Find research datasets worth reusing
Search datasets from major research repositories and use ShareScore to quickly assess how well each record supports discovery, access, and reuse.
564
datasets available to search
ShareScore release 0.9.0
Dataset results
564 results for βJuneβ
Data complementing the Avian influenza overview April- June 2023
<p>Annex A – Data on wild bird species and HPAI detections in birds</p> <p>The annex contains tables and figures on wild bird species and HPAI virus detections in birds.</p> <p>Annex B – Applied prevention and control measures on avian influenza</p> <p>The annex contains an overview of specific prevention and control measures applied in Czechia, Denmark, Hungary, Italy and Poland from 4 April to 9 June 2023 in relation to avian influenza outbreaks in poultry and in wild birds. In addition, the overview of specific prevention and control measures applied in Poland from 27 February to 3 April that were not included in the previous published report; this information is also included in Annex B.</p> <p>Annex C – Characteristics of the HPAI A(H5Nx)-positive poultry establishments</p> <p>The Annex contains table with the characteristics of the HPAI A(H5Nx)-positive poultry establishments by affected EU Member State from 4 April to 9 June 2023. In addition, Germany and Poland reported on the characteristics of the HPAI A(H5Nx)-positive poultry establishments affected between 27 February and 3 April that were not included in the previous published report; this information is also included in Annex C.</p> <p>Annex D- Data on virus sequences</p> <p>The annex contains information on authors, originating and submitting laboratories of the sequences from GISAID’s EpiFlu™ Database on which this research is based. All submitters of data may be contacted directly via <a href="https://www.gisaid.org.">www.gisaid.org.</a></p> <p> </p>
PheKnowLator Human Disease KG Benchmarks: Instance-Inverse Relations-OWL (v2.1.0 - June 2021)
<p><strong>PKT Human Disease Knowledge Graph Benchmark Builds (<code>v2.1.0</code>)</strong></p> <p><strong>Build Type: </strong><em>Instance-Inverse Relations-OWL</em></p> <p><strong>Build Date: </strong><code>June 01, 2021</code></p> <blockquote> <p>Please note that all resources linked below redirect to a publicly Google Cloud Storage bucket where all data are publicly accessible. Routing users from this wiki page is perfectly safe and allows us to avoid requiring users to have a Google account and login to download data. If you have any questions or concerns, please email the project maintainer at <a href="https://github.com/callahantiff/PheKnowLator/wiki/callahantiff@gmail.com">callahantiff@gmail.com</a>.</p> </blockquote> <p>If you have a Google account you can access the data directly via π <a href="https://console.cloud.google.com/storage/browser/pheknowlator">here</a></p> <p> </p> <p>π For additional information on the builds please see the following <a href="https://github.com/callahantiff/PheKnowLator/tree/master/builds#readme">README</a><br> π For additional information on the KG file types please see the following <a href="https://github.com/callahantiff/PheKnowLator/wiki/KG-Construction#table-knowledge-graph-build-output">Wiki page</a></p> <p> </p> <p> </p> <p>π¨ <strong>AVAILABLE FILES </strong>π¨ </p> <p>Available KG benchmark files are zipped and listed below. For additional details on what each file contains, please see the associated Wiki page π <a href="https://github.com/callahantiff/PheKnowLator/wiki/June-01%2C-2021">here</a>.</p>
Localizing Commitments, Challenges, and Insights on the Road to Immunization Agenda 2030: Responses from 6,185 national and sub-national staff (Immunization Agenda 2030 Full Learning Cycle, 7 March - 20 June 2022)
<p># Localizing Commitments, Challenges, and Insights on the Road to Immunization Agenda 2030: Responses from 6,185 national and sub-national staff (Immunization Agenda 2030 Full Learning Cycle, 7 March - 20 June 2022)</p> <p>## Abstract<br> This data set contains survey responses from over 6,000 national and subnational immunization staff who applied to participate in a 2022 Full Learning Cycle (FLC) learning programme of The Geneva Learning Foundation (TGLF), intended to contribute to the Movement for Immunization Agenda 2030. The 95-item questionnaire collected information on respondents' commitment to the movement's principles, demographics, work challenges, motivation and learning culture, and the impact of COVID-19 on routine immunization. The purpose was to understand applicants' priority challenges and readiness to engage in peer learning to advance country and global immunization goals. Questions addressed consent, identity confirmation, COVID-19 vaccination status, employer, role, system level, past participation in the sponsoring organization's programs, work and wellbeing, difficulties with COVID-19 vaccination, outbreak response, gender equity, and reaching zero-dose children. Applicants identified one priority challenge in their work that they would seek to address through the program. This data set offers insights into frontline perspectives on strengthening immunization programs. Secondary analysess were performed in 2022 and 2023 to illuminate human resource issues, gender barriers, pandemic recovery, and peer learning for change.</p> <p>## Research Audience</p> <p>Education and global health researchers with interest in human resources for health (HRH) and the characteristics, priority challenges, and experiences of national and sub-national immunization staff participating in the Movement for Immunization Agenda (IA) 2030.</p> <p>## Credits</p> <p>### Author</p> <p>The Geneva Learning Foundation (TGLF)<br> 18 Avenue Louis Casaï <br> CH1209 Geneva, Switzerland<br> research@learning.foundation</p> <p>### Principal Investigator and Corresponding Author<br> Reda Sadki, TGLF<br> reda@learning.foundation</p> <p>### Project Partners<br> - Biostat Global Consulting (BGC)<br> - Bridges to Development<br> - Centre for Change & Complexity in Learning (C3L)</p> <p>### Partners' Roles and Responsibilities<br> - Design: TGLF<br> - Implementation (sample collection): TGLF<br> - Processing: TGLF, C3L<br> - Anonymization: BGC<br> - Data cleaning: Bridges to Development<br> - Submission: TGLF<br> - Maintenance of learning analytics database where data are stored: C3L</p> <p>### Funding<br> Wellcome Trust, Bill & Melinda Gates Foundation (BMGF)</p> <p>## Recommended Citation<br> The Geneva Learning Foundation, 2023. Full Learning Cycle (2022) Application for national and sub-national immunization staff to identify challenges and join the Movement for Immunization Agenda (IA 2030) (Version 1.0) [Data Set]. The Geneval Learning Foundation. [DOI:https://doi.org/10.5281/zenodo.8199552](https://zenodo.org/record/8199552)</p> <p>## File List<br> IA2030_EN_FLC_2022_Application_Survey.README.md (this document)</p> <p>20220211.IA2030-EN Movement application-FINAL.docx: List of questions included in the questionnaire. (Note: skip patterns are not shown.)</p> <p>IA2030_EN_Application_Survey_Dataset.xlsx: English version of anonymized Application Survey Dataset. Version 1: Geneva Learning Foundation, 11 August 2023. (6,669 observations; 58 variables)</p> <p>## Related Data Sets<br> This is a subset of data collected by The Geneva Learning Foundation (TGLF) during the first IA2030 Full Learning Cycle (FLC). The complete IA2030 Application Survey data set is more comprehensive, and includes information such as respondents' gender, employer, professional role, country, and health system level, as well as responses to open-text questions. </p> <p>Researchers who would like to analyze the full set of unredacted responses are invited to contact the Geneva Learning Foundation to inquire about a Data Sharing Agreement that would stipulate conditions of access (insights@learning.foundation).</p> <p>The Geneva Learning Foundation, 2023. Value Creation Stories (VCS) weekly feedback survey, 2022 Full Learning Cycle (FLC) of the Movement for Immunization Agenda 2030 (IA2030) (Version 1.0). [Data Set]. The Geneva Learning Foundation. DOI: https://doi.org/10.5281/zenodo.7763922 </p> <p>Additional data sets for the first Full Learning Cycle (FLC) of the Movement for Immunization Agenda 2030 (IA2030) are available from TGLF's Insights Unit (<insights@learning.foundation>).</p> <p>## Survey Purpose</p> <p>The Immunization Agenda 2030, the global immunization strategy for 2021-2030, set ambitious targets for global immunization coverage and other key indicators (World Health Organization [WHO], 2023a).</p> <p>In response to the WHO Director-General's call for a social movement to ensure immunization remains a priority for global and regional health agendas and promote broad societal support for immunization (WHO, 2023b), TGLF, working with its global community of over 35,000 alumni, developed a learning programme intended to contribute to a “Movement for Immunization Agenda 2030 (IA2030)”.</p> <p>In addition to participating in structured peer learning activities, applicants made a pledge to work towards IA2030 and their country's goals, adhere to the IA2030 core principles, and to provide support to their peers making similar commitments.</p> <p>The purpose of the IA2030 Application Survey was to collect demographic and organizational information from immunization workers who work at the national or sub-national level interested in applying for the 2022 Learning Cycle and for membership in the Movement for IA2030.</p> <p>## Survey Questionnaire<br> The survey questionnaire consisted of both quantitative (Likert) and qualitative (open-text) responses to 95 questions documenting respondents' commitment to joining the Movement for IA2030 and adhering to relevant principles, demographic characteristics, information about work history and role, work and well-being, learning culture and performance, COVID-19 recovery efforts through vaccination campaigns and routine immunization (including outreach), priority work-related challenges, and most important reason for wanting to join the Movement for IA2030.</p> <p>Survey content was informed by TGLF's six years of experience working with thousands of immunization workers from over 90 countries.</p> <p>The survey was administered in English and French. While most of questions were required, several items, including questions about work and well-being and COVID-19 vaccination status, were optional.</p> <p>### Question Scaling and Response Options<br> Most questions were asked with a 'select one response' instruction, but several encouraged the respondent to 'select all that apply'.<br> - AP_CAR_20 Which of these job categories apply to you?<br> - AP_ENV_55 Where you work, what strategies have been put in place to reach under immunized or zero-dose children?<br> - AP_CHA_63 Is your challenge related to any of these?<br> - AP_ENV_78 What actions are being taken at your level of the health system to strengthen RI or PHC that specifically takes advantage of some aspect of COVID-19 vaccine introduction?<br> - AP_ENV_87 Select all activities used for catch-up.<br> - AP_ENV_91 What were the disruptions related to?</p> <p>Each person's several responses are stored in a single text variable and separated by commas. Some data management will be necessary to divide these strings of text into individual variables to represent each response option.</p> <p>## Overview of questionnaire for respondents<br> The following information was shared with all applicants to provide an overview of the questions and their rationale.</p> <p>First, we ask you for:<br> - Consent to share your data, to confirm your supervisor’s support, and to make commitments to follow country and WHO guidelines on COVID-19 and immunization<br> - Your legal name and birthdate to confirm your identity for certification.<br> - Your WhatsApp number to connect you with other participants in the Movement.<br> - Your organization, role, and health system level, and if you are a TGLF alum.<br> - We ask you about your work and well-being: Before we ask you about the challenges you face, we ask about your work and well-being, especially your motivation and how learning is being supported where you work.<br> - We ask about the challenges you face: In 2020, global immunization coverage levels for infants dropped back to 2009 levels. It is like we lost 11 years of hard work. So we ask you about the challenges you face: COVID-19 vaccination, epidemic outbreaks (measles, yellow fever, etc.), gender barriers, and zero-dose children.<br> - We ask you to pick the challenge that you will work on in the Movement: Then we ask you to identify your most difficult and important challenge. This is the one that you will focus on in the Movement. (You can always change later.)<br> - Are you truly committed to learning with colleagues from all over the world? Because the Movement is about learning, sharing experience, and collaborating with others, we ask you to confirm to what extent this is what you want to do.<br> - We ask you to share your successes, ideas, and lessons learned: Because we know that you have many strengths, we ask you if you want to share a success story, and idea, or a lesson learned with colleagues.<br> - We ask you if you want to help build and shape the Movement for IA2030: We ask you if you want to join the Organizing Committee to help build the Movement for Immunization Agenda 2030.<br> - Global partners request your help: Finally, we ask you to answer questions that IA2030 global partners are specifically interested in, about the effect of COVID-19 on routine immunization, catch-up activities, and your own COVID-19 vaccination. (You can choose to skip these questions.)</p> <p>### Specific questions that respondents were encouraged to reflect upon before writing out their answers<br> - Tell us more about your work and well-being. What are the worst and best parts of your job? Where do you find the motivation to continue your work? What helps you feel involved in your work? How has the COVID-19 pandemic changed how you feel about your work? What makes you lose or gain your motivation? <br> - Tell us more about the effect of the introduction of the COVID-19 vaccine for routine immunization (RI) and primary health care (PHC) services in the area where you work. Explain what has happened. What measures, if any, have been taken to mitigate disruptions or potential disruptions to health workers involvement in routine immunization due to COVID-19 vaccination activities where you work?<br> - Do you have a story about gender barriers to immunization that you would like to share?<br> - Tell us more about what you are doing to reach zero-dose children and missed communities. <br> - Tell us more about how we can better support you. What are the barriers for you to tackle the challenge you face? For your challenge, what kind of support would be most helpful to you? Why? Tell us more about your motivation to join the Movement for Immunization Agenda 2030. What do you hope to gain? What do you want to contribute? How will participating in this Movement help you improve your work?<br> - Do you have something that you want to share with colleagues? What you share does not need to be a “big” idea. We are interested in what you are doing that helps you to continue or improve your immunization work, even in a small way.</p> <p>## Ethical Considerations<br> Prior to fielding of the survey, the survey instrument and protocol were subjected to ethical and legal review by TGLF.</p> <p>Prior to beginning the survey, prospective respondents reviewed a User Agreement and a summary of TGLF's Privacy Policy (https://www.learning.foundation/pages/privacy), which provides information about the personal information the Foundation collects; the ways in which the Foundation uses personal information; and TGLF's procedures for protecting the loss, misuse or alteration of personal information.</p> <p>Participants who chose to respond to the items relevant to work and well-being and organizational culture were promised that their responses would be strictly confidential and that only anonymous, aggregated data would be shared with others.</p> <p>## Recruitment Process and Description of the Sample<br> Members of TGLF's immunization learning community were invited to participate in the survey by email and were encouraged to invite relevant colleagues (immunization workers who work at either the national or sub-national level) to participate by sharing the invitation.</p> <p>Respondents accessed the survey via the Internet by clicking on the survey link contained in the email.</p> <p>Inclusion criteria for participation in the survey included being an immunization worker who works at the national or sub-national level.</p> <p>Only individuals who indicated their direct supervisor at work agreed with their participation and who completed the consent form were permitted to complete a survey.</p> <p>## Survey Design and Administration<br> This one-time Internet-based survey was administered as part of the launch of the IA2030 Movement.</p> <p>The survey was available from February 22, 2022 - June 17, 2022.</p> <p>Respondents did not receive any incentives for completing the survey.</p> <p>The survey was hosted on the Typeform server. The survey itself and all information collected for the survey was secured with multiple levels of encryption and access controls to guarantee participant confidentiality, per Typeform policy (https://www.typeform.com/help/a/security-at-typeform-360029259552/?tid=200afff9-65b2-46e2-9553-0063f2c808b6).</p> <p>## Data Processing and Cleaning<br> Duplicate surveys were identified using respondents' email addresses and were removed from the data file.</p> <p>When a duplicate survey was submitted, only the most recent survey data were retained.</p> <p>## Data Privacy and Anonymization<br> The data file shared on this site is intentionally incomplete. Columns holding personally identifying information (e.g., email address, gender, country) have been deleted.</p> <p>Out of an abundance of caution, columns that could potentially hold personally identifying information (i.e., responses to open-text questions) have been deleted.</p> <p>In accordance with the privacy policy noted in the questionnaire, responses to questions related to work and well-being and organizational culture have also been redacted.</p> <p>A complete list of the variables that have been redacted from the data file is provided in the data file "Summary" tab.</p> <p>Each respondent's record holds a unique identifier in the column named AP_DAT_99.</p> <p>## Data Availability and Accessibility<br> This data set is being made available through Zenodo, an open access repository. There are no restrictions on access to open data except those stated in the copyright and license. Researchers who would like to analyze the full set of unredacted responses are invited to contact the Geneva Learning Foundation to inquire about a Data Sharing Agreement that would stipulate conditions of access (insights@learning.foundation).</p> <p>## Copyright and License<br> © The Geneva Learning Foundation 2022.</p> <p>This data set and all associated files are licensed under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)</p> <p>Some rights reserved. This work is available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International; https://creativecommons.org/licenses/by-nc-sa/4.0/.</p> <p>Under the terms of this license, you may copy, redistribute and adapt the data set for non-commercial purposes, provided the work is appropriately cited, as indicated above. In any use of this data set, there should be no suggestion that the Foundation endorses any specific organization, products, or services. Any mediation relating to disputes arising under the license shall be conducted in accordance with the mediation rules of the World Intellectual Property Organization.</p> <p>General disclaimers. The designations employed and the presentation of the data set do not imply the expression of any opinion whatsoever on the part of the Foundation concerning the legal status of any country, territory, city or area or of its authorities. The mention of specific companies or of certain manufacturers' products does not imply that they are endorsed or recommended by the Foundation in preference to others of a similar nature that are not mentioned. Errors and omissions excepted, the names of all reasonable precautions have been taken by the Foundation to verify the information contained in this data set. However, the published material is being distributed without warranty of any kind, either expressed or implied. The responsibility for interpretation and use of the material lies with the reader. In no event shall the Foundation be liable for damages arising from its use.</p> <p>The data set contains individual views and does not necessarily represent the decisions or the policies of the Foundation.</p> <p>Version 1.0 (11 August 2023).</p> <p>## References<br> Asiwome Kosi Abiwu, P.H., and Jones, I. (2022). IA2030 Case study 5. Paul Hilarius Asiwome Kosi Abiwu. View from the frontline: building stronger systems (The Geneva Learning Foundation) 10.5281/ZENODO.7004284.</p> <p>Ateke, N.A., and Jones, I. (2022). IA2030 Case study 4. Njoh Andreas Ateke. View from the frontline: working with communities to strengthen immunization programmes (The Geneva Learning Foundation) 10.5281/ZENODO.7004263.</p> <p>Ekwam, D.K., and Jones, I. (2022). IA2030 Case study 13. Pharm. Daniel Kwesi Ekwam. Covering all the bases (The Geneva Learning Foundation) 10.5281/ZENODO.7010227.</p> <p>Faye, W., Jones, I., Mbuh, C., and Sadki, R. (2023). IA2030 Case study 18. Wasnam Faye. Vaccine angels - Give us the opportunity and we can perform miracles. (The Geneva Learning Foundation) 10.5281/ZENODO.7785244.</p> <p>Faye, W., Jones, I., Mbuh, C., and Sadki, R. (2023). IA2030 Étude de cas 18. Wasnam Faye. Les anges de la vaccination : « Donnez-nous l'occasion et nous ferons des miracles. » (The Geneva Learning Foundation) 10.5281/ZENODO.7849329.</p> <p>Ferrah Conteh, Z., and Jones, I. (2022). IA2030 Case study 6. Zainab Ferrah Conteh. View from the frontline: Strenghtening the immunization programme backbone (The Geneva Learning Foundation) 10.5281/ZENODO.7010079.</p> <p>Iwot, N., and Jones, I. (2022). IA2030 Case study 14. Ndaeyo Iwot. Building the capacities of communities (The Geneva Learning Foundation) 10.5281/ZENODO.7010211.</p> <p>Jones, I., Mbuh, C., and Sadki, R. (2023). Listening and Learning at Teach to Reach 7 (IA2030 Listening and Learning Report 4) (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7766585.</p> <p>Jones, I., Mbuh, C., and Sadki, R. (2023). Teach to Reach 7: Partager pour apprendre (Rapport IA2030 «Écouter pour apprendre n° 4) (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7851783.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030 Case study 1. A digital health platform for immunization and primary health care (PHC) engagement (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.6982953.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030 Case study 1. A digital health platform for immunization and primary health care (PHC) engagement (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.6982953.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030 Case Study 10. Development of zero dose situational analyses and action plans (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7010177.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030 Case study 2. Squaring the circle: safeguarding existing immunization programmes and primary healthcare during COVID-19 vaccination (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7004191.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030 Case Study 8. Practitioners' perceptions of key immunization challenges (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7005241.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030 Listening and learning report 1. Working groups consultative engagement through a peer learning platform (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7010140.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030 Movement Year 1 report. Consultative engagement through a digitally enabled peer learning platform (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7119648.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030. Listening and learning report 3. Everyone, everywhere: digital peer learning to leave no one behind (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7010209.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). Mouvement pour la vaccination à l'horizon 2030. Rapport Écouter pour apprendre n° 3. Partout, pour tous: l'apprentissage numérique par les pairs pour que personne ne reste sur le côté (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7142102.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., Kovanovic, V., et al. (2022). IA2030 Rapport «Écouter pour apprendre» n° 2. Notre engagement pour la vaccination #VaccinesWork (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7254160.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., Kovanovic, V., et al. (2022). IA2030.Listening and learning report 2. It takes people to make #VaccinesWork (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7010196.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Yagnik, A., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., et al. (2022). IA2030 Case Study 9. Understanding and responding to zero-dose challenges (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7010171.</p> <p>Jones, I., Watkins, K.E., Sadki, R., Brooks, A., Gasse, F., Yagnik, A., Mbuh, C., Zha, M., Steed, I., Sequeira, J., et al. (2022). IA2030 Case Study 7. Motivation, learning culture and programme performance (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7004304.</p> <p>Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V.(2022). IA2030 Year 1 report. Consultative engagement through a digitally enabled peer learning platform (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7119648.</p> <p>Jones, I., Watkins, K.E., Sadki, R., Brooks, A., Gasse, F., Yagnik, A., Mbuh, C., Zha, M., Steed, I., Sequeira, J., et al. (2022). IA2030 Case Study 7. Motivation, learning culture and programme performance (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7004304.</p> <p>Kaboré, B., and Jones, I. (2022). IA2030 Case study 12. Boureima Kaboré. Delivering services in conflict-affected areas (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7010188.</p> <p>Kuotong Nongho, R., and Jones, I. (2022). IA2030 Case study 3. Kuotong Nongho Rogers. View from the frontline: microplanning for equity (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7004235.</p> <p>Mbuh, C., Gasse, F., Jones, I., Sadki, R., Brooks, A., Zha, M., Steed, I., Sequeira, J., Churchill, S., and Kovanovic, V. (2022). IA2030 Case study 16. Continuum from knowledge to performance (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7014392.</p> <p>Monga, F., Jones, I., Mbuh, C., and Sadki, R. (2023). IA2030 Case study 19. Franck Monga. Building a movement for IA2030 in the Democratic Republic of Congo (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7794726.</p> <p>Monga, F., Jones, I., Mbuh, C., and Sadki, R. (2023). IA2030 Étude de cas 19. Franck Monga. Construire un Mouvement pour la vaccination en République Démocratique du Congo (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7851476.</p> <p>Monzón, M.F., Jones, I., Mbuh, C., and Sadki, R. (2023). IA2030 Case study 17. María Fernanda Monzón. Speaking up for frontline staff (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7785024.</p> <p>Monzón, M.F., Jones, I., Mbuh, C., and Sadki, R. (2023). IA2030 Étude de cas 17. María Fernanda Monzón. Prendre la parole au nom des personnels de première ligne (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7848308.</p> <p>Oketch, P., and Jones, I. (2022). IA2030 Case study 15. Penina Oketch. Planning, people and performance (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7010242.</p> <p>Sadki, R., Mbuh, C., Szylovec, A.P., and Brooks, A. (2023). Value creation stories anonymized open data set (Immunization Agenda 2030 Full Learning Cycle, 7 March - 20 June 2022). https://doi.org/10.5281/zenodo.7763922.</p> <p>WHO (2020). Immunization Agenda 2030: A Global Strategy to Leave No One Behind [Internet]. Available from: https://www.who.int/teams/immunization-vaccines-and-biologicals/strategies/ia2030. </p> <p>Yagnik, A., Jones, I., Sadki, R., Brooks, A., Gasse, F., Mbuh, C., Zha, M., Steed, I., Sequeira, J., Churchill, S., et al. (2022). IA2030 Case Study 11. Gender barriers to immunization (The Geneva Learning Foundation) https://doi.org/10.5281/zenodo.7010184.</p>
Large Scale Travelling Ionospheric Disturbances during geomagnetic storms of 17 March and 23 June 2015 in the Australian region
<p>This repository contains compilation of data in .mat (Matlab) format used in this work.</p> <p>Raw foF2 data e.g., in Data15-20Mar2015.mat has the format [Month, Day, Hour, Minute, foF2]. These are provided for each site of the network under the URSI station code. </p> <p>Residuals data e.g., in Residuals_15_20Mar2015.mat contains fof2 perturbations after removing daily trends and outliers and have been upscaled to 1 minute intervals. Note: y11 - Brisbane, y22 - Canberra, y33 - Camden, y44 - Hobart, y55 - Norfolk, y66 - Townsville, y77 - Darwin, and time is in seconds.</p> <p>Dst and AE data (AE_DST_struct_files.mat) is contained in a structure array with Dst in field 1 and AE in field 2. </p> <p>IMF Bz data (IMF_Bz_LSTID_Paper.mat) has the format [Year DOY Hour Value].</p> <p> </p>
Computer Simulation of Viking Voyages: Roar_Ege_June_2015
<p>Contains computer simulated routes of Viking voyages for the Roar Ege, with wind data from June 2015. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Computer Simulation of Viking Voyages: Oseberg_June_2021
<p>Contains computer simulated routes of Viking voyages for the Oseberg, with wind data from June 2021. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Computer Simulation of Viking Voyages: Oseberg_June_2015
<p>Contains computer simulated routes of Viking voyages for the Oseberg, with wind data from June 2015. Divided by Route_Month_Year_RouteNumber_Date_Time. (Correction 'Routeing938' are the Dublin_Preston routes, dates are still correct)</p>
Computer Simulation of Viking Voyages: Oseberg_June_2005
<p>Contains computer simulated routes of Viking voyages for the Oseberg, with wind data from June 2005. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Computer Simulation of Viking Voyages: Oseberg_June_1985
<p>Contains computer simulated routes of Viking voyages for the Oseberg, with wind data from June 1985. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Computer Simulation of Viking Voyages: Oseberg_June_1974
<p>Contains computer simulated routes of Viking voyages for the Oseberg, with wind data from June 1974. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Computer Simulation of Viking Voyages: Roar_Ege_June_2021
<p>Contains computer simulated routes of Viking voyages for the Roar Ege, with wind data from June 2021. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Computer Simulation of Viking Voyages: Roar_Ege_June_2005
<p>Contains computer simulated routes of Viking voyages for the Roar Ege, with wind data from June 2005. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Computer Simulation of Viking Voyages: Roar_Ege_June_1985
<p>Contains computer simulated routes of Viking voyages for the Roar Ege, with wind data from June 1985. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Computer Simulation of Viking Voyages: Roar_Ege_June_74
<p>Contains computer simulated routes of Viking voyages for the Roar Ege, with wind data from June 1974. Divided by Route_Month_Year_RouteNumber_Date_Time.</p>
Aerosol, Temperature and Water Vapor profiling during the BIOSPHERE Athens Campaign (June-August 2023) - NTUA
<p>Level 2 of the lidar data obtained by the EOLE and DEPOLE lidar systems in the National Technical University of Athens (NTUA), during the EURAMET European Partnership on Metrology (EPM) project BIOSPHERE (June - August 2023). </p>
Data from: "Discovery and characterization of 80 SNPs and 1,624 SSRs in the transcriptome of Atlantic mackerel (Scomber scombrus, L)" in Genomic Resources Notes Accepted 1 June 2015 to 31 July 2015
Open the record for dataset details and reuse information.
Urban storm runoff study conducted in the central Arizona-Phoenix area: period June 1998
Flood is the other major disturbance on which CAP LTER will focus. In collaboration with the USGS, we have begun a study to examine the transport of materials from urban patches to waterways during the intense, localized storms that characterize this region. Their existing data, plus new studies initiated in summer 1998, will form the basis for comparison of urban, suburban, and desert catchments in terms of their yields of nutrients, organic carbon, and metals.
15N isotope, total N and delta 15N from June aboveground shoot tissues:e141: BioCON : Biodiversity, Elevated CO2, and N Enrichment
BioCON (Biodiversity, CO2, and Nitrogen) is an ecological experiment started in 1997 at the University of Minnesota's Cedar Creek Ecosystem Science Reserve. BioCON's goal is to explore the ways in which plant communities will respond to three environmental changes that are known to be occurring on a global scale: increasing nitrogen deposition, increasing atmospheric CO2, and decreasing biodiversity. Why Biodiversity, CO2, and Nitrogen? While there are many uncertainties in global change biology, there are also some well documented facts. Some of these are: 1. The amount of carbon dioxide (CO2) in the atmosphere is rising. Since the industrial revolution, the CO2 concentration in the atmosphere has increased from approximately 275 parts per million (ppm) to about 378 ppm today. This has been largely the result of fossil fuel burning. It is expected that CO2 levels will continue to rise, and that by the year 2050 these levels will be approximately 550 ppm. CO2 is the raw material for photosynthesis and is known to affect plant growth and development. 2. The amount of nitrogen moving through terrestrial ecosystems has increased in the recent past. While natural "background" levels of nitrogen fixation have remained constant, human additions to the system through fertilizer production and fossil fuel use have increased dramatically. Nitrogen is a key nutrient for plant growth and plays a critical role in plant community structure and composition in many environments. 3. Biodiversity levels are falling. While the research and data are not as complete as they are for CO2 and nitrogen, data indicate that the number of species globally, is being reduced. Perhaps more important for ecosystem function, diversity levels on local to regional scales have fallen due to land use change, biotic invasion and many other drivers. While much is known about how each of these factors affects ecosystem functioning, many questions remain. There is also little data on how these issues affe
Figure 2 in The behaviour of Cotinis nitida LinnaeusΔ± the green June beetle (Coleoptera: Scarabaeidae)Δ± on mowed lawns makes them especially vulnerable to bird predators
Figure 2. An American crow searching for prey while walking on the lawn in the manner of all avian predators of the green June beetle except the blue jays that scan for prey while perching in trees in and around the lawn in northern Virginia.
Decision problem for renewable energy planning in Turkey (Dataset). June 2019
<p>This dataset compromises the decision problem for renewable energy planning in Turkey, adopted from the literature (Kahraman and Kaya 2010; Erdogan and Kaya 2015; Mousavi et al. 2017).</p> <p>The decision problem consists in evaluating and selecting the most appropriate renewable energy alternative for Turkey, and includes:</p> <ul> <li>Five alternatives (<strong>Hydro, Wind, Solar, Biomass, and Geothermal</strong>).</li> <li>Five dimensions fo criteria (<strong>Technological, Technical, Economical, Environmental, and Socio-politic</strong>), with 31 sub-criteria.</li> <li>Weights of criteria.</li> <li>Direction of criteria: "max" if the sub-criterion needs to be maximized ("bigger is better”) and "min" if it needs to be minimized (”smaller is better”).</li> </ul> <p>The dataset is used in the following paper:</p> <p><em>Ezbakhe, F. and Pérez-Foguet, A. (2019) Decision analysis for sustainable development: the case of renewable energy planning under uncertainty. European Journal of Operational Research. </em><a href="https://doi.org/10.1016/j.ejor.2020.02.037">https://doi.org/10.1016/j.ejor.2020.02.037</a></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.