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5,666 results for “Social”
Unpacking Social Capital
<p>This is the replication package accompanying the paper "Unpacking Social Capital", by Ruben Durante, Nicola Mastrorocco, Luigi Minale and Jim Snyder, prepared for the Economic Journal. </p>
UNVEILING SOCIETAL REALITIES: A CRITICAL ANALYSIS OF GLOC-9'S 'UPUAN ' SONG ADDRESSING SOCIAL ISSUES
<p>This research embarks on a thorough examination of realism theory as portrayed in Gloc9's song "Upuan." Employing a qualitative and quantitative design with a descriptive method, the study engaged ten (10) respondents to delve into the song's intricate layers. Utilizing interviews and focus group discussions as primary analytical tools, the research uncovered a robust political narrative embedded within "Upuan," delineated by three prominent sub-themes: Greed for Power, Poverty, and Corruption. Through its lyrics, the song elucidates the imperative of keen observation of those in positions of authority to discern the true state of society, while concurrently advocating for leaders to uphold their responsibility to the populace. Furthermore, the analysis underscores the profound impact of music, particularly exemplified by "Upuan," in shedding light on pressing social issues, thus serving as a potent vehicle for social commentary and awareness. As a recommendation stemming from the study's findings, the researchers advocate for the incorporation of Realism Theory into educational curricula, positing it as a pivotal means to augment students' comprehension of societal dynamics. Moreover, the research underscores the transformative potential of music, urging society to recognize its capacity to foster social consciousness and catalyze positive change. In essence, the study serves as both a scholarly exploration and a poignant reminder of music's enduring role in shaping societal discourse and fostering collective awareness.</p> <p><strong><em> </em></strong></p>
The Impact of Social Support on Burnout among Lecturers: A Systematic Literature
<p>The CCAT User Guide provides detailed explanations and references for how each category item can be scored.</p>
Data for: Exploring Emerging Social Media: Acquiring, Processing, and Visualizing Data with Python and OSoMe Web Tools
<p>Data collected from Bluesky and Mastodon via streaming covering the period between 2024-06-25 and 2024-07-02. Entries contains any the of following terms: biden, trump, or debate. Data also contains embedding precalculated for each dataset. The data also contains embeddings pre calculcated for the datasets.</p>
Data Leveraging Digital Innovation: Enhancing Tourist Intentions through Social Media, Websites, and Mobile App Experiences
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Revealing the psychological structure of Pancasila values in social networks
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Dataset Cntnap2 - Free social interaction
<p>We collected electrophysiology data from EAr implanted KO and C57 mice which are added here. We further analyzed this raw data using DeepPhenotyping codes shared in 10.5281/zenodo.10232645 . The DLC and SIMBA models, used to annotate social behavior, have been added to this repository.</p>
Influence of Social Media on Self-Image Perception and Its Impact on the Risk of Developing Eating Disorders
<p>STUDY: Influence of Social Media on Self-Image Perception and Its Impact on the Risk of Developing Eating Disorders</p> <p>This is a descriptive cross-sectional study conducted in a secondary education center in Zaragoza, Aragon, Spain.</p> <p>A questionnaire was administered to study the influence of social media on the risk of developing perception and eating disorders.</p> <p>The total sample consists of 112 students aged between 14 and 18 years.</p>
A Framework for Improving Social Inclusion using Network Analysis and IoT-based Contact Tracing, Dataset and Source Code
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HAND IN HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Related Career Challenges - International Dataset
<p><span>HAND IN HAND: Empowering teachers across Europe to deal with social, emotional and diversity related career challenges (HAND:ET) is a European (Erasmus K3) policy experimentation project that brings together 11 partners and 13 associated partners from seven countries (Austria, Croatia, Denmark, Germany, Portugal, Slovenia, and Sweden).</span></p> <p><span>The project focuses on teachers by supporting their development of social and emotional competencies as well as their diversity awareness (SEDA) to empower them for the complexity of everyday working life with increasingly diverse classrooms and enable them to deal flexibly with new challenges. It also puts the teachers' well-being at the centre by highlighting how developing SEDA competencies simultaneously fosters self-care for teachers, giving a central role to the voices of teachers.</span></p> <p><span>Information on the project can be accessed at: <a href="https://www.handinhand.si/en/" target="_blank" rel="noopener">https://www.handinhand.si/en/</a></span></p> <p><span>Further information on the project and the evaluation results can be found in the following publication: Kozina, A. (2024). Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Related Challenges, Volume 1: Experimentation Perspectives. Waxman.</span></p> <p><span>Information on the instruments used in the evaluation is provided in the attached document "HAND_ET_Scale_Documentation.pdf".</span></p> <p><span>Design: All countries implementing the experiment (Austria, Croatia, Portugal, Slovenia and Sweden) invited schools to participate. The schools participating in the experiment were randomly allocated to either the experimental or the control group. Central to the experiment’s design, schools had to agree to their participation in either condition (experimental or control). The intention was to test the effectiveness of the HAND:ET system in promoting SEDA competencies: to compare the changes in the same competencies from before implementing the HAND:ET system (pre-test) to after implementing the system (post-test) in a group of teachers (and other school staff) who took part in the experiment (experimental group) with a group of teachers (and other school staff) who did not participate (the control group). </span></p> <p><span> </span><span>Data collection period: T1 (pre-test) data was collected August to September 2022, T2 (post-test) data was collected Mai to July 2023.</span></p> <p><span> </span><span>Sample: The HAND_ET datafile includes primary and/or secondary teachers from Austria, Croatia, Portugal, Slovenia, and Sweden, who responded to the questionnaire either at first time point or second time point or both. In Austria, teachers teaching students in grades 1 to 4, in Croatia those teaching students in grades 1 to 8, in Portugal those teaching students in grades 1 to 12, in Slovenia those teaching students in grades 1 to 9, while in Sweden teachers teaching students in grades 4 to 9 participated.</span></p> <p><span> </span><span>The HAND_ET datafile is structured as follows: </span></p> <p><span>·</span><span> </span><span>Variables from 'IDS' to 'Gender' include general information about the participant (e.g group, participation in pre- or post-test, gender)</span></p> <p><span>·</span><span> </span><span>Variables from 'TC06exp' to 'TCN22_TCN2204' capture responses from questionnaire items administered during the pre-test.</span></p> <p><span>·</span><span> </span><span>Variables from 'TC02_2' to 'TCN30_TCN30Q04_TCN30G03_2' contain responses to questionnaire items used in the post-test data collection.</span></p> <p><span>·</span><span> </span><span>Variables from 'observe' to 'coopteach' include scale scores for the scales administered in pre-test.</span></p> <p><span>·</span><span> </span><span>Variables from 'observe_2' to 'coopteach_2' include scale scores for the scales administered in post-test.</span></p> <p><span>·</span><span> </span><span>Variables from 'observe_D' to 'CloseC_D' include scale scores calculated as differences between measurements at Time 1 (T1) and Time 2 (T2) for all questionnaire scales.</span></p> <p><span>·</span><span> </span><span>Variables from 'observe_D.1' to 'CloseS_D.5' contain scale score differences (T1-T2) with missing values imputed. As we did 5 imputations, there are five variables for each scale (as indicated at the end of the variable name).</span></p> <p><span> </span><span>The scale score for each participant at each point in time was computed as the arithmetic mean of responses to the items of a scale measuring a SEDA construct. A scale value was only computed if responses for at least half of the items of a scale were available. No overall scale score was computed for multidimensional constructs. Subscales were treated as separate scales in the analysis. The difference score was computed as the T2 minus T1 scale score. A positive value corresponds to an increase of the scale score and a negative value indicates a decrease in the scale score of T2 compared to T1.</span></p> <p><span> </span><span>The dataset includes variables with imputed scale scores. We only imputed the difference score for each of the outcome variables five times. The imputation was carried out separately for each of the scales based on the three variables: group, T1, and T2 scale score. We used predictive mean matching with the R package mice (Buuren & Groothuis-Oudshoorn, 2011) for imputation. The teachers that have a missing in the group variable have no imputed values.</span></p>
Examining the mediating role of damage control and cooperation on the relationship between self-image and behavioral impulsivity in online social media among adolescents
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THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
THE CAUCASUS ECONOMIC AND SOCIAL ANALYSIS JOURNAL
<p>AGRICULTURAL, ENVIRONMENTAL & NATURAL SCIENCES</p> <p>SOCIAL, PEDAGOGY SCIENCES & HUMANITIES</p> <p>MEDICINE AND BIOLOGY SCIENCES</p> <p>REGIONAL DEVELOPMENT AND INFRASTRUCTURE</p> <p>ECONOMIC, MANAGEMENT & MARKETING SCIENCES</p> <p>LEGAL, LEGISLATION AND POLITICAL SCIENCES</p>
ScienceDex guides
Understand access before you commit
These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.