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1,365 results for “Needs”
Unmet health-related needs for three selected health conditions in Belgium
<p><strong>NEED estimates for the appraisal of unmet health-related needs for three causes in Belgium.</strong></p> <p>The identification of unmet health-related needs is crucial for the development of a needs-based healthcare policy and innovation. Meeting unmet needs is a common objective of many stakeholders in the health system. Although there is no single definition of unmet health-related needs, there is a consensus that these can be approached both from the perspective of the individual patient and from the societal perspective.</p> <p>To address this need, the <strong>KCE</strong> and <strong>Sciensano</strong> are conducting a national <strong>unmet health-related needs study</strong>. In this study, evidence related to unmet health-related needs are collected via a literature review, a patient interview, and a patient survey.</p> <p>For more info, please visit the <a href="https://www.unmet-needs.eu/" target="_blank" rel="noopener">NEED project page</a></p> <p>The data can be interactively explored via the <a href="https://healthinformation.sciensano.be/shiny/NEED">NEED app</a></p>
Survey questionnaire and results on user needs for energy models for the European energy transition, related to Süsser et al. (2021)
<p>The online survey was designed and conducted in the framework of the EU H2020 project SENTINEL in collaboration with the project openENTRANCE. The aim of the survey was to identify needs by modellers and model result users across Europe for energy modelling. We developed it as an explorative, semi-quantitative, self-completion online questionnaire, using the online tool “LimeSurvey”. We performed the online survey among different stakeholders from academia, policy, NGO’s and energy industry. </p> <p>The study by Süsser <em>et al.</em> (2021) investigates the differences between energy model improvements and adjustments as perceived by modellers, and the actual needs of users of model results. If you use this questionnaire in an academic publication, please cite the corresponding article:</p> <p><em>Süsser, D., Gaschnig, H., Ceglarz, A., Stavrakas, V., Flamos, A. & Lilliestam, J. (under review). Better suited or just more complex? </em><em>On the fit between user needs and modeller-driven improvements of energy system models. Energy.</em></p>
Figures 22–29. Phaea rufiventris. 22–23 in Three new species of Phaea Newman (Coleoptera: Cerambycidae), with discussion of the need for and designation of a lectotype for Phaea rufiventris Bates
Figures 22–29. Phaea rufiventris. 22–23) Lectotype male. 22) Dorsal habitus. 23) Labels. 24–26) Female. 24) Dorsal habitus. 25) Ventral habitus. 26) Head, frontal view. 27–29) Male. 27) Head, frontal view. 28) Dorsal habitus. 29) Ventral habitus.
Figures 16–21. Phaea spp. 16-18 in Three new species of Phaea Newman (Coleoptera: Cerambycidae), with discussion of the need for and designation of a lectotype for Phaea rufiventris Bates
Figures 16–21. Phaea spp. 16-18) Phaea tavakiliani, 16) Ventral habitus, holotype male. 17) Dorsal habitus, paratype female. 18) Ventral habitus, paratype female. 19–21) Syntypes of Phaea rufiventris, dorsal habitus. 19) Male. 20) Female. 21) Male.
Figures 9–15. Phaea spp. 9–11 in Three new species of Phaea Newman (Coleoptera: Cerambycidae), with discussion of the need for and designation of a lectotype for Phaea rufiventris Bates
Figures 9–15. Phaea spp. 9–11) Phaea aurantia. 9) Dorsal view, paratype female. 10) Ventral view, paratype female. 11) Lateral view, holotype male. 12–15) Phaea tavakiliani, holotype male. 12) Head, frontal view. 13) Dorsal habitus. 14) Lateral habitus. 15) Head, oblique view.
Figures 1–8. Phaea spp. 1–4 in Three new species of Phaea Newman (Coleoptera: Cerambycidae), with discussion of the need for and designation of a lectotype for Phaea rufiventris Bates
Figures 1–8. Phaea spp. 1–4) Phaea quadrimaculata, holotype female. 1) Dorsal habitus. 2) Ventral habitus. 3) Lateral habitus. 4) Head, frontal view. 5–8) Phaea aurantia, holotype male. 5) Head, frontal view. 6) Dorsal habitus. 7) Umbone, lateral view. 8) Ventral habitus.
Digital Skills and Training Needs of 50+. A Study Beyond the Digital Divide
<p>Anonymized raw data set of a representative study on digital skills and training needs of people 50+ in Switzerland. The telephone interviews were conducted by the market research institute DemoSCOPE in July 2021.</p>
Text-fig. 1. Result of cumulative random counting of MN 5 localities in central Europe and the Iberian Peninsula. Ten simulations were run for each area. a. Results of the count including the average in bold, showing the clearly lower diversity in IB. b. The average lines standardized, showing similar patterns in the two areas. Note that in the simulation around thirty localities were needed to capture 80 % of the regional diversity. in Generically Speaking, A Survey On Neogene Rodent Diversity At The Genus Level In The Now Database
Text-fig. 1. Result of cumulative random counting of MN 5 localities in central Europe and the Iberian Peninsula. Ten simulations were run for each area. a. Results of the count including the average in bold, showing the clearly lower diversity in IB. b. The average lines standardized, showing similar patterns in the two areas. Note that in the simulation around thirty localities were needed to capture 80 % of the regional diversity.
BIO4AFRICA_Survey Data Uganda - Analysis of the needs and contexts of target farmers and rural communities with a gender lens_D1.1_311022_1
<p>The results of this survey support the identification of the needs, challenges, and context of target farmers and rural communities and how, why and under which circumstances the social, economic, regulatory, institutional, market and political circumstances could act as a barrier or an enabler for the uptake of bio-based solutions.</p>
BIO4AFRICA_Survey Data Senegal - Analysis of the needs and contexts of target farmers and rural communities with a gender lens_D1.1_101022_1
<p>The results of this survey support the identification of the needs, challenges, and context of target farmers and rural communities and how, why and under which circumstances the social, economic, regulatory, institutional, market and political circumstances could act as a barrier or an enabler for the uptake of bio-based solutions.</p>
BIO4AFRICA_Survey Data Ghana - Analysis of the needs and contexts of target farmers and rural communities with a gender lens_D1.1_101022_1
<p>The results of this survey support the identification of the needs, challenges, and context of target farmers and rural communities and how, why and under which circumstances the social, economic, regulatory, institutional, market and political circumstances could act as a barrier or an enabler for the uptake of bio-based solutions.</p>
BIO4AFRICA_Survey Data Ivory Coast - Analysis of the needs and contexts of target farmers and rural communities with a gender lens_D1.1_311022_1
<p>The results of this survey support the identification of the needs, challenges, and context of target farmers and rural communities and how, why and under which circumstances the social, economic, regulatory, institutional, market and political circumstances could act as a barrier or an enabler for the uptake of bio-based solutions.</p>
Ivercori Dataset and dictionary. Ivermectin impact in COVID-19 pneumonia mortality and need of respiratory support
<p>Dataset of IVERCORI and variables dictionary. IVERCORI is a propensity matched score retrospective study that analyses the impact of ivermectin in COVID-19 pneumonia in-hospital mortality and need of respiratory support:</p>
Prior choice and data requirements of Bayesian multivariate mixed effects models fit to tag-recovery data: The need for power analyses
<p>1. Recent empirical studies have quantified correlation between survival and recovery by estimating these parameters as correlated random effects with hierarchical Bayesian multivariate models fit to tag-recovery data. In these applications, increasingly negative correlation between survival and recovery has been interpreted as evidence for increasingly additive harvest mortality. The power of these hierarchal models to detect non-zero correlations has rarely been evaluated and these few studies have not focused on tag-recovery data, which is a common data type.</p> <p>2. We assessed the power of multivariate hierarchical models to detect negative correlation between annual survival and recovery. Using three priors for multivariate normal distributions, we fit hierarchical effects models to a mallard (<em>Anas</em> <em>platyrhychos</em>) tag-recovery dataset and to simulated data with sample sizes corresponding to different levels of monitoring intensity. We also demonstrate more robust summary statistics for tag-recovery datasets than total individuals tagged.</p> <p>3. Different priors lead to substantially different estimates of correlation from the mallard data. Our power analysis of simulated data indicated most prior distribution and sample size combinations could not estimate strongly negative correlation with useful precision or accuracy. Many correlation estimates spanned the available parameter space (–1,1) and underestimated the magnitude of negative correlation. Only one prior combined with our most intensive monitoring scenario provided reliable results. Underestimating the magnitude of correlation coincided with overestimating the variability of annual survival, but not annual recovery.</p> <p>4. The inadequacy of prior distributions and sample size combinations previously assumed adequate for obtaining robust inference from tag-recovery data represents a concern in the application of Bayesian hierarchical models to tag-recovery data. Our analysis approach provides a means for examining prior influence and sample size on hierarchical models fit to capture-recapture data while emphasizing transferability of results between empirical and simulation studies.</p>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T6-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2015-16 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>.</p> <p>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2015-16 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>.</p>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T5-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2014-15 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>.</p> <p>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2014-15 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>.</p>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T2-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2011-12 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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></p> <p>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2011-12 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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></p>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T4-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the school year 2013-14 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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></p> <p>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2013-14 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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></p>
Competences and Needs of Students and Support Received / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T3-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón (Spain) in the fall of the of the school year 2012-13 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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></p> <p>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón (España) en el otoño del curso escolar 2012-13 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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></p>
Competences and Needs of Students and Support Received. / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_CC-CS_T6-Pre
<p>Information provided by the teacher on the competencies, needs and individual supports of the students in his/her classroom. The teacher estimates the competence in 5 areas (Social, Mathematics, Spanish Language, Valencian Language and Physical Education), the presence of educational needs (motor, intellectual, hearing, vision, hearing and language, learning, behavioral, developmental, and high abilities), and the type of support received and with what periodicity (therapeutic pedagogy, compensatory education, hearing and language and educational reinforcement). The information was collected through interviews with tutor teachers from public schools in Castellón and Seville (Spain) in the fall of the school year 2014-15 and compiled in this Descriptive Data, Competencies and Educational Needs of the Student Report (STUDENT-INFORM) (García Bacete et al., 2014). The dataset also includes information on the worries that some students generate in the teacher in different areas (relational, behavioral, and academic) and the specific reasons why these students worry the teacher, compiled in the Class Group and Teacher Report (CLASSROOM-INFORM) (García Bacete et al., 2014). 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></p> <p>Información proporcionada por el profesor sobre las competencias, necesidades y apoyos individuales de los alumnos de su aula. El profesor estima la competencia en 5 áreas (Social, Matemáticas, Lengua Española, Lengua Valenciana y Educación Física), la presencia de necesidades educativas (motrices, intelectuales, auditivas, visuales, de lenguaje, de aprendizaje, de conducta, de desarrollo y de altas capacidades), y el tipo de apoyo recibido y con qué periodicidad (pedagogía terapéutica, educación compensatoria, audición y lenguaje y refuerzo educativo). La información se recogió a través de entrevistas a profesores tutores de colegios públicos de Castellón y Sevilla (España) en el otoño del curso escolar 2014-15 y se recopiló en este Informe de Datos Descriptivos, Competencias y Necesidades Educativas del Alumno (STUDENT-INFORM) (García Bacete et al., 2014). El fichero de datos también incluye información sobre las preocupaciones que algunos alumnos generan en el profesor en diferentes ámbitos (relacional, conductual y académico) y los motivos concretos por los que estos alumnos preocupan al profesor, recopilados en el Informe del grupo de clase y del profesor (CLASSROOM-INFORM) (García Bacete et al., 2014). 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>.</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.