cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.15156/bio/th075334
title: TH075334
title: Halysiomyces

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075335
title: TH075335
title: Capparis

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075336
title: TH075336
title: Melanopsichium

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075337
title: TH075337
title: Sphaeronema

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075338
title: TH075338
title: Sorastrum

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075339
title: TH075339
title: Kuehneola

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075340
title: TH075340
title: Microscypha

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075341
title: TH075341
title: Macrocheles

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075342
title: TH075342
title: Galeomma

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075343
title: TH075343
title: Pseudeupera

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.15156/bio/th075344
title: TH075344
title: Barteria

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.5281/zenodo.7473826
title: Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CS_T3-Post

description: Answers given by children in the third grade of Primary Education to 35 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Seville (Spain) in the spring of the school year 2011-12. The questionnaire is administered individually. The calculation of the 12 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Dominance, and Influence. To learn more about our research and access to other datasets of this or other measures, follow the link GREI Longitudinal Project. // Respuestas que los niños/as de tercer curso de Educación Primaria dan a 35 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Sevilla (España) en la primavera del curso escolar 2011-12. El cuestionario se administra de forma individual. Se incluye el cálculo de 12 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace Proyecto Longitudinal GREI.
description: GRANTS / SUBVENCIONES: Ministerio de Economía y Competitividad (EDU2012-35930); Ministerio de Ciencia e Innovación (PSI2008-00541/PSIC); Generalitat Valenciana (11I028); Universitat Jaume I (UJI-B2019-29; P1-1A2012-04; P1-1B2009-33) y Fundación Dávalos-Fletcher REQUEST / RUEGO: Researchers using this dataset are kindly asked to inform the authors / Se agradecería a los investigadores que usen este dataset que informen a los autores.
DOI: 10.5281/zenodo.7473885
title: Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_CC-CS_T6-Post

description: Answers given by children in the sixth grade of Primary Education to the 42 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in public schools in Castellón and Seville (Spain) in the spring of the school year 2014-15. The questionnaire is administered individually. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership, and Admiration. To learn more about our research and access to other datasets of this or other measures, follow the link GREI Longitudinal Project. // Respuestas que los niños/as de sexto curso de Educación Primaria dan a los 42 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en centros públicos de Castellón y Sevilla (España) en primavera del curso escolar 2014-15. El cuestionario se administra de forma individual. Se incluye el cálculo de las 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo y Admiración. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace Proyecto Longitudinal GREI.
description: GRANTS / SUBVENCIONES: Ministerio de Economía y Competitividad (EDU2012-35930); Ministerio de Ciencia e Innovación (PSI2008-00541/PSIC); Generalitat Valenciana (11I028); Universitat Jaume I (UJI-B2019-29; P1-1A2012-04; P1-1B2009-33) y Fundación Dávalos-Fletcher REQUEST / RUEGO: Researchers using this dataset are kindly asked to inform the authors / Se agradecería a los investigadores que usen este dataset que informen a los autores.
DOI: 10.5281/zenodo.7473941
title: Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T6-Post

description: Answers given by children in the sixth grade of Primary Education to 41 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2015-16. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership and Admiration. To learn more about our research and access to other datasets of this or other measures, follow the link GREI Longitudinal Project. // Respuestas que los niños/as de sexto curso de Educación Primaria dan a 41 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2015-16. El cuestionario se administra de forma individual. Se incluye el cálculo de 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo, y Admiración. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace Proyecto Longitudinal GREI.
description: GRANTS / SUBVENCIONES: Ministerio de Economía y Competitividad (EDU2012-35930); Ministerio de Ciencia e Innovación (PSI2008-00541/PSIC); Generalitat Valenciana (11I028); Universitat Jaume I (UJI-B2019-29; P1-1A2012-04; P1-1B2009-33) y Fundación Dávalos-Fletcher REQUEST / RUEGO: Researchers using this dataset are kindly asked to inform the authors / Se agradecería a los investigadores que usen este dataset que informen a los autores.
DOI: 10.15156/bio/th075345
title: TH075345
title: Hylocomiastrum

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.
DOI: 10.5281/zenodo.7473923
title: Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T2-Post

description: Answers given by children in the second grade of Primary Education to 35 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2011-12. The calculation of the 12 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference. Dominance, and Influence. To learn more about our research and access to other datasets of this or other measures, follow the link GREI Longitudinal Project. // Respuestas que los niños/as de segundo curso de Educación Primaria dan a 35 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2011-12. El cuestionario se administra de forma individual. Se incluye el cálculo de 12 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Dominancia e Influencia. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace Proyecto Longitudinal GREI.
description: GRANTS / SUBVENCIONES: Ministerio de Economía y Competitividad (EDU2012-35930); Ministerio de Ciencia e Innovación (PSI2008-00541/PSIC); Generalitat Valenciana (11I028); Universitat Jaume I (UJI-B2019-29; P1-1A2012-04; P1-1B2009-33) y Fundación Dávalos-Fletcher REQUEST / RUEGO: Researchers using this dataset are kindly asked to inform the authors / Se agradecería a los investigadores que usen este dataset que informen a los autores.
DOI: 10.5281/zenodo.7473940
title: Revised Class Play – Extended version (ERCP) / Class Play Revisado – Versión Extendida (CPRE) // CLASSPLAY_Data_IC_T6-Post

description: Answers given by children in the sixth grade of Primary Education to 41 items of the Revised Class Play - Extended version questionnaire by Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; extended version adapted for Spanish population by García Bacete et al., 2014). Data collected in four public schools in Castellón (Spain) in the spring of the school year 2015-16. The calculation of the 16 subscales is included: Social Competence, Direct Aggression, Social Aggression, Reactive Aggression, Instrumental Aggression, Hyperactivity-Inattention, Withdrawal/Internal Problems, Victimization, Friendship Network, Perceived Preference, Popularity, Dominance, Influence, Control, Leadership and Admiration. To learn more about our research and access to other datasets of this or other measures, follow the link GREI Longitudinal Project. // Respuestas que los niños/as de sexto curso de Educación Primaria dan a 41 ítems del Cuestionario Class Play revisado- Versión ampliada de Wojslawowicz, Rubin, Burgess, Booth-LaForce, and Rose-Krasnor (2006; versión extendida y adaptada para la población española por García Bacete et al., 2014). Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2015-16. El cuestionario se administra de forma individual. Se incluye el cálculo de 16 subescalas: Competencia Social, Agresión Directa, Agresión Social, Agresión Reactiva, Agresión Instrumental, Hiperactividad-Inatención, Retraimiento/Problemas Internos, Victimización, Red de Amistad, Preferencia Percibida, Popularidad, Dominancia, Influencia, Control, Liderazgo, y Admiración. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace Proyecto Longitudinal GREI.
description: GRANTS / SUBVENCIONES: Ministerio de Economía y Competitividad (EDU2012-35930); Ministerio de Ciencia e Innovación (PSI2008-00541/PSIC); Generalitat Valenciana (11I028); Universitat Jaume I (UJI-B2019-29; P1-1A2012-04; P1-1B2009-33) y Fundación Dávalos-Fletcher REQUEST / RUEGO: Researchers using this dataset are kindly asked to inform the authors / Se agradecería a los investigadores que usen este dataset que informen a los autores.
DOI: 10.5281/zenodo.8212422
title: Grades / Calificaciones escolares // GRADES_Data_CC_T1-Post

description: Evaluation of the academic performance of the children at the end of the first year of Primary Education. Data collected in four public schools in Castellón (Spain) in the spring of the school year 2009-10. Children’s school achievement has been evaluated in seven areas: mathematics, Spanish, Valencian, Nature and social sciences, English, artistic education, and physical education. The grade is expressed on a scale from 1 to 5, with 1 being insufficient/fail and 5 being excellent. To learn more about our research and access to other datasets of this or other measures, follow the link GREI Longitudinal Project // Evaluación del rendimiento académico de los niños-as al final del primer curso de Educación Primaria. Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2009-10. Los niños-as han sido evaluados en siete áreas: matemáticas, lenguaje, valenciano, conocimiento del medio, inglés, educación artística y educación física. La nota está expresada en una escala de 1 a 5, siendo 1 insuficiente/suspenso y 5 sobresaliente. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace Proyecto Longitudinal GREI.
description: GRANTS / SUBVENCIONES: Ministerio de Economía y Competitividad (EDU2012-35930); Ministerio de Ciencia e Innovación (PSI2008-00541/PSIC); Generalitat Valenciana (11I028); Universitat Jaume I (UJI-B2019-29; P1-1A2012-04; P1-1B2009-33) y Fundación Dávalos-Fletcher REQUEST / RUEGO: Researchers using this dataset are kindly asked to inform the authors / Se agradecería a los investigadores que usen este dataset que informen a los autores.
DOI: 10.5281/zenodo.8212522
title: Grades / Calificaciones escolares // GRADES_Data_CC_T2-Post

description: Evaluation of the academic performance of the children at the end of the second year of Primary Education. Data collected in four public schools in Castellón (Spain) in the spring of the school year 2010-11. Children’s school achievement has been evaluated in seven areas: mathematics, Spanish, Valencian, Nature and social sciences, English, artistic education, and physical education. The grade is expressed on a scale from 1 to 5, with 1 being insufficient/fail and 5 being excellent. To learn more about our research and access to other datasets of this or other measures, follow the link GREI Longitudinal Project // Evaluación del rendimiento académico de los niños-as al final del segundo curso de Educación Primaria. Datos recogidos en cuatro centros públicos de Castellón (España) en primavera del curso escolar 2010-11. Los niños-as han sido evaluados en siete áreas: matemáticas, lenguaje, valenciano, conocimiento del medio, inglés, educación artística y educación física. La nota está expresada en una escala de 1 a 5, siendo 1 insuficiente/suspenso y 5 sobresaliente. Para saber más sobre nuestra investigación y acceder a otros ficheros de datos de esta medida o de otras, siga el enlace Proyecto Longitudinal GREI.
description: GRANTS / SUBVENCIONES: Ministerio de Economía y Competitividad (EDU2012-35930); Ministerio de Ciencia e Innovación (PSI2008-00541/PSIC); Generalitat Valenciana (11I028); Universitat Jaume I (UJI-B2019-29; P1-1A2012-04; P1-1B2009-33) y Fundación Dávalos-Fletcher REQUEST / RUEGO: Researchers using this dataset are kindly asked to inform the authors / Se agradecería a los investigadores que usen este dataset que informen a los autores.
DOI: 10.15156/bio/th075346
title: TH075346
title: Classicula

description: Here we present the novel 'taxon hypothesis' (TH) concept to accommodate fungal 'species hypothesis' (SH) into existing classification frameworks for taxonomic communication. As supplied with Digital Object Identifiers (DOIs), THs are flexible in time and enable direct cross-communication of higher level taxa along with evolving classification schemes. Every TH includes given number of SHs and consequently fixed number of fungal rDNA ITS sequences. DNA sequences generated by High-throughput or Sanger sequencing studies and identified against UNITE SHs will be automatically assigned to THs as well.