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Competences and Needs of Students and Support Received. / Competencias y Necesidades de los Alumnos y Apoyos que Reciben // STUDENT-INFORM_Data_IC_T1-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 2010-11 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 2010-11 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_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 and Seville (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 y Sevilla (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_CC-CS_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 and Seville (Spain) in the fall 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 y Sevilla (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). La ficha 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_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 and Seville (Spain) in the fall of the school year 20011-12 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 y Sevilla (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_CC-CS_T1-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 2009-10 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 2009-10 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_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 and Seville (Spain) in the fall of the school year 2010-11 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 2010-11 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>
All options, not silver bullets, needed to limit global warming to 1.5 °C: a scenario appraisal: high-resolution figures
<p>High resolution versions of Figure 2 and Figure S3 for the corrigendum of the paper "All options, not silver bullets, needed to limit global warming to 1.5 °C: a scenario appraisal" by Warszawski et al. (2021) published in Environmental Research Letters. </p> <p>Fig. 2: Spider plots for each of the 22 scenarios in the filtered ensemble (the corresponding model and scenario is printed above each plot), in order of increasing coverage, <em>V<sub>i</sub> </em>. Note that the AIM/CGE2.1 TERL_15D_LowCarbonTransportPolicy scenario has coverage of V<sub>i</sub>=1, despite E<sub>2050</sub> lying below themedium upper bound due to how the two energy-sector levers are combined to calculate the coverage (see Supplementary material). Each lever has been normalised to the high upper bound (the bold black inner circle on each plot; the absolute value of the upper bound is printed below the lever label). The centre of each spider plot corresponds to the minimum value across the entire ensemble of 50 scenarios for each lever. The medium upper bounds are shown as a dashed polygon. The absolute value of the lever for the given scenario is also printed on the plot. The top row contains the two scenarios singled out in figure <a href="https://iopscience.iop.org/article/10.1088/1748-9326/abfeec#erlabfeecf1">1</a>(c), which exceed the SR1.5 remaining carbon budget for staying below 1.5 °C with a 50% likelihood; these two scenarios also have the lowest coverage of all scenarios in the filtered ensemble. For a similar plot of the complete ensemble of 1.5 °C scenarios with no or low overshoot (50 scenarios), see the supplement.</p> <p>Fig. S3: Same as Fig. 2 in main text but for all 50 scenarios. Those scenarios shaded grey are categorised as ‘Below 1.5C’ in the SR1.5. All other scenarios fall into the ‘1.5C low overshoot’ category.</p>
Soil organic carbon models need independent time-series validation for reliable prediction
<p>Supplementary Data 1 to the paper: Soil organic carbon models need independent time-series validation for reliable prediction</p> <p>By: Le Noë, J., Manzoni, S., Abramoff, R.Z., Bölscher, T., Bruni, E., Cardinael, R., Ciais, P., Chenu, C., Clivot, H., Derrien, D., Ferchaud, F., Garnier, P., Goll, D., Lashermes, G., Martin, M.P., Rasse, D., Rees, F., Sainte-Marie, J., Salmon, E., Schiedung, M., Schimel, J., Wieder, W.R., Abiven, S., Barré, P., Cécillon, L., Guenet, B.</p>
Needs and preferences of different groups of informal caregivers towards designing digital solutions
<p>The project aimed to understand whether young adults who take care of a loved-one (young adult caregivers; YACs) differ in their perceived life balance and psychosocial functioning as compared to young adults without care responsibilities (non-YACs). In addition, this project aimed to understand how YACs evaluated a tool to support informal careg</p> <p>ivers. This tool (“Caregiver Balance”; <a href="https://balans.mantelzorg.nl">https://balans.mantelzorg.nl</a>) is specifically designed to support informal caregivers taking care of a loved-one in the palliative phase and could potentially be adapted to meet the needs of YACs. </p> <p>In this project, we collected data of 74 YACs and 246 non-YACs. Both groups completed questionnaires, and the YACs engaged in a usability test. The questionnaire data was used to compare the perceived life balance and psychological functioning between YACs and non-YACs, aged 18-25 years, and studying in the Netherlands (study 1). Furthermore, we examined the relationship between positive aspects of caregiving and relational factors, in particular, relationship quality and collaborative coping among YACs (study 2). Finally, we conducted a usability study where we interviewed YACs to understand the needs and preferences towards a supportive web-based solution (study 3).</p> <p><strong><em>Table: Study details and associated files</em></strong></p> <table> <tbody> <tr> <td>Number</td> <td>Study Name</td> <td>Study Aim</td> <td>Study Type</td> <td>Type of data</td> <td>Associated Files</td> </tr> <tr> <td>1</td> <td>Perceived life balance among young adult students: a comparison between caregivers and non-caregivers</td> <td>Compare the perceived life balance and psychological functions among student young adult caregivers aged 18-25 years (YACs) with young adult without care responsibilities</td> <td>Survey study</td> <td>Quantitative</td> <td> <ol> <li>ENTWINE_YACs_nonYACsSurvey_RawData</li> <li>ENTWINE_PerceivedLifeBalanceSurvey_YACs_nonYACs_CleanedData</li> <li>ENTWINE_ PerceivedLifeBalanceSurvey _Syntax</li> <li>ENTWINE_YACs_nonYACsSurvey_codebook</li> </ol> </td> </tr> <tr> <td>2</td> <td>Examining the relationship of positive aspects of caregiving with relational factors among young adult caregivers</td> <td>Examine the relationship of positive aspects of caregiving with relational factors, in particular, relationship quality and collaborative coping among a particular group of ICGs, young adult caregivers (YACs), aged 18-25 years.</td> <td>Survey study</td> <td>Quantitative</td> <td> <ol> <li>ENTWINE_YACs_nonYACsSurvey_RawData</li> <li>ENTWINE_PositiveAspectsCaregiving_Survey_YACs_cleanedData</li> <li>ENTWINE_PositiveAspectsCaregiving_Survey_Syntax</li> <li>ENTWINE_YACs_nonYACsSurvey_codebook</li> </ol> </td> </tr> <tr> <td>3</td> <td>Exploring the support needs of young adult caregivers, their issues, and preferences towards a web-based tool</td> <td>Explore (i) challenges and support needs of YACs in caregiving, (ii) their needs towards the content of the ‘MantelzorgBalans’ tool, and (iii) issues they encountered in using the tool and their preferences for adaptation of the tool.</td> <td>Usability study</td> <td> <p>Qualitative and Quantitative</p> </td> <td> <ol> <li>ENTWINE_Needs_Web-basedTools_YACs_Interview_Usability_RawData [to be determined whether data can be shared]</li> <li>ENTWINE_Needs_Web-basedTools_YACs_Questionnaires_RawData</li> </ol> </td> </tr> </tbody> </table> <p><strong>Description of the files to be uploaded</strong></p> <p><strong><em>Study 1: Perceived life balance among young adult students: a comparison between caregivers and non-caregivers</em></strong></p> <ol> <li>ENTWINE_YACs_nonYACsSurvey_RawData: SPSS file with the complete, raw, pseudonomyzed survey data. The following cleaned dataset ‘ENTWINE_PerceivedLifeBalanceSurvey_YACs_nonYACs_CleanedData’ was generated from this raw data.</li> <li>ENTWINE_PerceivedLifeBalanceSurvey_YACs_nonYACs_CleanedData: SPSS file with the cleaned dataset having the following metadata - <ol> <li><strong>Population:</strong> young adult caregivers and young adult non-caregivers aged 18-25 years studying in the Netherlands;</li> <li><strong>Number of participants:</strong> 320 participants in total (74 young adult caregivers and 246 young adult non-caregivers)</li> <li><strong>Time point of measurement:</strong> Data was collected from December 2020 till March 2022</li> <li><strong>Type of data:</strong> quantitative</li> <li><strong>Measurements included, topics covered:</strong> perceived life balance (based on the Occupational balance questionnaire [1]), burnout (Burnout Assessment Tool [2]), negative and positive affect (Positive and Negative Affect Schedule [3]), and life satisfaction (Satisfaction with Life Scale [4])</li> <li><strong>Short procedure conducted to receive data:</strong> online survey on Qualtrics platform</li> </ol> </li> <li>SPSS syntax file ‘ENTWINE_ PerceivedLifeBalanceSurvey _Syntax’ was used to clean and analyse ENTWINE_PerceivedLifeBalanceSurvey_YACs_nonYACs_CleanedData dataset</li> <li>ENTWINE_YACs_nonYACsSurvey_codebook: Codebook having the variable names, variable labels, and the associated code values and code labels for ENTWINE_PerceivedLifeBalanceSurvey_YACs_nonYACs_CleanedData dataset</li> </ol> <p><strong><em>Study 2: Examining the relationship of positive aspects of caregiving with relational factors among young adult caregivers</em></strong></p> <ol> <li>ENTWINE_YACs_nonYACsSurvey_RawData: SPSS file with the complete, raw survey data. The following cleaned dataset ‘ENTWINE_PositiveAspectsCaregiving_Survey_YACs_cleanedData’ was generated from this raw data.</li> <li>ENTWINE_PositiveAspectsCaregiving_Survey_YACs_cleanedData: SPSS file with the cleaned dataset having the following metadata - <ol> <li><strong>Population:</strong> young adult caregivers aged 18-25 years studying in the Netherlands;</li> <li><strong>Number of participants:</strong> 74 young adult caregivers</li> <li><strong>Time point of measurement:</strong> Data was collected from December 2020 till March 2022</li> <li><strong>Type of data:</strong> quantitative</li> <li><strong>Measurements included, topics covered:</strong> positive aspects of caregiving (positive aspects of caregiving scale [5]), relationship quality (Relationship Assessment Scale [6]), collaborative coping (Perception of Collaboration Questionnaire [7] )</li> <li><strong>Short procedure conducted to receive data:</strong> online survey on Qualtrics platform.</li> </ol> </li> </ol> <ol> <li>SPSS syntax file ‘ENTWINE_PositiveAspectsCaregiving_Survey_Syntax’ was used to clean and analyse ‘ENTWINE_PositiveAspectsCaregiving_Survey_YACs_cleanedData’ dataset.</li> <li>ENTWINE_YACs_nonYACsSurvey_codebook: Codebook having the variable names, variable labels, and the associated code values and code labels for ENTWINE_PositiveAspectsCaregiving_Survey_YACs_cleanedData dataset.</li> </ol> <p><strong><em>Study 3: Exploring the support needs of young adult caregivers, their issues, and preferences towards a web-based tool </em></strong></p> <ol> <li>ENTWINE_Needs_Web-basedTools_YACs_Interview_Usability_RawData: Pseudonymized word file including 13 transcripts having the qualitative data from interview and usability testing with the following metadata – <ol> <li><strong>Population:</strong> young adult caregivers aged 18-25 years studying in the Netherlands; 13 participants in total</li> <li><strong>Time point of measurement:</strong> data was collected from October 2021 till February 2022</li> <li><strong>Type of data:</strong> qualitative and quantitative</li> <li><strong>Measurements included, topics covered: </strong>Caregiving challenges, support needs and barriers, usability needs, preferences and issues towards eHealth tool</li> <li><strong>Short procedure conducted to receive data</strong>: Online interviews</li> </ol> </li> <li>ENTWINE_Needs_Web-basedTools_YACs_Questionnaires_RawData: Excel sheet having the quantitative questionnaire raw data with the following metadata <ol> <li><strong>Population:</strong> young adult caregivers aged 18-25 years studying in the Netherlands; 13 participants in total</li> <li><strong>Time point of measurement:</strong> data was collected from October 2021 till February 2022</li> <li><strong>Type of data:</strong> qualitative and quantitative</li> <li><strong>Measurements included, topics covered: </strong>User experience (user experience questionnaire [8]), satisfaction of using the web-based tool (After scenario questionnaire [9]), Intention of use and persuasive potential of the eHealth tool (persuasive potential questionnaire [10])</li> <li><strong>Short procedure conducted to receive data</strong>: Online questionnaire</li> </ol> </li> </ol> <p><strong>Data collection details</strong></p> <ol> <li>All data was collected, processed, and archived in accordance with the General Data Protection Regulation (GDPR) and the FAIR (Findable, Accessible, Interoperable, Reusable) principles under the supervision of the Principal Investigator.</li> <li>The principal researcher and a team of experts (supervisors) in the field of health psychology and eHealth (University of Twente, The Netherlands) reviewed the scientific quality of the research. The studies were piloted and tested before starting the collection of the data. For the survey study, the researchers monitored the data collection weekly to ensure it was running smoothly.</li> <li>The ethical review board, Centrale Ethische Toetsingscommissie of the University Medical Center Groningen, The Netherlands (CTc), granted approval for this research (Registration number: 202000623).</li> <li>Participants digitally signed informed consent for participating in the study.</li> </ol> <p><strong>Terms of use</strong></p> <ol> <li>Interested persons can send a data request by contacting the principal investigator (Prof. dr. Mariët Hagedoorn, University Medical Center Groningen, the Netherlands <a href="mailto:mariet.hageboorn@umcg.nl">mariet.hageboorn@umcg.nl</a>).</li> <li>Interested persons must provide the research plan (including the research question, methodology, and analysis plan) when requesting for the data.</li> <li>The principal investigator reviews the research plan on its quality and fit with the data and informs the interested person(s).</li> <li>(Pseudo)anonymous data of those participants who agreed on the reuse of their data is available on request for 15 years from the time of completion of the PhD project.</li> <li>Data will be available in Excel or SPSS format alongside the variable codebook after the completion of this PhD project and publication of the study results.</li> </ol> <p><strong>References</strong></p> <p>1. Wagman P, Håkansson C. Introducing the Occupational Balance Questionnaire (OBQ). Scand J Occup Ther 2014;21(3):227–231. PMID:24649971</p> <p>2. Schaufeli WB, Desart S, De Witte H. Burnout assessment tool (Bat)—development, validity, and reliability. Int J Environ Res Public Health 2020;17(24):1–21. PMID:33352940</p> <p>3. Watson D, Clark LA, Tellegen A. Development and Validation of Brief Measures of Positive and Negative Affect: The PANAS Scales. J Pers Soc Psychol 1988;54(6):1063–1070. PMID:3397865</p> <p>4. Pavot W, Diener E, Colvin CR, Sandvik E. Further Validation of the Satisfaction With Life Scale; Evidence for the Cross-Method Convergence of Well-Being Measures. J Pers Assess 1991;57(1):149–161. PMID:1920028</p> <p>5. Tarlow BJ, Wisniewski SR, Belle SH, Rubert M, Ory MG, Gallagher-Thompson D. Positive aspects of caregiving: Contributions of the REACH project to the development of new measures for Alzheimer’s caregiving. Res Aging 2004;26(4):429–453. [doi: 10.1177/0164027504264493]</p> <p>6. Hendrick SS, Dicke A, Hendrick C. The relationship assessment scale. J Soc Pers Relat 1998;15(1):137–142. [doi: 10.1177/0265407598151009]</p> <p>7. Berg CA, Schindler I, Maharajh S. Adolescents’ and Mothers’ Perceptions of the Cognitive and Relational Functions of Collaboration and Adjustment in Dealing With Type 1 Diabetes. J Fam Psychol 2008;22(6):865–874. PMID:19102607</p> <p>8. Laugwitz B, Held T, Schrepp M. Construction and evaluation of a user experience questionnaire. Lect Notes Comput Sci (including Subser Lect Notes Artif Intell Lect Notes Bioinformatics) 2008;5298 LNCS:63–76. [doi: 10.1007/978-3-540-89350-9_6]</p> <p>9. Lewis JR. Psychometric evaluation of an after-scenario questionnaire for computer usability studies. ACM SIGCHI Bull 1991;23(1):78–81. [doi: 10.1145/122672.122692]</p> <p>10. Meschtscherjakov A, Gärtner M, Mirnig A, Rödel C, Tscheligi M. The Persuasive Potential Questionnaire (PPQ): Challenges, drawbacks, and lessons learned. Lect Notes Comput Sci (including Subser Lect Notes Artif Intell Lect Notes Bioinformatics) 2016;9638:162–175. [doi: 10.1007/978-3-319-31510-2_14]</p> <p> </p>
Figures for RAE Editorial 'What Teachers and Researchers in the Area of Business Management Need to Know About Open Science'
<pre>This set of figures is related to an Editorial dedicated to Open Science, published by <a href="https://bibliotecadigital.fgv.br/ojs/index.php/rae/index">Revista de Administração de Empresas (RAE)</a>: </pre>
The need to develop tailored tools for improving the quality of thematic bibliometric analyses: Evidence from papers published in Sustainability and Scientometrics (Dataset)
<p>This dataset contains the data used to completed the article under peer review:</p> <p>References:<br> Cabezas, A.; Milanés, Y.;Alba, R.; Delgado, A.M. (2023). The need to develop tailored tools for improving the quality of thematic bibliometric analyses: Evidence from papers published in Sustainability and Scientometrics. (Article under peer review)</p> <p>Institutions: Spain (Universidad Internacional de La Rioja, Universidad Pablo de Olavide, Hospital Universitario Virgen de las Nieves)</p>
Bees need larger brains to thrive in urban environments
<p>The rapid conversion of natural habitats to anthropogenic landscapes is threatening insect pollinators worldwide, raising concern on the negative consequences for their fundamental role as plant pollinators. However, not all pollinators are negatively affected by habitat conversion, as certain species find in anthropogenic landscapes appropriate resources to persist and proliferate. The reason why some species thrive in anthropogenic environments while most find them inhospitable remains poorly understood. The cognitive buffer hypothesis, widely supported in vertebrates but untested in insects, offers a potential explanation. This theory suggests that species with larger brains have enhanced behavioural plasticity, enabling them to confront and adapt to novel challenges. To investigate this hypothesis in insects, we measured brains for 89 bee species, and evaluated the association between brain size and habitat preferences. Our analyses revealed that bee species that prefer urban habitats had larger brains relative to their body size than those who prefer forested or agricultural habitats. Additionally, urban bees exhibited larger body sizes and, consequently, larger absolute brain sizes. Our results provide the first empirical support for the cognitive buffer hypothesis in invertebrates, suggesting that a large brain in bees could confer behavioural advantages to tolerate urban environments.</p>
Data assimilation experiments inform monitoring needs for near-term ecological forecasts in a eutrophic reservoir: data, forecasts, and scores
<p>This data publication contains zipped parquet from the Beaverdam Reservoir forecasting data assimilation experiments using the FLARE (Forecasting Lake And Reservoir Ecosystems) system: drivers.zip contains NOAA driver forecast files, targets.zip contains in-situ water temperature observations and meteorological data, forecasts.zip contains forecast parquet files generated from the BVR FLARE DA experiment workflow, and scores.zip contains forecast skill metrics required for analysis. Within the forecasts and scores folders, there are four runs that were conducted with different parameter tuning and uncertainty quantification. The "all_UC" folder includes forecasts run with process, driver, parameter, and initial condition uncertainty quantification. The "IC_off" folder includes forecasts run without initial conditions uncertainty included (i.e., only process, driver, and parameter uncertainty). The "constant_bad_pars" folder includes forecasts run with constant parameters (but daily updating of initial conditions) that were not tuned for Beaverdam Reservoir before forecasts were generated. Finally, the "tuned_bad_pars" folder includes forecasts that were run with daily updating of initial conditions and parameters, but the parameters started out at random values that were not tuned for Beaverdam Reservoir.</p>
A Study Aimed to Assess the Needs of Subjects With Sickle Cell Disease and Healthcare Professionals Managing Sickle Cell Disease Patients in Selected Nigerian Centres
ClinicalTrials.gov study NCT04505969. IPD Sharing: YES. Countries: 1. Publications: 7.
Unmet Social Needs Study
ClinicalTrials.gov study NCT04977583. IPD Sharing: YES. Countries: 1. Publications: 2.
Data, analytical, and plotting codes needed to reproduce meta-analyses on within-season divorce in birds
Open the record for dataset details and reuse information.
Data from: Divergent population structure in five common rockfish species of puget sound, WA suggests the need for species-specific management
Open the record for dataset details and reuse information.
Balancing the nutrient needs: Optimizing growth in Malus sieversii seedlings through tailored nitrogen and phosphorus effects
Open the record for dataset details and reuse information.
Multiple dimensions of phylogenetic diversity are needed to explain the complex aboveground-belowground diversity relationships
Open the record for dataset details and reuse information.
Changing wildfire complexity highlights the need for institutional adaptation
Open the record for dataset details and reuse information.
ScienceDex guides
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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.