cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.15468/dl.th9hmq
title: Occurrence Download

description: A dataset containing 2275 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Insecta",
 "Geometry POLYGON ((-92.22982 15.04812, -92.13705 15.04812, -92.13705 15.13734, -92.22982 15.13734, -92.22982 15.04812))",
 "Year is greater than or equal to 1900",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is one of (Fossil, Material citation)"
 ]
 }
 }
 ]
}

 The dataset includes 2275 records from 23 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032528-241126133413365/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.18430/m38vcl
title: X-ray diffraction data for the crystal structure of HLA-A*03:01 in complex with a mutant PIK3CA peptide (8VCL)
DOI: 10.15468/dl.858gjy
title: Occurrence Download

description: A dataset containing 301 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Hoplobrotula armata (Temminck & Schlegel, 1846)",
 "Geometry POLYGON((170 20, 170 50, 120 50, 120 20, 170 20))",
 "HasCoordinate is true"
 ]
}

 The dataset includes 301 records from 17 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032529-241126133413365/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.e762px
title: Occurrence Download

description: A dataset containing 527431 species occurrences available in GBIF matching the query:
{
 "and" : [
 "DatasetKey is iNaturalist Research-grade Observations",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "Country is one of (Canada, Mexico, United States of America)",
 "EventDate is greater than or equal to 2024-10-17",
 "EventDate is less than or equal to 2024-11-16",
 {
 "not" : {
 "Issue" : [
 "is one of (Basis of record invalid, Coordinate reprojection failed, Coordinate reprojection suspicious, Coordinate precision invalid, Coordinate uncertainty meters invalid, Country mismatch, Country invalid, Geodetic datum invalid, Presumed swapped coordinate, Presumed negated longitude, Presumed negated latitude, Country coordinate mismatch)"
 ]
 }
 }
 ]
}

 The dataset includes 527431 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032454-241126133413365/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.4vvghp
title: Occurrence Download

description: A dataset containing 0 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Brotula armata Temminck & Schlegel, 1846",
 "Geometry POLYGON((170 20, 170 50, 120 50, 120 20, 170 20))",
 "HasCoordinate is true"
 ]
}

 The dataset includes 0 records from 0 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032531-241126133413365/datasets/export for details.
DOI: 10.15468/dl.yrtr76
title: Occurrence Download

description: A dataset containing 2485 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Insecta",
 "Geometry POLYGON ((-92.19477 15.0413, -92.10085 15.0413, -92.10085 15.13102, -92.19477 15.13102, -92.19477 15.0413))",
 "Year is greater than or equal to 1900",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is one of (Fossil, Material citation)"
 ]
 }
 }
 ]
}

 The dataset includes 2485 records from 28 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032530-241126133413365/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.xcatx8
title: Occurrence Download

description: A dataset containing 102 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Saurida wanieso Shindo & Yamada, 1972",
 "Geometry POLYGON((170 20, 170 50, 120 50, 120 20, 170 20))",
 "HasCoordinate is true"
 ]
}

 The dataset includes 102 records from 15 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032533-241126133413365/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.r46wwg
title: Occurrence Download

description: A dataset containing 958 species occurrences available in GBIF matching the query:
{
 "and" : [
 "Country is Colombia",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "TaxonKey is Xylosma spiculifera (Tul.) Triana & Planch."
 ]
}

 The dataset includes 958 records from 42 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032534-241126133413365/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.26239023
title: The engineering students’ use of multiple representations in mechanics problems solving at a selected public university in Rwanda

description: The subject of physics can sometimes seem esoteric and challenging to engineering students. It would be beneficial to create a more conducive learning environment for them by combining words, mathematical equations, graphs, and diagrams to increase their problem-solving abilities. It has been demonstrated in mechanics that employing multiple representations is an effective strategy when solving problems. This study aimed to examine engineering students’ use of multiple representations to solve mechanics problems, as well as to identify the challenges they encountered when applying this approach. The study was carried out at a public university in Rwanda. A mixed-methods research design was employed with a study population of 140 engineering students, 20 of whom were selected to be interviewed. The quantitative data were collected through achievement tests and analyzed using SPSS, and the qualitative data were also collected through a guided interview and analyzed thematically. The current study revealed that engineering students prefer to use mathematical representations rather than diagrams and graphics representations when solving mechanics problems. Additionally, the study revealed that students encountered several difficulties when applying this approach, such as difficulties visualizing abstract concepts, a lack of familiarity with different representations, and difficulties drawing free-body diagrams and interpreting them. The study suggests that efforts should be made to boost engineering students’ use of various representations in solving mechanics problems through curriculum reforms, teaching-oriented interventions, and the provision of suitable technological resources. The current study at a selected public university in Rwanda looks at engineering students’ use of multiple representations (MRs) in mechanics problem-solving. This study examines the common difficulties students have comprehending and implementing MRs like diagrams, graphs, and equations. We hope to suggest practical solutions that improve students’ problem-solving abilities by analyzing their competency and identifying barriers. This study is consistent with larger initiatives to improve physics education methodologies, highlighting the significance of incorporating a variety of MRs. This study contributes valuable insights to the improvement of teaching and learning in mechanics in tertiary education, as well as informing educational initiatives aimed at enhancing students’ capacities in using multiple representations (MRs) to solve both physics and real-world problems.
DOI: 10.6084/m9.figshare.26239023.v1
title: The engineering students’ use of multiple representations in mechanics problems solving at a selected public university in Rwanda

description: The subject of physics can sometimes seem esoteric and challenging to engineering students. It would be beneficial to create a more conducive learning environment for them by combining words, mathematical equations, graphs, and diagrams to increase their problem-solving abilities. It has been demonstrated in mechanics that employing multiple representations is an effective strategy when solving problems. This study aimed to examine engineering students’ use of multiple representations to solve mechanics problems, as well as to identify the challenges they encountered when applying this approach. The study was carried out at a public university in Rwanda. A mixed-methods research design was employed with a study population of 140 engineering students, 20 of whom were selected to be interviewed. The quantitative data were collected through achievement tests and analyzed using SPSS, and the qualitative data were also collected through a guided interview and analyzed thematically. The current study revealed that engineering students prefer to use mathematical representations rather than diagrams and graphics representations when solving mechanics problems. Additionally, the study revealed that students encountered several difficulties when applying this approach, such as difficulties visualizing abstract concepts, a lack of familiarity with different representations, and difficulties drawing free-body diagrams and interpreting them. The study suggests that efforts should be made to boost engineering students’ use of various representations in solving mechanics problems through curriculum reforms, teaching-oriented interventions, and the provision of suitable technological resources. The current study at a selected public university in Rwanda looks at engineering students’ use of multiple representations (MRs) in mechanics problem-solving. This study examines the common difficulties students have comprehending and implementing MRs like diagrams, graphs, and equations. We hope to suggest practical solutions that improve students’ problem-solving abilities by analyzing their competency and identifying barriers. This study is consistent with larger initiatives to improve physics education methodologies, highlighting the significance of incorporating a variety of MRs. This study contributes valuable insights to the improvement of teaching and learning in mechanics in tertiary education, as well as informing educational initiatives aimed at enhancing students’ capacities in using multiple representations (MRs) to solve both physics and real-world problems.
DOI: 10.6084/m9.figshare.24755482
title: Sustainability competences in environmental education: Research on guidebooks for teachers at Finnish primary schools

description: The aim of this study was to obtain knowledge on sustainability competences in the context of guidebooks for primary school teachers of environmental education. A two-step content analysis of Finnish primary-level teachers’ guidebooks in environmental studies was conducted: First, guidebooks were scanned for content related to sustainability. Second, the teaching practices associated with sustainability competences (futures thinking competence, values thinking competence, systems thinking competence, action-oriented competence, collaboration competence) were evaluated. The findings showed that guidebooks do support implementation of education for sustainable development and sustainability competences. However, some suggestions for improvement and further research ideas are presented.
DOI: 10.6084/m9.figshare.24755482.v1
title: Sustainability competences in environmental education: Research on guidebooks for teachers at Finnish primary schools

description: The aim of this study was to obtain knowledge on sustainability competences in the context of guidebooks for primary school teachers of environmental education. A two-step content analysis of Finnish primary-level teachers’ guidebooks in environmental studies was conducted: First, guidebooks were scanned for content related to sustainability. Second, the teaching practices associated with sustainability competences (futures thinking competence, values thinking competence, systems thinking competence, action-oriented competence, collaboration competence) were evaluated. The findings showed that guidebooks do support implementation of education for sustainable development and sustainability competences. However, some suggestions for improvement and further research ideas are presented.
DOI: 10.6084/m9.figshare.26341449
title: Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

description: The phenomenon of changes in the world of work makes educational institutions need to find the right strategy for carrying out learning for their students. This study investigates the impact of the integrated curriculum on the world of work, learning experience, student competence, and learning interaction, with the variable of teaching strategy as mediation. This study uses a questionnaire approach on vocational secondary education with a sample of 100 students in East Java. The research method uses the structural equation model (SEM-PLS) approach to examine the use of the integrated curriculum in students related to aspects of learning experience, competence, and learning interaction. The study results explain that the integrated work curriculum positively and significantly affects the recognition of learning experiences, student competencies, and learning interactions. The moderation role of the teaching strategy contributes positively and significantly to strengthening the practice of the integrated work curriculum. Existing research shows the critical role of the integrated work curriculum in creating a learning ecosystem oriented to the needs of the world of work and the fulfilment of skilled workers.
DOI: 10.6084/m9.figshare.26341449.v1
title: Does work-integrated curriculum transformation affect learning experience, student competencies, and learning interactions? The role of teaching strategy moderation

description: The phenomenon of changes in the world of work makes educational institutions need to find the right strategy for carrying out learning for their students. This study investigates the impact of the integrated curriculum on the world of work, learning experience, student competence, and learning interaction, with the variable of teaching strategy as mediation. This study uses a questionnaire approach on vocational secondary education with a sample of 100 students in East Java. The research method uses the structural equation model (SEM-PLS) approach to examine the use of the integrated curriculum in students related to aspects of learning experience, competence, and learning interaction. The study results explain that the integrated work curriculum positively and significantly affects the recognition of learning experiences, student competencies, and learning interactions. The moderation role of the teaching strategy contributes positively and significantly to strengthening the practice of the integrated work curriculum. Existing research shows the critical role of the integrated work curriculum in creating a learning ecosystem oriented to the needs of the world of work and the fulfilment of skilled workers.
DOI: 10.15468/dl.nvapce
title: Occurrence Download

description: A dataset containing 7734 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Insecta",
 "Geometry POLYGON ((-92.15454 15.04896, -92.06162 15.04896, -92.06162 15.13953, -92.15454 15.13953, -92.15454 15.04896))",
 "Year is greater than or equal to 1900",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is one of (Fossil, Material citation)"
 ]
 }
 }
 ]
}

 The dataset includes 7734 records from 50 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0032535-241126133413365/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.26063629
title: An exploratory study into the use of the take-home timeline activity for teacher professional development

description: The purpose of this study was to explore teachers’ experiences of a novel teacher education tool: the take-home timeline activity. A total of 25 English language teachers from four countries were invited to produce a visual timeline of how their beliefs and practices had changed over time. They were then asked to present and discuss their timelines with the researchers. A qualitative, exploratory methodological approach was adopted as part of an interpretivist philosophical framework. After presenting their timelines, participants were invited to reflect on their experiences in a semi-structured interview. Data were analysed inductively using a thematic analytical approach. The study found that most participants’ experiences of the timeline activity were positive. Firstly, teachers reported that the timeline had helped them develop increased understandings of their professional selves, thus facilitating reflection on how they might ‘become’ better teachers in the future. Secondly, many teachers reported that timeline activity had provided an uplifting and even therapeutic emotional experience, thus helping them to ‘feel’ better about themselves as teachers. Although certain limitations and challenges of the timeline tool are discussed, the findings suggest that timelines may be a useful addition to reflective practice in teacher education.
DOI: 10.6084/m9.figshare.26063629.v1
title: An exploratory study into the use of the take-home timeline activity for teacher professional development

description: The purpose of this study was to explore teachers’ experiences of a novel teacher education tool: the take-home timeline activity. A total of 25 English language teachers from four countries were invited to produce a visual timeline of how their beliefs and practices had changed over time. They were then asked to present and discuss their timelines with the researchers. A qualitative, exploratory methodological approach was adopted as part of an interpretivist philosophical framework. After presenting their timelines, participants were invited to reflect on their experiences in a semi-structured interview. Data were analysed inductively using a thematic analytical approach. The study found that most participants’ experiences of the timeline activity were positive. Firstly, teachers reported that the timeline had helped them develop increased understandings of their professional selves, thus facilitating reflection on how they might ‘become’ better teachers in the future. Secondly, many teachers reported that timeline activity had provided an uplifting and even therapeutic emotional experience, thus helping them to ‘feel’ better about themselves as teachers. Although certain limitations and challenges of the timeline tool are discussed, the findings suggest that timelines may be a useful addition to reflective practice in teacher education.
DOI: 10.6084/m9.figshare.25961664
title: Learning from 360-degree videos on a VR headset compared to 2D videos on a monitor

description: Online teaching has drastically increased over recent years. Although presentation of teaching videos in 360-degree on Virtual Reality headsets was shown to be more immersive than 2D videos, it is under debate whether people learn better from immersive 360-degree videos or 2D videos. The current preregistered study aimed to compare students’ learning success about a practical laboratory training in Electroencephalography from 360-degree videos shown on a VR headset compared to 2D videos. Forty-six participants responded to questions about Electroencephalography before and after watching a training video in 2D on a screen or in 360-degree on a VR headset. Their test score significantly improved and immediate learning performance was comparable in both conditions. However, participants preferred watching the 360-degree immersive videos on a VR headset and found them more practical. This suggests that both video formats can successfully be used in teaching contexts, though motivation to watch the video may be higher for 360-degree videos.
DOI: 10.6084/m9.figshare.25961664.v1
title: Learning from 360-degree videos on a VR headset compared to 2D videos on a monitor

description: Online teaching has drastically increased over recent years. Although presentation of teaching videos in 360-degree on Virtual Reality headsets was shown to be more immersive than 2D videos, it is under debate whether people learn better from immersive 360-degree videos or 2D videos. The current preregistered study aimed to compare students’ learning success about a practical laboratory training in Electroencephalography from 360-degree videos shown on a VR headset compared to 2D videos. Forty-six participants responded to questions about Electroencephalography before and after watching a training video in 2D on a screen or in 360-degree on a VR headset. Their test score significantly improved and immediate learning performance was comparable in both conditions. However, participants preferred watching the 360-degree immersive videos on a VR headset and found them more practical. This suggests that both video formats can successfully be used in teaching contexts, though motivation to watch the video may be higher for 360-degree videos.
DOI: 10.6084/m9.figshare.24814202
title: India’s global education hub ambitions: Recent student mobility trends, the underlying dynamics and strategy perspectives

description: India, traditionally one of the largest exporters of mobile students, has adopted wide-ranging policies to attract more international students. This research draws on a secondary analysis of published international student mobility (ISM) statistics for the 2012 to 2021 timeline and a text-based examination of Indian higher education (HE) policy discourses. The analysis reveals a comparatively measured increase in international student enrolments in Indian HE, given the global ISM wave and the increasingly significant receiver roles of other non-traditional Asian host countries. A closer examination reveals that the Indian inbound ISM landscape is increasingly risky given the significant and increasing dependence on a few South Asian countries. Against these observations, the possible reasons for the slow growth in inbound ISM and policy measures to help attract more international students are discussed. Finally, a framework-based assessment of countries in the East African region is illustrated as an initial step in advancing a diversification strategy.
DOI: 10.6084/m9.figshare.24814202.v1
title: India’s global education hub ambitions: Recent student mobility trends, the underlying dynamics and strategy perspectives

description: India, traditionally one of the largest exporters of mobile students, has adopted wide-ranging policies to attract more international students. This research draws on a secondary analysis of published international student mobility (ISM) statistics for the 2012 to 2021 timeline and a text-based examination of Indian higher education (HE) policy discourses. The analysis reveals a comparatively measured increase in international student enrolments in Indian HE, given the global ISM wave and the increasingly significant receiver roles of other non-traditional Asian host countries. A closer examination reveals that the Indian inbound ISM landscape is increasingly risky given the significant and increasing dependence on a few South Asian countries. Against these observations, the possible reasons for the slow growth in inbound ISM and policy measures to help attract more international students are discussed. Finally, a framework-based assessment of countries in the East African region is illustrated as an initial step in advancing a diversification strategy.