cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.15468/dl.uja4yp
title: Occurrence Download

description: A dataset containing 42 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Silybum marianum",
 "Country is Bulgaria",
 "HasCoordinate is true"
 ]
}

 The dataset includes 42 records from 5 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0040034-250811113504898/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.nrtz34
title: Occurrence Download

description: A dataset containing 160 species occurrences available in GBIF matching the query:
{
 "and" : [
 "TaxonKey is Silybum marianum",
 "Country is Canada",
 "HasCoordinate is true"
 ]
}

 The dataset includes 160 records from 10 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0040035-250811113504898/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.7butt9
title: Occurrence Download

description: A dataset containing 270421 species occurrences available in GBIF matching the query:
{
 "and" : [
 "HasCoordinate is true",
 "TaxonKey is Ulex europaeus"
 ]
}

 The dataset includes 270421 records from 1644 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0039982-250811113504898/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.6cpsy9
title: Occurrence Download

description: A dataset containing 1729 species occurrences available in GBIF matching the query:
{
 "and" : [
 "Continent is North America",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "TaxonKey is Harpia harpyja (Linnaeus, 1758)",
 "Year 2000-2025"
 ]
}

 The dataset includes 1729 records from 5 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0011193-250515123054153/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.28466177
title: <b>Global accumulated carbon storage in tidal marshes during 2001-2020</b>

description: This dataset captures global tidal marsh accumulated carbon storage at a 1 km resolution from 2001 to 2020 and is publicly available in single-band GeoTIFF format with World Mercator projection. We provided the tidal marsh carbon storage accumulation data at three-year intervals from 2001 to 2020, covering the periods:<b> </b>2001–2004, 2004–2007, 2007–2010, 2010–2013, 2013–2016, and 2016–2020.The data follow a standardized naming convention: ‘tidal marsh_xxxx.tif’. Regarding these file names, ‘xxxx’ refers to the time span of accumulated carbon storage in tidal marshes. It should be specifically noted that ‘tidal marsh_2001’ refers to the baseline year (2001) carbon stock of the tidal marsh, while ‘tidal marsh_0120’ represents the total accumulated carbon storage in the tidal marsh during 2001-2020.
DOI: 10.15468/dl.7y2a3h
title: Occurrence Download

description: A dataset listing the 2966 species recorded in GBIF matching the query:
{
 "and" : [
 "Geometry POLYGON((142.74353 -8.38314,144.26306 -10.13011,147.86621 -10.15977,146.20434 -7.93036,144.15973 -7.47967,142.74353 -8.38314))",
 "OccurrenceStatus is Present",
 "TaxonKey is Chordata"
 ]
}

 The dataset's 2966 records were derived from 103 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0007554-250515123054153/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.ecb999
title: Occurrence Download

description: A dataset containing 3565 species occurrences available in GBIF matching the query:
{
 "and" : [
 "BasisOfRecord is one of (Observation, Human Observation, Living Specimen, Occurrence evidence)",
 "Country is Portugal",
 "HasCoordinate is true",
 "HasGeospatialIssue is false",
 "Month is one of (February, March, April, May, June, July, August, September, October, November, December, January)",
 "OccurrenceStatus is Present",
 "TaxonKey is Arundo donax L.",
 "Year 2019-2024"
 ]
}

 The dataset includes 3565 records from 15 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0007572-250515123054153/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.kbecn6
title: Occurrence Download

description: A dataset containing 783 species occurrences available in GBIF matching the query:
{
 "and" : [
 {
 "and" : [
 "HasGeospatialIssue is false",
 "HasCoordinate is true",
 "OccurrenceStatus is Present",
 {
 "not" : {
 "BasisOfRecord" : [
 "is one of (Fossil, Living Specimen)"
 ]
 }
 }
 ]
 },
 "TaxonKey is Dicaelus furvus Dejean, 1826",
 "Year is greater than or equal to 1950",
 {
 "or" : [
 "GadmGid is USA",
 "GadmGid is CAN",
 "GadmGid is MEX"
 ]
 }
 ]
}

 The dataset includes 783 records from 15 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0007573-250515123054153/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.15468/dl.yp5jp7
title: Occurrence Download

description: A dataset containing 103 species occurrences available in GBIF matching the query:
{
 "and" : [
 "Country is Peru",
 "TaxonKey is Puya raimondii Harms",
 "Year 2015-2025"
 ]
}

 The dataset includes 103 records from 4 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0007574-250515123054153/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.6084/m9.figshare.29100461
title: Data set

description: Transdermal Magnesium Data Set
DOI: 10.6084/m9.figshare.29100461.v1
title: Data set

description: Transdermal Magnesium Data Set
DOI: 10.15468/dl.bmjav5
title: Occurrence Download

description: A dataset containing 22393 species occurrences available in GBIF matching the query:
{
 "DatasetKey" : [
 "is KwaZulu-Natal Museum-Arachnida-Collection"
 ]
}

 The dataset includes 22393 records from 1 constituent datasets; see https://api.gbif.org/v1/occurrence/download/0007575-250515123054153/datasets/export for details.
 
Data from some individual datasets included in this download may be licensed under less restrictive terms.
DOI: 10.5281/zenodo.15464914
title: TABLE 1 in Description of Pheronous jairajpurii sp. nov. (Enoplida: Ironidae) a free-living marine nematode from Tamil Nadu Coast (India) with emended diagnosis of Pheronous Inglis, 1966

description: TABLE 1. Morphometrics of Pheronous jairajpurii sp. nov. Measurements in μm. Abbreviations are as follows: a = body length/maximum body diameter; b = body length/pharynx length; c = body length/tail length; V%= distance of vulva from anterior end/ body length.
CharactersHolotypeParatypes♂1♂2♂3♂4♂5♂6♂7♀1♀2♀3♀4♀5Body length1145115612101044135611611349 107890393911051147Head diameter161717181813171617171917Buccal cavity length353238374134393737453740Amphideal fovea from anterior end6488810685798Amphideal fovea diameter9999121112129111210Amphideal fovea corresponding body diameter181619161915181718172019Nerve ring from anterior end10880999010295971058589102112Nerve ring corresponding body diameter222122232522252624262427Pharynx length206199200195233206226207207244203218Pharynx corresponding body diameter232325252425272626292628Maximum body diameter272729292726302929323228Anal/ cloacal diameter191921182020201919181720Tail length585251506058626462675759Spicules length as chord28232526282622-----Spicules length as arc29282628292731-----Gubernaculum length16131413151513-----V%-------51.163.572.956.156.8Vulval body diameter-------3029343332a41.242.640.435.749.443.444.136.730.828.934.140.4b5.55.86.15.45.85.65.95.24.33.85.45.2c19.421.823.720.922.719.921.416.714.513.919.119.5
description: Published as part of Datta, Ritika & Rizvi, Anjum Nasreen, 2025, Description of Pheronous jairajpurii sp. nov. (Enoplida: Ironidae) a free-living marine nematode from Tamil Nadu Coast (India) with emended diagnosis of Pheronous Inglis, 1966, pp. 345 in Zootaxa 5636 (2) on page 345, DOI: 10.11646/zootaxa.5636.2.7, http://zenodo.org/record/15437730
DOI: 10.6084/m9.figshare.26157943
title: Finding your feet in the dark: how making teaching and learning visible enables change in course and assessment design

description: When higher education instructors introduce changes in teaching and assessment strategies to meet either personal or institutional goals, they often navigate practical and political challenges alone. This study investigates the perspectives of Norwegian university instructors in their effort to replace lectures and exams with a series of problem-solving activities and assessment for learning strategies in an undergraduate science course. Using grounded theory, we analysed 11 interviews with 7 instructional staff involved in two offerings of the course. Our findings show how instructors took specific measures to bridge gaps in expectations about learning with students and to address misconceptions, teaching conventions, and bureaucratic barriers that hinder the development of more meaningful learning and assessment experiences. Instructors found some success in making teaching and learning visible to students. However, they did not have similarly effective strategies for making their teaching practices clear to peers (academic and professional staff). We argue that these processes of making teaching and learning visible, as well as intelligible within institutions, is a crucial part of course design and warrants inclusion in institutional curriculum guidelines. We discuss the need for structural change in how educational reforms are enacted so lasting cultural changes can be achieved.
DOI: 10.6084/m9.figshare.25295055.v1
title: How do teachers in vocational and higher education nudge their students? A qualitative study

description: Nudging is a strategy from behavioural economics that subtly influences behaviour by changing the environment. Despite its recent introduction in education, no overview exists of what behavioural interventions are already practiced in education, and how these fit within nudging frameworks. In this qualitative study, we investigated what nudges are used in vocational and higher education by interviewing 33 teachers and 15 students, and conducting 11 classroom observations. We provide an overview of currently used nudges to promote learning behaviour, and distinguish between intuitive, didactic, and planned nudges. Results also show that teachers use nudging intuitively and based on didactic techniques, but are generally unaware of doing so. This provides opportunity for introducing explicit knowledge of nudging to augment teachers’ toolboxes for designing learning environments. Future research can test nudges teachers already use in practice, and further integrate the behavioural and educational perspectives on nudging interventions in an educational context.
DOI: 10.6084/m9.figshare.25612060
title: Supporting students’ transition to higher education: the effects of a pre-academic programme on sense of belonging, academic self-efficacy, and academic achievement

description: The transition to higher education is a challenging period for many students and requires support. Because students’ backgrounds, such as being a first-generation in higher education student, shape experiences in higher education, it is important to consider these factors when organizing support. Using a quasi-experimental pre-test – post-test design, the current study examined the effects of an online pre-academic programme (PAP) specifically aimed to address background-related challenges, on early academic achievement, sense of belonging, academic self-efficacy, and mobilization of on-campus social capital. Multilevel regression analyses of achievement data (<i>N</i><sub>PA<i>P</i></sub> = 463; <i>N</i><sub>Control</sub> = 948) and psychosocial data (<i>N</i><sub>PA<i>P</i></sub> = 115; <i>N</i><sub>Control</sub> = 544) indicated a positive effect of PAP on achievement and sense of belonging, but not on self-efficacy. Mediation analyses showed that effects of PAP did not vary according to background factors. Path analysis further showed a positive association of PAP participation and mobilization of peer social capital, which partly mediated the effect on sense of belonging. No associations were found with mobilization of faculty social capital. The results suggest that PAP participation positively affects students’ transition to HE, in terms of early achievement, sense of belonging in HE, and mobilization of peer capital.
DOI: 10.6084/m9.figshare.25612060.v1
title: Supporting students’ transition to higher education: the effects of a pre-academic programme on sense of belonging, academic self-efficacy, and academic achievement

description: The transition to higher education is a challenging period for many students and requires support. Because students’ backgrounds, such as being a first-generation in higher education student, shape experiences in higher education, it is important to consider these factors when organizing support. Using a quasi-experimental pre-test – post-test design, the current study examined the effects of an online pre-academic programme (PAP) specifically aimed to address background-related challenges, on early academic achievement, sense of belonging, academic self-efficacy, and mobilization of on-campus social capital. Multilevel regression analyses of achievement data (<i>N</i><sub>PA<i>P</i></sub> = 463; <i>N</i><sub>Control</sub> = 948) and psychosocial data (<i>N</i><sub>PA<i>P</i></sub> = 115; <i>N</i><sub>Control</sub> = 544) indicated a positive effect of PAP on achievement and sense of belonging, but not on self-efficacy. Mediation analyses showed that effects of PAP did not vary according to background factors. Path analysis further showed a positive association of PAP participation and mobilization of peer social capital, which partly mediated the effect on sense of belonging. No associations were found with mobilization of faculty social capital. The results suggest that PAP participation positively affects students’ transition to HE, in terms of early achievement, sense of belonging in HE, and mobilization of peer capital.
DOI: 10.6084/m9.figshare.26157943.v2
title: Finding your feet in the dark: how making teaching and learning visible enables change in course and assessment design

description: When higher education instructors introduce changes in teaching and assessment strategies to meet either personal or institutional goals, they often navigate practical and political challenges alone. This study investigates the perspectives of Norwegian university instructors in their effort to replace lectures and exams with a series of problem-solving activities and assessment for learning strategies in an undergraduate science course. Using grounded theory, we analysed 11 interviews with 7 instructional staff involved in two offerings of the course. Our findings show how instructors took specific measures to bridge gaps in expectations about learning with students and to address misconceptions, teaching conventions, and bureaucratic barriers that hinder the development of more meaningful learning and assessment experiences. Instructors found some success in making teaching and learning visible to students. However, they did not have similarly effective strategies for making their teaching practices clear to peers (academic and professional staff). We argue that these processes of making teaching and learning visible, as well as intelligible within institutions, is a crucial part of course design and warrants inclusion in institutional curriculum guidelines. We discuss the need for structural change in how educational reforms are enacted so lasting cultural changes can be achieved.
DOI: 10.6084/m9.figshare.26157948
title: Modelling the connection between teaching, research and learning

description: This study presents the Terele-model (TEaching, REsearch, LEarning) – an easy-to-use model that distinguishes different levels of connection between teaching, research and learning. To do this the study uses Johari windows to show clearly and intuitively the five different levels of action and interaction between the teacher and the student. At the first level, the teacher passes on facts, and at the fifth level, the teacher and the student conduct research together. To avoid confusion and conceptual issues of the earlier research, I widen the scope of my literature review and trace the idea of the connection between research and teaching back to Antiquity, during which it is known to have originated. According to this view – which is still alive in some contemporary studies – the connection between research and teaching is mediated through learning. Understanding leaning and research in terms of their similarity opens up a way of seeing the clear parallelism between research and teaching. The aim of using the Terele-model is not so much to enhance the connection between teaching and research as to give the teacher a tool for designing the right kinds of connections to research depending on the learning goals.
DOI: 10.6084/m9.figshare.26157948.v1
title: Modelling the connection between teaching, research and learning

description: This study presents the Terele-model (TEaching, REsearch, LEarning) – an easy-to-use model that distinguishes different levels of connection between teaching, research and learning. To do this the study uses Johari windows to show clearly and intuitively the five different levels of action and interaction between the teacher and the student. At the first level, the teacher passes on facts, and at the fifth level, the teacher and the student conduct research together. To avoid confusion and conceptual issues of the earlier research, I widen the scope of my literature review and trace the idea of the connection between research and teaching back to Antiquity, during which it is known to have originated. According to this view – which is still alive in some contemporary studies – the connection between research and teaching is mediated through learning. Understanding leaning and research in terms of their similarity opens up a way of seeing the clear parallelism between research and teaching. The aim of using the Terele-model is not so much to enhance the connection between teaching and research as to give the teacher a tool for designing the right kinds of connections to research depending on the learning goals.
DOI: 10.6084/m9.figshare.25245544
title: How does supervision influence a doctoral supervisor’s occupational wellbeing?

description: High-quality PhD supervision and researcher community integration are key determinants of PhD candidates’ study progress and study wellbeing. Although it can be assumed that the quality of the supervisory relationship is related to supervisors’ occupational wellbeing, the empirical evidence on supervisors’ wellbeing and factors related to it is scarce. In this study, we address the gap in the literature by exploring the variations in supervisors’ occupational wellbeing and the associations between supervisors’ experiences of professional support, competencies and the quality of supervisory interaction, and doctoral supervisors’ occupational wellbeing. A total of 561 doctoral supervisors from a large, research-intensive, multidisciplinary university participated in the study. The survey data were analysed using descriptive analyses and structural equation modelling. Differences in supervisors’ occupational wellbeing based on supervisor’s gender, position, discipline, and supervisee’s research group status (conducting PhD research in a research group cf. alone) were detected. Moreover, supervisors’ perceptions of their supervisory competencies, and professional support from the scholarly community were related to better occupational wellbeing, while supervisory interaction was not. The findings imply that supervisors’ occupational wellbeing is highly embedded in scholarly community interactions and individual–structural interactions regarding doctoral supervision.
DOI: 10.6084/m9.figshare.25245544.v1
title: How does supervision influence a doctoral supervisor’s occupational wellbeing?

description: High-quality PhD supervision and researcher community integration are key determinants of PhD candidates’ study progress and study wellbeing. Although it can be assumed that the quality of the supervisory relationship is related to supervisors’ occupational wellbeing, the empirical evidence on supervisors’ wellbeing and factors related to it is scarce. In this study, we address the gap in the literature by exploring the variations in supervisors’ occupational wellbeing and the associations between supervisors’ experiences of professional support, competencies and the quality of supervisory interaction, and doctoral supervisors’ occupational wellbeing. A total of 561 doctoral supervisors from a large, research-intensive, multidisciplinary university participated in the study. The survey data were analysed using descriptive analyses and structural equation modelling. Differences in supervisors’ occupational wellbeing based on supervisor’s gender, position, discipline, and supervisee’s research group status (conducting PhD research in a research group cf. alone) were detected. Moreover, supervisors’ perceptions of their supervisory competencies, and professional support from the scholarly community were related to better occupational wellbeing, while supervisory interaction was not. The findings imply that supervisors’ occupational wellbeing is highly embedded in scholarly community interactions and individual–structural interactions regarding doctoral supervision.
DOI: 10.6084/m9.figshare.25295055
title: How do teachers in vocational and higher education nudge their students? A qualitative study

description: Nudging is a strategy from behavioural economics that subtly influences behaviour by changing the environment. Despite its recent introduction in education, no overview exists of what behavioural interventions are already practiced in education, and how these fit within nudging frameworks. In this qualitative study, we investigated what nudges are used in vocational and higher education by interviewing 33 teachers and 15 students, and conducting 11 classroom observations. We provide an overview of currently used nudges to promote learning behaviour, and distinguish between intuitive, didactic, and planned nudges. Results also show that teachers use nudging intuitively and based on didactic techniques, but are generally unaware of doing so. This provides opportunity for introducing explicit knowledge of nudging to augment teachers’ toolboxes for designing learning environments. Future research can test nudges teachers already use in practice, and further integrate the behavioural and educational perspectives on nudging interventions in an educational context.