cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.17632/n7wtt5vdgt.1
title: Finite element and analytical analysis of GFRP-RC thermal crack during the hydration process

description: This data describes the result of the analytical and numerical prediction of early age radial concrete crack.
DOI: 10.17632/bx8b2zwvcg.1
title: Raw Data- Paper- 3DP Tablets

description: Raw Data- Paper- 3DP Tablets
DOI: 10.17632/r93d8xwtx8.1
title: Raw data_Hydrogel - Paper-3D Printed Tablets

description: Raw data_Hydrogel - Paper-3D Printed Tablets
DOI: 10.15468/dl.w5wh8y
title: Occurrence Download

description: A dataset containing 5746 species occurrences available in GBIF matching the query:
{
 "and" : [
 "SpeciesKey is one of (Ilybius ater (De Geer, 1774))",
 "BasisOfRecord is one of (Human Observation, Observation, Occurrence evidence)",
 "Year is greater than or equal to 1901",
 "Year is less than or equal to 2019",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "OccurrenceStatus is Present"
 ]
}

 The dataset includes 5746 records from 146 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0018038-240906103802322/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.17632/jbw7t7rjc8.1
title: A dataset to pinpoint key mechanisms underlying heat stress in Arabidopsis thaliana

description: Differentially expressed genes elucidated from comparative transcriptomic analyses of publicly available datasets related to heat stress of Arabidopsis thaliana.
DOI: 10.17632/rnf4m4dg58.1
title: Multimodal Immersion in English Language Learning in Higher Education: A Systematic Review

description: This systematic review examines 34 research articles published from 2013 to 2024. The primary focus of the study is to explore more about the application of multimodal pedagogies in higher education, the methods and materials used to assist learners in acquiring English language skills, the English language skills acquired through the usage of multimodality, and the main results of using many modes. This systematic review employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards. It adopts a thorough search strategy across electronic databases, which include Web of Science and Scopus.
DOI: 10.17632/rnf4m4dg58.2
title: Multimodal Immersion in English Language Learning in Higher Education: A Systematic Review

description: This systematic review examines 34 research articles published from 2013 to 2024. The primary focus of the study is to explore more about the application of multimodal pedagogies in higher education, the methods and materials used to assist learners in acquiring English language skills, the English language skills acquired through the usage of multimodality, and the main results of using many modes. This systematic review employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards. It adopts a thorough search strategy across electronic databases, which include Web of Science and Scopus.
DOI: 10.17632/59b97stsbs.1
title: Place Descriptions for Accurate Location Identification

description: This dataset encompasses an analysis of collected place descriptions where participants were presented with specific locations on a map and asked to describe them. The primary objective was to ensure that the described places were distinguishable and locatable based solely on their descriptions
DOI: 10.17632/59b97stsbs.2
title: Place Descriptions for Accurate Location Identification

description: This dataset encompasses an analysis of collected place descriptions where participants were presented with specific locations on a map and asked to describe them. The primary objective was to ensure that the described places were distinguishable and locatable based solely on their descriptions
DOI: 10.17632/hmgftwkhhy.1
title: Didactic planning for English 3 level

description: This document is a didactic planning for an English 3 course. In it you can find the phases that a teacher must take into account when guiding a course at the Universidad Cooperativa de Colombia.Besides helping the professor with the orientations that should be taken into account, it helps the students to know how the courses work.
DOI: 10.17632/c2z29f5f3j.1
title: Workshop pruebas Saber Pro

description: This is a workshop on Part 1 of the Saber Pro English test for students of the Universidad Cooperativa. In this document you will find explanations of how this part of the English test is designed, how to approach it and strategies for your answers.
DOI: 10.17632/5sgcp8p75t.1
title: Guideline to teach "describing your life"

description: This teaching guide contains a step-by-step guide on how to teach the Describing your life topic. In this document you will find communicative activities based on the task-based learning approach involving the four basic language skills.
DOI: 10.17632/b2kncbphyf.1
title: Guideline to teach "how do you get to"

description: This teaching guide is based on the topic of how to ask for and give directions in English. This guide was elaborated to help a group of journalists that will participate in the COP 16 to have linguistic strategies to be able to give geographical orientations in the city of Cali. The main points are how to ask and answer questions about location in English and exactly in the city of Cali.
DOI: 10.17632/scv7mwrpg4.1
title: Guideline to teach "Plans for the weekend"

description: This teaching guide contains an explanation of the future with going to, a step-by-step activity to develop communicative competence, leading students to develop the activity of describing their plan for the weekend. The proposed activities integrate language skills and motivate students' learning.
DOI: 10.17632/cnd33x9yrr.1
title: GUIDELINE TO TEACH TALKING ABOUT ACTIONS AND CLOTHES

description: This didactic guide contains a planning of the present simple topic with emphasis on the description of actions and clothing. It contains sequential didactic activities that lead to the development of the expected communicative competence Talking about actions and clothes.
DOI: 10.17632/tgwjhnkm88.1
title: Guideline to teach "What to eat in Cali"

description: This didactic guide contains a planning of the typical food of Cali. This planning was designed for a course for journalists who will receive foreigners at COP 16. It contains videos, tutorials and conversation models to achieve effective communication.
DOI: 10.17632/bm8mxg6wrb.1
title: Guideline to teach: "My old home"

description: This document contains a teaching guide on the use of There was and there were to describe what was in a house. In it, the author provides several strategies for teaching the topic and thus achieve the development of the competence.
DOI: 10.17632/z8dnrf77n6.1
title: Guideline to teach: "Talking about important people for the world"

description: This teaching guide contains pedagogical strategies for teaching the past tense of the verb "to be." It includes activities that help students develop the expected communicative competence through the presentation of personal information about a famous person.
DOI: 10.17632/n94r555zzh.1
title: Guideline to teach: "Introducing family members"

description: This is a teaching guideline that contains teaching strategies to help other teachers with the topic: Introducing family members. It contains activities based on the communicative approach that encourages and motivates students on learning the language. The guide provides activities that integrate the four main abilities of the language.
DOI: 10.17632/p7h5hccsbt.1
title: Multimineral coupling reveals the iron–sulfur cycle in a receding methane seep (Supplementary data)

description: Many studies have aimed to establish various minerals as archives of paleo- and modern methane seeps. Furthermore, the Fe-S cycle in methane seeps has attracted attention for a long time. The predominant biogeochemical reaction in methane seeps is sulfate reduction coupled with the anaerobic oxidation of methane, which mainly occurs in the sulfate–methane transition zone (SMTZ). The H2S generated from this reaction combines with active iron in the sediments and eventually forms pyrite (FeS2). Here, we studied a core with a length of 14 m sampled from the Shenhu area, South China Sea, via multiple methods, such as SEM and EDS tests. By evaluating the high contents of CRS and presence of various minerals, we found two paleo-SMTZs, which means that there were two methane seepage events. AMS14C dating and the carbon and oxygen isotopic test for planktonic foraminifera indicated successive sedimentation from MIS3 to MIS1. The low correlations between CRS and TOC and δ13CTOC indicated that organoclastic sulfate reduction was not the dominant biogeochemical reaction in this core. The increasing contents of pyrite and the mean diameter as well as the standard deviation of framboid and cubic pyrite found in several depth intervals and the extremely negative δ34S value of both CRS and hand-picked pyrite indicated that the two SMTZs were situated at or near the surface of the seafloor. The vast elemental sulfur that was distributed throughout the core (especially in the SMTZ) implied that the methane seep activity had subsided. Moreover, the intermediate species formed during pyrite and framboid goethite formation (pyrite pseudomorphs) that were discovered in various intervals further confirmed this viewpoint. Based on these results, we further concluded that the Fe-S cycle in this unique core was directly influenced by changes in the SMTZ position. High CRS and pyrite contents and larger framboids formed when methane flux intensified. After the methane seep activity weakened and the SMTZ migrated to deeper sediments, previously formed pyrite was oxidized by oxygen-containing seawater and thus formed intermediate species and ultimately Fe (hydrogen) oxide (especially framboid goethite). Therefore, our results provide a unique reference to establish a relatively complete Fe-S cycle through diverse sulfur- and/or iron-bearing minerals.
DOI: 10.17632/p7h5hccsbt.2
title: Multimineral coupling reveals the iron–sulfur cycle in a receding methane seep (Supplementary data)

description: Many studies have aimed to establish various minerals as archives of paleo- and modern methane seeps. Furthermore, the Fe-S cycle in methane seeps has attracted attention for a long time. The predominant biogeochemical reaction in methane seeps is sulfate reduction coupled with the anaerobic oxidation of methane, which mainly occurs in the sulfate–methane transition zone (SMTZ). The H2S generated from this reaction combines with active iron in the sediments and eventually forms pyrite (FeS2). Here, we studied a core with a length of 14 m sampled from the Shenhu area, South China Sea, via multiple methods, such as SEM and EDS tests. By evaluating the high contents of CRS and presence of various minerals, we found two paleo-SMTZs, which means that there were two methane seepage events. AMS14C dating and the carbon and oxygen isotopic test for planktonic foraminifera indicated successive sedimentation from MIS3 to MIS1. The low correlations between CRS and TOC and δ13CTOC indicated that organoclastic sulfate reduction was not the dominant biogeochemical reaction in this core. The increasing contents of pyrite and the mean diameter as well as the standard deviation of framboid and cubic pyrite found in several depth intervals and the extremely negative δ34S value of both CRS and hand-picked pyrite indicated that the two SMTZs were situated at or near the surface of the seafloor. The vast elemental sulfur that was distributed throughout the core (especially in the SMTZ) implied that the methane seep activity had subsided. Moreover, the intermediate species formed during pyrite and framboid goethite formation (pyrite pseudomorphs) that were discovered in various intervals further confirmed this viewpoint. Based on these results, we further concluded that the Fe-S cycle in this unique core was directly influenced by changes in the SMTZ position. High CRS contents and larger framboids formed when methane flux intensified. After the methane seep activity weakened and the SMTZ migrated to deeper sediments, previously formed pyrite was oxidized by oxygen-containing seawater and thus formed intermediate species and ultimately Fe (hydrogen) oxide (especially framboid goethite). Therefore, our results provide a unique reference to establish a relatively complete Fe-S cycle through diverse sulfur- and/or iron-bearing minerals.
DOI: 10.17632/p7h5hccsbt.3
title: Geochemistry and mineralogy coupling reveals the Fe-S cycle in a receding methane seep (Supplementary data)

description: Receding methane seep is a potential hotspot to investigate the iron and sulfur cycle in marine sediment but these processes deciphered by geochemical and mineralogical data are still unclear. Here, we studied a core with a length of 14 m sampled from the Shenhu area, South China Sea, via multiple geochemical and mineralogical methods, we found twice methane seep activities. Accelerator mass spectrometry 14C dating and the carbon and oxygen isotopic analyses for planktonic foraminifera indicate successive sedimentation from Marine isotope stages 3 (MIS3) to 1 (MIS1). The low correlations between CRS and total organic carbon (TOC) and δ13CTOC indicate that organoclastic sulfate reduction is not the dominant biogeochemical reaction in this core. The increasing contents of CRS and the mean diameter of framboid in several depth intervals and the extremely negative δ34S value of both CRS and hand-picked pyrite reveal that the two SMTZs once situated near the seafloor. The vast ES and framboid goethite (pyrite pseudomorphs) that distribute throughout the core implied that the methane seep activity had subsided. Moreover, the special intermediate species further confirmed the ongoing pyrite oxidation. Therefore, our results provide a unique reference to interpret the Fe-S cycle in methane seep.
DOI: 10.17632/7wrk63vcxj.1
title: IMPACT OF GROUP LENDING ON ENTERPRISE CAPITAL FORMATION AND EMPLOYMENT CREATION IN SALALE OROMIA, ETHIOPIA

description: IMPACT OF GROUP LENDING ON ENTERPRISE CAPITAL FORMATION AND EMPLOYMENT CREATION IN SALALE OROMIA, ETHIOPIA
DOI: 10.15468/dl.rv9pcs
title: Occurrence Download

description: A dataset containing 846 species occurrences available in GBIF matching the query:
{
 "and" : [
 "Country is Colombia",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "TaxonKey is Panthera onca (Linnaeus, 1758)"
 ]
}

 The dataset includes 846 records from 70 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0018039-240906103802322/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.17632/f2vwcpvtxz.1
title: Dataset on stakeholder perceptions of ocean hazard risk for coastal roadways in Maui County, Hawai‘i

description: We present two datasets generated from an online survey and semi-structured oral interviews conducted in Maui and Molokai, Hawai‘i from May to July 2021. Datasets include 102 responses from the online survey and de-identified, categorized themes from 112 oral interviews. Participants, identified by stakeholder groups which range from local residents to government employees, were recruited via email. 

This data, focused on coastal hazards and resilience in the face of sea-level rise (SLR), has informed adaptation recommendations and cost/benefit analyses for the Coastal Road Erosion Susceptibility Index (CRESIv2) for Maui County. The original CRESI was developed by the University of Hawai'i at Mānoa Civil and Environmental Engineering Department (UH CEE) in 2019 for the Hawai'i Department of Transportation (HDOT) and applied to coastal state roads (Francis et al., 2019). The 2019 CRESI report is available online at: "https://hidot.hawaii.gov/highways/files/2019/09/State-of-Hawaii-Statewide-Coastal-Highway-Program-Report_Final_2019.pdf". As of September 2024, the 2024 Maui County CRESIv2 report is finalized but not yet published.

See below for information included in each dataset and folder structure descriptions.

Survey Data:
1. Respondent characteristics and self-identified stakeholder groups
2. Residency status and tenure
3. Coastal road adaptation option preferences
4. Road usage frequency and purpose
5. Ranking of factors influencing adaptation preferences
6. Perceived barriers to increased coastal resilience

Oral Interview Data:
1. Respondent characteristics and stakeholder groups
2. New or exacerbated risks
3. Limitations to increasing resilience
4. Coastal and compound hazard impacts
5. Government agency experiences
6. Community engagement experiences
7. Hazard reporting and discovery methods
8. Evacuation preparation time needed
9. Areas of concern
10. Vulnerable populations
11. Desired improvements
12. Actions and contributions

The data is organized into two folders:

Survey Data and Supplementary Materials Folder:
 - Raw data in .csv format ("Raw Survey Data.csv")
 - Key for adaptation options ("Adaptation Options Key.docx")
 - Questionnaire ("Survey.pdf")
Blank entries indiciate the question was optional or non-applicable to the respondent, as questions were organized by area of residence. 

Oral Interview Data and Supplementary Materials Folder:
 - Post-thematic analysis data in .csv format ("Processed Oral Interview Data.csv")
 - Abbreviation key ("Abbreviation Key.docx")
 - Interview questions, categorized by stakeholder groups ("Interview Questions.docx")
Due to the nature of semi-structured interviews being dynamic and affected by variations in interview duration and question interpretation, not all interviewees provided responses for every category, shown as blank entries. Additionally, many respondents had multiple answers for each category. These are shown as multiple entries in each box.
DOI: 10.17632/zx4bm638wn.1
title: Guideline to teach comparatives and superlatives.

description: The guideline focused on teaching students how to form and use comparatives and superlatives to describe various nouns.
DOI: 10.17632/smms2g395k.1
title: Guideline to describe homes with there was/ there were

description: This guideline teaches how to use there was and there were, along with parts of the house and furniture vocabulary, to describe various homes.
DOI: 10.17632/pdmrhzn79s.1
title: Guideline to describe places with there was/ there were

description: This guideline teaches how to use there was and there were to describe different kinds of places in towns or cities.
DOI: 10.17632/dtjz4hyb66.1
title: Guideline to introduce future with be going to.

description: This guideline explains how to teach the affirmative, negative and interrogative structures of the future with be going to tense.
DOI: 10.17632/f8wdmjc74v.1
title: Guideline to introduce the simple past tense of the verb to be

description: This guideline explains how to teach the affirmative, negative and interrogative structures of the simple past tense of the verb to be.
DOI: 10.15468/dl.27nm9x
title: Occurrence Download

description: A dataset containing 10816 species occurrences available in GBIF matching the query:
{
 "and" : [
 "SpeciesKey is one of (Ilybius fuliginosus (Fabricius, 1792))",
 "BasisOfRecord is one of (Human Observation, Observation, Occurrence evidence)",
 "Year is greater than or equal to 1901",
 "Year is less than or equal to 2019",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "OccurrenceStatus is Present"
 ]
}

 The dataset includes 10816 records from 177 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0018040-240906103802322/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.17632/6nhyjv9rgg.1
title: Guideline to introduce there wasn’t / there weren’t

description: This guideline explains how to use the structures there wasn´t and there weren´t to describe the non-existence of plural and singular nouns in the past.
DOI: 10.17632/xd668wr6tb.1
title: Guideline to teach the simple past tense interrogative sentences (Verb to Be).

description: This guideline explains how to ask and answer questions with the simple past tense of the verb to be.
DOI: 10.17632/rb96cc4vs5.1
title: PAX Balance Sheets

description: Patria Investments Limited is the leading Latin American alternative asset manager, with $43 billion of AUM and $34 billion of fee-paying AUM as of 1Q24. The company operates five divisions: private equity, infrastructure, credit, public equities, real estate, and global private market solutions. The company aims to be the gateway for alternative investments in Latin America. Most of the assets are from international (non-Latam) institutional investors. Investment performance, which is the key to the business's long-term success, has been solid. The charts below illustrate how the company has grown and performed. 

Patria originated from Patrimonio Participacoes, a Brazilian M&A advisory boutique created in 1988 as a 50/50 partnership between local Brazilian partners and Salomon Brothers. In 1991 the advisory business acquired a broker-dealer and eventually evolved into an investment bank. In 1994, the company began its private equity operations with internal capital, and in 1997 Patriomonio raised its first private equity fund with outside LP’s. In 1998, following Travelers acquisition of Salomon Brothers and subsequent merger with Citibank, the local partners bought back Salomon’s 50% stake. In 1999, the partners sold the banking operation to Chase Manhattan to focus exclusively on private equity operations and developing the asset management business. Blackstone acquired a non-controlling stake in the business, which it sold during and after the IPO. 

As of December 2023, Patria had 430 investment professionals and 36 partners. The table below summarizes the ownership structure. The ticker symbol PAX pertains to the Class A shares. The class B shares, owned by the partners through a vehicle called Patria Holdings, represent 63% economic interest and 94% voting control. The class B shares are privately held and not listed. Despite the skewed voting controls, the Articles of Association provide reasonably good protection for minority shareholders, such as equal treatment in the sale of the business, tag a long rights, and the ability to appoint three independent directors to the board. 

Why can the company double in five years?

Patria is the largest alternative asset manager in Latam, with a roughly 24% market share. As it expands its offering, it becomes a one-stop shop for investors seeking exposure to Latin America. 

Performance has been solid, which should enable the company to retain its position as the leading destination for external investment in Latin American private alternative assets. 

Global LPs are under-allocated to Latin America. Latin America represents 6% of global GDP but only 1% of private equity allocations. Latin American pension plans are growing but are under-allocated to private assets compared to plans globally.
DOI: 10.17632/yw86bcbfv9.1
title: Guideline to ask about quantity with was there/ were there

description: This guideline explains how to ask and answer questions in the simple past tense using there was and there were and how much and how many.
DOI: 10.17632/k94d5jvprs.1
title: Guideline to teach the simple past tense affirmative sentences

description: This guideline explains how to teach the affirmative sentence structure in the simple past tense.
DOI: 10.17632/4km4ct48ck.1
title: Guideline to teach the simple past tense affirmative sentences (verb to be).

description: This guideline explains how to teach the affirmative sentence structure with the simple past tense of the verb to be.
DOI: 10.17632/2hrdrdkx55.1
title: Guideline to teach the simple past tense information questions (action verbs).

description: This guideline explains asking and answering questions in the simple past tense with action verbs.