cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.3535/qx9-lnk-005
title: †Hemiaster Desor in Agassiz & Desor, 1847

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/d95-8p3-m5m
title: Lamnidae

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/61v-06n-s70
title: Chordata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/7kz-7xg-lt2
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/jg9-866-v4s
title: Echinodermata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/brl-gxd-ngp
title: Crinoidea Miller, 1821

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/m3q-bk2-3ys
title: Chordata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/17p-t4g-lnr
title: Chondrichthyes

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/rlp-zgc-a3m
title: Chordata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/xc6-f38-5ej
title: †Catopygus L. Agassiz, 1835

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.6084/m9.figshare.29236438
title: A comparative analysis of research interest in medical students: an international and Chinese perspective over the past decade using CiteSpace

description: This study explores the current state, research hotspots, and trends in medical students' research interest from both international and Chinese perspectives over the past decade. Using CiteSpace software, a bibliometric analysis was conducted on 2014-2024 literature from the Web of Science (WOS) and CNKI. Results show that international publications have steadily increased, focusing on equity, behavioral theories, and educational reforms, whereas Chinese research fluctuated and emphasized research design and policy implementation. The study highlights methodological differences and regional disparities, providing evidence for optimizing medical education models through comparative analysis. Medical students’ engagement in scientific research is critical for advancing healthcare innovation, yet global disparities in educational resources, regional development gaps and differing pedagogical priorities hinder equitable cultivation of research interest. In China, policy-driven reforms aim to enhance research exposure but face challenges like urban-rural resource imbalances and inconsistent teaching model implementation, while international studies emphasize inclusive education for marginalized groups and qualitative methodologies. This bibliometric analysis, using CiteSpace to compare a decade of data from WOS and CNKI, reveals distinct regional trends – China’s systemic reforms versus global equity-focused approaches. The findings offer actionable strategies to bridge resource divides, integrate emerging technologies (AI/VR) and foster cross-cultural collaboration, ultimately nurturing globally competent medical professionals equipped to address diverse health challenges.
DOI: 10.6084/m9.figshare.29236438.v1
title: A comparative analysis of research interest in medical students: an international and Chinese perspective over the past decade using CiteSpace

description: This study explores the current state, research hotspots, and trends in medical students' research interest from both international and Chinese perspectives over the past decade. Using CiteSpace software, a bibliometric analysis was conducted on 2014-2024 literature from the Web of Science (WOS) and CNKI. Results show that international publications have steadily increased, focusing on equity, behavioral theories, and educational reforms, whereas Chinese research fluctuated and emphasized research design and policy implementation. The study highlights methodological differences and regional disparities, providing evidence for optimizing medical education models through comparative analysis. Medical students’ engagement in scientific research is critical for advancing healthcare innovation, yet global disparities in educational resources, regional development gaps and differing pedagogical priorities hinder equitable cultivation of research interest. In China, policy-driven reforms aim to enhance research exposure but face challenges like urban-rural resource imbalances and inconsistent teaching model implementation, while international studies emphasize inclusive education for marginalized groups and qualitative methodologies. This bibliometric analysis, using CiteSpace to compare a decade of data from WOS and CNKI, reveals distinct regional trends – China’s systemic reforms versus global equity-focused approaches. The findings offer actionable strategies to bridge resource divides, integrate emerging technologies (AI/VR) and foster cross-cultural collaboration, ultimately nurturing globally competent medical professionals equipped to address diverse health challenges.
DOI: 10.3535/ckk-1cv-b16
title: Chordata

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/npd-lxp-fqf
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/bj6-j84-es1
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/f4p-avh-56v
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/9b8-a5n-frw
title: Cervidae Goldfuss, 1820

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/cfe-k11-7ev
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.6084/m9.figshare.29042609
title: Strategies used in teaching the decimal metric system in Escuela Nueva. A systematic review

description: The aim of this study is to synthesise the strategies implemented in the teaching of the Decimal Metric System in the Escuela Nueva pedagogical model, through a systematic review of the literature. This literature review will focus on scientific productions found in high impact indexed journals, endorsed by H-index. To carry out the above, a qualitative methodology was used, making use of methodological guidelines established by Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Inclusion criteria, exclusion criteria, bibliometric variables, and variables of interest on the content were taken into account. Likewise, strategies based on Boolean operators and key terms were used to search for research articles. One of the results obtained is the use of contexts that are close or real to the students so that they can internalise the mathematical object present in this research.
DOI: 10.6084/m9.figshare.29042609.v1
title: Strategies used in teaching the decimal metric system in Escuela Nueva. A systematic review

description: The aim of this study is to synthesise the strategies implemented in the teaching of the Decimal Metric System in the Escuela Nueva pedagogical model, through a systematic review of the literature. This literature review will focus on scientific productions found in high impact indexed journals, endorsed by H-index. To carry out the above, a qualitative methodology was used, making use of methodological guidelines established by Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Inclusion criteria, exclusion criteria, bibliometric variables, and variables of interest on the content were taken into account. Likewise, strategies based on Boolean operators and key terms were used to search for research articles. One of the results obtained is the use of contexts that are close or real to the students so that they can internalise the mathematical object present in this research.
DOI: 10.3535/2qb-abn-26a
title: Bos taurus Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/njv-bme-g9e
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/rq6-3bq-tqy
title: Chondrichthyes

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.6084/m9.figshare.29803565
title: Exploring the effectiveness of micro-credentials in artificial intelligence teaching and learning: an empirical study based on AI+X program in China

description: This empirical study investigates the effectiveness of micro-credentials (M-Cs) in artificial intelligence (AI) education through a mixed-methods approach. A systematic literature review (SLR) of 357 articles from the Web of Science Core Collection (2017-2024) identified 44 eligible studies, revealing growing global interest in M-Cs for computer science and interdisciplinary fields. A survey of 100 participants from six East China universities in the AI+X M-Cs program utilized Likert-scale questionnaires adapted from the Course Experience Questionnaire and National College Student Learning Survey. Factor analysis (KMO = 0.859) and multiple linear regression (SPSS v25) demonstrated that teaching resources (β = 0.522, <i>p</i> &lt; 0.001) and learning communities (β = 0.619, <i>p</i> &lt; 0.001) significantly enhanced teaching effectiveness, explaining 70.3% and 64.9% of variance in theoretical–practical outcomes and technical competencies, respectively. While course instruction and assessment showed limited impacts, the findings validate M-Cs’ potential for bridging AI talent gaps through modular, industry-aligned curricula. The study proposes actionable strategies for curriculum integration, university-industry collaboration and competency-based evaluation systems. This research provides evidence-based insights for educators and policymakers to implement scalable M-Cs programs, effectively addressing the global AI talent deficit (e.g., China's 5-million professional gap) and fostering innovation in higher education. By emphasizing resource-rich and community-driven approaches, it supports the development of T-shaped professionals with interdisciplinary competencies, thereby enhancing workforce readiness and economic growth in emerging fields like healthcare AI and intelligent manufacturing.
DOI: 10.6084/m9.figshare.29803565.v1
title: Exploring the effectiveness of micro-credentials in artificial intelligence teaching and learning: an empirical study based on AI+X program in China

description: This empirical study investigates the effectiveness of micro-credentials (M-Cs) in artificial intelligence (AI) education through a mixed-methods approach. A systematic literature review (SLR) of 357 articles from the Web of Science Core Collection (2017-2024) identified 44 eligible studies, revealing growing global interest in M-Cs for computer science and interdisciplinary fields. A survey of 100 participants from six East China universities in the AI+X M-Cs program utilized Likert-scale questionnaires adapted from the Course Experience Questionnaire and National College Student Learning Survey. Factor analysis (KMO = 0.859) and multiple linear regression (SPSS v25) demonstrated that teaching resources (β = 0.522, <i>p</i> &lt; 0.001) and learning communities (β = 0.619, <i>p</i> &lt; 0.001) significantly enhanced teaching effectiveness, explaining 70.3% and 64.9% of variance in theoretical–practical outcomes and technical competencies, respectively. While course instruction and assessment showed limited impacts, the findings validate M-Cs’ potential for bridging AI talent gaps through modular, industry-aligned curricula. The study proposes actionable strategies for curriculum integration, university-industry collaboration and competency-based evaluation systems. This research provides evidence-based insights for educators and policymakers to implement scalable M-Cs programs, effectively addressing the global AI talent deficit (e.g., China's 5-million professional gap) and fostering innovation in higher education. By emphasizing resource-rich and community-driven approaches, it supports the development of T-shaped professionals with interdisciplinary competencies, thereby enhancing workforce readiness and economic growth in emerging fields like healthcare AI and intelligent manufacturing.
DOI: 10.3535/06h-rcn-69x
title: Plantae

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/kxn-q5v-evn
title: Equus Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.6084/m9.figshare.28948464.v1
title: Benchmarking retention, progression, and graduation rates in undergraduate higher education across different time windows

description: Students’ retention rates (RR), students’ progression rates (PR), and students’ graduation rates (GR) are statistical figures commonly used in higher education to monitor the performance of higher education institutions (HEI), academic programs (courses), or their students. Due to the variability in defining these quantitative quality metrics, their values should be interpreted carefully with a clear understanding of how they were computed to avoid misleading judgments and unfair comparisons. In the current study, we develop clearly-defined benchmarking retention, progression, and graduation rates by curating and processing (with the aid of descriptive statistics, nonlinear extrapolation, numerical relaxation, and regression analysis) well-documented public longitudinal raw data about undergraduate higher institutions over four recent consecutive cohorts. We particularly account for the variability in the desired time window over which some rates are reported. We also count for the presence of a pre-college bridging year of study (a foundational or preparatory postsecondary year) offered before the formal college program starts. Based on our outcomes, the overall bachelor’s degree benchmarking retention rate after one year of entry is 75.93%, the overall benchmarking progression rate after one year of entry is 75.22%, and the overall benchmarking graduation rate within 150% of the normal degree duration is 64.2%.
DOI: 10.6084/m9.figshare.30752643
title: Teacher turnover intention: Analyzing the relationships of principal moral leadership, job satisfaction, and the mediating role of commitment

description: Teacher turnover intention poses critical challenges for educational institutions with profound implications for student outcomes and organizational stability. However, limited investigation exists into how principal moral leadership (PML), job satisfaction (JS), and commitment (COM) relate to turnover intentions (TI), particularly concerning the resource-constrained contexts, where teachers face job insecurity and inadequate compensation. This study examined how teachers’ COM mediated the relationship between predictors (PML and JS) and the outcome variable (TI) in private high schools in Manggarai Regency, Indonesia. Data from 197 teachers across 12 private schools, drawn through simple random sampling from a population of 390, were analyzed using Structural Equation Modeling (SEM) with Smart PLS software. Results revealed that PML significantly correlated with both teachers’ COM and their intentions to turn over. Similarly, JS significantly correlated with teachers’ COM and TI. Nonetheless, teachers’ COM did not correlate with TI, nor did it significantly mediate the relationship between PML and TI or between JS and TI. This study emphasized the pivotal role of principals’ moral leadership and job satisfaction enhancement in retaining non-permanent teachers within financially constrained schools. These underscored the need for policy reforms addressing structural issues of inadequate compensation and job insecurity.
DOI: 10.6084/m9.figshare.30752643.v1
title: Teacher turnover intention: Analyzing the relationships of principal moral leadership, job satisfaction, and the mediating role of commitment

description: Teacher turnover intention poses critical challenges for educational institutions with profound implications for student outcomes and organizational stability. However, limited investigation exists into how principal moral leadership (PML), job satisfaction (JS), and commitment (COM) relate to turnover intentions (TI), particularly concerning the resource-constrained contexts, where teachers face job insecurity and inadequate compensation. This study examined how teachers’ COM mediated the relationship between predictors (PML and JS) and the outcome variable (TI) in private high schools in Manggarai Regency, Indonesia. Data from 197 teachers across 12 private schools, drawn through simple random sampling from a population of 390, were analyzed using Structural Equation Modeling (SEM) with Smart PLS software. Results revealed that PML significantly correlated with both teachers’ COM and their intentions to turn over. Similarly, JS significantly correlated with teachers’ COM and TI. Nonetheless, teachers’ COM did not correlate with TI, nor did it significantly mediate the relationship between PML and TI or between JS and TI. This study emphasized the pivotal role of principals’ moral leadership and job satisfaction enhancement in retaining non-permanent teachers within financially constrained schools. These underscored the need for policy reforms addressing structural issues of inadequate compensation and job insecurity.
DOI: 10.3535/4tv-5vy-snw
title: Bryozoa

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/7mv-jan-4ks
title: Perissodactyla Owen, 1848

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.6084/m9.figshare.28948464
title: Benchmarking retention, progression, and graduation rates in undergraduate higher education across different time windows

description: Students’ retention rates (RR), students’ progression rates (PR), and students’ graduation rates (GR) are statistical figures commonly used in higher education to monitor the performance of higher education institutions (HEI), academic programs (courses), or their students. Due to the variability in defining these quantitative quality metrics, their values should be interpreted carefully with a clear understanding of how they were computed to avoid misleading judgments and unfair comparisons. In the current study, we develop clearly-defined benchmarking retention, progression, and graduation rates by curating and processing (with the aid of descriptive statistics, nonlinear extrapolation, numerical relaxation, and regression analysis) well-documented public longitudinal raw data about undergraduate higher institutions over four recent consecutive cohorts. We particularly account for the variability in the desired time window over which some rates are reported. We also count for the presence of a pre-college bridging year of study (a foundational or preparatory postsecondary year) offered before the formal college program starts. Based on our outcomes, the overall bachelor’s degree benchmarking retention rate after one year of entry is 75.93%, the overall benchmarking progression rate after one year of entry is 75.22%, and the overall benchmarking graduation rate within 150% of the normal degree duration is 64.2%.
DOI: 10.3535/hf2-y8h-wcb
title: Bos taurus primigenius Bojanus, 1827

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/5n1-930-cpb
title: Mammalia Linnaeus, 1758

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.3535/glr-mrl-1n9
title: Crinoidea Miller, 1821

description: Digital Specimen for the physical specimen hosted at Naturalis Biodiversity Center.
DOI: 10.5281/zenodo.18327344
title: Imaginary Gauge-steerable Edge Modes in Non-Hermitian Aubry-Andr´e-Harper Model

description: This dataset contains all MATLAB .fig files and their corresponding .mat files used to generate Figures 1-6 in the manuscript.
DOI: 10.6084/m9.figshare.29550524
title: The effect of mirroring approach with visual feedback on pronunciation improvement perception: mediating role of intrinsic motivation and cognitive engagement

description: The study aims to investigate the direct role of the mirroring approach with visual feedback on learners’ pronunciation improvement. The study also examines the roles of intrinsic motivation, cognitive engagement, and their interrelated relationships with mirroring and visual feedback on learners’ pronunciation improvement. Using Partial Least Squares-Structural Equation Modelling (PLS-SEM) approach, the study employed a cross-sectional design and collected data quantitatively. A total of 120 Arab EFL learners from Saudi Arabia and Yemen participated in a prior intervention and answered a follow-up questionnaire. The results indicated that the mirroring approach with visual feedback has a positive impact on the learners’ pronunciation improvement. Intrinsic motivation and cognitive engagement mediate the relationship between mirroring with visual feedback and pronunciation improvement. This study contributes to pronunciation instruction literature by understanding the interplay between visual feedback, intrinsic motivation, cognitive engagement, and pronunciation improvement. Untangling the intertwined influence of these factors provides practical implications for teachers and curriculum developers to adapt effective pronunciation instructions that are designed based on instructions supported by technology and psychological needs.
DOI: 10.6084/m9.figshare.29550524.v1
title: The effect of mirroring approach with visual feedback on pronunciation improvement perception: mediating role of intrinsic motivation and cognitive engagement

description: The study aims to investigate the direct role of the mirroring approach with visual feedback on learners’ pronunciation improvement. The study also examines the roles of intrinsic motivation, cognitive engagement, and their interrelated relationships with mirroring and visual feedback on learners’ pronunciation improvement. Using Partial Least Squares-Structural Equation Modelling (PLS-SEM) approach, the study employed a cross-sectional design and collected data quantitatively. A total of 120 Arab EFL learners from Saudi Arabia and Yemen participated in a prior intervention and answered a follow-up questionnaire. The results indicated that the mirroring approach with visual feedback has a positive impact on the learners’ pronunciation improvement. Intrinsic motivation and cognitive engagement mediate the relationship between mirroring with visual feedback and pronunciation improvement. This study contributes to pronunciation instruction literature by understanding the interplay between visual feedback, intrinsic motivation, cognitive engagement, and pronunciation improvement. Untangling the intertwined influence of these factors provides practical implications for teachers and curriculum developers to adapt effective pronunciation instructions that are designed based on instructions supported by technology and psychological needs.
DOI: 10.5281/zenodo.18327343
title: Imaginary Gauge-steerable Edge Modes in Non-Hermitian Aubry-Andr´e-Harper Model

description: This dataset contains all MATLAB .fig files and their corresponding .mat files used to generate Figures 1-6 in the manuscript.