Sheet 1 (Raw-Data): The raw data of the study is provided, presenting the tagging results for the used measures described in the paper. For each subject, it includes multiple columns: A. a sequential student ID B an ID that defines a random group label and the notation C. the used notation: user Story or use Cases D. the case they were assigned to: IFA, Sim, or Hos E. the subject's exam grade (total points out of 100). Empty cells mean that the subject did not take the first exam F. a categorical representation of the grade L/M/H, where H is greater or equal to 80, M is between 65 included and 80 excluded, L otherwise G. the total number of classes in the student's conceptual model H. the total number of relationships in the student's conceptual model I. the total number of classes in the expert's conceptual model J. the total number of relationships in the expert's conceptual model K-O. the total number of encountered situations of alignment, wrong representation, system-oriented, omitted, missing (see tagging scheme below) P. the researchers' judgement on how well the derivation process explanation was explained by the student: well explained (a systematic mapping that can be easily reproduced), partially explained (vague indication of the mapping ), or not present.

Tagging scheme:
Aligned (AL) - A concept is represented as a class in both models, either

with the same name or using synonyms or clearly linkable names; Wrongly represented (WR) - A class in the domain expert model is incorrectly represented in the student model, either (i) via an attribute, method, or relationship rather than class, or (ii) using a generic term (e.g., user'' instead ofurban planner''); System-oriented (SO) - A class in CM-Stud that denotes a technical implementation aspect, e.g., access control. Classes that represent legacy system or the system under design (portal, simulator) are legitimate; Omitted (OM) - A class in CM-Expert that does not appear in any way in CM-Stud; Missing (MI) - A class in CM-Stud that does not appear in any way in CM-Expert.

All the calculations and information provided in the following sheets

originate from that raw data.

Sheet 2 (Descriptive-Stats): Shows a summary of statistics from the data collection,

including the number of subjects per case, per notation, per process derivation rigor category, and per exam grade category.

Sheet 3 (Size-Ratio):

The number of classes within the student model divided by the number of classes within the expert model is calculated (describing the size ratio). We provide box plots to allow a visual comparison of the shape of the distribution, its central value, and its variability for each group (by case, notation, process, and exam grade) . The primary focus in this study is on the number of classes. However, we also provided the size ratio for the number of relationships between student and expert model.

Sheet 4 (Overall):

Provides an overview of all subjects regarding the encountered situations, completeness, and correctness, respectively. Correctness is defined as the ratio of classes in a student model that is fully aligned with the classes in the corresponding expert model. It is calculated by dividing the number of aligned concepts (AL) by the sum of the number of aligned concepts (AL), omitted concepts (OM), system-oriented concepts (SO), and wrong representations (WR). Completeness on the other hand, is defined as the ratio of classes in a student model that are correctly or incorrectly represented over the number of classes in the expert model. Completeness is calculated by dividing the sum of aligned concepts (AL) and wrong representations (WR) by the sum of the number of aligned concepts (AL), wrong representations (WR) and omitted concepts (OM). The overview is complemented with general diverging stacked bar charts that illustrate correctness and completeness.

For sheet 4 as well as for the following four sheets, diverging stacked bar

charts are provided to visualize the effect of each of the independent and mediated variables. The charts are based on the relative numbers of encountered situations for each student. In addition, a "Buffer" is calculated witch solely serves the purpose of constructing the diverging stacked bar charts in Excel. Finally, at the bottom of each sheet, the significance (T-test) and effect size (Hedges' g) for both completeness and correctness are provided. Hedges' g was calculated with an online tool: https://www.psychometrica.de/effect_size.html. The independent and moderating variables can be found as follows:

Sheet 5 (By-Notation):

Model correctness and model completeness is compared by notation - UC, US.

Sheet 6 (By-Case):

Model correctness and model completeness is compared by case - SIM, HOS, IFA.

Sheet 7 (By-Process):

Model correctness and model completeness is compared by how well the derivation process is explained - well explained, partially explained, not present.

Sheet 8 (By-Grade):

Model correctness and model completeness is compared by the exam grades, converted to categorical values High, Low , and Medium.

Dataset consists of 6 Directories. Each Directory has an Image folder and a labels.csv file. The Images Folder consists of captures of Students Being in the Classroom and the labels consists of the image file name and the corresponding number of people in that image. Labels.csv consists of columns image_file_name and count. Count column may contains NULL values in it.

Abstract To break with the traditional model of Basic Statistics classes in Higher Education, we sought on Statistical Literacy and Critical Education to develop an activity about graphic interpretation, which took place in a Virtual Learning Environment (VLE), as a complement to classroom meetings. Twenty-three engineering students from a public higher education institution in Rio de Janeiro took part in the research. Our objective was to analyze elements of graphic comprehension in an activity that consisted of identifying incorrect statistical graphs, conveyed by the media, followed by argumentation and interaction among students about these errors. The main results evidenced that elements of the Graphic Sense were present in the discussions and were the goal of the students' critical analysis. The VLE was responsible for facilitating communication, fostering student participation, and linguistic writing, so the use of digital technologies and activities favored by collaboration and interaction are important for statistical development, but such construction is a gradual process.

Description: In the year 2023, the Central Board of Secondary Education (CBSE) conducted the Class XI examinations across various regions. The dataset presents a comprehensive overview of the results, categorized by different types of schools and regions. The data includes the number of students registered, the number of students who appeared for the exams, and the performance status of each category.

The results encompass a diverse range of schools, including those under the Central Tibetan School Administration (CTSA), Jawahar Navodaya Vidyalayas (JNV), and Kendriya Vidyalayas (KV), as well as government and government-aided schools, and independent institutions.

The "Status" column provides insights into the outcome of the exams, highlighting the number of students who successfully cleared the examinations. The "Region" column denotes the geographic distribution of the schools, allowing for a comprehensive analysis of performance across different areas.

The dataset is a valuable resource for understanding the educational landscape and performance trends within the CBSE Class XI examinations for the year 2023. It offers an in-depth view of student participation, success rates, and the performance of different types of schools across various regions, contributing to a holistic assessment of the CBSE educational system's effectiveness and impact. Researchers, educators, and policymakers can leverage this data to identify patterns, make informed decisions, and implement targeted interventions to enhance the overall quality of education.

Spatial analysis and statistical summaries of the Protected Areas Database of the United States (PAD-US) provide land managers and decision makers with a general assessment of management intent for biodiversity protection, natural resource management, and recreation access across the nation. The PAD-US 3.0 Combined Fee, Designation, Easement feature class (with Military Lands and Tribal Areas from the Proclamation and Other Planning Boundaries feature class) was modified to remove overlaps, avoiding overestimation in protected area statistics and to support user needs. A Python scripted process ("PADUS3_0_CreateVectorAnalysisFileScript.zip") associated with this data release prioritized overlapping designations (e.g. Wilderness within a National Forest) based upon their relative biodiversity conservation status (e.g. GAP Status Code 1 over 2), public access values (in the order of Closed, Restricted, Open, Unknown), and geodatabase load order (records are deliberately organized in the PAD-US full inventory with fee owned lands loaded before overlapping management designations, and easements). The Vector Analysis File ("PADUS3_0VectorAnalysisFile_ClipCensus.zip") associated item of PAD-US 3.0 Spatial Analysis and Statistics ( https://doi.org/10.5066/P9KLBB5D ) was clipped to the Census state boundary file to define the extent and serve as a common denominator for statistical summaries. Boundaries of interest to stakeholders (State, Department of the Interior Region, Congressional District, County, EcoRegions I-IV, Urban Areas, Landscape Conservation Cooperative) were incorporated into separate geodatabase feature classes to support various data summaries ("PADUS3_0VectorAnalysisFileOtherExtents_Clip_Census.zip") and Comma-separated Value (CSV) tables ("PADUS3_0SummaryStatistics_TabularData_CSV.zip") summarizing "PADUS3_0VectorAnalysisFileOtherExtents_Clip_Census.zip" are provided as an alternative format and enable users to explore and download summary statistics of interest (Comma-separated Table [CSV], Microsoft Excel Workbook [.XLSX], Portable Document Format [.PDF] Report) from the PAD-US Lands and Inland Water Statistics Dashboard ( https://www.usgs.gov/programs/gap-analysis-project/science/pad-us-statistics ). In addition, a "flattened" version of the PAD-US 3.0 combined file without other extent boundaries ("PADUS3_0VectorAnalysisFile_ClipCensus.zip") allow for other applications that require a representation of overall protection status without overlapping designation boundaries. The "PADUS3_0VectorAnalysis_State_Clip_CENSUS2020" feature class ("PADUS3_0VectorAnalysisFileOtherExtents_Clip_Census.gdb") is the source of the PAD-US 3.0 raster files (associated item of PAD-US 3.0 Spatial Analysis and Statistics, https://doi.org/10.5066/P9KLBB5D ). Note, the PAD-US inventory is now considered functionally complete with the vast majority of land protection types represented in some manner, while work continues to maintain updates and improve data quality (see inventory completeness estimates at: http://www.protectedlands.net/data-stewards/ ). In addition, changes in protected area status between versions of the PAD-US may be attributed to improving the completeness and accuracy of the spatial data more than actual management actions or new acquisitions. USGS provides no legal warranty for the use of this data. While PAD-US is the official aggregation of protected areas ( https://www.fgdc.gov/ngda-reports/NGDA_Datasets.html ), agencies are the best source of their lands data.

Data Notes

• Class size audits are conducted by CESE (Centre for Education Statistics and Evaluation) in March each year. Audits were not conducted in 1998, 1999, 2000 and 2001.

• Data for 2020 should be treated with caution. The collection took place in March when schools were impacted by COVID-19, so fewer data checks were carried out.

• Students attending schools for specific purposes (SSPs), students in support classes in regular schools and distance education students are excluded from average class size calculations.

• The average class size for each grade is calculated by taking the number of students in all classes that a student from that grade is in (including composite/multi age classes) divided by the total number of classes that includes a student from that grade. This can result in a lower Kindergarten to Year 6 average class size than any individual year level.

• From 2017, school size is based on primary enrolment rather than school classification.

• Schools change size, so data in Table 2 is not necessarily comparable to previous iterations in earlier fact sheets.

Data Source

Education Statistics and Measurement, Centre for Education Statistics and Evaluation.

Data quality statement

The Class Size Audit Data Quality Statement addresses the quality of the Class Size Audit dataset using the dimensions outlined in the NSW Department of Education's data quality management framework: institutional environment, relevance, timeliness, accuracy, coherence, interpretability and accessibility. It provides an overview of the dataset's quality and highlights any known data quality issues.

It is a widely accepted fact that evolving software systems change and grow. However, it is less well-understood how change is distributed over time, specifically in object oriented software systems. The patterns and techniques used to measure growth permit developers to identify specific releases where significant change took place as well as to inform them of the longer term trend in the distribution profile. This knowledge assists developers in recording systemic and substantial changes to a release, as well as to provide useful information as input into a potential release retrospective. However, these analysis methods can only be applied after a mature release of the code has been developed. But in order to manage the evolution of complex software systems effectively, it is important to identify change-prone classes as early as possible. Specifically, developers need to know where they can expect change, the likelihood of a change, and the magnitude of these modifications in order to take proactive steps and mitigate any potential risks arising from these changes. Previous research into change-prone classes has identified some common aspects, with different studies suggesting that complex and large classes tend to undergo more changes and classes that changed recently are likely to undergo modifications in the near future. Though the guidance provided is helpful, developers need more specific guidance in order for it to be applicable in practice. Furthermore, the information needs to be available at a level that can help in developing tools that highlight and monitor evolution prone parts of a system as well as support effort estimation activities. The specific research questions that we address in this chapter are: (1) What is the likelihood that a class will change from a given version to the next? (a) Does this probability change over time? (b) Is this likelihood project specific, or general? (2) How is modification frequency distributed for classes that change? (3) What is the distribution of the magnitude of change? Are most modifications minor adjustments, or substantive modifications? (4) Does structural complexity make a class susceptible to change? (5) Does popularity make a class more change-prone? We make recommendations that can help developers to proactively monitor and manage change. These are derived from a statistical analysis of change in approximately 55000 unique classes across all projects under investigation. The analysis methods that we applied took into consideration the highly skewed nature of the metric data distributions. The raw metric data (4 .txt files and 4 .log files in a .zip file measuring ~2MB in total) is provided as a comma separated values (CSV) file, and the first line of the CSV file contains the header. A detailed output of the statistical analysis undertaken is provided as log files generated directly from Stata (statistical analysis software).

Structural business statistics (SBS) describes the structure, conduct and performance of economic activities, down to the most detailed activity level (several hundred economic sectors).

SBS are transmitted annually by the EU Member States on the basis of a legal obligation from 1995 onwards.

SBS covers all activities of the business economy with the exception of agricultural activities and personal services and the data are provided by all EU Member States, Iceland, Norway and Switzerland, some candidate and potential candidate countries. The data are collected by domain of activity (annex) :

• Annex I - Services,
• Annex II - Industry,
• Annex III - Trade, and
• Annex IV- Constructions and by datasets. Each annex contains several datasets as indicated in the SBS Regulation.

The majority of the data is collected by National Statistical Institutes (NSIs) by means of statistical surveys, business registers or from various administrative sources. Regulatory or controlling national offices for financial institutions or central banks often provide the information required for the financial sector (NACE Rev 2 Section K / NACE Rev 1.1 Section J).

Member States apply various statistical methods, according to the data source, such as grossing up, model based estimation or different forms of imputation, to ensure the quality of SBSs produced.

Main characteristics (variables) of the SBS data category:

• Business Demographic variables (e.g. Number of enterprises),
• "Output related" variables (e.g. Turnover, Value added),
• "Input related" variables: labour input (e.g. Employment, Hours worked); goods and services input (e.g. Total of purchases); capital input (e.g. Material investments).

All SBS characteristics are published on Eurostat’s website by tables and an example of the existent tables is presented below:

• Annual enterprise statistics: Characteristics collected are published by country and detailed on NACE Rev 2 and NACE Rev 1.1 class level (4-digits). Some classes or groups in 'services' section have been aggregated.
• Annual enterprise statistics broken down by size classes: Characteristics are published by country and detailed down to NACE Rev 2 and NACE Rev 1.1 group level (3-digits) and employment size class. For trade (NACE Rev 2 and NACE Rev 1.1 Section G) a supplementary breakdown by turnover size class is available.
• Annual regional statistics: Four characteristics are published by NUTS-2 country region and detailed on NACE Rev 2 and NACE Rev 1.1 division level (2-digits) (but to group level (3-digits) for the trade section).

More information on the contents of different tables: the detail level and breakdowns required starting with the reference year 2008 is defined in Commission Regulation N° 251/2009. For previous reference years it is included in Commission Regulations (EC) N° 2701/98 and amended by Commission Regulation N°1614/2002 and Commission Regulation N°1669/2003.

Several important derived indicators are generated in the form of ratios of certain monetary characteristics or per head values. A list with the available derived indicators is available below in the Annex.

The number of students starting in Ivy League schools for the Class of 2028 (those beginning in the Fall of 2024), varied from school to school. Cornell University had the largest Class of 2028 among the Ivy League schools, with ***** enrolled students.

There has been a tremendous increase in the volume of sensor data collected over the last decade for different monitoring tasks. For example, petabytes of earth science data are collected from modern satellites, in-situ sensors and different climate models. Similarly, huge amount of flight operational data is downloaded for different commercial airlines. These different types of datasets need to be analyzed for finding outliers. Information extraction from such rich data sources using advanced data mining methodologies is a challenging task not only due to the massive volume of data, but also because these datasets are physically stored at different geographical locations with only a subset of features available at any location. Moving these petabytes of data to a single location may waste a lot of bandwidth. To solve this problem, in this paper, we present a novel algorithm which can identify outliers in the entire data without moving all the data to a single location. The method we propose only centralizes a very small sample from the different data subsets at different locations. We analytically prove and experimentally verify that the algorithm offers high accuracy compared to complete centralization with only a fraction of the communication cost. We show that our algorithm is highly relevant to both earth sciences and aeronautics by describing applications in these domains. The performance of the algorithm is demonstrated on two large publicly available datasets: (1) the NASA MODIS satellite images and (2) a simulated aviation dataset generated by the ‘Commercial Modular Aero-Propulsion System Simulation’ (CMAPSS).

Since the beginning of the 1960s, Statistics Sweden, in collaboration with various research institutions, has carried out follow-up surveys in the school system. These surveys have taken place within the framework of the IS project (Individual Statistics Project) at the University of Gothenburg and the UGU project (Evaluation through follow-up of students) at the University of Teacher Education in Stockholm, which since 1990 have been merged into a research project called 'Evaluation through Follow-up'. The follow-up surveys are part of the central evaluation of the school and are based on large nationally representative samples from different cohorts of students.

Evaluation through follow-up (UGU) is one of the country's largest research databases in the field of education. UGU is part of the central evaluation of the school and is based on large nationally representative samples from different cohorts of students. The longitudinal database contains information on nationally representative samples of school pupils from ten cohorts, born between 1948 and 2004. The sampling process was based on the student's birthday for the first two and on the school class for the other cohorts.

For each cohort, data of mainly two types are collected. School administrative data is collected annually by Statistics Sweden during the time that pupils are in the general school system (primary and secondary school), for most cohorts starting in compulsory school year 3. This information is provided by the school offices and, among other things, includes characteristics of school, class, special support, study choices and grades. Information obtained has varied somewhat, e.g. due to changes in curricula. A more detailed description of this data collection can be found in reports published by Statistics Sweden and linked to datasets for each cohort.

Survey data from the pupils is collected for the first time in compulsory school year 6 (for most cohorts). Questionnaire in survey in year 6 includes questions related to self-perception and interest in learning, attitudes to school, hobbies, school motivation and future plans. For some cohorts, questionnaire data are also collected in year 3 and year 9 in compulsory school and in upper secondary school.

Furthermore, results from various intelligence tests and standartized knowledge tests are included in the data collection year 6. The intelligence tests have been identical for all cohorts (except cohort born in 1987 from which questionnaire data were first collected in year 9). The intelligence test consists of a verbal, a spatial and an inductive test, each containing 40 tasks and specially designed for the UGU project. The verbal test is a vocabulary test of the opposite type. The spatial test is a so-called ‘sheet metal folding test’ and the inductive test are made up of series of numbers. The reliability of the test, intercorrelations and connection with school grades are reported by Svensson (1971).

For the first three cohorts (1948, 1953 and 1967), the standartized knowledge tests in year 6 consist of the standard tests in Swedish, mathematics and English that up to and including the beginning of the 1980s were offered to all pupils in compulsory school year 6. For the cohort 1972, specially prepared tests in reading and mathematics were used. The test in reading consists of 27 tasks and aimed to identify students with reading difficulties. The mathematics test, which was also offered for the fifth cohort, (1977) includes 19 assignments. After a changed version of the test, caused by the previously used test being judged to be somewhat too simple, has been used for the cohort born in 1982. Results on the mathematics test are not available for the 1987 cohort. The mathematics test was not offered to the students in the cohort in 1992, as the test did not seem to fully correspond with current curriculum intentions in mathematics. For further information, see the description of the dataset for each cohort.

For several of the samples, questionnaires were also collected from the students 'parents and teachers in year 6. The teacher questionnaire contains questions about the teacher, class size and composition, the teacher's assessments of the class' knowledge level, etc., school resources, working methods and parental involvement and questions about the existence of evaluations. The questionnaire for the guardians includes questions about the child's upbringing conditions, ambitions and wishes regarding the child's education, views on the school's objectives and the parents' own educational and professional situation.

The students are followed up even after they have left primary school. Among other things, data collection is done during the time they are in high school. Then school administrative data such as e.g. choice of upper secondary school line / program and grades after completing studies. For some of the cohorts, in addition to school administrative data, questionnaire data were also collected from the students.

he sample consisted of students born on the 5th, 15th and 25th of any month in 1953, a total of 10,723 students.

The data obtained in 1966 were: 1. School administrative data (school form, class type, year and grades). 2. Information about the parents' profession and education, number of siblings, the distance between home and school, etc.

This information was collected for 93% of all born on the current days. The reason for this is reduced resources for Statistics Sweden for follow-up work - reminders etc. Annual data for cohorts in 1953 were collected by Statistics Sweden up to and including academic year 1972/73.

1. Answers to certain questions that shed light on students' school motivation, leisure activities and study and career plans. Some of the questions changed significantly compared to the cohort in 1948 due to the fact that they did not function satisfactorily from a metrological point of view.
2. Results on three aptitude tests, one verbal, one spatial and one inductive.
3. Standard test results in reading, writing, mathematics and English, which were offered to the students who belonged to year 6.

Response rate for test and questionnaire data is 88% Standard test results were received for just over 85% of those who took the tests.

The sample included a total of 9955 students, for whom some form of information was obtained.

Part of the "Individual Statistics Project" together with cohort 1953.

In this paper we propose an innovative learning algorithm - a variation of One-class ? Support Vector Machines (SVMs) learning algorithm to produce sparser solutions with much reduced computational complexities. The proposed technique returns an approximate solution, nearly as good as the solution set obtained by the classical approach, by minimizing the original risk function along with a regularization term. We introduce a bi-criterion optimization that helps guide the search towards the optimal set in much reduced time. The outcome of the proposed learning technique was compared with the benchmark one-class Support Vector machines algorithm which more often leads to solutions with redundant support vectors. Through out the analysis, the problem size for both optimization routines was kept consistent. We have tested the proposed algorithm on a variety of data sources under different conditions to demonstrate the effectiveness. In all cases the proposed algorithm closely preserves the accuracy of standard one-class ? SVMs while reducing both training time and test time by several factors.

Graduate employment rates by degree class in 2022