Find research datasets worth reusing

School Social Behavior Scales / Escalas de Conducta Social en la Escuela // MERRELL-SCHOOL_Data_IC_T6-Post

Answers given by teachers of students in the sixth grade of Primary Education to the 64 items of the School Social Behavior Scales by Merrell (2002; adapted by Salazar and Caballo, 2006). Data collected in public schools in Castellón (Spain) in the spring of the school year 2015-16. The calculation of the 6 subscales is included: Peer Relations, Self-Management – Compliance, Academic behavior, Hostile – Irritable behavior, Antisocial – Aggressive behavior and Defiant – Disruptive behavior, as well as the 2 general scales: Social Competence and Antisocial Behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>. Respuestas que los profesores de los alumnos/as de sexto curso de Educación Primaria dan a los 64 ítems de las Escalas de Conducta Social en la Escuela de Merrell (2002; adaptada por Salazar y Caballo, 2006). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2015-16. Se incluye el cálculo de las 6 subescalas: Relaciones con compañeros, Autocontrol – obediencia, Comportamiento académico, Comportamiento hostil-irritable, Comportamiento antisocial-agresivo y Comportamiento desafiante-disruptivo, y de las 2 escalas generales: Competencia Social y Comportamiento Antisocial. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.

School Social Behavior Scales / Escalas de Conducta Social en la Escuela // MERRELL-SCHOOL_Data_IC_T1-Pre

Answers given by teachers of students in the first grade of Primary Education to the 64 items of the School Social Behavior Scales by Merrell (2002; adapted by Salazar and Caballo, 2006). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2010-11. The calculation of the 6 subscales is included: Peer Relations, Self-Management – Compliance, Academic behavior, Hostile – Irritable behavior, Antisocial – Aggressive behavior and Defiant – Disruptive behavior, as well as the 2 general scales: Social Competence and Antisocial Behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>. Respuestas que los profesores de los alumnos/as de primer curso de Educación Primaria dan a los 64 ítems de las Escalas de Conducta Social en la Escuela de Merrell (2002; adaptada por Salazar y Caballo, 2006). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2010-11. Se incluye el cálculo de las 6 subescalas: Relaciones con compañeros, Autocontrol – obediencia, Comportamiento académico, Comportamiento hostil-irritable, Comportamiento antisocial-agresivo y Comportamiento desafiante-disruptivo, y de las 2 escalas generales: Competencia Social y Comportamiento Antisocial. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.

School Social Behavior Scales / Escalas de Conducta Social en la Escuela // MERRELL-SCHOOL_Data_CC-CS_T2-Post

Answers given by teachers of students in the second grade of Primary Education to the 64 items of the School Social Behavior Scales by Merrell (2002; adapted by Salazar and Caballo, 2006). Data collected in public schools in Castellón and in Seville (Spain) in the spring of the school year 2010-11. The calculation of the 6 subscales is included: Peer Relations, Self-Management – Compliance, Academic behavior, Hostile – Irritable behavior, Antisocial – Aggressive behavior and Defiant – Disruptive behavior, as well as the 2 general scales: Social Competence and Antisocial Behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>. Respuestas que los profesores de los alumnos/as de segundo curso de Educación Primaria dan a los 64 ítems de las Escalas de Conducta Social en la Escuela de Merrell (2002; adaptada por Salazar y Caballo, 2006). Datos recogidos en centros públicos de Castellón y Sevilla (España) en primavera del curso escolar 2010-11. Se incluye el cálculo de las 6 subescalas: Relaciones con compañeros, Autocontrol – obediencia, Comportamiento académico, Comportamiento hostil-irritable, Comportamiento antisocial-agresivo y Comportamiento desafiante-disruptivo, y de las 2 escalas generales: Competencia Social y Comportamiento Antisocial. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.

School Social Behavior Scales / Escalas de Conducta Social en la Escuela // MERRELL-SCHOOL_Data_CC-CS_T6-Post

Answers given by teachers of students in the sixth grade of Primary Education to the 64 items of the School Social Behavior Scales by Merrell (2002; adapted by Salazar and Caballo, 2006). Data collected in public schools in Castellón and Seville (Spain) in the spring of the school year 2014-15. The calculation of the 6 subscales is included: Peer Relations, Self-Management – Compliance, Academic behavior, Hostile – Irritable behavior, Antisocial – Aggressive behavior and Defiant – Disruptive behavior, as well as the 2 general scales: Social Competence and Antisocial Behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>. Respuestas que los profesores de los alumnos/as de sexto curso de Educación Primaria dan a los 64 ítems de las Escalas de Conducta Social en la Escuela de Merrell (2002; adaptada por Salazar y Caballo, 2006). Datos recogidos en centros públicos de Castellón y Sevilla (España) en primavera del curso escolar 2014-15. Se incluye el cálculo de las 6 subescalas: Relaciones con compañeros, Autocontrol – obediencia, Comportamiento académico, Comportamiento hostil-irritable, Comportamiento antisocial-agresivo y Comportamiento desafiante-disruptivo, y de las 2 escalas generales: Competencia Social y Comportamiento Antisocial. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.

School Social Behavior Scales / Escalas de Conducta Social en la Escuela // MERRELL-SCHOOL_Data_CC-CS_T1-Pre

Answers given by teachers of students in the first grade of Primary Education to the 64 items of the School Social Behavior Scales by Merrell (2002; adapted by Salazar and Caballo, 2006). Data collected in public schools in Castellón and Seville (Spain) in the autumn of the school year 2009-10. The calculation of the 6 subscales is included: Peer Relations, Self-Management – Compliance, Academic behavior, Hostile – Irritable behavior, Antisocial – Aggressive behavior and Defiant – Disruptive behavior, as well as the 2 general scales: Social Competence and Antisocial Behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>. Respuestas que los profesores de los alumnos/as de primer curso de Educación Primaria dan a los 64 ítems de las Escalas de Conducta Social en la Escuela de Merrell (2002; adaptada por Salazar y Caballo, 2006). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. Se incluye el cálculo de las 6 subescalas: Relaciones con compañeros, Autocontrol – obediencia, Comportamiento académico, Comportamiento hostil-irritable, Comportamiento antisocial-agresivo y Comportamiento desafiante-disruptivo, y de las 2 escalas generales: Competencia Social y Comportamiento Antisocial. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.

School Social Behavior Scales / Escalas de Conducta Social en la Escuela // MERRELL-SCHOOL_Data_CC_T4-Post

Answers given by teachers of students in the fourth grade of Primary Education to the 64 items of the School Social Behavior Scales by Merrell (2002; adapted by Salazar and Caballo, 2006). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The calculation of the 6 subscales is included: Peer Relations, Self-Management – Compliance, Academic behavior, Hostile – Irritable behavior, Antisocial – Aggressive behavior and Defiant – Disruptive behavior, as well as the 2 general scales: Social Competence and Antisocial Behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>. Respuestas que los profesores de los alumnos/as de cuarto curso de Educación Primaria dan a los 64 ítems de las Escalas de Conducta Social en la Escuela de Merrell (2002; adaptada por Salazar y Caballo, 2006). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2012-13. Se incluye el cálculo de las 6 subescalas: Relaciones con compañeros, Autocontrol – obediencia, Comportamiento académico, Comportamiento hostil-irritable, Comportamiento antisocial-agresivo y Comportamiento desafiante-disruptivo, y de las 2 escalas generales: Competencia Social y Comportamiento Antisocial. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.

School Social Behavior Scales / Escalas de Conducta Social en la Escuela // MERRELL-SCHOOL_Data_CS_T3-Post

Answers given by teachers of students in the third grade of Primary Education to the 64 items of the School Social Behavior Scales by Merrell (2002; adapted by Salazar and Caballo, 2006). Data collected in public schools in Seville (Spain) in the spring of the school year 2011-12. The calculation of the 6 subscales is included: Peer Relations, Self-Management – Compliance, Academic behavior, Hostile – Irritable behavior, Antisocial – Aggressive behavior and Defiant – Disruptive behavior, as well as the 2 general scales: Social Competence and Antisocial Behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>. Respuestas que los profesores de los alumnos/as de tercer curso de Educación Primaria dan a los 64 ítems de las Escalas de Conducta Social en la Escuela de Merrell (2002; adaptada por Salazar y Caballo, 2006). Datos recogidos en centros públicos de Sevilla (España) en primavera del curso escolar 2011-12. Se incluye el cálculo de las 6 subescalas: Relaciones con compañeros, Autocontrol – obediencia, Comportamiento académico, Comportamiento hostil-irritable, Comportamiento antisocial-agresivo y Comportamiento desafiante-disruptivo, y de las 2 escalas generales: Competencia Social y Comportamiento Antisocial. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace <a href="https://www.uji.es/departaments/psi/base/opengrei/">Proyecto Longitudinal GREI</a>.

opencc-by-4.0Mar 2022View details →

Research Scholars Workshop: Research Next Steps - Building into Graduate School or Entrepreneurship

In this workshop, we will explore stepping stones from your undergraduate research experience, whether you want to go into grad school, enter a research-focused career, or engage in research-based entrepreneurial activities.

Impact of Schistosomiasis, Soil-Transmitted Helminthiasis and Anaemia on preschool and school-age children's health condition: post treatment predictive mapping in Benin Republic.

This dataset provides information about the epidemiology of schistosomiasis, soil transmitted helminthiasis and anemia alongside malnutrition among preschool and school age children in Ouake and Bembereke districts of donga and borgou departments in Benin republic.

opencc-by-4.0Apr 2023View details →

business schools dataset

Examination of Blogs from the Top 38 Business/Management Schools; the sample is derived by cross-referencing top 25 rankings from the following sources:  <a href="https://ceoworld.biz/2022/03/16/best-business-schools-in-the-world-for-2022/">https://ceoworld.biz/2022/03/16/best-business-schools-in-the-world-for-2022/</a> <a href="https://www.topuniversities.com/university-rankings/university-subject-rankings/2022/business-management-studies">https://www.topuniversities.com/university-rankings/university-subject-rankings/2022/business-management-studies</a> <a href="https://rankings.ft.com/rankings/2866/mba-2022">https://rankings.ft.com/rankings/2866/mba-2022</a>

Dataset for the evaluation of student-level outcomes of a primary school Computer Science curricular reform

Dataset for the evaluation of student-level outcomes of a primary school Computer Science curricular reform ======================================================= • If you publish material based on this dataset, please cite the following :             • The Zenodo repository : Laila El-Hamamsy, Barbara Bruno, Jessica Dehler Zufferey, and Francesco Mondada (2023). Dataset for the evaluation of student-level outcomes of a primary school Computer Science curricular reform [Data set]. Zenodo. https://doi.org/10.5281/zenodo.7489244             • The associated peer reviewed article that will appear in the International Journal of STEM education : El-Hamamsy, L., Bruno, B., Audrin, C., Chevalier, M., Avry S., Dehler Zufferey, J., and Mondada, F. (2023). How are Primary School Computer Science Curricular Reforms Contributing to Equity? Impact on Student Learning, Perception of the Discipline, and Gender Gaps. arXiv, to appear in the International Journal of STEM Education. https://doi.org/10.48550/arXiv.2306.00820 • License: This work is licensed under a Creative Commons Attribution 4.0 International license (CC-BY-4.0) • Creator: El-Hamamsy, L., Bruno, B., Dehler Zufferey, J., and Mondada, F. • Date: May 2nd 2023 • Subject: Computer Science; Curricular Reform; Elementary Education; Learning Achievement; Computational Thinking; Perception Survey; Equity; Gender Gaps • Dataset format: CSV • Dataset collection: January 2021 to May 2022 • Dataset size : < 100 kB • Dataset content : three excel files. We provide the detailed description of each of the files below. The original questions are available in the associated publication [1]. Please note that these datasets contain missing values due to students either not being present for all data collections or not having the associated teacher-related data. • Abbreviations :   - CS : Computer Science   - CT : Computational Thinking   - PD : Professional Development • Funding : This work was funded by the the NCCR Robotics, a National Centre of Competence in Research, funded by the Swiss National Science Foundation (grant number 51NF40_185543)   # References [1] El-Hamamsy, L., Bruno, B., Audrin, C., Chevalier, M., Avry S., Dehler Zufferey, J., and Mondada, F. (2023). How are Primary School Computer Science Curricular Reforms Contributing to Equity? Impact on Student Learning, Perception of the Discipline, and Gender Gaps. arXiv, to appear in the International Journal of STEM Education. https://doi.org/10.48550/arXiv.2306.00820

MULTIPLIERS_WP2_Dataset on good practices in open-schooling_UCY_UAB_20230615_v1

This dataset (related to Deliverable D2.1) contains data on the review of good practices in open schooling, consisting mainly in: <ul> <li>A bibliographic database containing the precise list of all bibliographic items on open-schooling issues as of 2011 – 2021 as well as data documenting the article selection process,</li> <li>Instructions for data collection,</li> <li>Collected data relating to both EU and national projects related to Open Schooling.</li> </ul>

opencc-by-4.0May 2021View details →

[HECAT] Economy and Society Summer School 2021 Archive

<table> <tbody> <tr> <td> </td> <td> </td> <td> </td> <td> </td> <td> </td> </tr> <tr> <td>February 23rd</td> <td>16:00</td> <td><a href="https://hecat.eu/2021/03/01/es-2021-kickoff-and-follow-up/">Ideas Lying Around</a></td> <td><a href="https://www.arts.kuleuven.be/english-literature/Staff/00117752">Nidesh Lawtoo</a> & <a href="https://www.pacifica.edu/faculty/lynne-layton/">Lynne Layton</a></td> <td><a href="https://www.youtube.com/watch?v=6kSAVkWZ4V8&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=1">Link</a></td> </tr> <tr> <td>March 4th</td> <td>16:00</td> <td><a href="https://hecat.eu/2021/03/08/the-great-reversal/">The Great Reversal</a></td> <td><a href="https://lsa.umich.edu/philosophy/people/faculty/elizabeth-anderson.html">Elizabeth Anderson</a></td> <td><a href="https://www.youtube.com/watch?v=krTYslQop8U&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=2">Link</a></td> </tr> <tr> <td>March 9th</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/03/10/economic-theology-markets/">Economy Theology and Marketisation</a></td> <td><a href="https://www.cbs.dk/en/research/departments-and-centres/department-of-management-politics-and-philosophy/staff/sscmpp">Stefan Schwarzkopf</a></td> <td><a href="https://www.youtube.com/watch?v=29ZiBxCw4zg&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=3">Link</a></td> </tr> <tr> <td>March 11th</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/03/12/economic-theology-governance/">Economic Theology and Governance</a></td> <td><a href="https://www.cbs.dk/en/research/departments-and-centres/department-of-management-politics-and-philosophy/staff/mdmpp">Mitchell Dean</a></td> <td><a href="https://www.youtube.com/watch?v=fPzuDKCMYs8&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=4">Link</a></td> </tr> <tr> <td>March 16th</td> <td>16:00</td> <td><a href="https://hecat.eu/2021/03/19/jobseeking-the-labour-market/">Jobseeking & the Labour Market</a></td> <td><a href="https://anthropology.indiana.edu/about/faculty/gershon-ilana.html">Ilana Gershon</a></td> <td><a href="https://www.youtube.com/watch?v=cfN1eSft70s&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=5">Link</a></td> </tr> <tr> <td>March 23rd</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/03/23/the-reformation-of-welfare/">The Reformation of Welfare</a></td> <td><a href="https://www.wit.ie/about_wit/contact_us/staff_directory/ray_griffin">Ray Griffin</a> & <a href="http://research.ucc.ie/profiles/A024/tom.boland@ucc.ie">Tom Boland</a></td> <td><a href="https://www.youtube.com/watch?v=Y6wV8ytMR30&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=6">Link</a></td> </tr> <tr> <td>March 25th</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/03/25/justifying-welfare/">Justifying Welfare</a></td> <td><a href="https://forskning.ruc.dk/en/persons/mapaha">Magnus P. Hansen</a>., <a href="http://publish.ucc.ie/profiles/A012/fdukelow">Fiona Dukelow</a>, <a href="https://www.maynoothuniversity.ie/people/michael-mcgann#1">Michael Mcgann</a></td> <td><a href="https://www.youtube.com/watch?v=KA31Qpf4FkE&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=7">Link</a></td> </tr> <tr> <td>April 13th</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/04/13/precarity-the-recap/">Precarity and Precarious Work</a></td> <td><a href="http://research.ucc.ie/profiles/A024/theresa.okeefe@ucc.ie">Theresa O'Keefe</a>, <a href="https://researchportal.bath.ac.uk/en/persons/aline-courtois">Aline Courtois</a> & <a href="https://www.bangor.ac.uk/history-philosophy-and-social-sciences/staff/teresa-crew/en">Teresa Crew</a></td> <td><a href="https://www.youtube.com/watch?v=caKJ8bKBLHg&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=8">Link</a></td> </tr> <tr> <td>April 15th</td> <td>16:00</td> <td><a href="https://hecat.eu/2021/04/15/the-datafication-of-welfare/">The Datafication of Welfare</a></td> <td><a href="https://www.cardiff.ac.uk/people/view/182924-dencik-lina">Lina Dencik</a> & <a href="https://www.wit.ie/about_wit/contact_us/staff_directory/ray_griffin">Ray Griffin</a> & <a href="https://hecat.eu/">Hecat</a></td> <td><a href="https://www.youtube.com/watch?v=TRl4vrzkQRA&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=9">Link</a></td> </tr> <tr> <td>April 20th</td> <td>16:00</td> <td><a href="https://hecat.eu/2021/04/20/street-level-welfare/">Street-Level Welfare</a></td> <td><a href="https://ssa.uchicago.edu/ssascholars/e-brodkin">Evelyn Brodkin</a>, <a href="https://www.maynoothuniversity.ie/people/mary-murphy">Mary Murphy</a>, <a href="http://research.ucc.ie/profiles/A012/joseph.whelan@ucc.ie">Joe Whelan</a></td> <td><a href="https://www.youtube.com/watch?v=a2S6RePbNGg&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=10">Link</a></td> </tr> <tr> <td>April 22nd</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/04/22/fairground-capitalism/">Fairground Capitalism</a></td> <td><a href="http://publish.ucc.ie/researchprofiles/A024/aszakolczai">Arpad Szakolczai</a></td> <td><a href="https://www.youtube.com/watch?v=mK4VciFWg4I&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=11">Link</a></td> </tr> <tr> <td>April 27th</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/04/27/work-and-the-gig-economy/">Work & The Gig Economy</a></td> <td><a href="https://alexjwoodsociology.com/">Alex Wood</a></td> <td><a href="https://www.youtube.com/watch?v=p4Wr7TcCfQA&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=12">Link</a></td> </tr> <tr> <td>April 29th</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/04/29/rationalities-and-moral-economies-in-illicit-drug-markets/">Rationalities and Moral Economies in Illicit Drug Markets</a></td> <td><a href="https://www.sps.ed.ac.uk/staff/angus-bancroft">Angus Bancroft</a></td> <td><a href="https://www.youtube.com/watch?v=Jc5OMI7Xepc&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=13">Link</a></td> </tr> <tr> <td>May 6th</td> <td>10:00</td> <td><a href="https://hecat.eu/2021/05/06/good-models-and-positive-mimesis-hopeful-grounds-and-horizons-for-economy-society-after-covid-19/">Good Models and Positive Mimesis</a></td> <td><a href="http://research.ucc.ie/profiles/A024/kkeohane">Kieran Keohane</a></td> <td><a href="https://www.youtube.com/watch?v=6KSMtBqw99g&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=14">Link</a></td> </tr> <tr> <td>May 10th/11th</td> <td>20:00/10:00</td> <td><a href="https://hecat.eu/2021/05/11/the-leviathan-of-rationality/">The Leviathan of Rationality</a></td> <td><a href="https://www.research.manchester.ac.uk/portal/d.o%27doherty.html">Damian O'Doherty</a></td> <td><a href="https://www.youtube.com/watch?v=UiqgE0eWVY8&list=PL9-9OWjFL31icFvz9LOhIuvQNhh15Mpyc&index=15">Link</a></td> </tr> </tbody> </table>

Selection process of articles for a systematic literature review on citizen science initiatives in school contexts

Selection process of articles for a systematic literature review on citizen science initiatives in school contexts. Initial records are extracted from Web of Science database from 2000 to 2021. We used the keyword "citizen science" in the title mixed with some keywords in the topic of the search: “classroom” or “school” or “student*” or “pupil” or “learning”. The different database sheets inform about the application of the inclusion and exclusion criteria applied.

UAV Surveying - Water Tower inside a school

The data provided in this dataset is from a surveying flight in a water infrastructure inside a school. The dataset contains information of a 3D LiDAR, a camera, 3 IMUs, drone GPS position and velocity, and RTK position and velocity data, in rosbag format. The LiDAR is an Ouster OS1-128 Rev7, the IMUs are: drone IMU (unknown model), Xsens MTi 630 AHRS and LiDAR internal IMU. The camera has 1280x960p and 145º FOV. The sensor intrinsic and extrinsic are available in the dataset.

UAV Surveying - School building

The data provided in this dataset is from a surveying flight in a school building. The dataset contains information of a 3D LiDAR, a camera, 3 IMUs, drone GPS position and velocity, and RTK position and velocity data, in rosbag format. The LiDAR is an Ouster OS1-128 Rev7, the IMUs are: drone IMU (unknown model), Xsens MTi 630 AHRS and LiDAR internal IMU. The camera has 1280x960p and 145º FOV. The sensor intrinsic and extrinsic are available in the dataset. U (unkown model), Xsens MTi 630 AHRS and LiDAR internal IMU.

openmit-licenseAug 2023View details →

Brazilian Secondary School Exam (ENEM) Questions Dataset

Dataset description Dataset extracted from the tests available on the INEP website. - https://www.gov.br/inep/pt-br/areas-de-atuacao/avaliacao-e-exames-educacionais/enem/provas-e-gabaritos The available data were obtained from tests in PDF and scripts were used to read and process the files to extract the texts related to the questions and alternatives. The extraction was made for enem tests from the years 2010 to 2022   Description of the dataframe. Columns: - description (str): containing the text relative to the question - alternatives (list[str]): list of string containing the alternatives to the question - year (int): year of the application of the question - subject (str): the area of subject [Linguagens, códigos e suas tecnologias; Ciências humanas e suas tecnologias; Ciências da natureza e suas tecnologias; Matemática e suas tecnologias] - ground_truth (str): correct alternative of the question   Code used All the code used to process the data can be found at - https://github.com/wineone/tcc-matheus-lisboa

opencc-by-4.0Sep 2023View details →

Elementary School Indonesian Exam Questions with Bloom's Taxonomy Dataset

This is the dataset used in "Indonesian Exam Question Classification Based on Bloom’s Taxonomy using Fine-Tuned IndoBERT" research

Evaluation of knowledge and awareness of pediatric oral health among school teachers of Hazaribag before and after oral health education.

This study was done to assess the knowledge of school teachers regarding child dental health. The number of subjects participated in research were more than 150. . A self‑administered, 30‑item questionnaire was designed in English language on clinical pediatric oral health. After receiving google forms, all the participants participated in oral health education webinar program using a web based online education training protocol on ZOOM platform. Post training assessment of the oral health knowledge scores was done using the same online semi‑structured self‑administered questionnaire. The inadequacy in knowledge of school teachers was evident and they need to be trained in varied areas of pediatric oral health.