BIDScoin: A User-Friendly Application to Convert Source Data to Brain Imaging Data Structure

Analyses of brain function and anatomy using shared neuroimaging data is an important development, and have acquired the potential to be scaled up with the specification of a new Brain Imaging Data Structure (BIDS) standard. To date, a variety of software tools help researchers in converting their source data to BIDS but often require programming skills or are tailored to specific institutes, data sets, or data formats. In this paper, we introduce BIDScoin, a cross-platform, flexible, and user-friendly converter that provides a graphical user interface (GUI) to help users finding their way in BIDS standard. BIDScoin does not require programming skills to be set up and used and supports plugins to extend their functionality. In this paper, we show its design and demonstrate how it can be applied to a downloadable tutorial data set. BIDScoin is distributed as free and open-source software to foster the community-driven effort to promote and facilitate the use of BIDS standard.

BioInfograph: An Online Tool to Design and Display Multi-Panel Scientific Figure Interactively

Many fit-for-purpose bioinformatics tools generate plots to interpret complex biological data and illustrate findings. However, assembling individual plots in different formats from various sources into one high-resolution figure in the desired layout requires mastery of commercial tools or even programming skills. In addition, it is a time-consuming and sometimes frustrating process even for a computationally savvy scientist who frequently takes a trial-and-error iterative approach to get satisfactory results. To address the challenge, we developed bioInfograph, a web-based tool that allows users to interactively arrange high-resolution images in diversified formats, mainly Scalable Vector Graphics (SVG), to produce one multi-panel publication-quality composite figure in both PDF and HTML formats in a user-friendly manner, requiring no programming skills. It solves stylesheet conflicts of coexisting SVG plots, integrates a rich-text editor, and allows creative design by providing advanced functionalities like image transparency, controlled vertical stacking of plots, versatile image formats, and layout templates. To highlight, the sharable interactive HTML output with zoom-in function is a unique feature not seen in any other similar tools. In the end, we make the online tool publicly available at https://baohongz.github.io/bioInfograph while releasing the source code at https://github.com/baohongz/bioInfograph under MIT open-source license.

Web Service for Point Cloud Supported Robot Programming Using Machine Learning

In industrial automation, the use of robots is already standard. But there is still a lot of room for further automation. One such place where improvements can be made is in the adjustment of a production system to new and unknown products. Currently, this task includes the reprogramming of the robot and a readjustment of the image processing algorithms if sensors are involved. This takes time, effort, and a specialist, something especially small and middle-sized companies shy away from. We propose to represent a physical production line with a digital twin, using the simulated production system to generate labeled data to be used for training in a deep learning component. An artificial neural network will be trained to both recognize and localize the observed products. This allows the production line to handle both known and unknown products more flexible. The deep learning component itself is located in a cloud and can be accessed through a web service, allowing any member of the staff to initiate the training, regardless of their programming skills. In summary, our approach addresses not only further automation in manufacturing but also the use of synthesized data for deep learning.

Analysis of Low Code-No Code Development Platforms in comparison with Traditional Development Methodologies

This paper examines the overview of low-code/no-code development platforms in comparison with traditional development methodologies and examines the benefits and limitations of the same. For several decades, businesses have had multiple options when they demanded new information systems. They could develop a new system using in-house developers, or they could order a system from an external merchant. This offers a close fit to business obligations. However, nowadays, there is a new alternative that is becoming increasingly prevalent. Low code/no code (LC/NC) applications can cater to business requirements efficiently, can be implemented instantly, and the cost is much less than systems developed in-house. Few, if any, programming skills are required. Keywords: Traditional development, No code development, low code development, Low code No code development, Software development life cycle (SDLC)

Studying human-to-computer bias transference

It is generally agreed that one origin of machine bias is resulting from characteristics within the dataset on which the algorithms are trained, i.e., the data does not warrant a generalized inference. We, however, hypothesize that a different ‘mechanism’ may also be responsible for machine bias, namely that biases may originate from (i) the programmers’ cultural background, including education or line of work, or (ii) the contextual programming environment, including software requirements or developer tools. Combining an experimental and comparative design, we study the effects of cultural and contextual metaphors, and test whether each of these are ‘transferred’ from the programmer to the program, thus constituting a machine bias. Our results show that (i) cultural metaphors influence the programmer’s choices and (ii) contextual metaphors induced through priming can be used to moderate or exacerbate the effects of the cultural metaphors. Our studies are purposely performed with users of varying educational backgrounds and programming skills stretching from novice to proficient.

Bad Tools Hurt: Lessons for teaching computer security skills to undergraduates

Understanding why developers continue to misuse security tools is critical to designing safer software, yet the underlying reasons developers fail to write secure code are not well understood. In order to better understand how to teach these skills, we conducted two comparatively large-scale usability studies with undergraduate CS students to assess factors that affect success rates in securing web applications against cross-site request forgery (CSRF) attacks. First, we examined the impact of providing students with example code and/or a testing tool. Next, we examined the impact of working in pairs. We found that access to relevant secure code samples gave significant benefit to security outcomes. However, access to the tool alone had no significant effect on security outcomes, and surprisingly, the same held true for the tool and example code combined. These results confirm the importance of quality example code and demonstrate the potential danger of using security tools in the classroom that have not been validated for usability. No individual differences predicted one’s ability to complete the task. We also found that working in pairs had a significant positive effect on security outcomes. These results provide useful directions for teaching computer security programming skills to undergraduate students.

MG2C: a user-friendly online tool for drawing genetic maps

Genetic map is a linear arrangement of the relative positions of sites in the chromosome or genome based on the recombination frequency between genetic markers. It is the important basis for genetic analysis. Several kinds of software have been designed for genetic mapping, but all these tools require users to write or edit code, making it time-costing and difficult for researchers without programming skills to handle with. Here, MG2C, a new online tool was designed, based on PERL and SVG languages.Users can get a standard genetic map, only by providing the location of genes (or quantitative trait loci) and the length of the chromosome, without writing additional code. The operation interface of MG2C contains three sections: data input, data output and parameters. There are 33 attribute parameters in MG2C, which are further divided into 8 modules. Values of the parameters can be changed according to the users’ requirements. The information submitted by users will be transformed into the genetic map in SVG file, which can be further modified by other image processing tools.MG2C is a user-friendly and time-saving online tool for drawing genetic maps, especially for those without programming skills. The tool has been running smoothly since 2015, and updated to version 2.1. It significantly lowers the technical barriers for the users, and provides great convenience for the researchers.

Establishment of a simple method to evaluate mixing times in a plastic bag photobioreactor using image processing based on freeware tools

Objective Accurate determination of the mixing time in bioreactors is essential for the optimization of the productivity of bioprocesses. The aim of this work was to develop a simple optical method to determine the mixing time in a photobioreactor. The image processing method should be based on freeware tools, should not require programming skills, and thus could be used in education within high schools and in early stages of undergraduate programs. Results An optical method has been established to analyze images from recorded videos of mixing experiments. The steps are: 1. Extraction of a sequence of images from the video file; 2. Cropping of the pictures; 3. Background removal; and 4. Image analysis and mixing time evaluation based on quantification of pixel-to-pixel heterogeneity within a given area of interest. The novel method was generally able to track the dependency between aeration rate and mixing time within the investigated photobioreactor. In direct comparison, a pearson correlation coefficient of rho = 0.99 was obtained. Gas flow rates between 10 L h−1, and 300 L h−1 resulted from mixing times of between 48 and 14 s, respectively. This technique is applicable without programming skills and can be used in education with inexperienced user groups.

Análisis del “pensamiento computacional” desde una perspectiva educativa

Desde la aparición del término “pensamiento computacional” hace aproximadamente quince años, se ha consolidado internacionalmente como una tendencia en el mundo educativo preuniversitario. Su imprecisión dificulta la celebración de un debate sobre su papel curricular, algo que se echa especialmente de menos en España. El artículo pretende contribuir a aclarar el significado de “pensamiento computacional” y sus implicaciones educativas. Se ha realizado un análisis cualitativo de contenido, utilizando como materiales primarios las definiciones realizadas por una selección de autores e instituciones destacados. Se han analizado tres aspectos: definición, características y elementos, y ámbito de conocimiento. Se han encontrado dos componentes comunes a las definiciones analizadas: la referencia a una “actividad mental” y la inclusión de habilidades de programación. Sin embargo, difieren en la inclusión de otros elementos, que pueden clasificarse como conocimientos, actitudes o competencias. El artículo debate las consecuencias de una definición basada en una “actividad mental” en lugar de constructos educativos. Se concluye que el debate sobre la educación preuniversitaria de la informática debería basarse en un lenguaje educativo más preciso, así como en los actuales conocimientos de los campos de conocimiento de la pedagogía, la informática y la didáctica de la informática. The term “computational thinking” emerged fifteen years ago and has world-wide become popular as a tendency in the pre-university educational scope. Its looseness makes difficult to hold a debate on its curricular role, a lack which is especially severe in Spain. The article aims at contributing to clarifying the meaning of “computational thinking” and its educational implications. We conducted a qualitative content analysis, using the definitions provided by a selection of outstanding authors and institutions as primary materials. Three aspects were analyzed: definition, features and elements, and scope of knowledge. We have found two common components: the reference to a “mental activity” and the inclusion of programming skills. However, the definitions differ in the inclusion of other elements, which can be classified as knowledge, attitudes or competences. The article discusses the consequences of a definition based on a “mental activity” rather than educational constructs. We conclude that the debate on pre-university computing education should be based on a more precise terminology, as well as current body of knowledge in pedagogy, computing and didactics of computing.