Find research datasets worth reusing

opencc-by-4.0Aug 2022View details →

Workplace humor, compassion and professional quality of life among medical staff

The aim of this study is to identify the relation between workplace humor and professional quality of life among medical staff, as well as the moderating role of compassion in this relation. The sample consisted of 189 medical staff (Mage = 41.01; SD = 9.58). The results showed that self-enhancing and affiliative humor are positively related, while self-defeating humor is negatively related to compassion satisfaction. Burnout and secondary traumatic stress are negatively related to self-enhancing humor and positively related to self-defeating humor. Compassion moderates the relationship between affiliate humor and secondary traumatic stress. The practical implications of these results are discussed.

opencc-byApr 2022View details →

Magic Staff #1

Super simple staff model i did for learning. Modelling done in Blender & Texturing was done in Substance Painter Took about 40 minutes. Source: Objaverse 1.0 / Sketchfab

opencc-byFeb 2020View details →

LOTR Saruman Staff

This is a staff based off Lord of the Ring's Saruman's Staff that he uses, I made this in my free time. Source: Objaverse 1.0 / Sketchfab

opencc-byMay 2019View details →

County Staff Helmet

County Staff Helmet, is apart of the Indianapolis Fire Fighters Museum collection. This item was 3D scanned using a Creaform Go Scan 50. For more information about this object, feel free to visit: https://www.visitindy.com/indianapolis-firefighters-museum-historical-society For more information about the 3D Digitization Program at IUPUI visit: https://www.ulib.iupui.edu/digitalscholarship/3ddig Source: Objaverse 1.0 / Sketchfab

opencc-by-4.0May 2024View details →

University Hospital Augsburg nursing staff capacity

The dataset contains information on the hourly nursing staff capacity, i.e. the total number of deployed nursing staff, and the number of planned and unplanned absences of the University Hospital in Augsburg. It includes data from four hospital wards of different medical areas and spans a period of one and a half years from January 1st, 2022 to June 30th, 2023.

opencc-by-4.0Jul 2024View details →

Dataset of academic staff in Universities of Ethiopia

The data is collected from the academic staff of public universities of Ethiopia. It includes demographic informations and data related with talent management, organizational commitment and organizational Performance. The research conducted by using this data is entitled as "The effects of Talent Management on Organizational Performance: Organizational Commitment as a Mediating Variable in Public Universities of Ethiopia." It is conducted as partial fulfilment of the requirement of doctor of philosophy in management specializing in human resource management.

opencc-by-4.0Oct 2018View details →

A matheuristic for the driver scheduling problem with staff cars

This document contains the instances that were used as part of the paper 'A matheuristic for the driver scheduling problem with staff cars' that was submitted at the European Journal of Operational Research.  Abstract:  In the public bus transport industry, it is estimated that the cost of a driver schedule accounts for approximately 60% of a transport company's operational expenses. Hence, it is important for transport companies to minimize the overall cost of driver schedules. A duty is defined as the work of a driver for a day and the driver scheduling problem (DSP) is concerned with finding an optimal set of driver duties to cover a set of timetabled bus trips. Numerous labor regulations and other practical conditions enforce drivers to travel within the city network to designated bus stops to start/end duty, to take a break or to takeover a bus from another driver. The paper focuses on the driver scheduling problem with staff cars (DSPSC), where staff cars can be utilized by the drivers to fulfill their travel activities. However, staff cars should always be returned to the depot and can perform multiple round trips during the day. The problem is restricted by the number of cars available at the depot. We present a matheuristic for solving the DSPSC and the proposed method is tested on instances from Danish and Swedish companies. A comparison with a state-of-the-art mixed integer programming (MIP) solver indicates that the matheuristic provides better solutions, with comparable computation times, for 6 out of 10 large instances. For instances that have more than 6 staff cars and 1200 bus trips, the improvement is 13-15% on average.

opencc-by-4.0Mar 2019View details →

Pilot 3 visitor interactions and staff observations

This dataset will include the contributions of participants during the experiments. The information (linked to the corresponding profiles from the CROSSCULT-DS-pilot_3_Visitor_Profiles dataset) will comprise records of individual/collective interactions, plus observations from the guiding staff of the venues (e.g. about the mood of the participants, amount of idle time, reception of the micro-augmentations, etc.). The format of the data will be XML files structuring the different kind of contributions and contributors in every stage of the user experience. The information of this dataset will be provided by the participants in the proposed experiences. No reuse of additional information is foreseen, as this information cannot be enhanced by any external contribution.

openother-openAug 2021View details →

Soil Survey of Scotland Staff (1970-1987). Soil maps of Scotland (partial coverage) at a scale of 1:25 000. Digital phase 8 release.

This is the digital dataset which was created by digitising the Soils of Scotland 1:25,000 Soil maps and the Soils of Scotland 1:25,000 Dyeline Masters. The Soils of Scotland 1:25,000 Soil maps were the source documents for the production of the Soils of Scotland 1:63,360 and 1:50,000 published map series. Where no 1:25,000 published maps exist 1:63,360 maps have been digitised for this data set, the field SOURCE_MAP describes the source of the data. The classification is based on Soil Associations, Soil Series and Phases which reflect parent material, major soil group, and soil sub-groups, drainage and (for phases), texture, stoniness, land use, rockiness, topography and organic matter. Phases are not always mapped. In general terms this dataset primarily covers the cultivated land of Scotland but also includes some upland areas.  This data set is undergoing a phased revision, the latest (phase 8) was released in August 2021. The digitising of the recently added data was funded by the Rural & Environment Science & Analytical Services Division of the Scottish Government. The data can also be downloaded from or viewed at <a href="https://www.hutton.ac.uk/soil-maps/">https://www.hutton.ac.uk/soil-maps/ </a>or viewed at <a href="https://map.environment.gov.scot/Soil_maps/?layer=2">Scotland's Soils - soil maps (environment.gov.scot). </a> This map should be cited as: 'Soil Survey of Scotland Staff (1970-1987). Soil maps of Scotland (partial coverage) at a scale of 1:25 000. Digital phase 8 release. James Hutton Institute, Aberdeen. DOI 10.5281/zenodo.5159133.

opencc-by-4.0Feb 2023View details →

Raw Data for the article: Impact of the Organizational Model Adopted during the COVID-19 Pandemic on the Perceived Safety of Intensive Care Unit Staff

Background: The SARS-CoV-2 pandemic had a devastating health, social, and economic effect on the population. Organizational, technical and structural operations aimed at protecting staff, outpatients and inpatients were implemented in an Italian hospital with a COVID-19 dedicated intensive care unit. The impact of the organizational model adopted on the perceived safety among staff was evaluated. Methods: Descriptive, structured and voluntary, anonymous, non-funded, self-administered cross-sectional surveys on the impact of the organizational model adopted during COVID-19 on the perceived safety among staff. Results: Response rate to the survey was 67.4% (153 completed surveys). A total of 91 (59%) of respondents had more than three years of ICU experience, while 16 (10%) were employed for less than one year. Group stratification according to profession: 74 nurses (48%); 12 medical-doctors (7%); 11 physiotherapists (7%); 35 nurses-aides (22%); 5 radiology-technicians (3%); 3 housekeeping (1%); 13 other (8%). The organizational model implemented at ISMETT made them feel safe during their workday. A total of 113 (84%) agreed or strongly agreed with the sense of security resulting from the implemented measures. A vast majority of respondents perceived COVID-19 as a dangerous and deadly disease (94%) not only for themselves but even more as vectors towards their families (79%). A total of 55% of staff took isolation measures and moved away from their home by changing personal habits. The organizational model was perceived overall as appropriate (91%) to guarantee their health. Conclusion: The vast majority of respondents perceived the overall model applied during an unexpected, emergency situation as appropriate.

opencc-by-4.0Aug 2023View details →

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)

# 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) ## Abstract 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. ## Research Audience 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. ## Credits ### Author The Geneva Learning Foundation (TGLF) 18 Avenue Louis Casaï  CH1209 Geneva, Switzerland research@learning.foundation ### Principal Investigator and Corresponding Author Reda Sadki, TGLF reda@learning.foundation ### Project Partners - Biostat Global Consulting (BGC) - Bridges to Development - Centre for Change & Complexity in Learning (C3L) ### Partners' Roles and Responsibilities - Design: TGLF - Implementation (sample collection): TGLF - Processing: TGLF, C3L - Anonymization: BGC - Data cleaning: Bridges to Development - Submission: TGLF - Maintenance of learning analytics database where data are stored: C3L ### Funding Wellcome Trust, Bill & Melinda Gates Foundation (BMGF) ## Recommended Citation 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) ## File List IA2030_EN_FLC_2022_Application_Survey.README.md (this document) 20220211.IA2030-EN Movement application-FINAL.docx: List of questions included in the questionnaire. (Note: skip patterns are not shown.) 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) ## Related Data Sets 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.  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). 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  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>). ## Survey Purpose 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). 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)”. 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. 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. ## Survey Questionnaire 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. Survey content was informed by TGLF's six years of experience working with thousands of immunization workers from over 90 countries. 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. ### Question Scaling and Response Options Most questions were asked with a 'select one response' instruction, but several encouraged the respondent to 'select all that apply'. - AP_CAR_20    Which of these job categories apply to you? - AP_ENV_55    Where you work, what strategies have been put in place to reach under immunized or zero-dose children? - AP_CHA_63    Is your challenge related to any of these? - 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? - AP_ENV_87    Select all activities used for catch-up. - AP_ENV_91    What were the disruptions related to? 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. ## Overview of questionnaire for respondents The following information was shared with all applicants to provide an overview of the questions and their rationale. First, we ask you for: - 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 - Your legal name and birthdate to confirm your identity for certification. - Your WhatsApp number to connect you with other participants in the Movement. - Your organization, role, and health system level, and if you are a TGLF alum. - 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. - 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. - 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.) - 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. - 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. - 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. - 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.) ### Specific questions that respondents were encouraged to reflect upon before writing out their answers - 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?  - 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? - Do you have a story about gender barriers to immunization that you would like to share? - Tell us more about what you are doing to reach zero-dose children and missed communities.  - 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? - 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. ## Ethical Considerations Prior to fielding of the survey, the survey instrument and protocol were subjected to ethical and legal review by TGLF. 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. 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. ## Recruitment Process and Description of the Sample 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. Respondents accessed the survey via the Internet by clicking on the survey link contained in the email. Inclusion criteria for participation in the survey included being an immunization worker who works at the national or sub-national level. 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. ## Survey Design and Administration This one-time Internet-based survey was administered as part of the launch of the IA2030 Movement. The survey was available from February 22, 2022 - June 17, 2022. Respondents did not receive any incentives for completing the survey. 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). ## Data Processing and Cleaning Duplicate surveys were identified using respondents' email addresses and were removed from the data file. When a duplicate survey was submitted, only the most recent survey data were retained. ## Data Privacy and Anonymization The data file shared on this site is intentionally incomplete.  Columns holding personally identifying information (e.g., email address, gender, country) have been deleted. Out of an abundance of caution, columns that could potentially hold personally identifying information (i.e., responses to open-text questions) have been deleted. 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. A complete list of the variables that have been redacted from the data file is provided in the data file "Summary" tab. Each respondent's record holds a unique identifier in the column named AP_DAT_99. ## Data Availability and Accessibility 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). ## Copyright and License © The Geneva Learning Foundation 2022. This data set and all associated files are licensed under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) 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/. 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. 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. The data set contains individual views and does not necessarily represent the decisions or the policies of the Foundation. Version 1.0 (11 August 2023). ## References 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.  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.

opencc-by-4.0Aug 2023View details →

Sexual Violence Whistleblowing Intention by Higher Education Students and Staff

The datasets consist of quantitative data from 21,937 higher education students from 18 institutions in Nigeria. It also contains 3,108 data points from staff of the same institutions. The data describe the intention of the staff and the students to use internal whistleblowing mechanisms to report sexual violence cases. Data on the attitude of the participants towards internal whistleblowing, their subjective norms, and their self-efficacy are also contained in the datasets. The qualitative data describe the sexual violence reporting systems available in the institutions, their preferred whistleblowing strategies, the protection of whistleblowers, and recommendations for the effectiveness of internal whistleblowing mechanisms for sexual violence. However, due to the sensitivity of the data, the qualitative dataset will only be made available on request. Added to these datasets are the instruments that were used to collect data from the participants.

opencc-zeroJul 2019View details →

Madonna Staff-mount

Culture: [Medieval](http://n2t.net/ark:/99152/p0gjgrsxwzx). Material: Pipe-clay. Accession no: MG 031. Current Location: [The Hunt Museum](https://www.huntmuseum.com/) [Limerick](https://www.geonames.org/7778675/limerick-city.html). A figure of Virgin and child in pipe-clay. The Virgin is dressed in long robes and wearing a long veil and crown, the child rests on her left hip. The Mother and Child hold hands and the Infant holds her left wrist. This piece is made from a mould and may have been used as a staff mount. This object is likely Dutch. [More](https://www.huntmuseum.com/explore/item/8b73c0fe-ec6e-3837-ad78-4ecfdac8b607/?s%3Dstaff+mount&pos=2). Source: Objaverse 1.0 / Sketchfab

closedIPD-NOFeb 2026View details →

Best Practices to Prevent COVID-19 Illness in Staff and People With Serious Mental Illness and Developmental Disabilities in Congregate Living Settings

ClinicalTrials.gov study NCT04726371. IPD Sharing: NO. Countries: 1. Publications: 5.

A Brief Cognitive Task Intervention for NHS Staff Affected by COVID-19 Trauma (GAINS-2 Study)

ClinicalTrials.gov study NCT05616676. IPD Sharing: YES. Countries: 1. Publications: 0.

A Brief GAmeplay Intervention for NHS ICU Staff Affected by COVID-19 Trauma (GAINS Study)

ClinicalTrials.gov study NCT04992390. IPD Sharing: YES. Countries: 1. Publications: 2.

Food Pantry Client and Staff Preferences for Nutritious no Prep Ready-to-eat Meals

ClinicalTrials.gov study NCT05593510. IPD Sharing: YES. Countries: 1. Publications: 2.

A Study of LY3819253 (LY-CoV555) and LY3832479 (LY-CoV016) in Preventing SARS-CoV-2 Infection and COVID-19 in Nursing Home Residents and Staff

ClinicalTrials.gov study NCT04497987. IPD Sharing: YES. Countries: 1. Publications: 4.

Evaluation of Child Care Staff Weight Management Program

ClinicalTrials.gov study NCT05656807. IPD Sharing: YES. Countries: 1. Publications: 1.