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Code and data set for data analysis published as manuscript "Bacttle: a microbiology educational board game for lay public and schools"
<p>Code that processed raw data and plots the figures of the manuscript "Bacttle: a microbiology educational board game for lay public and schools"</p> <p>Below is a table with the original survey questions. The ID corresponds to the column displayed on the data set. When letters are followed by a number (1 or 2), it means that the question was answered before playing the game (1) and after playing the game (2).</p> <table> <tbody> <tr> <td> <p><em>ID<sup>1</sup></em></p> </td> <td> <p><em>Question text</em></p> </td> <td> <p><em>Possible answers<sup>2</sup></em></p> </td> </tr> <tr> <td> <p><em>A</em></p> </td> <td> <p>How old are you?</p> </td> <td> <p> </p> </td> </tr> <tr> <td> <p><em>B</em></p> </td> <td> <p>Do you know what a bacterium is?</p> </td> <td> <p>y/n</p> </td> </tr> <tr> <td> <p><em>C</em></p> </td> <td> <p>Do you know what a bacterial capsule is?</p> </td> <td> <p>y/n</p> </td> </tr> <tr> <td> <p><em>D</em></p> </td> <td> <p>Do bacteria have tools to harm each other?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>E</em></p> </td> <td> <p>Do bacteria reproduce at the same pace?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>F</em></p> </td> <td> <p>What is sporulation?</p> </td> <td> <p>A resistant state that some bacteria can achieve under unfavorable conditions.</p> </td> </tr> <tr> <td> <p>The release of toxins by bacteria.</p> </td> </tr> <tr> <td> <p>idk</p> </td> </tr> <tr> <td> <p><em>G</em></p> </td> <td> <p>What are flagella used for?</p> </td> <td> <p>Sticking to surfaces.</p> </td> </tr> <tr> <td> <p>Motility in liquid environments.</p> </td> </tr> <tr> <td> <p>idk</p> </td> </tr> <tr> <td> <p><em>H</em></p> </td> <td> <p>What does it mean to be lithotrophic?</p> </td> <td> <p>A bacterium can get energy from minerals.</p> </td> </tr> <tr> <td> <p>A bacterium can get energy from the sunlight.</p> </td> </tr> <tr> <td> <p>idk</p> </td> </tr> <tr> <td> <p><em>I</em></p> </td> <td> <p>Can bacteria be infected by viruses?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>J</em></p> </td> <td> <p>Are all bacteria harmful for humans?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>K</em></p> </td> <td> <p>How many bacteria are in a coffee spoon of yoghurt?</p> </td> <td> <p>Millions</p> </td> </tr> <tr> <td> <p>Hundreds</p> </td> </tr> <tr> <td> <p>idk</p> </td> </tr> <tr> <td> <p><em>L</em></p> </td> <td> <p>How easy did you find the gameplay?</p> </td> <td> <p>VE/E/A/D/VD</p> </td> </tr> <tr> <td> <p><em>M</em></p> </td> <td> <p>Did you find the card content easy to understand?</p> </td> <td> <p>VE/E/A/D/VD</p> </td> </tr> <tr> <td> <p><em>N</em></p> </td> <td> <p>Did you like the setup of the game?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>O</em></p> </td> <td> <p>Would you like to play this game again?</p> </td> <td> <p>y/n/idk</p> </td> </tr> <tr> <td> <p><em>P</em></p> </td> <td> <p>What can we improve?</p> </td> <td> <p> </p> </td> </tr> </tbody> </table> <p>1) Question A categorizes the player’s age; B and C assess the initial level of knowledge in microbiology (none -both questions are answered negatively-, basic -player knows what a bacterium is but not a bacterial capsule-, or advanced -both answers are positive-); questions D-I score knowledge acquisition; J and K are control questions; L-O evaluate the appreciation of the game; and P is an optional free text-entry answer for additional feedback. <br>2) y= yes, n=no, idk=I don’t know, VE=very easy, E=easy, A=adequate, D=difficult, VD=very difficult.</p>
Dataset for the comparison of two Computational Thinking (CT) test for upper primary school (grades 3-4) : the Beginners' CT test (BCTt) and the competent CT test (cCTt)
<p>This dataset contains quantitative student data acquired during the administration of two validated Computational Thinking (CT) assessments for upper primary school (grades 3 and 4): the Beginners' CT test (BCTt) [1] and the comptent CT test (cCTt) [2]</p> <p>To compare the psychometric properties of both instruments a comparative analysis was conducted with data acquired in schools in Portugal from the same school districts. More specifically, we analyse the results of: </p> <p>- the BCTt test administered in March 2020 to 374 students in grades 3-4,</p> <p>- the cCTt test administered in April 2021 to 201 different students in grades 3-4.</p> <p>These students had no prior experience in Computational Thinking, as this was not part of the national curriculum at the times of administration. </p> <p> </p> <p>The detailed psychometric comparison is published in Frontiers in Psychology - Educational Psychology [3] and provides indications regarding the use of both instruments for grades 3-4. </p> <p> </p> <p>A README is included and provides additional information regarding :</p> <p>- the requirements for re-use. </p> <p>- the specific content of the 2 csv files</p> <p> </p> <p>The BCTt is available upon request to maria.zapata@urjc.es and the cCTt items are available in [2] with an editable version being available upon request to laila.elhamamsy@epfl.ch. </p> <p>In case of other inquiries, please contact: laila.elhamamsy@epfl.ch, maria.zapata@urjc.es or pedro.marcelino@treetree2.org</p> <p> </p> <p><strong>References</strong></p> <p>[1] M. Zapata-Cáceres, E. Martín-Barroso and M. Román-González, "Computational Thinking Test for Beginners: Design and Content Validation," <em>2020 IEEE Global Engineering Education Conference (EDUCON)</em>, 2020, pp. 1905-1914, doi: 10.1109/EDUCON45650.2020.9125368.</p> <p>[2] El-Hamamsy, L., Zapata-Cáceres, M., Barroso, E. M., Mondada, F., Zufferey, J. D., & Bruno, B. (2022). The Competent Computational Thinking Test: Development and Validation of an Unplugged Computational Thinking Test for Upper Primary School. <em>Journal of Educational Computing Research</em>, <em>60</em>(7), 1818–1866. <a href="https://doi.org/10.1177/07356331221081753">https://doi.org/10.1177/07356331221081753</a></p> <p>[3] <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=LailaEl-Hamamsy&UID=781667">Laila El-Hamamsy</a>* , <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=Mar%C3%ADaZapata-C%C3%A1ceres&UID=2073859">María Zapata-Cáceres</a>, Pedro Marcelino, Jessica Dehler Zufferey, <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=BarbaraBruno&UID=893934">Barbara Bruno</a>, <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=EstefaniaMart%C3%ADn&UID=2086979">Estefanía Martín-Barroso</a> and <a href="http://www.frontiersin.org/Community/WhosWhoActivity.aspx?sname=MarcosRom%C3%A1n-Gonz%C3%A1lez&UID=760761">Marcos Román-González</a> (2022). <a href="http://www.frontiersin.org/Journal/Abstract.aspx?d=0&name=Educational_Psychology&ART_DOI=10.3389/fpsyg.2022.1082659">Comparing the psychometric properties of two primary school Computational Thinking (CT) assessments for grades 3 and 4: the Beginners' CT test (BCTt) and the competent CT test (cCTt)</a>. <em>Front. Psychol.</em> doi:10.3389/fpsyg.2022.1082659</p>
Dataset for the validation of a Computational Thinking test for upper primary school (grades 3-4)
<p>This dataset contains quantitative student data acquired during the administration of a new computational thinking assessment for upper primary school (grades 3 and 4). Over 1500 students (approximately half in grade 3 and half in grade 4) participated in the data collection which took place in January 2021 in the Canon Vaud in Switzerland. The data was used to validate the psychometric properties of the instrument in the referenced article. </p> <p> </p> <p>If you use any of the resources provided in this repository, please cite the following</p> <p>• The Zenodo repository, DOI: 10.5281/zenodo.5865573</p> <p>• The corresponding journal article</p> <p>• Licence : CC-BY-NC</p> <p> </p> <p>In case of inquiries, please contact laila.elhamamsy@epfl.ch</p>
Dataset for the publication "The TACS Model: Understanding Teachers' Adoption of Computer Science Pedagogical Content in Primary School"
<p>This dataset contains the quantitative teacher data used to analyse an in service teacher training program for Computer Science that took place from September 2019 to March 2020 in the Canton Vaud in Switzerland. Approximately 180 teachers from the the 5th and 6th grade in primary school (ages 9-11) participated in 3 days of training sessions. At the end of each training session, teachers were asked to fill in a web-based questionnaire providing information relating to their perception of the training sessions and adoption of the computer science activities. The surveys were analysed from three perspectives which are detailed in the corresponding article (the professional development program's perspective, the activities' perspective, the teacher's perspective). The present repository thus contains three csv files, one per analysis. A README is included and provides additional information regarding :</p> <p>- the requirements for re-use. </p> <p>- the survey instrument used</p> <p>- the specific content of the 3 csv files</p>
Inter-Chemical Correlation results for the study: HHEARx2016-1407 (Pediatric Inner-City Environmental Exposures at School and Home and Asthma Study)
Title: Pediatric Inner-City Environmental Exposures at School and Home and Asthma Study <br>Species: Homo sapiens <br>Number of samples: 157 <br>Number of named analytes: 28 <br>Datasource url: https://hheardatacenter.mssm.edu/PublicFile/ViewPublicFile?projectid=2 <br>
Local Governance in Ukraine during the full-scale Russian invasion. – Merged data from online surveys of local self-government authorities by the Congress of Local and Regional Authorities of the Council of Europe in 2022 and Kyiv School of Economics in 2024.
The dataset includes responses from two waves of online surveys targeting local self-government representatives in Ukraine, with a focus on crisis governance during the ongoing Russian war. The first wave was conducted from August 30 to September 20, 2022, by the Congress of Local and Regional Authorities of the Council of Europe, yielding 241 responses (16% of all Ukrainian local communities). The second wave was conducted by Kyiv School of Economics from January 1 to March 12, 2024, with 181 responses (14% of government-controlled municipalities). Data formats include CSV and SAV files, along with an XSL codebook for both waves. The merged dataset comprises 442 responses from small, medium, and large municipalities under varied security conditions, with a total file size of approximately 4 MB.
Dataset and R script for the analysis in the article "Food waste between environmental education, peers, and family influence. Insights from primary school students in Northern Italy", Journal of Cleaner Production
<p>We hereby publish the dataset (with metadata) and the R script (R Core team, 2018) used for implementing the analysis presented in the paper "Food waste between environmental education, peers, and family influence. Insights from primary school students in Northern Italy", <em>Journal of Cleaner Production </em>(Piras et al., 2023). The dataset is provided in csv format with semicolons as separators and "NA" for missing data. The dataset includes all the variables used in at least one of the models presented in the paper, either in the main text or in the Supplementary Material. Other variables gathered by means of the questionnaires included as Supplementary Material of the paper have been removed. The dataset includes inputted values for missing data on independent variables. These were inputted using two approaches: last observation carried forward (LOCF) - preferred when possible - and last observation carried backward (LOCB). The metadata are presented as a PDF file.</p>
Dataset to Model the Sustainability of a Primary School Digital Education Curricular Reform and Professional Development Program
<p>This dataset contains the quantitative teacher data used to analyse the sustainability of an in-service teacher training program for Digital Education that took place from September 2019 to March 2020 in the Canton Vaud in Switzerland. As such, the study follows up on the 350 teachers over a year after the end of their professional development program had ended in order to model the sustainability of the reform, understand to what extent sustainability had been reached, thus validating the curricular reform model and helping draw recommendations for researchers and practitioners involved in Digital Education curricular reforms. As such, approximately 290 teachers from grades 1-4 in primary school (ages 5-9) responded to two sustainability surveys using web-based questionnaire to provide information relating to their perception of the training sessions and adoption of the computer science activities.</p> <p>The study is accepted for publication in Education and Information Technologies. </p> <p>A README is included and provides additional information regarding :</p> <p>- the requirements for re-use. </p> <p>- the specific content of the 2 csv files</p>
Brazilian High School Curricula Database
<p>This is a database of high school curricula in Brazil, in PDF, preprocessed in .txt, and a Pretrained Vector Space Model based on the documents.</p>
Data for: Experimental data about the evacuation of preschool children from nursery schools, Part II: Movement characteristics and behaviour
<p>These datasets contain supplementary material for the article " Experimental data about the evacuation of preschool children from nursery schools, Part II: Movement characteristics and behaviour " accepted to Fire Safety Journal on April 16, 2023 (DOI <a href="https://doi.org/10.1016/j.firesaf.2023.103797">10.1016/j.firesaf.2023.103797</a>). The article presents experimental data sets on the evacuation movement and behaviour of preschool children observed during 15 evacuation drills in 10 nursery schools in the Czech Republic involving 970 children (3-7 years of age) and 87 staff members. </p> <p>In the presented spreadsheets, raw experimental data on speed-density and flow-density relationships are provided separately for corridors, straight staircases (flights, landings, and entire staircase), and doorways. The movement travel speed ('Speed') is expressed in [m·s<sup>-1</sup>], specific flow ('Flow') in [pers·s<sup>-1</sup>·m<sup>-1</sup>], density variable is expressed in the units of [pers·m<sup>−2</sup>] ('Density1') and [m<sup>−2</sup>·m<sup>−2</sup>] ('Density2'). Observations made for the different age groups of children are distinguished by letters: 'J' – Junior, 'S' – Senior, 'S+' - Senior+, 'M' – Mixed. In speed-density data sets, observations for walking children are denoted as 'W', for running children as 'R' (e.g., 'JW' – Junior walking). Speed-density data points that were calculated by excluding waiting times of children (only in the spreadsheets for corridors and landings of straight staircases) are marked 'M' after age group denotation (e.g., 'SWM-Speed' – modified speed data points for Senior walking children).</p>
Underwater surveys of mullet schools (Mugil liza) with Adaptive Resolution Imaging Sonar
<p>This dataset is part of a research project that employs deep learning, with a density-based regression approach, to count fish in low-resolution sonar images (Tarling et al. preprint arXiv DOI: http://arxiv.org/abs/2104.14964).</p> <p>In this repository, we provide data from sonar-based underwater videos of schools of migratory mullets (<em>Mugil liza</em>) recorded at the Tesoura beach (28.495775 S, 48.759996 W), a 100-meter long beach at the inlet canal connecting the Laguna lagoon system to the Atlantic Ocean, in southern Brazil. Since the water transparency at the lagoon canal is very low (from 0.3 to 1.5m visibility; collected <em>in situ</em> with a Secchi disk), mullet schools were recorded by deploying an Adaptive Resolution Imaging Sonar, ARIS 3000 (Sound Metrics Corp, WA, USA), which uses 128 beams to project a wedge-shaped volume of acoustic energy and convert their returning echoes into a digital overhead view of the mullet schools.</p> <p>This dataset contains 500 fully annotated images that were manually marked for the location and abundance of mullet fish, and 126 raw sonar video files, representing over 100k images. The files are organized as follows:</p> <p>1) "2018-MM-DD_HHMMSS" files are mp4 videos (you may need to add the file extension ".mp4"): There are 126 ARIS files converted into MP4 videos totalling over 789MB of underwater footage captured at 3 frames/seconds. Note that file names indicate the date and time the video was recorded.</p> <p>2) ".npy" files (in Labelled_data.zip): From the video files, 500 images were selected for labelling. Images (x) were cropped to represent a 4x8.5m<sup>2</sup> area and resized to 320 x 576 pixels. Mullet fish were marked with a point annotation. Corresponding ground truth density maps (y) were generated by convolving a Gaussian kernel over the image mask, size =4 and standard deviation = 1. The labelled dataset was randomly split into a holdout partition of 350 training images, 70 validation, and 80 test. </p> <p>3) ".csv" files: log of frames selected for the labelled subset of data</p> <p>4) ".h5" file: pre-trained weights for our multi-task with uncertainty regularisation network</p> <p>To advance the development of these machine learning tools, we also make our code openly available (https://github.com/ptarling/DeepLearningFishCounting).</p>
Data from “A Mixed Method Approach to Understanding the Public Health Impact of a School-Based Citizen Science Program to Reduce Arsenic in Private Well Water”
Objectives We have approached the problem of low well water testing rates in Maine and New Hampshire communities by developing the All About Arsenic (AAA) project, which engages secondary school teachers and students as citizen scientists in collecting well water samples for analysis of arsenic and other toxic metals and supports their outreach efforts to their communities. Methods We assessed this project’s public health impact by analyzing student data relative to existing well water quality datasets in both states. In addition, we surveyed private well owners who contributed well water samples to the project to determine the actions taken to mitigate arsenic in well water. Data The data presented here are used in the analyses performed for the publication: "A Mixed Method Approach to Understanding the Public Health Impact of a School-Based Citizen Science Program to Reduce Arsenic in Private Well Water.” Additional data may be available at: The Anecdata Project Page: https://anecdata.org/projects/view/299 The project website: https://www.allaboutarsenic.org/
SBC LTER: Land: Hydrology: Precipitation at Gaviota at Las Cruces School (GV202)
Precipitation was collected at Gaviota at Las Cruces School in the Santa Barbara coastal area (site ID: GV202). A Tipping Bucket rain gauge from either Qualimetrics (Model 6011B) or Sutron (Model 5600-0425-2) was used. Data are reported hourly, and times reflect the end of the each 1-hour interval.
A route to school informational intervention for air pollution exposure reduction
<p>iSCAPE Dataset Reference No. = DS_PD_020</p> <p>Following datasets are gathered during the implementation of route to school intervention study in Antwerp (Belgium)</p> <ol> <li>Introductory Questionnaire Responses</li> <li>Feedback Questionnaire Responses</li> </ol>
Albero study: a longitudinal database of the social network and personal networks of a cohort of students at the end of high school
<p><strong>ABSTRACT</strong></p> <p>The Albero study analyzes the personal transitions of a cohort of high school students at the end of their studies. The data consist of (a) the longitudinal social network of the students, before (n = 69) and after (n = 57) finishing their studies; and (b) the longitudinal study of the personal networks of each of the participants in the research. The two observations of the complete social network are presented in two matrices in Excel format. For each respondent, two square matrices of 45 alters of their personal networks are provided, also in Excel format. For each respondent, both psychological sense of community and frequency of commuting is provided in a SAV file (SPSS). The database allows the combined analysis of social networks and personal networks of the same set of individuals.</p> <p><strong>INTRODUCTION</strong></p> <p>Ecological transitions are key moments in the life of an individual that occur as a result of a change of role or context. This is the case, for example, of the completion of high school studies, when young people start their university studies or try to enter the labor market. These transitions are turning points that carry a risk or an opportunity (Seidman & French, 2004). That is why they have received special attention in research and psychological practice, both from a developmental point of view and in the situational analysis of stress or in the implementation of preventive strategies.</p> <p>The data we present in this article describe the ecological transition of a group of young people from Alcala de Guadaira, a town located about 16 kilometers from Seville. Specifically, in the “Albero” study we monitored the transition of a cohort of secondary school students at the end of the last pre-university academic year. It is a turning point in which most of them began a metropolitan lifestyle, with more displacements to the capital and a slight decrease in identification with the place of residence (Maya-Jariego, Holgado & Lubbers, 2018).</p> <p>Normative transitions, such as the completion of studies, affect a group of individuals simultaneously, so they can be analyzed both individually and collectively. From an individual point of view, each student stops attending the institute, which is replaced by new interaction contexts. Consequently, the structure and composition of their personal networks are transformed. From a collective point of view, the network of friendships of the cohort of high school students enters into a gradual process of disintegration and fragmentation into subgroups (Maya-Jariego, Lubbers & Molina, 2019).</p> <p>These two levels, individual and collective, were evaluated in the “Albero” study. One of the peculiarities of this database is that we combine the analysis of a complete social network with a survey of personal networks in the same set of individuals, with a longitudinal design before and after finishing high school. This allows combining the study of the multiple contexts in which each individual participates, assessed through the analysis of a sample of personal networks (Maya-Jariego, 2018), with the in-depth analysis of a specific context (the relationships between a promotion of students in the institute), through the analysis of the complete network of interactions. This potentially allows us to examine the covariation of the social network with the individual differences in the structure of personal networks.</p> <p><strong>PARTICIPANTS</strong></p> <p>The social network and personal networks of the students of the last two years of high school of an institute of Alcala de Guadaira (Seville) were analyzed. The longitudinal follow-up covered approximately a year and a half. The first wave was composed of 31 men (44.9%) and 38 women (55.1%) who live in Alcala de Guadaira, and who mostly expect to live in Alcala (36.2%) or in Seville (37.7%) in the future. In the second wave, information was obtained from 27 men (47.4%) and 30 women (52.6%).</p> <p><strong>DATE STRUCTURE AND ARCHIVES FORMAT</strong></p> <p>The data is organized in two longitudinal observations, with information on the complete social network of the cohort of students of the last year, the personal networks of each individual and complementary information on the sense of community and frequency of metropolitan movements, among other variables.</p> <p><strong>Social network</strong></p> <p>The file “Red_Social_t1.xlsx” is a valued matrix of 69 actors that gathers the relations of knowledge and friendship between the cohort of students of the last year of high school in the first observation. The file “Red_Social_t2.xlsx” is a valued matrix of 57 actors obtained 17 months after the first observation.</p> <p>The data is organized in two longitudinal observations, with information on the complete social network of the cohort of students of the last year, the personal networks of each individual and complementary information on the sense of community and frequency of metropolitan movements, among other variables.</p> <p>In order to generate each complete social network, the list of 77 students enrolled in the last year of high school was passed to the respondents, asking that in each case they indicate the type of relationship, according to the following values: 1, “his/her name sounds familiar"; 2, "I know him/her"; 3, "we talk from time to time"; 4, "we have good relationship"; and 5, "we are friends." The two resulting complete networks are represented in Figure 2. In the second observation, it is a comparatively less dense network, reflecting the gradual disintegration process that the student group has initiated.</p> <p><strong>Personal networks</strong></p> <p>Also in this case the information is organized in two observations. The compressed file “Redes_Personales_t1.csv” includes 69 folders, corresponding to personal networks. Each folder includes a valued matrix of 45 alters in CSV format. Likewise, in each case a graphic representation of the network obtained with Visone (Brandes and Wagner, 2004) is included. Relationship values range from 0 (do not know each other) to 2 (know each other very well).</p> <p>Second, the compressed file “Redes_Personales_t2.csv” includes 57 folders, with the information equivalent to each respondent referred to the second observation, that is, 17 months after the first interview. The structure of the data is the same as in the first observation.</p> <p><strong>Sense of community and metropolitan displacements</strong></p> <p>The SPSS file “Albero.sav” collects the survey data, together with some information-summary of the network data related to each respondent. The 69 rows correspond to the 69 individuals interviewed, and the 118 columns to the variables related to each of them in T1 and T2, according to the following list:</p> <p> • Socio-economic data.</p> <p> • Data on habitual residence.</p> <p> • Information on intercity journeys.</p> <p> • Identity and sense of community.</p> <p> • Personal network indicators.</p> <p> • Social network indicators.</p> <p><strong>DATA ACCESS</strong></p> <p>Social networks and personal networks are available in CSV format. This allows its use directly with UCINET, Visone, Pajek or Gephi, among others, and they can be exported as Excel or text format files, to be used with other programs.</p> <p>The visual representation of the personal networks of the respondents in both waves is available in the following album of the <em>Graphic Gallery of Personal Networks</em> on Flickr: <<a href="https://www.flickr.com/photos/25906481@N07/albums/72157667029974755">https://www.flickr.com/photos/25906481@N07/albums/72157667029974755</a>>.</p> <p>In previous work we analyzed the effects of personal networks on the longitudinal evolution of the socio-centric network. It also includes additional details about the instruments applied. In case of using the data, please quote the following reference:</p> <ul> <li>Maya-Jariego, I., Holgado, D. & Lubbers, M. J. (2018). Efectos de la estructura de las redes personales en la red sociocéntrica de una cohorte de estudiantes en transición de la enseñanza secundaria a la universidad. <em>Universitas Psychologica, 17</em>(1), 86-98. <a href="https://doi.org/10.11144/Javeriana.upsy17-1.eerp">https://doi.org/10.11144/Javeriana.upsy17-1.eerp</a> </li> </ul> <p>The English version of this article can be downloaded from: <a href="https://tinyurl.com/yy9s2byl">https://tinyurl.com/yy9s2byl</a></p> <p><strong>CONCLUSION</strong></p> <p>The database of the “Albero” study allows us to explore the co-evolution of social networks and personal networks. In this way, we can examine the mutual dependence of individual trajectories and the structure of the relationships of the cohort of students as a whole. The complete social network corresponds to the same context of interaction: the secondary school. However, personal networks collect information from the different contexts in which the individual participates. The structural properties of personal networks may partly explain individual differences in the position of each student in the entire social network. In turn, the properties of the entire social network partly determine the structure of opportunities in which individual trajectories are displayed.</p> <p>The longitudinal character and the combination of the personal networks of individuals with a common complete social network, make this database have unique characteristics. It may be of interest both for multi-level analysis and for the study of individual differences.</p> <p><strong>ACKNOWLEDGEMENTS</strong></p> <p>The fieldwork for this study was supported by the Complementary Actions of the Ministry of Education and Science (SEJ2005-25683), and was part of the project “Dynamics of actors and networks across levels: individuals, groups, organizations and social settings” (2006 -2009) of the European Science Foundation (ESF). The data was presented for the first time on June 30, 2009, at the European Research Collaborative Project Meeting on Dynamic Analysis of Networks and Behaviors, held at the Nuffield College of the University of Oxford.</p> <p><strong>REFERENCES</strong></p> <p><strong>Brandes, U., & Wagner, D. (2004). </strong>Visone - Analysis and Visualization of Social Networks. In M. Jünger, & P. Mutzel (Eds.), <em>Graph Drawing Software</em> (pp. 321-340). New York: Springer-Verlag. </p> <p><strong>Maya-Jariego, I. (2018).</strong> Why name generators with a fixed number of alters may be a pragmatic option for personal network analysis. <em>American Journal of Community Psychology, 62</em>(1-2), 233-238. DOI 10.1002/ajcp.12271</p> <p><strong>Maya-Jariego, I., Holgado, D. & Lubbers, M. J. (2018).</strong> Efectos de la estructura de las redes personales en la red sociocéntrica de una cohorte de estudiantes en transición de la enseñanza secundaria a la universidad. <em>Universitas Psychologica, 17</em>(1), 86-98. https://doi.org/10.11144/Javeriana.upsy17-1.eerp</p> <p><strong>Maya-Jariego, I., Lubbers, M. J. & Molina, J. L. (2019).</strong> A friendship network in decay: The dynamics of social relationships of a secondary school cohort over the transition to university. <em>Remitido</em>.</p> <p><strong>Seidman, E., & French, S. E. (2004).</strong> Developmental trajectories and ecological transitions: A two-step procedure to aid in the choice of prevention and promotion interventions. <em>Development and Psychopathology, 16</em>(4), 1141-1159. https://doi.org/10.1017/s0954579404040179</p>
Albero study: a longitudinal database of the social network and personal networks of a cohort of students at the end of high school
<p>The Albero study analyzes the personal transitions of a cohort of high school students at the end of their studies. The data consist of (a) the longitudinal social network of the students, before (n = 69) and after (n = 57) finishing their studies; and (b) the longitudinal study of the personal networks of each of the participants in the research. The two observations of the complete social network are presented in two matrices in Excel format. For each respondent, two square matrices of 45 alters of their personal networks are provided, also in Excel format. For each respondent, both psychological sense of community and frequency of commuting is provided in a SAV file (SPSS). The database allows the combined analysis of social networks and personal networks of the same set of individuals.</p> <p><strong>INTRODUCTION</strong></p> <p>Ecological transitions are key moments in the life of an individual that occur as a result of a change of role or context.</p>
Linguistic praxeological organization of French as the schooling language
<p>Elements of the linguistic praxeological organization of French as the schooling language used to produce the framework (https://zenodo.org/deposit/4462850) used for the PEAPL project (https://blog.hepfr.ch/create/peapl/) and the framework used for the COMPER project (https://comper.fr/accueil).</p> <p>The following article will give explanations about the elaboration of the linguistic praxeological organizations: https://www.researchgate.net/publication/333244876_Francais_langue_de_scolarisation_Reflexions_sur_les_referentiels_de_competences_et_l'adaptive_learning</p>
Open-data release of aggregated Australian school-level information. Edition 2016.1
<p>The file set is a freely downloadable aggregation of information about Australian schools. The individual files represent a series of tables which, when considered together, form a relational database. The records cover the years 2008-2014 and include information on approximately 9500 primary and secondary school main-campuses and around 500 subcampuses. The records all relate to school-level data; no data about individuals is included. All the information has previously been published and is publicly available but it has not previously been released as a documented, useful aggregation. The information includes:<br /> (a) the names of schools<br /> (b) staffing levels, including full-time and part-time teaching and non-teaching staff<br /> (c) student enrolments, including the number of boys and girls<br /> (d) school financial information, including Commonwealth government, state government, and private funding<br /> (e) test data, potentially for school years 3, 5, 7 and 9, relating to an Australian national testing programme know by the trademark 'NAPLAN'<br /> <br /> Documentation of this Edition 2016.1 is incomplete but the organization of the data should be readily understandable to most people. If you are a researcher, the simplest way to study the data is to make use of the SQLite3 database called 'school-data-2016-1.db'. If you are unsure how to use an SQLite database, ask a guru.<br /> <br /> The database was constructed directly from the other included files by running the following command at a command-line prompt:<br /> <em>sqlite3 school-data-2016-1.db < school-data-2016-1.sql</em><br /> Note that a few, non-consequential, errors will be reported if you run this command yourself. The reason for the errors is that the SQLite database is created by importing a series of '.csv' files. Each of the .csv files contains a header line with the names of the variable relevant to each column. The information is useful for many statistical packages but it is not what SQLite expects, so it complains about the header. Despite the complaint, the database will be created correctly.<br /> <br /> Briefly, the data are organized as follows.<br /> (a) The .csv files ('comma separated values') do not actually use a comma as the field delimiter. Instead, the vertical bar character '|' (ASCII Octal 174 Decimal 124 Hex 7C) is used. If you read the .csv files using Microsoft Excel, Open Office, or Libre Office, you will need to set the field-separator to be '|'. Check your software documentation to understand how to do this.<br /> (b) Each school-related record is indexed by an identifer called 'ageid'. The ageid uniquely identifies each school and consequently serves as the appropriate variable for JOIN-ing records in different data files. For example, the first school-related record after the header line in file 'students-headed-bar.csv' shows the ageid of the school as 40000. The relevant school name can be found by looking in the file 'ageidtoname-headed-bar.csv' to discover that the the ageid of 40000 corresponds to a school called 'Corpus Christi Catholic School'.<br /> (3) In addition to the variable 'ageid' each record is also identified by one or two 'year' variables. The most important purpose of a year identifier will be to indicate the year that is relevant to the record. For example, if one turn again to file 'students-headed-bar.csv', one sees that the first seven school-related records after the header line all relate to the school Corpus Christi Catholic School with ageid of 40000. The variable that identifies the important differences between these seven records is the variable 'studentyear'. 'studentyear' shows the year to which the student data refer. One can see, for example, that in 2008, there were a total of 410 students enrolled, of whom 185 were girls and 225 were boys (look at the variable names in the header line).<br /> (4) The variables relating to years are given different names in each of the different files ('studentsyear' in the file 'students-headed-bar.csv', 'financesummaryyear' in the file 'financesummary-headed-bar.csv'). Despite the different names, the year variables provide the second-level means for joining information acrosss files. For example, if you wanted to relate the enrolments at a school in each year to its financial state, you might wish to JOIN records using 'ageid' in the two files and, secondarily, matching 'studentsyear' with 'financialsummaryyear'.<br /> (5) The manipulation of the data is most readily done using the SQL language with the SQLite database but it can also be done in a variety of statistical packages.<br /> (6) It is our intention for Edition 2016-2 to create large 'flat' files suitable for use by non-researchers who want to view the data with spreadsheet software. The disadvantage of such 'flat' files is that they contain vast amounts of redundant information and might not display the data in the form that the user most wants it.<br /> (7) Geocoding of the schools is not available in this edition.<br /> (8) Some files, such as 'sector-headed-bar.csv' are not used in the creation of the database but are provided as a convenience for researchers who might wish to recode some of the data to remove redundancy.<br /> (9) A detailed example of a suitable SQLite query can be found in the file 'school-data-sqlite-example.sql'. The same query, used in the context of analyses done with the excellent, freely available R statistical package (http://www.r-project.org) can be seen in the file 'school-data-with-sqlite.R'.</p>
Twitter Poll: Is #OpenScience an essential rsrch skill Grad Schools should train in prep for #REF2020
<p>The Twitter Poll "Is #OpenScience an essential rsrch skill Grad Schools should train in prep for #REF2020" was run online in support of Horizon 2020 Project HEIRRI (Higher Education Insititutions & Responsible Research & Innovation) 1st Conference, 18 March 2016.</p> <p>The poll attracted 123 voters, 12,343 impressions and 517 engagements (4,2% conversion).</p> <p><em><strong>Event website:</strong></em><br /> HEIRRI 1st Conference http://heirri.eu/1st-heirri-conference/</p> <p><em><strong>CODE for EMBEDDING TWITTER POLL: </strong></em></p> <p><blockquote class="twitter-tweet" data-lang="en"><p lang="en" dir="ltr">Is <a href="https://twitter.com/hashtag/OpenScience?src=hash">#OpenScience</a> an essential rsrch skill Grad Schools should train in prep for <a href="https://twitter.com/hashtag/REF2020?src=hash">#REF2020</a> ? <a href="https://twitter.com/hashtag/OpenSci4Doc?src=hash">#OpenSci4Doc</a> <a href="https://twitter.com/HEIRRI_">@HEIRRI_</a></p>&mdash; Foster Open Science (@fosterscience) <a href="https://twitter.com/fosterscience/status/709650182800068608">March 15, 2016</a></blockquote><br /> <script async src="//platform.twitter.com/widgets.js" charset="utf-8"></script></p>
Data from: Selective social interactions and speed-induced leadership in schooling fish
<p>Experimental datasets for the manuscript:</p> <div>Puy, A., Gimeno, E., Torrents, J., Bartashevich, P., Miguel, M. C., Pastor-Satorras, R., & Romanczuk, P. (2024). Selective social interactions and speed-induced leadership in schooling fish. <em>Proceedings of the National Academy of Sciences</em>, <em>121</em>(18), e2309733121.</div> <div> </div> <p>The datasets provide trajectories of fish. There are 2 recordings with N=39 fish (60 minutes duration) and 6 recordings with N=8 fish (30 minutes duration). The columns are as follows:</p> <ul> <li>Time [frame]: Time of the trajectory in frames.</li> <li>X_0 [px]: Position in the x-coordinate in pixels of the trajectory of individual 0.</li> <li>Y_0 [px]: Position in the y-coordinate in pixels of the trajectory of individual 0.</li> <li>X_1 [px]: Position in the x-coordinate in pixels of the trajectory of individual 1.</li> <li>Y_1 [px]: Position in the y-coordinate in pixels of the trajectory of individual 1.</li> <li>...</li> </ul> <p>Conversion to international units:</p> <ul> <li>50 frames = 1 s.</li> <li>2745 px= 100 cm.</li> </ul>
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.