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Dataset for publication Sikora P., El-Khayatt A.M., Saudi H.A., Liard M., Lootens D., Chung S.-Y., Woliński P., Abd Elrahman M. Rheological, mechanical, microstructural and radiation shielding properties of cement pastes containing magnetite (Fe3O4) nanoparticles. International Journal of Concrete Structures and Materials (2023), 17, 7
<p>Open dataset for publication Sikora P., El-Khayatt A.M., Saudi H.A., Liard M., Lootens D., Chung S.-Y., Woliński P., Abd Elrahman M. Rheological, mechanical, microstructural and radiation shielding properties of cement pastes containing magnetite (Fe3O4) nanoparticles. International Journal of Concrete Structures and Materials (2023), 17, 7. https://doi.org/10.1186/s40069-022-00568-y</p> <p>File 1 - X-ray diffractogram and particle size distribution (laser granulometry) data - *.opju (Origin)<br> File 2 - Rheological test results - *.opju (Origin)<br> File 5 - Mechanical peformance (early strength - ultrasounds and compressive strength) and density test results - *.opju (Origin)<br> File 4 - Mercury intrusion porosimetry test data - *.opju (Origin)</p>
Data for: The effect of land-use change on soil C, N, P, and their stoichiometries: A global synthesis
<p><strong><em>Data description</em></strong></p> <p>This dataset includes detailed information about five different types of land use change reported in “The effect of land-use change on soil C, N, P, and their stoichiometries: A global synthesis (Agriculture, Ecosystems and Environment; <a href="https://doi.org/10.1016/j.agee.2023.108402)">https://doi.org/10.1016/j.agee.2023.108402)</a>”. </p> <p> </p> <p>Lists of five different types of land use change</p> <p>1) conversion of primary forest to cropland</p> <p>2) conversion of primary forest to grassland</p> <p>3) conversion of cropland to forest</p> <p>4) conversion of grassland to forest</p> <p>5) conversion of grassland to cropland</p> <p> </p> <p>Lists of detailed information</p> <ul> <li>Land use change (pre-LUC, post-LUC)</li> <li>Country, Location, Geographic position (Longitude, Latitude) </li> <li>Altitude (m)</li> <li>Climate zone</li> <li>Weather [rainfall (mm yr<sup>-1</sup>) and temperature (°C)]</li> <li>Reported time of change (years)</li> <li>Vegetation type (pre-LUC, post-LUC)</li> <li>Fertilizer (pre-LUC, post-LUC: type, application; change)</li> <li>Soil sampling depth (cm)</li> <li>Soil type [units, pre-LUC, post-LUC, change rate (%)]</li> <li>Soil pH, bulk density, CEC [units, pre-LUC, post-LUC, change rate (%)]</li> <li>Soil organic carbon [units, pre-LUC, post-LUC, change rate (%)]</li> <li>Soil total nitrogen [units, pre-LUC, post-LUC, change rate (%)]</li> <li>Soil total phosphorus [units, pre-LUC, post-LUC, change rate (%)]</li> <li>Soil C:N [units, pre-LUC, post-LUC, change rate (%)]</li> <li>Soil C:P [units, pre-LUC, post-LUC, change rate (%)]</li> <li>Soil N:P [units, pre-LUC, post-LUC, change rate (%)]</li> <li>Reference</li> </ul> <p> </p> <p><em><strong>Data collection method</strong></em></p> <p>We analyzed five different types of LUC: 1) conversion of primary forest to cropland, 2) conversion of primary forest to grassland, 3) conversion of cropland to forest, 4) conversion of grassland to forest, and 5) conversion of grassland to cropland.</p> <p>We classified primary forest as forest that had not previously been cleared and used for other land uses. The conversion of cropland or grassland to forest includes naturally generated and intentionally planted forest. Cropland is land used for growing agricultural crops and may include short pasture phases, and grassland is land used continuously for grazing purposes, but may include occasional and repeated pasture-renewal phases.</p> <p>While we tried to make categorical distinctions between these land-use types, land uses are often more fluid in practice, which may not always have been stated in the publications underlying our data compilation.</p> <p>When a paper reported both contents and stocks, we used the stock-based measure. We used reported stocks if the original work had already been corrected to equivalent soil mass (Ellert and Bettany, 1995) or if corrected stocks had been reported in previous reviews or meta-analyses (Don et al., 2011; Poeplau et al., 2011; Guo and Gifford, 2002). Where bulk-density correction had not been applied, we tried to make those corrections to estimate changes to equivalent soil mass if studies provided sufficient information on soil bulk density and depth, using the method of Zhang et al. (2004). If that was not possible, we used the reported SOC, TN, or TP contents.</p> <p> </p> <p><em><strong>Acknowledgements</strong></em></p> <p>We thank scientists who measured, analyzed, and published the data compiled for this study. We are especially grateful to Drs. Axel Don, Christopher Poeplau, Lex Bouwman, and Gaihe Yang, who provided their global meta-data through personal communication. D.-G.K. acknowledges support from the IAEA CRP D15020. M.U.F.K and L.L.L. were supported by the Strategic Science Investment Fund (SSIF) of New Zealand’s Ministry of Business, Innovation and Employment.</p>
Figs 8–9. Proandricus species. Clitellar region, ventral view. 8. P in Nine new earthworm species of Proandricus Plisko, 1992 from South Africa and Lesotho (Oligochaeta: Microchaetidae)
Figs 8–9. Proandricus species. Clitellar region, ventral view. 8. P. michelleae sp. n. 9. P. richerti sp. n. [C= clitellum; T = tuberculum pubertatis.]
Figs 6–7. Proandricus species. Clitellar region, ventral view. 6. P in Nine new earthworm species of Proandricus Plisko, 1992 from South Africa and Lesotho (Oligochaeta: Microchaetidae)
Figs 6–7. Proandricus species. Clitellar region, ventral view. 6. P. injasuti sp. n. 7. P. martensi sp. n. [C = clitellum; T = tuberculum pubertatis.]
FIG. 7 in A synopsis of Ptisana Murdock ferns (Marattiaceae) in New Caledonia based on sequence data and morphology with the recognition of a new vulnerable species, P. soluta (Compton) Murdock & Perrie, comb. nov., stat. nov.
FIG. 7. — Median-joining networks based on trnSGG and rps4-trnS sequences: A, the Ptisana attenuata clade; B, the P. salicina/P. soluta comb. nov., stat. nov./P. smithii clade. The size of each circle is proportional to the haplotype frequency. Undetected intermediate haplotypes on nodes are shown as black circles and hatch marks represent mutational steps separating haplotypes.
FIG. 6 in A synopsis of Ptisana Murdock ferns (Marattiaceae) in New Caledonia based on sequence data and morphology with the recognition of a new vulnerable species, P. soluta (Compton) Murdock & Perrie, comb. nov., stat. nov.
FIG. 6. — Phylogram from the Bayesian phylogenetic analysis of the chloroplast DNA sequence data for Ptisana Murdock. Support values for branches are given in the order of Bayesian inference posterior probability; maximum parsimony bootstrap support; and maximum likelihood bootstrap support. Only values>0.80 PP and 60% BS are shown.
FIG. 4 in A synopsis of Ptisana Murdock ferns (Marattiaceae) in New Caledonia based on sequence data and morphology with the recognition of a new vulnerable species, P. soluta (Compton) Murdock & Perrie, comb. nov., stat. nov.
FIG. 4. — Distribution map for the New Caledonian endemic species of Ptisana attenuata (Labill.) Murdock (), P. rolandi-principis (Rosenst.) Christenh. (Δ), and P. soluta (Compton) Murdock & Perrie, comb. nov., stat. nov. (, with unvouchered field observations indicated by a broken outline). Shaded areas are ultramafic substrates. The collecting sites of the sequenced P. attenuata samples are indicated.
FIG. 5 in A synopsis of Ptisana Murdock ferns (Marattiaceae) in New Caledonia based on sequence data and morphology with the recognition of a new vulnerable species, P. soluta (Compton) Murdock & Perrie, comb. nov., stat. nov.
FIG. 5. — The holotype of Ptisana soluta (Compton) Murdock & Perrie, comb. nov., stat. nov. (Compton 1674, Ignambi, 1914, BM[BM000787128]) showing how the lamina transitions from 3-pinnate proximally to 2-pinnate distally. CC BY The Trustees of the Natural History Museum, London.
FIG. 3 in A synopsis of Ptisana Murdock ferns (Marattiaceae) in New Caledonia based on sequence data and morphology with the recognition of a new vulnerable species, P. soluta (Compton) Murdock & Perrie, comb. nov., stat. nov.
FIG. 3. — Ptisana soluta (Compton) Murdock & Perrie, comb. nov., stat. nov., field photos: A, frond with lamina 3-pinnate proximally and 2-pinnate distally. The frond at top-right is P. attenuata (Labill.) Murdock; B, stipes are greenish-brown at a distance; C, abaxial surface of costae and fertile lamina, showing transition from 3-pinnate to 2-pinnate; D, stipe greenish-brown and smooth; E, stipules around stipe bases. Photos: A-D, Leon Perrie from near Nouméa; E, Rémy Amice, from near Nouméa.
FIG. 1 in A synopsis of Ptisana Murdock ferns (Marattiaceae) in New Caledonia based on sequence data and morphology with the recognition of a new vulnerable species, P. soluta (Compton) Murdock & Perrie, comb. nov., stat. nov.
FIG. 1. — Ptisana attenuata (Labill.) Murdock, field photos: A, 3-pinnate frond; B, stipes are dark at a distance; C, abaxial surface of costae and lamina, with synangia; D, stipe dark and wrinkled; E, divided stipules around stipe bases. Photos: Leon Perrie, from near Nouméa.
CRDS absorption spectra recorded for the P(16) and P(28) transitions of the 20012-00001 band, and the R(24) and R(30) transitions of the 20013-00001 band of 12CO2 in air
<p>The database is made of the set of the CRDS absorption spectra recorded for the P(16) and P(28) transitions of the 20012-00001 band, and the R(24) and R(30) transitions of the 20013-00001 band of 12CO2 in air, following the procedures and with the experimental setups described in the paper entitled "Line shape parameters of air-broadened 12CO2 transitions in the 2.0 µm region, with their temperature dependence" by D. Mondelain, A. Campargue, H. Fleurbaey, S. Kassi, S. Vasilchenko published in JQSRT 298 (2023) 108485. <br> Each averaged spectrum corresponds to a .csv file including the following columns: <br> absolute wavenumber (in cm-1), cavity loss rate 1/ct (in 10-6 cm-1), temperature (in °C) and total pressure (in Torr).</p> <p>Two gas mixtures of CO2 in air (Ar : ~1 Mol-% ; O2 :~20.95 Mol-% ; N2 : ~78.05 Mol-%) are used in this work. <br> The stated sample CO2 mixing ratios are 6.013±0.060 Mol-ppm for the 20012-00001 band and 40.10±0.24 Mol-ppm for the 20013-00001 band.</p>
Harter Pictorial Scale / Escala Pictórica de Harter // HARTER-P_Data_IC_T1-Pre
<p>Answers given by children in the first grade of Primary Education to the 24 items of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children by Harter and Pike (1984), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2010-11. The items are written in two gendered versions, one for boys and the other for girls. The scale is administered individually. The calculation of the 4 Factors is included: Cognitive competence, Physical competence, Peer acceptance and Parents acceptance. 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 niños/as de primer curso de Educación Primaria dan a los 24 ítems de la Escala Pictórica de Competencia Autopercibida de Harter and Pike (1984), traducida al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2010-11. Los ítems están redactados en versión para chicos y en versión para chicas. Escala se administra de forma individual Se incluye el cálculo de los 4 Factores: Competencia cognitiva, competencia física, aceptación de los iguales y aceptación de los padres. 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>
Harter Pictorial Scale / Escala Pictórica de Harter // HARTER-P_Data_IC_T2-Post
<p>Answers given by children in the second grade of Primary Education to the 24 items of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children by Harter and Pike (1984), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2011-12. The items are written in two gendered versions, one for boys and the other for girls. The scale is administered individually. The calculation of the 4 Factors is included: Cognitive competence, Physical competence, Peer acceptance and Parents acceptance. 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 niños/as de segundo curso de Educación Primaria dan a los 24 ítems de la Escala Pictórica de Competencia Autopercibida de Harter and Pike (1984), traducida al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2011-12. Los ítems están redactados en versión para chicos y en versión para chicas. La escala se administra de forma individual. Se incluye el cálculo de los 4 Factores: Competencia cognitiva, competencia física, aceptación de los iguales y aceptación de los padres. 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>
Peer Preference Nominations Questionnaire / Cuestionario de Nominaciones de Preferencias entre Iguales // SOCIOMET-P_Data_IC_T6-Post
<p>Answers given by students in the sixth grade of Primary Education to the 4 items of the Peer Preference Nominations Questionnaire by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2015-16. Information is provided on: a) positive and negative peer preference nominations, both emitted and received; b) expected positive and negative peer preference nominations, both emitted and received; c) and numerous combinations of dyadic fit and mismatch between all of them. Most of these results are also expressed as percentages over the number of students in the classroom minus one. The sociometric status of each student is one of the most relevant pieces of information. 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 alumnos/as de sexto curso de Educación Primaria dan a los 4 ítems del Cuestionario de Nominaciones de Preferencias entre Iguales de García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2015-16. Se proporciona información sobre: a) nominaciones positivas y negativas de preferencia de los compañeros, tanto emitidas como recibidas; b) nominaciones positivas y negativas esperadas de preferencia de los compañeros, tanto emitidas como recibidas; c) y numerosas combinaciones de ajuste y desajuste diádico entre todas ellas. La mayoría de estos resultados también se expresan en porcentajes sobre el número de alumnos del aula menos uno. El estatus sociométrico de cada alumno es una de las informaciones más relevantes. 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>
Peer Preference Nominations Questionnaire / Cuestionario de Nominaciones de Preferencias entre Iguales // SOCIOMET-P_Data_IC_T5-Post
<p>Answers given by students in the fifth grade of Primary Education to the 4 items of the Peer Preference Nominations Questionnaire by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2014-15. Information is provided on: a) positive and negative peer preference nominations, both emitted and received; b) expected positive and negative peer preference nominations, both emitted and received; c) and numerous combinations of dyadic fit and mismatch between all of them. Most of these results are also expressed as percentages over the number of students in the classroom minus one. The sociometric status of each student is one of the most relevant pieces of information. 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 alumnos/as de quinto curso de Educación Primaria dan a los 4 ítems del Cuestionario de Nominaciones de Preferencias entre Iguales de García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2014-15. Se proporciona información sobre: a) nominaciones positivas y negativas de preferencia de los compañeros, tanto emitidas como recibidas; b) nominaciones positivas y negativas esperadas de preferencia de los compañeros, tanto emitidas como recibidas; c) y numerosas combinaciones de ajuste y desajuste diádico entre todas ellas. La mayoría de estos resultados también se expresan en porcentajes sobre el número de alumnos del aula menos uno. El estatus sociométrico de cada alumno es una de las informaciones más relevantes. 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>
Peer Preference Nominations Questionnaire / Cuestionario de Nominaciones de Preferencias entre Iguales // SOCIOMET-P_Data_IC_T3-Post
<p>Answers given by students in the third grade of Primary Education to the 4 items of the Peer Preference Nominations Questionnaire by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2012-13. Information is provided on: a) positive and negative peer preference nominations, both emitted and received; b) expected positive and negative peer preference nominations, both emitted and received; c) and numerous combinations of dyadic fit and mismatch between all of them. Most of these results are also expressed as percentages over the number of students in the classroom minus one. The sociometric status of each student is one of the most relevant pieces of information. 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 alumnos/as de tercer curso de Educación Primaria dan a los 4 ítems del Cuestionario de Nominaciones de Preferencias entre Iguales de García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2012-13. Se proporciona información sobre: a) nominaciones positivas y negativas de preferencia de los compañeros, tanto emitidas como recibidas; b) nominaciones positivas y negativas esperadas de preferencia de los compañeros, tanto emitidas como recibidas; c) y numerosas combinaciones de ajuste y desajuste diádico entre todas ellas. La mayoría de estos resultados también se expresan en porcentajes sobre el número de alumnos del aula menos uno. El estatus sociométrico de cada alumno es una de las informaciones más relevantes. 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>
Peer Preference Nominations Questionnaire / Cuestionario de Nominaciones de Preferencias entre Iguales // SOCIOMET-P_Data_IC_T1-Post
<p>Answers given by students in the first grade of Primary Education to the 4 items of the Peer Preference Nominations Questionnaire by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2010-11. Information is provided on: a) positive and negative peer preference nominations, both emitted and received; b) expected positive and negative peer preference nominations, both emitted and received; c) and numerous combinations of dyadic fit and mismatch between all of them. Most of these results are also expressed as percentages over the number of students in the classroom minus one. The sociometric status of each student is one of the most relevant pieces of information. 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 alumnos/as de primer curso de Educación Primaria dan a los 4 ítems del Cuestionario de Nominaciones de Preferencias entre Iguales de García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2010-11. Se proporciona información sobre: a) nominaciones positivas y negativas de preferencia de los compañeros, tanto emitidas como recibidas; b) nominaciones positivas y negativas esperadas de preferencia de los compañeros, tanto emitidas como recibidas; c) y numerosas combinaciones de ajuste y desajuste diádico entre todas ellas. La mayoría de estos resultados también se expresan en porcentajes sobre el número de alumnos del aula menos uno. El estatus sociométrico de cada alumno es una de las informaciones más relevantes. . 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>
Peer Preference Nominations Questionnaire / Cuestionario de Nominaciones de Preferencias entre Iguales // SOCIOMET-P_Data_IC_T4-Post
<p>Answers given by students in the fourth grade of Primary Education to the 4 items of the Peer Preference Nominations Questionnaire by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the spring of the school year 2013-14. Information is provided on: a) positive and negative peer preference nominations, both emitted and received; b) expected positive and negative peer preference nominations, both emitted and received; c) and numerous combinations of dyadic fit and mismatch between all of them. Most of these results are also expressed as percentages over the number of students in the classroom minus one. The sociometric status of each student is one of the most relevant pieces of information. 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 alumnos/as de cuarto curso de Educación Primaria dan a los 4 ítems del Cuestionario de Nominaciones de Preferencias entre Iguales de García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en primavera del curso escolar 2013-14. Se proporciona información sobre: a) nominaciones positivas y negativas de preferencia de los compañeros, tanto emitidas como recibidas; b) nominaciones positivas y negativas esperadas de preferencia de los compañeros, tanto emitidas como recibidas; c) y numerosas combinaciones de ajuste y desajuste diádico entre todas ellas. La mayoría de estos resultados también se expresan en porcentajes sobre el número de alumnos del aula menos uno. El estatus sociométrico de cada alumno es una de las informaciones más relevantes. 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>
Peer Preference Nominations Questionnaire / Cuestionario de Nominaciones de Preferencias entre Iguales // SOCIOMET-P_Data_IC_T6-Pre
<p>Answers given by students in the sixth grade of Primary Education to the 4 items of the Peer Preference Nominations Questionnaire by García Bacete et al. (2014). Data collected in public schools in Castellón (Spain) in the autumn of the school year 2015-16. Information is provided on: a) positive and negative peer preference nominations, both emitted and received; b) expected positive and negative peer preference nominations, both emitted and received; c) and numerous combinations of dyadic fit and mismatch between all of them. Most of these results are also expressed as percentages over the number of students in the classroom minus one. The sociometric status of each student is one of the most relevant pieces of information. 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 alumnos/as de sexto curso de Educación Primaria dan a los 4 ítems del Cuestionario de Nominaciones de Preferencias entre Iguales de García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón (España) en otoño del curso escolar 2015-16. Se proporciona información sobre: a) nominaciones positivas y negativas de preferencia de los compañeros, tanto emitidas como recibidas; b) nominaciones positivas y negativas esperadas de preferencia de los compañeros, tanto emitidas como recibidas; c) y numerosas combinaciones de ajuste y desajuste diádico entre todas ellas. La mayoría de estos resultados también se expresan en porcentajes sobre el número de alumnos del aula menos uno. El estatus sociométrico de cada alumno es una de las informaciones más relevantes. 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>
Harter Pictorial Scale / Escala Pictórica de Harter // HARTER-P_Data_CC-CS_T1-Pre-Rev
<p>Answers given by children in the first grade of Primary Education to the 24 items of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children by Harter and Pike (1984), translated into Spanish by García Bacete et al. (2014). Data collected in public schools in Castellón and Seville (Spain) in the autumn of the school year 2009-10. The items are written in two gendered versions, one for boys and the other for girls. The scale is administered individually. The calculation of the 4 Factors is included: Cognitive competence, Physical competence, Peer acceptance and Parents acceptance. 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 niños/as de primer curso de Educación Primaria dan a los 24 ítems de la Escala Pictórica de Competencia Autopercibida de Harter and Pike (1984), traducida al español por García Bacete et al. (2014). Datos recogidos en centros públicos de Castellón y Sevilla (España) en otoño del curso escolar 2009-10. Los ítems están redactados en versión para chicos y en versión para chicas. Escala se administra de forma individual Se incluye el cálculo de los 4 Factores: Competencia cognitiva, competencia física, aceptación de los iguales y aceptación de los padres. 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.