"Saints Aquila and Priscilla," from The Co-Workers for the Gospel, Illustrated Biographies, Book 5, by Spiritual Fragrance Publishing (2012)

81. Book 1: "The First Disciples" from The Bible for Young People by Zoe Kanavas (Narthex Press, 2005) (6.49 mins) Book 2: The Hermit, the Icon, and the Emperor: The Holy Virgin Comes to Cyprus by Chrissi Hart (Conciliar Press Ministries, 2008) (18.26 mins)

82. Book 1: "The Other Disciples" from The Bible for Young People by Zoe Kanavas (Narthex Press, 2005) (8.35 mins) Book 2: Extract from Father Arseny 1893-1973: Priest, Prisoner, Spiritual Father, part one, translated by Vera Bouteneff (St. Vladimir's Seminary Press, 1998) (22.10 mins)

Kevin interviews Dr. Frank Papatheofanis, President of the new St. Katherine College, about what it takes to start an Orthodox liberal arts and sciences college.

Mat. Juliana Schmemann, the widow of Fr. Alexander Schmemann, former dean of St. Vladimir’s Orthodox Theological Seminary, delivers a speech via video titled "The Joy to Serve."

Dr. Kyriaki Karidoyanes Fitzgerald, an Orthodox theologian, pastoral counselor, and licensed psychologist, delivers a speech titled "Eve, Mary, and Us."

Dr. Mary Ford, Assistant Professor of New Testament at St. Tikhon's Orthodox Seminary, delivers a speech titled "Light from the Past on Vocations Today."

Orthodox author, speaker, and AFR podcast host Frederica Mathewes-Green delivers a speech titled "Confessions of a Freelance Writer: Discerning God's Will in an Unpredictable Vocation."

From June 17-19, 2011, St. Vladimir's Seminary hosted a conference titled "Women Disciples of the Lord." The conference lectures will be posted here in biweekly installments. First up is the keynote address delivered by the Very Rev. Dr. John Behr, Dean of St. Vladimir's Seminary. The title is "Male and Female He Created Them."

Sponsored by the St. Ambrose Society, a student interest group at St. Vladimir's Seminary, this is a lecture by Dr. Ryan Sampson Nash, the Director of the Ohio State University Center for Bioethics.

We can often take membership in the church for granted, wrongfully thinking it's just another organization. Fr Thomas reminds us that our calling is not just to be a member, but a disciple, a follower of Christ. (Second Sunday after Pentecost)

On the Sunday of All Saints, Fr. Tom reminds us that our sainthood can only be achieved through dying to the world and pursuing a life of true discipleship in the bosom of the Church.

Are we slouched downcast in the belly of the fish or are we striding away from the shore with God’s net in our backpack? Fr. Gregory says the choice is always ours. Let us choose well.

Fr. Emmanuel Kahn gives the sermon for Great and Holy Thursday.

Is human life exceptional when compared to the animal kingdom? Some scientists do not think so!

Will healthcare providers who hold to the sanctity of human life be allowed work in the emerging secular society?

Dr. Rossi shares some ideas for how to counteract our dark thoughts and regain freedom in our minds. (Part 2 of 3)

Dr. Rossi discusses our ability to have control over our thought processes, so that we have freedom over our minds. (Part 1 of 3)

Dr. Albert Rossi continues his discussion on consciousness by helping us understand that consciousness consists of more than thought to include the total person. (Part 3 of 3)

Bobby Maddex interviews Alexei D. Krindatch, the Research Coordinator for the Assembly of Canonical Orthodox Bishops of the United States of America, about a new study titled “Go and Make Disciples: Evangelization and Outreach in US Orthodox Parishes."

Fr. Pat explains how the calling of the apostles and the miraculous catching of fish are indications of the great crowds that would come to Christ upon hearing the Gospel.

Fr. Pat examines the story of Christ calling his first disciples under three aspects.

Because in creation man was modeled on the deliberating mind of God, he has a capacity for conscience. The Samaritan Woman escaped the condemnation of her conscience because she permitted her heart to receive the mercy of God in Christ.

What does Biblical repentance look like? Is it saying, "I made a mistake" or "I take full responsibility"? Is it looking at one's moral failure and being disgusted? Fr. Pat gives us a third response, as exemplified by the Prodigal Son.

Jesus tells us that the Holy Spirit will be our teacher and instructor; He will lead us into all truth. When we pray Psalm 118:66 we ask the Holy Spirit to teach us goodness, discipline, and knowledge. Fr. Pat looks a these three things.

The very fact that God designed the Bible for the purpose of penetrating the human conscience indicates an intentional affinity between the two. Preaching from Romans 2:10-16 and Matthew 4:18-23, Fr. Pat instructs us on man's conscience.

Last week a former vice-president and now presidential candidate said on the campaign trail, "We choose science over fiction; we choose truth over facts.” Fr. Patrick Henry Reardon reflects upon truth vs. facts, and the role memory plays in this.

Sometimes we talk about "giving up" something for Lent. Is the Church asking us to give up what we want or inviting us to build the discipline we need to make the right choices?

Luke 18:10-14 The Pharisee and the Publican.

Like most people I saw the Science: It's a Girl Thing! teaser on Friday. My first reaction was "meh". Watch, ignore, move on.

But apparently it has ignited all sorts of controversy. Within hours my twitter feed was filling up with people - mostly not girls, not scientists, or both - who were slamming the advert for being too pink, to feminine... in short, too stereotypically girly.

Disclaimer: my science heroes as a kid were Mr Wizard, Carl Sagan, and Jack Klugman in Quincy M.E. Not overly feminine, I'll admit.

While I found the original advert a bit like Cosmo on acid and really not to my taste, it's fair to say the UK media Twitterati were not its intended consumers.

I wouldn't have been impressed with the trailer even as a teenager, but then, I already knew I wanted to be a scientist and had already stopped caring what the mean girls thought. Not everyone who could be interested in science gets there by age 13.

So, about Science: It's a Girl Thing! does it hit its target, or does it fail?

What a lot of the negative comments focused on was that this was funded by the EU. For those who don't know, the EU funds a lot of projects under its Framework Programmes to not only conduct research, but also to promote science and technology in general.

A few years ago I worked on an EU project, for instance, that was interested not in research per se, but in managing a consultation about existing knowledge in the area (the contribution of particular pesticides to child neurological development). We organised conferences on these themes, and produced guidance documents for the EU on various related subjects.

Being able to present well was a vital part of the job. It wasn't the coal-face of research that most of us came from, but if you think things like that aren't important to science in general, you're much mistaken. As far as EU-funded projects go, making videos to try to get teens to think about science is absolutely within their remit.

The second thing is that the video everyone objected to was a trailer. As we all know, trailers are sometimes misleading. In this case that's definitely true.

If you look at the other videos associated with the project - something very few people seemed to do - it's clear the teaser is not the meat of the campaign and was probably made by a different team. The teaser had been removed presumably because of the negative reaction, but the rest of the videos are still there. Those videos cover things like a day in the life of a virology student, a nanotechnology engineer, and a bioengineer from Helsinki. With nary a pink lab coat to be seen. I dare you to go and tell any of these women their work is "fluffy" or "inconsequential".

Rest assured the project will come with a follow-up assessment of how well it did reaching its target audience... an audience that, by definition, is not you. At least for once we were not treated to the usual monochrome 'woman with hair in a bun looks at petri dish' or 'woman at lab bench peers into microscope' crap. Like it or not this was a campaign that was trying something different and for that alone should be commended.


Someone tweeted at me that there's research that "proves" this sort of encouragement of girls doesn't work. So I went and had a look at it.

To summarise, "Betz and Sekaquaptewa recruited 142 girls aged 11 to 13 and showed them mocked-up magazine articles about three female university students who were either described as doing well in science, engineering, technology or mathematics (STEM), or as rising stars in unspecified fields. The three also either displayed overtly feminine characteristics or gender-neutral traits."

Apparently the subjects reacted negatively to the girly girls. Interesting stuff. But it's not clear that the paper sought to define an approach to addressing attitudes about women in science. Rather its results seem to confirm what surely we already know: that these negative associations exist and that people do not see femininity and science as complimentary. If you're going to write off visible femininity being not-opposed to science ability based on a 'personality science' study that serves to approximately tell people what we already know, then why bother doing anything?

Then there's the tone of the criticism in general which is, frankly, as condescending as it accuses to advert of being.

Recently I had a conversation with a friend who is making a career change into science. I found myself getting somewhat irritated that she, unlike me, did not appear to be willing to follow science to the nth degree and put her nose to the unrewarding research grindstone. Rather she wanted a degree in a subject she was interested in that could lead to a solid job in a few years' time.

She basically caught me out making the very assumption critics of the Girl Thing campaign are making: that if you're not on track for a Nobel prize, then you're not good enough for science. I realised how many of my assumptions about what science is "for" were shaped by my education-positive, science-positive upbringing... a background she did not have. In other words, the luxury of wallowing around in academia? Was not of any interest to her. She's the best judge of how to live her life - not me.

It felt pretty shit to realise what I was doing (sorry, S).

This points to what I feel is a greater malaise and one which seriously does hamper achievement. When we already know what class and income barriers there are for young people - not only girls - to get into white collar career paths, why would we want to make that worse?

We have to acknowledge that something that offends your taste may not actually have a negative effect. I hate CSI and Silent Witness. I hate forensic fiction shows with the white hot heat of a thousand suns. As someone with a PhD in forensic science, I feel it cheapens the real science and misrepresents what we do.

However, I can't deny the simultaneous explosion of students into forensic science that accompanied Marg Helgenberger and Emilia Fox swishing their luscious locks over murder victims. An explosion of students, by the way, that is predominantly female.


I would probably raise an eyebrow at any colleague who told me that they got into forensic science because of CSI, but to be honest, is that really any worse than my love of Quincy? And does being dismissive of eye-candy actresses pretending to be like me make me a better scientist than my CSI-loving colleague? No, it doesn't. The difference in our influences is not a matter of ability, it's a matter of personal taste, and that is something which is in no way correlated to being good at the job.

It's an effect that is not uncommon, in fact. Loads of people looked at Indiana Jones and fancied a go at archaeology. I'd wager Ally Beal had some impact on the law profession. Maybe the key to getting more young people interested in science isn't having a snarky blog only people exactly like you read (controversial, I know), but having relatable images in wider media for others to observe. Even if those images happen to be model-pretty and a bit daft.

(Insert your own paragraph about the impact Brian Cox will surely have here.)

Whether the rapid post-CSI expansion will have been a good thing for forensic science is another conversation. But it's interesting to see this happening largely at the former-poly universities. I would hold that these girly girl characters have made the field relevant to young women who had the innate ability to go into any science, but perhaps lacked the self confidence and support to see which field might be most relatable to them. Things which some of us take for granted. Having the confidence to strike out and do something different is not a given for everyone. And yes, this is absolutely a class thing... and a girl thing. It is all kinds of a privilege thing.


If you work in a lab with lots of other women, you'll see girly girls, tomboy girls, and plenty of others in between. It literally takes all kinds. Ability to do well in STEM subjects is not a function of appearance or sexiness.

But at the same time looking good and being sexy aren't barriers to being capable at science, either.
With so many people concerned about the crisis in young women wanting to be Kim Kardasian instead of Madame Curie, maybe it's time to acknowledge that we need to cast the net a little wider. Your experiences as a woman are not limited to these extremes.

While the original splashy video has been removed, I'm not sure this is a victory of any sort. I'm a little disappointed they turned tail at the first sign of criticism. Frankly the tone of the backlash provided a level of coverage the rest of the campaign would not otherwise have had. And if it turns out to have been misguided as so many believe, then what better way to learn how to improve the campaign?

But my guess is that regardless of whether or not you like pink and whether or not the advert offended you personally, the outcome will not have been all negative. The assumption that someone who aspires to look like a Kardashian can't or shouldn't become interested in science is frankly bollocks. And the assumption that young girls should be influenced by whatever the chattering classes deem appropriate is also bollocks. If that offends the po-faced middle class - for whom access to science careers is not in question anyway - then so be it.

(no podcast this week - Boo! Check back next week) Chrome for Android Google has just released a beta of Chrome for Android, which is available for those running Android Ice Cream Sandwich (aka "the 1%"). This isn't JavaScript-specific news per se, but it is HUGE news for web devs ...

Des scientifiques découvrent un "troisième état" entre la vie et la mort

1. Hiking with a backpack is the workout of 2024. An exercise scientist says it’s worth the extra effort  The Globe and Mail
2. Military-Inspired Workout Has 'Huge Wins' for Women, Says Personal Trainer  MSN
3. How Rucking Can Turn Your Walks into a Full-Body Workout  Verywell Health
4. What Is Rucking and Is It Better Than Regular Walking? Here's What Personal Trainers Say  EatingWell
5. Rucking: Why It’s a Great Workout & How to Get Started  Athletech News

(Belga) Le conseil communal de la Ville de Charleroi a adopté lundi une motion faisant de Charleroi "une ville antifasciste" et consacrant l'existence d'une "coalition antifasciste" composée des partis politiques carolos, des syndicats, d'associations et de membres de la société civile.

Cette "coalition antifasciste" est le fruit de discussions entamées dans un contexte de montée générale des idées d'extrême droite et à la suite des incidents qui sont survenus le 25 janvier 2020 à Charleroi à l'occasion d'une mobilisation d'un front antifasciste contre la tenue dans la métropole d'une réunion d'un nouveau parti d'extrême droite. Ce jour-là, selon les manifestants antifascistes, la police avait fait usage contre eux de sprays, d'autopompes et de coups de matraques même pour les disperser. Ce qui avait provoqué un certain émoi, y compris au sein de la classe politique carolo. La motion donne à la coalition antifasciste quelques objectifs généraux, comme celui "d'empêcher par tous les moyens légaux la diffusion de propos incitant à la haine, au racisme, à l'antisémitisme, au sexisme, à la discrimination relative à l'orientation sexuelle, ouvertement fasciste et xénophobe, sur le territoire de Charleroi" ou celui de relayer l'information "lorsqu'elle concerne un événement susceptible d'inciter à la haine, au racisme, à l'antisémitisme, au sexisme, ouvertement fasciste et xénophobe". (Belga)

Science-based university spin-offs face considerable technology and market uncertainty over extended periods of time, increasing the challenges of commercialisation. Scientist-entrepreneurs can play formative roles in commercialising lab-based scientific inventions through the formation of well-endowed university spin-offs. Through case study analysis of three science-based university spin-offs within a biotechnology innovation ecosystem, we unpack the impact of <i>pre-formation</i> intangible assets of academic scientists (research excellence, patenting, and international networks) and their entrepreneurial capabilities on spin-off performance. We find evidence that the pre-formation entrepreneurial capabilities of academic scientists can endow science-based university spin-offs by leveraging the scientists' pre-formation intangible assets. A theory-driven model depicting the role of pre-formation intangible assets and entrepreneurial capabilities in endowing science-based university spin-offs is developed. Recommendations are provided for scholars, practitioners, and policymakers to more effectively commercialise high potential inventions in the university lab through the development and deployment of pre-formation intangible assets and entrepreneurial capabilities.

In this paper we discuss the use of automated assessment in a variety of computer science courses that have been taught at Israel Academic College by the authors. The course assignments were assessed entirely automatically using Checkpoint, a web-based automated assessment framework. The assignments all used free-text questions (where the students type in their own answers). Students were allowed to correct errors based on feedback provided by the system and resubmit their answers. A total of 141 students were surveyed to assess their opinions of this approach, and we analysed their responses. Analysis of the questionnaire showed a low correlation between questions, indicating the statistical independence of the individual questions. As a whole, student feedback on using Checkpoint was very positive, emphasizing the benefits of multiple attempts, impartial marking, and a quick turnaround time for submissions. Many students said that Checkpoint gave them confidence in learning and motivation to practise. Students also said that the detailed feedback that Checkpoint generated when their programs failed helped them understand their mistakes and how to correct them.

Aim/Purpose: This study was aimed at enhancing students’ learning of software engineering methods. A collaboration between the Computer Science, Business Management, and Product Design programs was formed to work on actual projects with real clients. This interdisciplinary form of collaboration simulates the realities of a diverse Software Engineering team. Background: A collaborative approach implemented through projects has been the established pedagogy for introducing the Software Engineering course to undergraduate Computer Science students. The collaboration, however, is limited to collaboration among Computer Science students and their clients. This case study explored an enhancement to the collaborative approach to project development by integrating other related disciplines into the project development framework; hence, the Interdisciplinary Approach. Methodology: This study adopted the case method approach. An interdisciplinary service innovation activity was proposed to invite other disciplines in the learning process of the computer science students. The agile methodology Scrum was used as the software development approach during project development. Survey data were collected from the students to establish (a) their perception of the interdisciplinary approach to project development; (b) the factors that influenced success or failure of their team to deliver the project; and (c) the perceived skills or knowledge that they acquired from the interdisciplinary approach. Analysis of data followed a mixed method approach. Contribution: The study improved the current pedagogy for Software Engineering education by integrating other related disciplines into the software project development framework. Findings: Data collected showed that the students generally accepted the interdisciplinary approach to project development. Factors such as project relevance, teamwork, time and schedule, and administration support, among others, affect team performance towards project completion. In the case of the Computer Science students, results show that students have learned skills during the experience that, as literature reveal, can only be acquired or mastered in their future profession as software engineers. Recommendations for Practitioners: The active collaboration of the industry with the University and the involvement of the other related courses in teaching software engineering methods are critical to the development of the students, not only in learning the methodology but also as a working professional. Recommendation for Researchers: It is interesting to know and eventually understand the interactions between interdisciplinary team members in the conduct of Software Engineering practices while working on their projects. More specifically, what creative tensions arise and how do the interdisciplinary teams handle the discourse? Impact on Society: This study bridges the gap between how Software Engineering is taught in the university and how Software Engineering teams work in real life. Future Research: Future research is targeted at refining and elaborating the elements of the interdisciplinary framework presented in this paper towards an integrated course module for Software Engineering education.

Aim/Purpose: This paper aims to explore whether having state Computer Science standards in place will increase young children’s exposure to coding and powerful ideas from computer science in the early years. Background: Computer science education in the K-2 educational segment is receiving a growing amount of attention as national and state educational frameworks are emerging. By focusing on the app ScratchJr, the most popular free introductory block-based programming language for early childhood, this paper explores if there is a relationship between the presence of state frameworks and ScratchJr’s frequency of use. Methodology: This paper analyzes quantitative non-identifying data from Google Analytics on users of the ScratchJr programming app. Google Analytics is a free tool that allows access to user activity as it happens in real time on the app, as well as audience demographics and behavior. An analysis of trends by state, time of year, type of in-app activities completed, and more are analyzed with a specific focus on comparing states with K-12 Computer Science in place versus those without. Contribution: Results demonstrate the importance of having state standards in place to increase young children’s exposure to coding and powerful ideas from computer science in the early years. Moreover, we see preliminary evidence that states with Computer Science standards in place support skills like perseverance and debugging through ScratchJr. Findings: Findings show that in the case of ScratchJr, app usage decreases during the summer months and on weekends, which may indicate that coding with ScratchJr is more often happening in school than at home. Results also show that states with Computer Science standards have more ScratchJr users on average and have more total sessions with the app on average. Results also show preliminary evidence that states with Computer Science standards in place have longer average session duration as well as a higher average number of users returning to edit an existing project. Recommendations for Practitioners: Successful early childhood computer science education programs must teach powerful ideas from the discipline of computer science in a developmentally appropriate way, provide means for self-expression, prompt debugging and problem solving, and offer a low-floor/high-ceiling interface for both novices and experts. Practitioners should be aware in drops in computer science learning during the summer months when school is not in session. Recommendation for Researchers: Researchers should consider the impact of state and national frameworks on computer science learning and skills mastered during the early childhood years. Researchers should look for ways to continue engaging students in computer science education during times when school is not in session. Impact on Society: Results demonstrate the importance of having state CS standards in place to increase young children’s exposure to coding and powerful ideas from computer science in the early years. Moreover, we see preliminary evidence that states with Computer Science standards in place support skills like perseverance and debugging through ScratchJr. Future Research: Future research should continue collecting Google Analytics from the ScratchJr app and track changes in usage. Future research should also collect analytics from a wide range of programming applications for young children to see if the trends identified here are consistent across different apps.

Aim/Purpose: This study seeks to present a learning model of discrete mathematics elements, elucidate the content of teaching, and validate the effectiveness of this learning in a digital education context. Background: Teaching discrete mathematics in the realm of digital education poses challenges, particularly in crafting the optimal model, content, tools, and methods tailored for aspiring computer science teachers. The study draws from both a comprehensive review of relevant literature and the synthesis of the authors’ pedagogical experiences. Methodology: The research utilized a system-activity approach and aligned with the State Educational Standard. It further integrated the theory of continuous education as its psychological and pedagogical foundation. Contribution: A unique model for instructing discrete mathematics elements to future computer science educators has been proposed. This model is underpinned by informative, technological, and personal competencies, intertwined with the mathematical bedrock of computer science. Findings: The study revealed the importance of holistic teaching of discrete mathematics elements for computer science teacher aspirants in line with the Informatics educational programs. An elective course, “Elements of Discrete Mathematics in Computer Science”, comprising three modules, was outlined. Practical examples spotlighting elements of mathematical logic and graph theory of discrete mathematics in programming and computer science were showcased. Recommendations for Practitioners: Future computer science educators should deeply integrate discrete mathematics elements in their teaching methodologies, especially when aligning with professional disciplines of the Informatics educational program. Recommendation for Researchers: Further exploration is recommended on the seamless integration of discrete mathematics elements in diverse computer science curricula, optimizing for varied learning outcomes and student profiles. Impact on Society: Enhancing the quality of teaching discrete mathematics to future computer science teachers can lead to better-educated professionals, driving advancements in the tech industry and contributing to societal progress. Future Research: There is scope to explore the wider applications of the discrete mathematics elements model in varied computer science sub-disciplines, and its adaptability across different educational frameworks.

Aim/Purpose: This paper explores the potential value of critical thinking in computer science education and discusses strategies for its integration across the curriculum. Background: As technology rapidly evolves and becomes increasingly integrated into society, there is a growing need for computer science graduates who can think critically about the ethical, societal, and technical implications of their work. Methodology: This study employs a conceptual analysis approach, reviewing existing literature on critical thinking in computer science education and synthesising insights from various sources. The analysis focuses on identifying challenges in implementing critical thinking instruction and proposing practical solutions. Contribution: This paper provides an overview of the current discourse on integrating critical thinking into computer science curricula. It explores the distinction between critical thinking and computational thinking, discusses various pedagogical approaches, and offers insights into potential challenges of implementation. Findings: The paper identifies six key challenges in embedding critical thinking into computer science education. It proposes initial steps to address these challenges, including curriculum redesign, innovative assessment methods, and faculty development strategies. Recommendations for Practitioners: Educators should adopt a balanced approach that complements technical education with critical thinking exercises, using diverse teaching methods such as dialogue-based teaching and authentic instruction. Recommendation for Researchers: Future research should focus on empirical studies to assess the effectiveness of the proposed solutions and develop standardised tools for evaluating critical thinking skills in computer science. Impact on Society: By enhancing critical thinking skills in computer science education, we can produce graduates who are better equipped to address complex technological challenges and their societal implications. Future Research: Further investigation is needed into the most effective pedagogical approaches for teaching critical thinking in computer science, with a focus on multidisciplinary perspectives.

The use of electronic means of a public official in carrying out their duties may lead to an instance wherein the person discloses confidential information, which can significantly impact their obligations. After verifying this act as part of electronic misconduct, disciplinary action is enforced upon the concerned party to rectify and ensure proper functioning in delivering public services without any disturbance or infringement. The study presents several significant findings regarding the absence of comparative regulations concerning electronic violations and their judicial evidence. It provides recommendations such as modifying legislative frameworks to enhance public utility disciplinary systems and incorporating rules for electric violations. The fundamental focus revolves around assessing, verifying, and punishing digital misconduct by management or regulatory bodies. Additionally, this research employs descriptive-analytical methods comparing the Jordanian Law with its Egyptian counterpart in exploring these issues.

This paper describes the FISHNet project, which developed a repository environment for the curation and sharing of data relating to freshwater science, a discipline whose research community is distributed thinly across a variety of institutions, and usually works in relative isolation as individual researchers or within small groups. As in other “small sciences”, these datasets tend to be small and “hand-crafted”, created to address particular research questions rather than with a view to reuse, so they are rarely curated effectively, and the potential for sharing and reusing them is limited. The paper addresses a variety of issues and concerns raised by freshwater researchers as regards data sharing, describes our approach to developing a repository environment that addresses these concerns, and identifies the potential impact within the research community of the system.

Chempound is a new generation repository architecture based on RDF, semantic dictionaries and linked data. It has been developed to hold any type of chemical object expressible in CML and is exemplified by crystallographic experiments and computational chemistry calculations. In both examples, the repository can hold >50k entries which can be searched by SPARQL endpoints and pre-indexing of key fields. The Chempound architecture is general and adaptable to other fields of data-rich science.