cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.14749/1400829989
title: DRDLR 2010 Technology Database: Eight provinces in South Africa

description: Description: 
 The database incorporates technologies used in rural development initiatives in South Africa and includes those technologies identified at the 8 CRDP pilot sites.
Abstract: 
 The database incorporates technologies used in rural development initiatives in South Africa and includes those technologies identified at the 8 CRDP pilot sites.

 
 Agriculture;
 
 Mining;
 
 Manufacturing;
 
 Information and Communication Technologies;
 
 Renewable Energy Technologies (RET) e.g. biogas, solar panels, wind mills etc.;
 
 Environment (those that use natural environment materials to generate income using some form of technology);
 
 Services (housing, sanitation, transportation).
description: Compilation or synthesis of existing material
description: Face-to-face interview
description: Focus group
description: Observation
description: Black and coloured South Africans living in these particular villages at the time and who make or made use of different types of technology. The study includes any use of technology across the following sectors, where they were found in each of the eight CRDP pilot sites: Agriculture; Mining; Manufacturing; Information and Communication Technologies; Renewable Energy Technologies (RET) e.g. biogas, solar panels, wind mills etc. Environment (those that use natural environment materials to generate income)
description: Snowballing for interviews. One person leads to the next. First point of contact was local authority, traditional leadership, elders or projects. While most of the technologies in the database are associated with 'projects' (meaning a deliberate intervention by a government department or other agency), some are not. Moreover, what this implies is that the database does not include every instance in which a rural dweller uses an ordinary borehole or tractor or even hoe; these of course are all technologies that are used to enhance rural livelihoods, but there is nothing novel or noteworthy about them for the purposes of this study, and indeed there is no meaningful way in which they could be listed in a database. A final point is that we can make no claims as to the completeness of the database, although we made every attempt to be as thorough and inclusive as possible, largely by means of telephone calls, e-mails, internet searches, and of course the fieldwork at the CRDP pilot sites.
DOI: 10.14749/1400835355
title: HIV and Alcohol Prevention in Schools (HAPS) 2003-08 - KwaZulu-Natal

description: Description: 
 This data set contains the responses of students in the ninth grade which involves testing two successful prevention curricula, namely, Amazing Alternatives, which is a peer-focused alcohol prevention curriculum, and the modified Reducing the Risk curriculum, a skills-based HIV-prevention curriculum.

 It contains 290 variables and 1319 cases.
Abstract: 
 The project involves testing two successful prevention curricula, namely, Amazing Alternatives, which is a peer-focused alcohol prevention curriculum, and the modified Reducing the Risk curriculum, a skills-based HIV-prevention curriculum. The project, funded by the National Institute of Mental Health, involves combined classroom and media intervention that are designed to be novel and participatory for those adolescents most likely to engage in sexual risk-taking and are affective in altering the number of crucial risk behaviours, including increasing likelihood of continued abstinence among those who have not yet had sex. The study design involves randomising 8 schools in the greater Pietermaritzburg area to an experimental or comparison condition. The control schools receive 4 sessions compared to 14 sessions in the intervention schools.
description: Focus group
description: Psychological measurements
description: Self-completion
description: Grade 9 students of peri-urban schools in Pietermaritzburg.
description: The project involves formative research and pilot-testing of a new alcohol and HIV prevention curriculum based on two successful curricula: Amazing Alternatives, a peer-focused alcohol prevention curriculum and the modified Reducing the Risk curriculum, a skills-based HIV prevention curriculum. In the first year of the study, the curricula was combined and adapted based on focus and reaction groups and collaboration with South African investigators. Pilot testing occurred in two schools.

During years 2 through 5 we recruited two cohorts of 9th grade students who were followed for two school years each. Eight peri-urban schools in the Pietermaritzburg area of KwaZulu-Natal province of South Africa was randomized to the intervention curriculum or comparison curriculum conditions; each school was randomized to receive the small media campaign either during the first or second cohort. For each cohort, during the first school year, the alcohol and HIV prevention curriculum was implemented in intervention curriculum schools; during the second school year, the small media campaign was implemented in small media schools. Thus, during years 2 and 4 of the study the curriculum was implemented in intervention schools (for the two cohorts of students, respectively). During years 3 and 5 of the study the small media campaign was implemented in intervention schools (for the two cohorts of students, respectively).
DOI: 10.14749/1400835388
title: Status of the Youth Survey (SYR) 2003 - All provinces in South Africa

description: Description: 
 The study makes assessments of the state of young people in South Africa in relation to education, economic and civic participation, and health and wellbeing. The study consisted of a literature review, secondary data analysis and a nationally representative survey of 3 541 young people aged 18-35 years.
Abstract: 
 The study makes assessments of the state of young people in South Africa in relation to education, economic and civic participation, and health and well-being. The study consisted of a literature review, secondary data analysis and a nationally representative survey of 3 541 young people aged 18-35 years.

 The Status of the Youth Report (SYR) 2003-2004 was commissioned by the Umsobomvu Youth Fund as a background document against which to make future, regular assessments of the state of young people in South Africa. The study had two components, first, a review of existing literature and available secondary data sources and second, a nationally representative survey of young people between the ages of 18 and 35 years of age, which is documented in this data set.

 The topics covered included in the data set included education, labour market participation, health and disability, crime and violence, and social integration.
description: Face-to-face interview
description: Young people residing in South African households between ages 18 and 35.
description: A self-weighting sample was designed, based on the most recent available data from Statistics South Africa. Thus, the major reporting domains of the sample were drawn so that they are proportional to that of Census 2001. Households (primary sampling units) were selected to render a national sample of 3 500 young people, representative of population group and province. 
The Census 2001 enumeration areas (EAs) selected by the HSRC's Surveys, Analysis, Modelling and Mapping Unit were associated with their different municipalities and plotted on a national map. Route maps were prepared to identify each primary sample unit in the sample design within each district and in each province. 

These maps served as a guide for the survey team into the correct enumeration area and to the selected households within each area. The original sample design was 3 500.The fieldwork company targeted 3 600, so as to allow for refusals and incomplete questionnaires. Response rate to the targeted sample of 3 541 is 98.36 percent. Minority population groups were slightly over-sampled in the study but, as this is so slight, it does not change the self-weighting nature of the sample.
DOI: 10.14749/1400836207
title: Young Fathers (YF) 2008: Experiences of fatherhood in the context of poverty in SA - A phenomenological and ecological investigation - KwaZulu-Natal, Western Cape

description: Description: 
 This data file contains 52 transcripts of interviews with young fathers and 4 transcripts of social network interviews of young fathers' social support networks.

 This data set is not available for download any more. Please contact datahelp@hsrc.ac.za for enquiries.
Abstract: 
 This study, funded by Save the Children Sweden, provides an in-depth portrait of the representations and experiences of impoverished young men in the South African context who became fathers as teenagers. Specifically, it answered the following two, closely related research questions: 'How do young men living in poverty, and those ecologically involved with them, experience fatherhood?' and 'What are the factors that help or hinder young men's engagement in the parenting of their children?' It aimed to document and analyze young men's experiences from finding out about their impending fatherhood, to recording the changing nature of their primary relationships (with partners, parents, school and community) within their social networks. It attempted to distinguish the various ways in which young men engaged with their children, and looked for how patterns of engagement vary depending on the level of family and community support, educational levels and employment status, as well as on other broader social and environmental factors (such as religion and culture).
description: Digital audio recording
description: Face-to-face interview
description: Young fathers from impoverished circumstances, between the ages of 14 and 20 at the time of having a child and members of 4 of the young father's social networks.
description: Snowball sampling method was used; The study proceeded in three phases. First phase: sample of 27 'black' and 'coloured' young fathers living in the context of poverty in the Western Cape and Kwa-Zulu Natal.
Second phase: Four young men agreed to participate in the second phase of the study which entailed interviewing members of their social networks.
Third phase: Workshop with the young fathers who participated in the study.
DOI: 10.14749/1400827167
title: Trends in International Mathematics and Science Study (TIMSS) 2003: Learner background (BSG) - South Africa as one of 50 countries

description: Description: 
 This data set (Learner background questionnaire - Bsg) contains the responses of students when asked questions referring to their background, i.e. home environment, parental involvement, their perceptions of their school and their experiences in learning mathematics and science, etc. All learners were required to complete this questionnaire.

 265 Schools were sampled accross South Africa and 10600 students (administered). This data set has 9038 cases.
Abstract: 
 In November 2002, about 9000 grade 8 learners from South African public schools participated in the Trends in International Mathematics and Science Study (TIMSS). South Africa was one of 50 countries (and educational systems) that participated in this study. In TIMSS the students completed achievement tests in mathematics and science and answered questions on their home background, prior experiences and attitudes towards mathematics and science. Mathematics and science teachers completed questionnaires on, among other aspects, their preparation to teach, their teaching styles, professional development and attitudes towards science and mathematics. Principals completed questionnaires on school characteristics, parental involvement, grade 8 teaching and teachers of mathematics and science, student behaviour, resources and technology.

 This data set (Learner background questionnaire - Bsgz1m3) contains the responses of students in the eighth grade, who completed achievement tests in mathematics and science, to student background questionnaires in 2003.
description: Self-completion
description: Ministry of Education (School Register of Needs: 2000) database
description: Ministry of Education (School Register of Needs: 2000) database served as the sampling frame.
The TIMSS sampling design is a three-stage (TIMSS 2003 School Sampling Manual) stratified cluster design:

Selecting a sample of schools from all eligible schools;
Randomly selecting a mathematics and science class from each sampled school; and
Sampling learners within a sampled class in cases where the number of learners in a class in greater than 40.

The sample was explicitly stratified by two dimensions:

by province; and
by the language of teaching and learning which was English and Afrikaans in the case of South Africa (SRN 2000).
DOI: 10.15468/dl.9g687r
title: Occurrence Download

description: A dataset containing 1594 species occurrences available in GBIF matching the query:
{
 "TaxonKey" : [
 "is Pinus serotina Michx."
 ]
}

 The dataset includes 1594 records from 118 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0000470-250127130748423/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.14749/1400837340
title: Child Maltreatment Prevention Readiness Assessment: South Africa 2011 - Experts

description: Description: 
 This data set contains responses of the experts who were part of the research team. The RAP-CM-XD was completed by the research team after conducting the interviews of key informants with RAPCM-I using all available data relevant to CMP in the country data, both gleaned from the interviews with key informants and collected from other sources. In addition, data on key country conditions - such as income level, per capita GDP, Gini index, adolescent fertility rate - with a potential bearing on the country's readiness to implement child maltreatment prevention programmes were also collected. Data collection took place in 2011.
Abstract: 
 This study aimed to systematically assess the readiness of the country (South Africa) to implement evidence-based child maltreatment prevention programs on a large scale. To this end, it applied a recently developed method called Readiness Assessment for the Prevention of Child Maltreatment based on two parallel 100-item instruments. The first data set measures the knowledge, attitudes, and beliefs concerning child maltreatment prevention of key informants; the second, completed by child maltreatment prevention experts using all available data in the country, produces a more objective assessment readiness. The instruments cover all of the main aspects of readiness including, for instance, availability of scientific data on the problem, legislation and policies, will to address the problem, and material resources.

 Key informant scores were moderately low for the majority of the dimensions that is, between 3.5 and 6 points out of 10. Major gaps identified in South Africa included a lack of professionals with the skills, knowledge, and expertise to implement evidence-based child maltreatment programs and of institutions to train them; inadequate funding, infrastructure, and equipment; extreme rarity of outcome evaluations of prevention programs; and lack of national prevalence surveys of child maltreatment. In sum, the country is in a low to moderate state of readiness to implement evidence-based child maltreatment prevention programs on a large scale. Such an assessment of readiness - the first of its kind - allows gaps to be identified and then addressed to increase the likelihood of program success.

 For more information pertaining to this study, visit the WHO web portal:
 http://www.who.int/violence_injury_prevention/violence/child/cmp_readiness/en/
description: Self-completion
description: The RAP-CM-XD (Scoring system) was completed by the research team after conducting the interviews of key informants.
description: No sample was drawn, RAP-CM-XD (experts) data file was completed by the research team after conducting the interviews with the key informants.
DOI: 10.14749/1400827211
title: Trends in International Mathematics and Science Study (TIMSS) 2003: Mathematics teacher background questionnaire grade 8 (BTS) - South Africa as one of 50 countries

description: Description: 
 This data set (Teacher mathematics background questionnaire - BTM) contains the responses of teachers when asked questions referring to their background, experience, subject taught and mathematics curriculum topics. The mathematics subject teacher of the class sampled was required to complete this questionnaire.

 265 Schools were sampled accross South Africa and 10600 students (administered). This data set has 237 cases.
Abstract: 
 In November 2002, about 9000 grade 8 learners from South African public schools participated in the Trends in International Mathematics and Science Study (TIMSS). South Africa was one of 50 countries (and educational systems) that participated in this study. In TIMSS the students completed achievement tests in mathematics and science and answered questions on their home background, prior experiences and attitudes towards mathematics and science. Mathematics and science teachers completed questionnaires on, among other aspects, their preparation to teach, their teaching styles, professional development and attitudes towards science and mathematics. Principals completed questionnaires on school characteristics, parental involvement, grade 8 teaching and teachers of mathematics and science, student behaviour, resources and technology.

 This data set Teacher mathematics background questionnaire (btmzafm3) contains the responses of teachers when asked questions referring to their background, experience, subject taught and mathematics curriculum topics. The mathematics subject teacher of the class sampled was required to complete this questionnaire.
description: Self-completion
description: Ministry of Education (School Register of Needs: 2000) database
description: Ministry of Education (School Register of Needs: 2000) database served as the sampling frame.
The TIMSS sampling design is a three-stage (TIMSS 2003 School Sampling Manual) stratified cluster design:

Selecting a sample of schools from all eligible schools;
Randomly selecting a mathematics and science class from each sampled school; and
Sampling learners within a sampled class in cases where the number of learners in a class in greater than 40.

The sample was explicitly stratified by two dimensions:

by province; and
by the language of teaching and learning which was English and Afrikaans in the case of South Africa (SRN 2000).
DOI: 10.14749/1400827368
title: Trends in International Mathematics and Science Study (TIMSS) 2003: Science teacher background questionnaire grade 8 (BTS) - South Africa as one of 50 countries

description: Description: 
 This data set (Teacher science background questionnaire grade 8 - BTS) contains the responses the science teacher when asked questions referring to the background referring to their background, experience, subject taught and science curriculum topics. 265 Schools were sampled accross South Africa and 10600 students (administered).

 This data set has 239 cases and 228 variables.
Abstract: 
 In November 2002, about 9000 grade 8 learners from South African public schools participated in the Trends in International Mathematics and Science Study (TIMSS). South Africa was one of 50 countries (and educational systems) that participated in this study. In TIMSS the students completed achievement tests in mathematics and science and answered questions on their home background, prior experiences and attitudes towards mathematics and science. Mathematics and science teachers completed questionnaires on, among other aspects, their preparation to teach, their teaching styles, professional development and attitudes towards science and mathematics. Principals completed questionnaires on school characteristics, parental involvement, grade 8 teaching and teachers of mathematics and science, student behaviour, resources and technology.

 This data set Teacher science background questionnaire (btszafm3) contains the responses of teachers when asked questions referring to their background, experience, subject taught and science curriculum topics. The science subject teacher of the class sampled was required to complete this questionnaire.
description: Self-completion
description: Ministry of Education (School Register of Needs: 2000) database
description: Ministry of Education (School Register of Needs: 2000) database served as the sampling frame.
The TIMSS sampling design is a three-stage (TIMSS 2003 School Sampling Manual) stratified cluster design:

Selecting a sample of schools from all eligible schools;
Randomly selecting a mathematics and science class from each sampled school; and
Sampling learners within a sampled class in cases where the number of learners in a class in greater than 40.

The sample was explicitly stratified by two dimensions:

by province; and
by the language of teaching and learning which was English and Afrikaans in the case of South Africa (SRN 2000).
DOI: 10.14749/1400827492
title: Trends in International Mathematics and Science Study (TIMSS) 2003: School background questionnaire (BCG) - South Africa as one of 50 countries

description: Description: 
 This data set (School questionnaire grade 8 - BCG) contains the responses of the principal when asked questions referring to school characteristics, parental involvement, grade 8 teaching and teachers of mathematics and science, student behaviour, resources and technology.

 265 Schools were sampled accross South Africa and 10600 students (administered). This data set has 253 cases and 127 variables.
Abstract: 
 In November 2002, about 9000 grade 8 learners from South African public schools participated in the Trends in International Mathematics and Science Study (TIMSS). South Africa was one of 50 countries (and educational systems) that participated in this study. In TIMSS the students completed achievement tests in mathematics and science and answered questions on their home background, prior experiences and attitudes towards mathematics and science. Mathematics and science teachers completed questionnaires on, among other aspects, their preparation to teach, their teaching styles, professional development and attitudes towards science and mathematics. .

 This questionnaire was completed by the principals of the schools and they were asked questions pertaining to school characteristics, parental involvement, grade 8 teaching and teachers of mathematics and science, student behaviour, resources and technology
description: Self-completion
description: Ministry of Education (School Register of Needs: 2000) database
description: Ministry of Education (School Register of Needs: 2000) database served as the sampling frame.
The TIMSS sampling design is a three-stage (TIMSS 2003 School Sampling Manual) stratified cluster design:

Selecting a sample of schools from all eligible schools;
Randomly selecting a mathematics and science class from each sampled school; and
Sampling learners within a sampled class in cases where the number of learners in a class in greater than 40.

The sample was explicitly stratified by two dimensions:

by province; and
by the language of teaching and learning which was English and Afrikaans in the case of South Africa (SRN 2000).