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This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen. Aisling's eportfolio specifically deals with the conflict between a science and communication focus in an education and career.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen. From Aspen Stuart-Cunningham's NSC ePortfolio: "Welcome to my Notation in Science Communication ePortfolio! I've spent the last five years at Stanford exploring my identity as a scientist and a communicator. Throughout this journey, I've created many artifacts that reflect my learning experiences, from research presentations to podcasts to art installations. Come along with me and ride the rollercoaster of science, art, and storytelling."

Aircraft collision avoidance systems rely on sensor information to detect and track intruding aircraft so that they may issue proper collision avoidance advisories. While typical surveillance sensors for manned aircraft include transponders and onboard radar, autonomous aircraft will require additional sensors both for redundancy and to replace the visual acquisition typically performed by the pilot. As a result, the community has proposed detecting other aircraft using vision-based sensors such as cameras. These sensors require the development of techniques to process images of the environment to detect intruding aircraft. To boost this development, this artifact provides a dataset of 72,000 labeled images of intruder aircraft with various lighting conditions, weather conditions, relative geometries, and geographic locations. For more information on the structure of this dataset as well as benchmark models and a full simulator, see https://github.com/sisl/VisionBasedAircraftDAA.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students' growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

Data and documentation for the Cowell Circulation Study (2021). Drifter and benthic instrument deployments in late 2021 at Cowell Beach, Santa Cruz, CA. PIs: Stephen Monismith, Alexandria Boehm

This archive contains the photoemission measurement data that is published in the findings of "Reversal of spin-polarization near the Fermi level of the Rashba semiconductor BiTeCl" authored by J. Qu, X. Han, S. Sakamoto, C. J. Jia, J. Liu, H. Li, D. Guan, Y.-J. Zeng, M. Schüler, P. S. Kirchmann, B. Moritz, Z. Hussain, T. P. Devereaux, Z.-X. Shen, and J. A. Sobota.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.

The datasets associated with the publication entitled “Coupled Transport, Reactivity, and Mechanics in Fractured Shales” is attached. This includes imaging datasets acquired on a naturally fractured Wolcamp sample using micro- and clinical-CT instruments. Clinical-CT scans of the sample were acquired at vacuum, brine-saturated, pH 2 brine-saturated at 19 days, and pH 2 brine-saturated at 74 days. Clinical CT scans tracked porosity alterations in the sample due to pH 2 brine injection. Micro-CT scans were obtained at dry-state before and after low pH brine flow through the sample. The voxel dimensions of the 3D tomograms are (27×27×27) μm3 and (195×195×625) μm3 for micro- and clinical-CT, respectively. An additional 'Readme.txt' file is provided that contains detailed description of each dataset including the key parameters set for the CT instruments.

This document is an archive of an electronic portfolio (ePortfolio) produced as a capstone requirement for the Notation in Science Communication. In their ePortfolios, NSC students demonstrate how they have met the NSC learning outcomes. These learning portfolios detail students’ growth and development as scientists and science communicators rather than showcasing only their best work. ePortfolios are reviewed and approved by faculty, earning students a special designation on their official Stanford transcript that reflects their science communication acumen.