edited and mixed with original content focused on the Dutch research landscape. If you have any feedback on this guide, please leave your comment(s) on PubPeer

Independent causal contributions of alpha- and beta-band oscillations during movement selection

To select a movement, specific neuronal populations controlling particular features of that movement need to be activated, whereas other populations are downregulated. The selective (dis)inhibition of cortical sensorimotor populations is governed by rhythmic neural activity in the alpha (8–12 Hz) and beta (15–25 Hz) frequency range. However, it is unclear whether and how these rhythms contribute independently to motor behavior. Building on a recent dissociation of the sensorimotor alpha- and beta-band rhythms, we test the hypothesis that the beta-band rhythm governs the disinhibition of task-relevant neuronal populations, whereas the alpha-band rhythm suppresses neurons that may interfere with task performance. Cortical alpha- and beta-band rhythms were manipulated with transcranial alternating current stimulation (tACS) while human participants selected how to grasp an object. Stimulation was applied at either 10 or 20 Hz and was imposed on the sensorimotor cortex contralaterally or ipsilaterally to the grasping hand. In line with task-induced changes in endogenous spectral power, the effect of the tACS intervention depended on the frequency and site of stimulation. Whereas tACS stimulation generally increased movement selection times, 10 Hz stimulation led to relatively faster selection times when applied to the hemisphere ipsilateral to the grasping hand, compared with other stimulation conditions. These effects occurred selectively when multiple movements were considered. These observations functionally differentiate the causal contribution of alpha- and beta-band oscillations to movement selection. The findings suggest that sensorimotor beta-band rhythms disinhibit task-relevant populations, whereas alpha-band rhythms inhibit neuronal populations that could interfere with movement selection

Reshaping the Academic Self: Connecting Education & Open Science

The transition towards Open Science will drastically alter our approach to academic life. It will change the ways in which we reward and recognise university employees and reshape the relationship between education and research. This should be reflected in how a new generation of academics and citizens are educated. Not only through the qualifications our students receive to become productive members of society, but also by dint of the values and attitudes we teach our pupils. The aim of university education should be preparing future graduates to share their (inter)disciplinary knowledge, engage with societal stakeholders, and shape tomorrow’s society. Now is the time to explore how. This manifesto is a thought exercise that explores the (possible) relationships between Open Science and education. It attempts to point out the overlap, parallels, synergy, and possible conflicts between Open Science attitudes and practices, and contemporary views and practices in education. We aim to provoke a perspective on the different aspects of how Open Science relates to education and propose several concrete directions forward and possible corresponding interventions. After explaining why education from an Open Science perspective needs to be explored and strengthened, we differentiate four faces of open education: the Open Science mindset, Open Science skillset, open educational resources, and how these activities should be recognised and rewarded. We subsequently illuminate three possible paths on how to strengthen open education, ranging from content to form and system. We hope that this will spark a broader national and international conversation on the relationship between Open Science and education

Role of Self-Stigma in Pathways from HIV-Related Stigma to Quality of Life among People Living with HIV

Funding Information: This study was supported by Viiv Healthcare, Gilead, and Aidsfonds (research Grant Number AF-P.42601). The funders had no role in decisions regarding the study design, data analysis, or publication. Acknowledgments We extend our gratitude to all PLHIV who completed the survey. We further thank the HIV specialist nurses and doctors at OLVG hospital for their effort in recruiting patients to complete the surveys.Peer reviewedPublisher PD

infoVal

Introduction of the infoVal metric - an objective metric to assess informational value in classification image

R Code

R code from examples and behind some slide