cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17188/1714570
title: Materials Data on La4In21Pd10 by Materials Project

description: La4Pd10In21 crystallizes in the monoclinic C2/m space group. The structure is three-dimensional. there are two inequivalent La sites. In the first La site, La is bonded in a 2-coordinate geometry to four Pd and ten In atoms. There are two shorter (3.50 Å) and two longer (3.59 Å) La–Pd bond lengths. There are a spread of La–In bond distances ranging from 3.28–3.70 Å. In the second La site, La is bonded in a 2-coordinate geometry to four Pd and eleven In atoms. There are two shorter (3.43 Å) and two longer (3.54 Å) La–Pd bond lengths. There are a spread of La–In bond distances ranging from 3.29–4.01 Å. There are five inequivalent Pd sites. In the first Pd site, Pd is bonded in a 7-coordinate geometry to two equivalent La and seven In atoms. There are a spread of Pd–In bond distances ranging from 2.76–2.93 Å. In the second Pd site, Pd is bonded in a 9-coordinate geometry to nine In atoms. There are a spread of Pd–In bond distances ranging from 2.88–2.94 Å. In the third Pd site, Pd is bonded in a 7-coordinate geometry to two equivalent La and seven In atoms. There are a spread of Pd–In bond distances ranging from 2.86–2.92 Å. In the fourth Pd site, Pd is bonded in a 10-coordinate geometry to two equivalent La and eight In atoms. There are a spread of Pd–In bond distances ranging from 2.82–3.29 Å. In the fifth Pd site, Pd is bonded in a 9-coordinate geometry to two equivalent La and seven In atoms. There are a spread of Pd–In bond distances ranging from 2.78–2.95 Å. There are eleven inequivalent In sites. In the first In site, In is bonded in a 12-coordinate geometry to four equivalent Pd atoms. In the second In site, In is bonded in a 1-coordinate geometry to one La and three Pd atoms. In the third In site, In is bonded in a 5-coordinate geometry to two equivalent La and three Pd atoms. In the fourth In site, In is bonded in a 5-coordinate geometry to two La, five Pd, and one In atom. The In–In bond length is 3.26 Å. In the fifth In site, In is bonded in a 12-coordinate geometry to three La, four Pd, and five In atoms. There are a spread of In–In bond distances ranging from 3.28–3.32 Å. In the sixth In site, In is bonded in a 3-coordinate geometry to one La, four Pd, and two equivalent In atoms. In the seventh In site, In is bonded in a 3-coordinate geometry to three La, three Pd, and two equivalent In atoms. In the eighth In site, In is bonded in a 5-coordinate geometry to two equivalent La and three Pd atoms. In the ninth In site, In is bonded in a 4-coordinate geometry to one La, four Pd, and three In atoms. Both In–In bond lengths are 3.27 Å. In the tenth In site, In is bonded in a 12-coordinate geometry to three equivalent La, four Pd, and five In atoms. Both In–In bond lengths are 3.37 Å. In the eleventh In site, In is bonded in a 3-coordinate geometry to three equivalent La and three equivalent Pd atoms.
DOI: 10.3886/e131261
title: Co-curricular training survey sample

description: This study is divided into three sequential steps: (1) piloted a benchmark survey to determine their strengths and weaknesses in presentation skills; (2) implemented pre-and post-course evaluation survey, which recorded the students’ improvement in oral communication skills after involvement in co-curricular training activities; and (3) conducted exit surveys to record their feedback related to the social learning experience and efficacy of the co-curricular activities
DOI: 10.17188/1714571
title: Materials Data on Te16Rh9 by Materials Project

description: Rh9Te16 crystallizes in the triclinic P-1 space group. The structure is three-dimensional. there are five inequivalent Rh+3.56+ sites. In the first Rh+3.56+ site, Rh+3.56+ is bonded to six Te2- atoms to form a mixture of edge and corner-sharing RhTe6 octahedra. The corner-sharing octahedral tilt angles are 53°. There are a spread of Rh–Te bond distances ranging from 2.65–2.72 Å. In the second Rh+3.56+ site, Rh+3.56+ is bonded to six Te2- atoms to form a mixture of edge and corner-sharing RhTe6 octahedra. The corner-sharing octahedra tilt angles range from 51–53°. There are a spread of Rh–Te bond distances ranging from 2.66–2.69 Å. In the third Rh+3.56+ site, Rh+3.56+ is bonded to six Te2- atoms to form a mixture of edge and corner-sharing RhTe6 octahedra. The corner-sharing octahedra tilt angles range from 51–53°. There are a spread of Rh–Te bond distances ranging from 2.65–2.71 Å. In the fourth Rh+3.56+ site, Rh+3.56+ is bonded to six Te2- atoms to form a mixture of edge and face-sharing RhTe6 octahedra. There are a spread of Rh–Te bond distances ranging from 2.66–2.74 Å. In the fifth Rh+3.56+ site, Rh+3.56+ is bonded to six Te2- atoms to form a mixture of face and corner-sharing RhTe6 octahedra. The corner-sharing octahedra tilt angles range from 51–53°. There are a spread of Rh–Te bond distances ranging from 2.72–2.77 Å. There are eight inequivalent Te2- sites. In the first Te2- site, Te2- is bonded in a 4-coordinate geometry to four Rh+3.56+ atoms. In the second Te2- site, Te2- is bonded in a 4-coordinate geometry to four Rh+3.56+ atoms. In the third Te2- site, Te2- is bonded in a 3-coordinate geometry to three Rh+3.56+ atoms. In the fourth Te2- site, Te2- is bonded in a 3-coordinate geometry to three Rh+3.56+ atoms. In the fifth Te2- site, Te2- is bonded in a 3-coordinate geometry to three Rh+3.56+ atoms. In the sixth Te2- site, Te2- is bonded in a 3-coordinate geometry to three Rh+3.56+ atoms. In the seventh Te2- site, Te2- is bonded in a 3-coordinate geometry to three Rh+3.56+ atoms. In the eighth Te2- site, Te2- is bonded in a 4-coordinate geometry to four Rh+3.56+ atoms.
DOI: 10.3886/e131261v2
title: Co-curricular training survey sample

description: This study is divided into three sequential steps: (1) piloted a benchmark survey to determine their strengths and weaknesses in presentation skills; (2) implemented pre-and post-course evaluation survey, which recorded the students’ improvement in oral communication skills after involvement in co-curricular training activities; and (3) conducted exit surveys to record their feedback related to the social learning experience and efficacy of the co-curricular activities
DOI: 10.17188/1714572
title: Materials Data on Li2FeBO4 by Materials Project

description: Computed materials data using density functional theory calculations. These calculations determine the electronic structure of bulk materials by solving approximations to the Schrodinger equation. For more information, see https://materialsproject.org/docs/calculations
DOI: 10.17188/1714573
title: Materials Data on LiV2(CO3)4 by Materials Project

description: Computed materials data using density functional theory calculations. These calculations determine the electronic structure of bulk materials by solving approximations to the Schrodinger equation. For more information, see https://materialsproject.org/docs/calculations
DOI: 10.17188/1714574
title: Materials Data on Hf6FeSb2 by Materials Project

description: Hf6FeSb2 crystallizes in the hexagonal P-62m space group. The structure is three-dimensional. there are two inequivalent Hf sites. In the first Hf site, Hf is bonded in a 4-coordinate geometry to two equivalent Fe and two equivalent Sb atoms. Both Hf–Fe bond lengths are 2.57 Å. Both Hf–Sb bond lengths are 3.01 Å. In the second Hf site, Hf is bonded in a 5-coordinate geometry to one Fe and four equivalent Sb atoms. The Hf–Fe bond length is 3.05 Å. All Hf–Sb bond lengths are 2.97 Å. Fe is bonded in a 9-coordinate geometry to nine Hf atoms. Sb is bonded in a 9-coordinate geometry to nine Hf atoms.
DOI: 10.3886/e124141
title: Measuring Skills in Developing Countries

description: Measures of cognitive, noncognitive, and technical skills are increasingly used to analyze the determinants of skill formation or the role of skills in economic decisions in developing and developed countries. Yet in most cases, these measures have only been validated in high-income countries. This paper tests the reliability and validity of some of the most commonly used skills measures in a rural developing context. A survey experiment with a series of skills measurements was administered to more than 900 farmers in western Kenya, and the same questions were asked again after three weeks to test the reliability of the measures. To test predictive power, the study also collected information on agricultural practices and production during the four following seasons. The results show the cognitive skills measures are reliable and internally consistent, while technical skills are difficult to capture and very noisy. The evidence further suggests that measurement error in noncognitive skills is non-classical, as correlations between questions are driven in part by the answering patterns of the respondents and the phrasing of the questions. Addressing both random and systematic measurement error using common psychometric practices and repeated measures leads to improvements and clearer predictions, but does not address all concerns. We replicate the main parts of the analysis for farmers in Colombia, and obtain similar results. The paper provides a cautionary tale for naïve interpretations of skill measures. It also points to the importance of addressing measurement challenges to establish the relationship of different skills with economic outcomes. Based on these findings, the paper derives guidelines for skill measurement and interpretation in similar contexts.
description: Households in rural areas in Siaya, Western Kenya. Mix of randomly selected representativ households and households selected by the community to participate in the agronomic trials.<br>Households in Sucre, Colombia<br><br>.
DOI: 10.3886/e124141v2
title: Measuring Skills in Developing Countries

description: Measures of cognitive, noncognitive, and technical skills are increasingly used to analyze the determinants of skill formation or the role of skills in economic decisions in developing and developed countries. Yet in most cases, these measures have only been validated in high-income countries. This paper tests the reliability and validity of some of the most commonly used skills measures in a rural developing context. A survey experiment with a series of skills measurements was administered to more than 900 farmers in western Kenya, and the same questions were asked again after three weeks to test the reliability of the measures. To test predictive power, the study also collected information on agricultural practices and production during the four following seasons. The results show the cognitive skills measures are reliable and internally consistent, while technical skills are difficult to capture and very noisy. The evidence further suggests that measurement error in noncognitive skills is non-classical, as correlations between questions are driven in part by the answering patterns of the respondents and the phrasing of the questions. Addressing both random and systematic measurement error using common psychometric practices and repeated measures leads to improvements and clearer predictions, but does not address all concerns. We replicate the main parts of the analysis for farmers in Colombia, and obtain similar results. The paper provides a cautionary tale for naïve interpretations of skill measures. It also points to the importance of addressing measurement challenges to establish the relationship of different skills with economic outcomes. Based on these findings, the paper derives guidelines for skill measurement and interpretation in similar contexts.
description: Households in rural areas in Siaya, Western Kenya. Mix of randomly selected representativ households and households selected by the community to participate in the agronomic trials.<br>Households in Sucre, Colombia<br><br>.
DOI: 10.17188/1714575
title: Materials Data on Sb2Mo10O31 by Materials Project

description: Computed materials data using density functional theory calculations. These calculations determine the electronic structure of bulk materials by solving approximations to the Schrodinger equation. For more information, see https://materialsproject.org/docs/calculations
DOI: 10.3886/e131163
title: Measuring and Mapping Visitation to Public Lands in Utah with Social Media Data

description: The code stored here can be used to replicate the analysis reported by Zhang et al. (2021). The project uses nine years of geotagged social media posts uploaded to Flickr and Panoramio (data also provided in this repository) to investigate the ability of social media to measure and map spatial patterns in visitation to national parks, national forests, and state parks in Utah, USA.
description: Not applicable.
description: Response Rates: Not applicable.
description: Presence of Common Scales: Not applicable.
description: other; None.
description: Visitors to public lands within Utah, USA between 2006 and 2014 who uploaded photographs to either the Flickr or Panoramio photosharing platforms. Smallest Geographic Unit: Exact latitude and longitude
description: Not applicable.
DOI: 10.17188/1714576
title: Materials Data on AcPm3 by Materials Project

description: AcPm3 is Magnesium-derived structured and crystallizes in the hexagonal P6_3/mmc space group. The structure is three-dimensional. Ac is bonded to twelve Pm atoms to form AcPm12 cuboctahedra that share corners with six equivalent AcPm12 cuboctahedra, corners with twelve PmAc4Pm8 cuboctahedra, edges with eighteen PmAc4Pm8 cuboctahedra, faces with eight equivalent AcPm12 cuboctahedra, and faces with twelve PmAc4Pm8 cuboctahedra. There are six shorter (3.75 Å) and six longer (3.78 Å) Ac–Pm bond lengths. There are three inequivalent Pm sites. In the first Pm site, Pm is bonded to four equivalent Ac and eight Pm atoms to form PmAc4Pm8 cuboctahedra that share corners with four equivalent AcPm12 cuboctahedra, corners with fourteen PmAc4Pm8 cuboctahedra, edges with six equivalent AcPm12 cuboctahedra, edges with twelve PmAc4Pm8 cuboctahedra, faces with four equivalent AcPm12 cuboctahedra, and faces with sixteen PmAc4Pm8 cuboctahedra. There are a spread of Pm–Pm bond distances ranging from 3.67–3.84 Å. In the second Pm site, Pm is bonded to four equivalent Ac and eight Pm atoms to form PmAc4Pm8 cuboctahedra that share corners with four equivalent AcPm12 cuboctahedra, corners with fourteen PmAc4Pm8 cuboctahedra, edges with six equivalent AcPm12 cuboctahedra, edges with twelve PmAc4Pm8 cuboctahedra, faces with four equivalent AcPm12 cuboctahedra, and faces with sixteen PmAc4Pm8 cuboctahedra. There are a spread of Pm–Pm bond distances ranging from 3.67–3.84 Å. In the third Pm site, Pm is bonded to four equivalent Ac and eight Pm atoms to form PmAc4Pm8 cuboctahedra that share corners with four equivalent AcPm12 cuboctahedra, corners with fourteen PmAc4Pm8 cuboctahedra, edges with six equivalent AcPm12 cuboctahedra, edges with twelve PmAc4Pm8 cuboctahedra, faces with four equivalent AcPm12 cuboctahedra, and faces with sixteen PmAc4Pm8 cuboctahedra. There are one shorter (3.67 Å) and one longer (3.84 Å) Pm–Pm bond lengths.
DOI: 10.3886/e131163v1
title: Measuring and Mapping Visitation to Public Lands in Utah with Social Media Data

description: The code stored here can be used to replicate the analysis reported by Zhang et al. (2021). The project uses nine years of geotagged social media posts uploaded to Flickr and Panoramio (data also provided in this repository) to investigate the ability of social media to measure and map spatial patterns in visitation to national parks, national forests, and state parks in Utah, USA.
description: Not applicable.
description: Response Rates: Not applicable.
description: Presence of Common Scales: Not applicable.
description: other; None.
description: Visitors to public lands within Utah, USA between 2006 and 2014 who uploaded photographs to either the Flickr or Panoramio photosharing platforms. Smallest Geographic Unit: Exact latitude and longitude
description: Not applicable.
DOI: 10.17188/1714578
title: Materials Data on V4(OF3)3 by Materials Project

description: V4(OF3)3 crystallizes in the triclinic P1 space group. The structure is three-dimensional. there are four inequivalent V+3.75+ sites. In the first V+3.75+ site, V+3.75+ is bonded to one O2- and five F1- atoms to form corner-sharing VOF5 octahedra. The corner-sharing octahedra tilt angles range from 26–39°. The V–O bond length is 1.68 Å. There is four shorter (1.98 Å) and one longer (2.01 Å) V–F bond length. In the second V+3.75+ site, V+3.75+ is bonded to two O2- and four F1- atoms to form distorted corner-sharing VO2F4 octahedra. The corner-sharing octahedra tilt angles range from 22–39°. There is one shorter (1.67 Å) and one longer (2.11 Å) V–O bond length. There is two shorter (1.97 Å) and two longer (1.98 Å) V–F bond length. In the third V+3.75+ site, V+3.75+ is bonded to one O2- and five F1- atoms to form corner-sharing VOF5 octahedra. The corner-sharing octahedra tilt angles range from 26–35°. The V–O bond length is 1.98 Å. There are a spread of V–F bond distances ranging from 1.95–2.02 Å. In the fourth V+3.75+ site, V+3.75+ is bonded to two O2- and four F1- atoms to form distorted corner-sharing VO2F4 octahedra. The corner-sharing octahedra tilt angles range from 22–38°. There is one shorter (1.66 Å) and one longer (2.12 Å) V–O bond length. There is three shorter (1.97 Å) and one longer (1.98 Å) V–F bond length. There are three inequivalent O2- sites. In the first O2- site, O2- is bonded in a distorted bent 150 degrees geometry to two V+3.75+ atoms. In the second O2- site, O2- is bonded in a distorted bent 150 degrees geometry to two V+3.75+ atoms. In the third O2- site, O2- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. There are nine inequivalent F1- sites. In the first F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. In the second F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. In the third F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. In the fourth F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. In the fifth F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. In the sixth F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. In the seventh F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. In the eighth F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms. In the ninth F1- site, F1- is bonded in a bent 150 degrees geometry to two V+3.75+ atoms.
DOI: 10.17188/1714579
title: Materials Data on SrCo2As2(H2O5)2 by Materials Project

description: Computed materials data using density functional theory calculations. These calculations determine the electronic structure of bulk materials by solving approximations to the Schrodinger equation. For more information, see https://materialsproject.org/docs/calculations
DOI: 10.17188/1714580
title: Materials Data on Li3Fe2F9 by Materials Project

description: Computed materials data using density functional theory calculations. These calculations determine the electronic structure of bulk materials by solving approximations to the Schrodinger equation. For more information, see https://materialsproject.org/docs/calculations
DOI: 10.17188/1714581
title: Materials Data on Zn5Pd3 by Materials Project

description: Pd3Zn5 crystallizes in the tetragonal P4/mmm space group. The structure is three-dimensional. there are two inequivalent Pd sites. In the first Pd site, Pd is bonded in a distorted body-centered cubic geometry to nine Zn atoms. There are eight shorter (2.66 Å) and one longer (3.07 Å) Pd–Zn bond lengths. In the second Pd site, Pd is bonded in a body-centered cubic geometry to eight equivalent Zn atoms. All Pd–Zn bond lengths are 2.66 Å. There are three inequivalent Zn sites. In the first Zn site, Zn is bonded in a 8-coordinate geometry to four equivalent Pd and four equivalent Zn atoms. All Zn–Zn bond lengths are 2.66 Å. In the second Zn site, Zn is bonded in a body-centered cubic geometry to eight Pd atoms. In the third Zn site, Zn is bonded in a 10-coordinate geometry to two equivalent Pd and eight equivalent Zn atoms.
DOI: 10.3886/e131363
title: Establishing a comprehensive census of undergraduate economics curricula: Foundational and special requirements for major programs in the U.S.

description: This study is the first of a series of studies, collectively embodying a multiphase mixed methods design. The overall objective of these studies is to explore and address a variety of issues and features of the discipline of economics, particularly as they relate to and represent past present and future factors of globalization, education, citizenship, and society. This is done by collecting and analyzing data on numerous aspects of the undergraduate economics curriculum, economics as a discipline, and economics as applied in the real world.<br><br> The overall purpose of these studies is to inform ongoing debates concerning the future of the discipline of economics and how it is taught, by examining and creating paradigms and methods that may be of aide. Additionally these studies collectively aim to outline, and in small ways develop, potential technological and organizational solutions for detailed longitudinal curriculum tracking. The frameworks employed and developed in these studies may eventually be scaled and adapted for all sorts of curricula. Ideally, the completion of this study’s overall objective yields practical insights and tools that empower faculty and departments, in economics and eventually in general, to better understand and design their own curriculum.<br><br> This immediate study fills gaps in and updates data on the curriculum of undergraduate economics majors in U.S. institutions, while also establishing a baseline data set for future studies to build on. A qualitative census methodology is adapted and employed to explore how various institutional and program factors relate to certain types of major program requirements. Descriptive statistics are used for analysis, primarily to allow for comparisons to previous studies. In sum, the purpose of the data collected and analyzed in this census is to give a glimpse into the current state of the undergraduate economics curriculum in the U.S., and to inform the qualitative, quantitative, and transformative studies that are to follow in this multiphase series.
description: web scraping;
description: All economic core requirements (i.e. intros, intermediates, quant) and special requirements (i.e. capstone) for all four year undergraduate economics major programs in US higher education institutions for the 2017-2018 school year.