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.
2,214
datasets available to search
ShareScore release 0.9.0
Dataset results
2,214 results for “Strength”
Strengths and Difficulties Questionnaire – Teacher / Cuestionario de Capacidades y Dificultades - Profesorado // SDQ-T_Data_CC-CS_T1-Pre
<p>Answers given by teachers of students in the first grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Teacher) by Goodman (1997). Data collected in public schools in Castellón and Seville (Spain) in the autumn of the school year 2009-10. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p> </p> <p>Respuestas que los profesores de los alumnos/as de primer curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Profesores) de Goodman (1997). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Teacher / Cuestionario de Capacidades y Dificultades - Profesorado // SDQ-T_Data_CC_T4-Post
<p>Answers given by parents of children in the fourth grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Teachers) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de cuarto curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Profesorado) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2012-13. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Teacher / Cuestionario de Capacidades y Dificultades - Profesorado // SDQ-T_Data_CS_T3-Post
<p>Answers given by parents of children in the third grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Teachers) by Goodman (1997). Data collected in public schools in Seville (Spain) in the spring of the school year 2011-12. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de tercer curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Profesorado) de Goodman (1997). Datos recogidos en centros públicos de Sevilla (España) en primavera del curso escolar 2011-12. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Teacher / Cuestionario de Capacidades y Dificultades - Profesorado // SDQ-T_Data_CC-CS_T2-Post
<p>Answers given by parents of children in the second grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Teachers) by Goodman (1997). Data collected in public schools in Castellón and Seville (Spain) in the spring of the school year 2010-11. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de segundo curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Profesorado) de Goodman (1997). Datos recogidos en centros públicos de Castellón y Sevilla (España) en primavera del curso escolar 2010-11. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Teacher / Cuestionario de Capacidades y Dificultades - Profesorado // SDQ-T_Data_IC_T1-Pre
<p>Answers given by teachers of students in the first grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Teacher) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2010-11. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los profesores de los alumnos/as de primer curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Profesores) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2010-11. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Teacher / Cuestionario de Capacidades y Dificultades - Profesorado // SDQ-T_Data_IC_T2-Post
<p>Answers given by parents of children in the second grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Teachers) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the spring of the school year 2011-12. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de segundo curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Profesorado) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2011-12. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Parents / Cuestionario de Capacidades y Dificultades - Padres // SDQ-P_Data_CC-CS_T2-Post
<p>Answers given by parents of children in the second grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Parents) by Goodman (1997). Data collected in public schools in Castellón and Seville (Spain) in the spring of the school year 2010-11. The mother and father answer the scale separately. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de segundo curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Padres) de Goodman (1997). Datos recogidos en centros públicos de Castellón y Sevilla (España) en primavera del curso escolar 2010-11. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad-inatención, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Parents / Cuestionario de Capacidades y Dificultades - Padres // SDQ-P_Data_CC-CS_T1-Pre
<p>Answers given by parents of children in the first grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Parents) by Goodman (1997). Data collected in public schools in Castellón and Seville (Spain) in the autumn of the school year 2009-10. The mother and father answer the scale separately. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de primer curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Padres) de Goodman (1997). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad-inatención, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Parents / Cuestionario de Capacidades y Dificultades - Padres // SDQ-P_Data_IC_T1-Pre
<p>Answers given by parents of children in the first grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Parents) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2010-11. The mother and father answer the scale separately. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de primer curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Padres) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2010-11. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad-inatención, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Parents / Cuestionario de Capacidades y Dificultades - Padres // SDQ-P_Data_IC_T6-Post
<p>Answers given by parents of children in the sixth grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Parents) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the spring of the school year 2015-16. The mother and father answer the scale separately. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de sexto curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Padres) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2015-16. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad-inatención, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Parents / Cuestionario de Capacidades y Dificultades - Padres // SDQ-P_Data_IC_T4-Post
<p>Answers given by parents of children in the fourth grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Parents) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the spring of the school year 2013-14. The mother and father answer the scale separately. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de cuarto curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Padres) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2013-14. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad-inatención, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Parents / Cuestionario de Capacidades y Dificultades - Padres // SDQ-P_Data_IC_T2-Post
<p>Answers given by parents of children in the second grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Parents) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the spring of the school year 2011-12. The mother and father answer the scale separately. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de segundo curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Padres) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2011-12. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad-inatención, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Parents / Cuestionario de Capacidades y Dificultades - Padres // SDQ-P_Data_CC_T4-Post
<p>Answers given by parents of children in the fourth grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Parents) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. The mother and father answer the scale separately. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de cuarto curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Padres) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2012-13. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad-inatención, Problemas con los compañeros y Conducta prosocial. 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>
Strengths and Difficulties Questionnaire – Parents / Cuestionario de Capacidades y Dificultades - Padres // SDQ-P_Data_CC_T6-Post
<p>Answers given by parents of children in the sixth grade of Primary Education to the 25 items of the Strengths and Difficulties Questionnaire (Parents) by Goodman (1997). Data collected in public schools in Castellón (Spain) in the spring of the school year 2014-15. The mother and father answer the scale separately. The calculation of the 5 Factors is included: Emotional symptoms, Conduct problems, Hyperactivity – inattention, Peer problems and Prosocial behavior. To learn more about our research and access to other datasets of this or other measures, follow the link <a href="https://www.uji.es/departaments/psi/base/opengrei/">GREI Longitudinal Project</a>.</p> <p>Respuestas que los padres de los niños/as de sexto curso de Educación Primaria dan a los 25 ítems del Cuestionario de Capacidades y Dificultades (Padres) de Goodman (1997). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2014-15. La madre y el padre responden el cuestionario por separado. Se incluye el cálculo de los 5 Factores: Síntomas emocionales, Problemas de conducta, Hiperactividad-inatención, Problemas con los compañeros y Conducta prosocial. 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>
Linear breaking strength of porcine cystic ducts and distance to the gallbladder are not associated to allometric parameters
<p>Raw data for the analyses in the manuscript with the same title.</p>
Reduced strength and increased variability of extinction selectivity during mass extinctions
<p>Two of the traits most often observed to correlate with extinction risk in marine animals are geographic range and body size. However, the relative effects of these two traits on extinction risk has not been investigated systematically for either background times or during mass extinctions. To close this knowledge gap, we measure and compare extinction selectivity of geographic range and body size of genera within five classes of benthic marine animals across the Phanerozoic using capture-mark-recapture models. During background intervals, narrow geographic range is strongly associated with greater extinction probability, whereas smaller body size is more weakly associated with greater extinction probability. During mass extinctions, the association between geographic range and extinction probability is reduced in every class and fully eliminated in some, whereas the association between body size and extinction probability varies in strength and direction across classes. While geographic range is universally the stronger predictor of survival during background intervals, variation among classes during mass extinction suggests a fundamental shift in extinction processes during these global catastrophes.</p>
Facilitation strength across environmental and beneficiary trait gradients in stream communities
<p>Ecosystem engineers modify habitats in ways that facilitate other community members by ameliorating harsh conditions. The strength of such facilitation is predicted to be influenced by both beneficiary traits and abiotic context. One key trait of animals that could control the strength of facilitation is beneficiary body size because it should determine how beneficiaries fit within and exploit stress ameliorating habitat modifications. However, few studies have measured how beneficiary body size relates to facilitation strength along environmental gradients. We examined how the strength of facilitation by net-spinning caddisflies on invertebrate communities in streams varied along an elevation gradient and based on traits of the invertebrate beneficiaries. We measured whether use of silk retreats as habitat concentrated invertebrate density and biomass compared to surrounding rock-surface habitat and whether the use of retreat habitat varied across body sizes of community members along the gradient. We found that retreats substantially concentrated the densities of a diversity of taxa including eight different Orders, and this effect was greatest at high elevations. Caddisfly retreats also concentrated invertebrate biomass more as elevation increased. Body size of invertebrates inhabiting retreats was lower than that of surrounding rock habitats at low elevation sites, however body size between retreats and rocks converged at higher elevation sites. Additionally, the body size of invertebrates found in retreats varied within and across taxa. Specifically, caddisfly retreats functioned as a potential nursery for taxa with large maximal body sizes. However, the patterns of this taxa-specific nursery effect were not influenced by elevation unlike the patterns observed based on community level body size.Collectively, our results indicate that invertebrates use retreats in earlier life stages or when they are smaller in body size independent of life stage. Furthermore, our analysis suggests that facilitation strength intensifies as elevation increases within stream invertebrate communities. Further consideration of how trait variation and environmental gradients interact to determine the strength and direction of biotic interactions will be important as species ranges and environmental conditions continue to shift. </p>
Final abundances used in "Impact of level densities and gamma-strength functions on r-process simulations"
<p>Dataset of final abundances used in the article "Impact of level densities and gamma-strength functions on r-process simulations", found on ArXiv at https://arxiv.org/abs/2305.03664.</p> <p>The five files named "final_y_x_ext_REACLIB" contain the abundances calculated using the REACLIB rates and the x trajectory.</p> <p>The five folders represent the five different trajectories used, and they each contain 48 final abundance files. These were calculated using the 48 different neutron-capture rate combinations from the 6 nuclear level density and the 8 gamma-strength function models available in TALYS 1.95. The names indicate the trajectory, the mass model, the nuclear level density, the gamma-strength function and the optical model potential used. For example, the file named "b_output_m2n1s7o2_noDZ" contains the final abundances obtained using trajectory "b", mass model 2, nuclear level density 1, strength 7 and optical model potential 2 (in this case meaning keyword "localomp n" in TALYS 1.95). For details and references, see the article.</p> <p>The first column in all files indicates the mass number A, the second column the final abundance Y.</p>
The existence and strength of higher order interactions is sensitive to environmental context
<p><span>One strategy for understanding the dynamics of any complex system, such as a community of competing species, is to study the dynamics of parts of the system in isolation. Ecological communities can be decomposed into single species, and pairs of interacting species. This reductionist strategy assumes that whole-community dynamics are predictable and explainable from knowledge of the dynamics of single species and pairs of species. This assumption will be violated if higher order interactions (HOIs) are strong. Theory predicts that HOIs should be common. But it is difficult to detect HOIs, and to infer their long-term consequences for species coexistence, solely from short-term data. I conducted a protist microcosm experiment to test for HOIs among competing bacterivorous ciliates and test the sensitivity of HOIs to environmental context. I grew three competing ciliate species in all possible combinations at each of two resource enrichment levels, and use the population dynamic data from the one- and two-species treatments to parameterize a competition model at each enrichment level. I then compared the predictions of the parameterized model to the dynamics of the whole community (three-species treatment). I found that the existence, and thus strength, of HOIs was environment-dependent. I found a strong HOI at low enrichment, which enabled the persistence of a species that would otherwise have been competitively excluded. At high enrichment, three-species dynamics could be predicted from a parameterized model of one- and two-species dynamics, provided that the model accounted for nonlinear intraspecific density dependence. The results provide one of the first rigorous demonstrations of the long-term consequences of HOIs for species coexistence and demonstrate the context-dependence of HOIs. HOIs create difficult challenges for predicting and explaining species coexistence in nature.</span></p>
Architecture, morphology and strength of the quadriceps muscle in male and female soccer players at the national level: a cross-sectional study
<p>This is the dataset for the corresponding publication. The dataset includes the "raw" data as well as the analysis script used for the calculation of the group differences and correlations.</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.