cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.3886/e61341v2
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61388v2
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61426v2
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61923v1
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61932v1
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.14457/nida.the.2006.208
title: ความคิดเห็นต่อประสิทธิภาพในการจัดการเลือกตั้งองค์การบริหารส่วนตำบล (อบต.) ในจังหวัดพะเยา /
DOI: 10.3886/e60835v2
title: Post-Implementation ICD-10 Cost-Analysis Survey of Small and Medium-Sized Medical Practices

description: No summary available for this study.
DOI: 10.3886/e61131v3
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61923v2
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61932v2
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61941v1
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61941v2
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61950v1
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61959v1
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e61984v1
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.3886/e62011v1
title: Lifelong Learning Survey of Recent US College Graduates

description: The Project Information Literacy (PIL) lifelong learning survey dataset was produced as part of a two-year federally funded study on relatively recent US college graduates and their information-seeking behavior for continued learning. The goal of the survey was to collect quantitative data about the information-seeking behavior of a sample of recent graduates—the strategies, techniques, information support systems, and best practices—used to support lifelong learning in post-college life. The dataset contains responses from 1,651 respondents to a 21-item questionnaire administered between October 9, 2014 and December 15, 2014. The voluntary sample of respondents consisted of relatively recent graduates, who had completed their degrees between 2007 and 2012, from one of 10 US colleges and universities in the institutional sample. Quantitative data are included in the dataset about the learning needs of relatively recent graduates as well as the information sources they used in three arenas of their post-college lives (i.e., personal life, workplace, and the communities in which they resided). Demographic information—including age, gender, major, GPA, employment status, graduate school attendance, and geographic proximity of current residence to their alma mater—is also included in the dataset for the respondents. 
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<br>"Staying Smart: How Today's Graduates Continue to Learn Once They Complete College," Alison J. Head, Project Information Literacy Research Report, Seattle: University of Washington Information School (January 5, 2016), 112 pages, 6.9 MB.
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DOI: 10.6073/pasta/2e5a7590c367ed1bbe2b8f8721e8e714
title: Forest Inventory of the Climate Change Across Seasons Experiment (CCASE) plots at the Hubbard Brook 
            Experimental Forest
DOI: 10.6073/pasta/5094326ed2c4a19b6a7fee1453be4c0f
title: McMurdo Dry Valleys Upper Howard Meteorological Station Daily Averages