Secondary Data Speed Dating is a whirlwind introductory level one hour presentation that covers: how to locate existing data or datasets on a topic of research: data repositories, open data portals, literature searches, Google; where to locate learning resources for working with secondary data or datasets; a very brief overview of the merits and challenges of working with secondary data instead of doing original research.

This webinar highlighted several research projects conducting secondary analysis on the National Survey on Child and Adolescent Well-Being (NSCAW), a study funded by ACF's Office of Planning Research and Evaluation (OPRE). This survey is a five-year longitudinal study of 5501 children who had contact with the child welfare system. Research using NSCAW data informs policy and practice in child welfare services and other services to maltreated children and their families, and advances the state of knowledge in child maltreatment, child welfare, child and family services, and/or child development for high-risk children. Presenters: Barbara J. Burns, Ph.D., Duke University School of Medicine; Sandra Jee, Ph.D., University of Rochester Medical Center; and Dana Schultz, Ph.D., Rand Corporation View the Webinar (WMV - 52MB) Metadata-only record linking to the original dataset. Open original dataset below.

We analysed the Understanding Society Data from Waves 1 and 2 in our project to explore the uses of paradata in cross-sectional and longitudinal surveys with the aim of gaining knowledge that leads to improvement in field process management and responsive survey designs. The project’s key objective was to explore the uses of paradata for cross-sectional and longitudinal surveys with the aim of gaining knowledge that leads to improvement in field process management and responsive survey designs. The research was organised into three sub-projects which: 1. investigate the use of call record data and interviewer observations to study nonresponse in longitudinal surveys; 2. provide insights into the effects of interviewing strategies and other interviewer attributes on response in longitudinal surveys, and 3. gain knowledge about the measurement error properties of paradata, in particular interviewer observations. Analysis techniques included multilevel, discrete-time event history and longitudinal data analysis methods. Dissemination included a short course and an international workshop on paradata.

This study contains script files to create teaching versions of Understanding Society: Waves 1-3, the new UK household panel survey. Specifically, the user can focus on individual waves, or can create a panel survey dataset for use in teaching undergraduates and postgraduates. Core areas of focus are attitudes to voting and political parties, to the environment, and to ethnicity and migration. Script files are available for SPSS, STATA and R. Individuals wishing to make use of this resource will need to apply separately to the UK data archive for access to the original datasets: http://discover.ukdataservice.ac.uk/catalogue/?sn=6614 &type=Data%20catalogue

Background: In Brazil, secondary data for epidemiology are largely available. However, they are insufficiently prepared for use in research, even when it comes to structured data since they were often designed for other purposes. To date, few publications focus on the process of preparing secondary data. The present findings can help in orienting future research projects that are based on secondary data.Objective: Describe the steps in the process of ensuring the adequacy of a secondary data set for a specific use and to identify the challenges of this process.Methods: The present study is qualitative and reports methodological issues about secondary data use. The study material was comprised of 6,059,454 live births and 73,735 infant death records from 2004 to 2013 of children whose mothers resided in the State of São Paulo - Brazil. The challenges and description of the procedures to ensure data adequacy were undertaken in 6 steps: (1) problem understanding, (2) resource planning, (3) data understanding, (4) data preparation, (5) data validation and (6) data distribution. For each step, procedures, and challenges encountered, and the actions to cope with them and partial results were described. To identify the most labor-intensive tasks in this process, the steps were assessed by adding the number of procedures, challenges, and coping actions. The highest values were assumed to indicate the most critical steps.Results: In total, 22 procedures and 23 actions were needed to deal with the 27 challenges encountered along the process of ensuring the adequacy of the study material for the intended use. The final product was an organized database for a historical cohort study suitable for the intended use. Data understanding and data preparation were identified as the most critical steps, accounting for about 70% of the challenges observed for data using.Conclusion: Significant challenges were encountered in the process of ensuring the adequacy of secondary health data for research use, mainly in the data understanding and data preparation steps. The use of the described steps to approach structured secondary data and the knowledge of the potential challenges along the process may contribute to planning health research.

BackgroundAn understanding of the resources which engineering students use to write their academic papers provides information about student behaviour as well as the effectiveness of information literacy programs designed for engineering students. One of the most informative sources of information which can be used to determine the nature of the material that students use is the bibliography at the end of the students’ papers. While reference list analysis has been utilised in other disciplines, few studies have focussed on engineering students or used the results to improve the effectiveness of information literacy programs. Gadd, Baldwin and Norris (2010) found that civil engineering students undertaking a finalyear research project cited journal articles more than other types of material, followed by books and reports, with web sites ranked fourth. Several studies, however, have shown that in their first year at least, most students prefer to use Internet search engines (Ellis & Salisbury, 2004; Wilkes & Gurney, 2009).PURPOSEThe aim of this study was to find out exactly what resources undergraduate students studying civil engineering at La Trobe University were using, and in particular, the extent to which students were utilising the scholarly resources paid for by the library. A secondary purpose of the research was to ascertain whether information literacy sessions delivered to those students had any influence on the resources used, and to investigate ways in which the information literacy component of the unit can be improved to encourage students to make better use of the resources purchased by the Library to support their research.DESIGN/METHODThe study examined student bibliographies for three civil engineering group projects at the Bendigo Campus of La Trobe University over a two-year period, including two first-year units (CIV1EP – Engineering Practice) and one-second year unit (CIV2GR – Engineering Group Research). All units included a mandatory library session at the start of the project where student groups were required to meet with the relevant faculty librarian for guidance. In each case, the Faculty Librarian highlighted specific resources relevant to the topic, including books, e-books, video recordings, websites and internet documents. The students were also shown tips for searching the Library catalogue, Google Scholar, LibSearch (the LTU Library’s research and discovery tool) and ProQuest Central. Subject-specific databases for civil engineering and science were also referred to. After the final reports for each project had been submitted and assessed, the Faculty Librarian contacted the lecturer responsible for the unit, requesting copies of the student bibliographies for each group. References for each bibliography were then entered into EndNote. The Faculty Librarian grouped them according to various facets, including the name of the unit and the group within the unit; the material type of the item being referenced; and whether the item required a Library subscription to access it. A total of 58 references were collated for the 2010 CIV1EP unit; 237 references for the 2010 CIV2GR unit; and 225 references for the 2011 CIV1EP unit.INTERIM FINDINGSThe initial findings showed that student bibliographies for the three group projects were primarily made up of freely available internet resources which required no library subscription. For the 2010 CIV1EP unit, all 58 resources used were freely available on the Internet. For the 2011 CIV1EP unit, 28 of the 225 resources used (12.44%) required a Library subscription or purchase for access, while the second-year students (CIV2GR) used a greater variety of resources, with 71 of the 237 resources used (29.96%) requiring a Library subscription or purchase for access. The results suggest that the library sessions had little or no influence on the 2010 CIV1EP group, but the sessions may have assisted students in the 2011 CIV1EP and 2010 CIV2GR groups to find books, journal articles and conference papers, which were all represented in their bibliographiesFURTHER RESEARCHThe next step in the research is to investigate ways to increase the representation of scholarly references (found by resources other than Google) in student bibliographies. It is anticipated that such a change would lead to an overall improvement in the quality of the student papers. One way of achieving this would be to make it mandatory for students to include a specified number of journal articles, conference papers, or scholarly books in their bibliographies. It is also anticipated that embedding La Trobe University’s Inquiry/Research Quiz (IRQ) using a constructively aligned approach will further enhance the students’ research skills and increase their ability to find suitable scholarly material which relates to their topic. This has already been done successfully (Salisbury, Yager, & Kirkman, 2012)CONCLUSIONS & CHALLENGESThe study shows that most students rely heavily on the free Internet for information. Students don’t naturally use Library databases or scholarly resources such as Google Scholar to find information, without encouragement from their teachers, tutors and/or librarians. It is acknowledged that the use of scholarly resources doesn’t automatically lead to a high quality paper. Resources must be used appropriately and students also need to have the skills to identify and synthesise key findings in the existing literature and relate these to their own paper. Ideally, students should be able to see the benefit of using scholarly resources in their papers, and continue to seek these out even when it’s not a specific assessment requirement, though it can’t be assumed that this will be the outcome.REFERENCESEllis, J., & Salisbury, F. (2004). Information literacy milestones: building upon the prior knowledge of first-year students. Australian Library Journal, 53(4), 383-396.Gadd, E., Baldwin, A., & Norris, M. (2010). The citation behaviour of civil engineering students. Journal of Information Literacy, 4(2), 37-49.Salisbury, F., Yager, Z., & Kirkman, L. (2012). Embedding Inquiry/Research: Moving from a minimalist model to constructive alignment. Paper presented at the 15th International First Year in Higher Education Conference, Brisbane. Retrieved from http://www.fyhe.com.au/past_papers/papers12/Papers/11A.pdfWilkes, J., & Gurney, L. J. (2009). Perceptions and applications of information literacy by first year applied science students. Australian Academic & Research Libraries, 40(3), 159-171.

This meticulously curated dataset offers a panoramic view of education on a global scale , delivering profound insights into the dynamic landscape of education across diverse countries and regions. Spanning a rich tapestry of educational aspects, it encapsulates crucial metrics including out-of-school rates, completion rates, proficiency levels, literacy rates, birth rates, and primary and tertiary education enrollment statistics. A treasure trove of knowledge, this dataset is an indispensable asset for discerning researchers, dedicated educators, and forward-thinking policymakers, enabling them to embark on a transformative journey of assessing, enhancing, and reshaping education systems worldwide.

Key Features: - Countries and Areas: Name of the countries and areas. - Latitude: Latitude coordinates of the geographical location. - Longitude: Longitude coordinates of the geographical location. - OOSR_Pre0Primary_Age_Male: Out-of-school rate for pre-primary age males. - OOSR_Pre0Primary_Age_Female: Out-of-school rate for pre-primary age females. - OOSR_Primary_Age_Male: Out-of-school rate for primary age males. - OOSR_Primary_Age_Female: Out-of-school rate for primary age females. - OOSR_Lower_Secondary_Age_Male: Out-of-school rate for lower secondary age males. - OOSR_Lower_Secondary_Age_Female: Out-of-school rate for lower secondary age females. - OOSR_Upper_Secondary_Age_Male: Out-of-school rate for upper secondary age males. - OOSR_Upper_Secondary_Age_Female: Out-of-school rate for upper secondary age females. - Completion_Rate_Primary_Male: Completion rate for primary education among males. - Completion_Rate_Primary_Female: Completion rate for primary education among females. - Completion_Rate_Lower_Secondary_Male: Completion rate for lower secondary education among males. - Completion_Rate_Lower_Secondary_Female: Completion rate for lower secondary education among females. - Completion_Rate_Upper_Secondary_Male: Completion rate for upper secondary education among males. - Completion_Rate_Upper_Secondary_Female: Completion rate for upper secondary education among females. - Grade_2_3_Proficiency_Reading: Proficiency in reading for grade 2-3 students. - Grade_2_3_Proficiency_Math: Proficiency in math for grade 2-3 students. - Primary_End_Proficiency_Reading: Proficiency in reading at the end of primary education. - Primary_End_Proficiency_Math: Proficiency in math at the end of primary education. - Lower_Secondary_End_Proficiency_Reading: Proficiency in reading at the end of lower secondary education. - Lower_Secondary_End_Proficiency_Math: Proficiency in math at the end of lower secondary education. - Youth_15_24_Literacy_Rate_Male: Literacy rate among male youths aged 15-24. - Youth_15_24_Literacy_Rate_Female: Literacy rate among female youths aged 15-24. - Birth_Rate: Birth rate in the respective countries/areas. - Gross_Primary_Education_Enrollment: Gross enrollment in primary education. - Gross_Tertiary_Education_Enrollment: Gross enrollment in tertiary education. - Unemployment_Rate: Unemployment rate in the respective countries/areas.

This survey dataset is part of the project "Looking for data: information seeking behaviour of survey data users", a study of secondary data users’ information-seeking behaviour. The overall goal of this study was to create evidence of actual information practices of users of one particular retrieval system for social science data in order to inform the development of research data infrastructures that facilitate data sharing.

In the project, data were collected based on a mixed methods design. The research design included a qualitative study in the form of expert interviews and – building on the results found therein – a quantitative web survey of secondary survey data users. The survey dataset comprises 1,458 valid cases (1,727 cases including incomplete contributions). The transcripts of the expert interviews are also available through this data archive upon request.

The core result of this study is that community involvement plays a pivotal role in survey data seeking. The analyses show that survey data communities are an important determinant in survey data users' information seeking behaviour and that community involvement facilitates data seeking and has the capacity of reducing problems or barriers.

In the quantitative part of the study, the following hypotheses were tested: (1) The data seeking hypotheses: (1a) When looking for data, information seeking through personal contact is used more often than impersonal ways of information seeking. (1b) Ways of information seeking (personal or impersonal) differ with experience. (2) The experience hypotheses: (2a) Experience is positively correlated with having ambitious goals. (2b) Experience is positively correlated with having more advanced requirements for data.
(2c) Experience is positively correlated with having more specific problems with data. (3) The community involvement hypothesis: Experience is positively correlated with community involvement. (4) The problem solving hypothesis: Community involvement is positively correlated with problem solving strategies that require personal interactions.

The calculations made to test these hypotheses can be reproduced with the syntax file LfdAnalysis.do that is provided together with the survey dataset.

Large-scale emergencies, like the ongoing COVID-19 pandemic, demonstrate pervasive effects across multiple sectors. There is a continually growing body of evidence demonstrating gender and sex differences in COVID-19 disease, as well as its health, social, and economic impacts. While online resources have worked to compile this evidence, there is a need to evaluate and synthesize the available gender- and sex-disaggregated data related to COVID-19. This literature review will systematically assess and compile current literature and evidence from different disciplines. We will include peer reviewed articles, clinical studies and reports, and relevant working papers using secondary data analyses and primary research methodologies. We will synthesize and describe the evidence on multiple outcomes of interest, including gender and sex differences in mortality, severity, treatment outcomes, exposure to violence, mental health and psychosocial support needs, and economic insecurity with COVID-19. These results can be used to inform policy, identify research gaps, and support recommendations for priority interventions.

Secondary data and baseline covariates of patients included in DISCOVER CKD.

In order to obtain a representative sample of the use of grey literature in LibGuides across Canadian post-secondary institutions, an environmental scan was undertaken, identifying 17 colleges or universities where grey literature resources were directly mentioned and included alongside academic databases.After viewing the LibGuides within each of the post-secondary institutions listed in Table 2 of the attached paper, 52 library staff (librarians and information specialists) were identified. A brief online survey (please see accompanying dataset file) was sent to each of the 52 library staff members, to uncover how students and researchers use grey literature, and perhaps most importantly, to verify from the participant responses whether or not sections of existing LibGuides have been devoted to including the grey literature in information-seeking pursuits.9 of the in 17 institutions polled participated in the survey, yielding a response rate of 52.9%. All respondents confirmed that grey literature was mentioned in the research guides/subject guides/LibGuides used within their institution.This data set is affiliated with GL18, the 18th International Grey Conference, held at the New York Academy of Medicine from November 28-29, 2016. The presentation slides were delivered at GL 18 and were published in the GL18 Conference Book, produced by GreyNet. The accompanying full-text paper will be published by GreyNet in the GL18 Conference Proceedings, scheduled for release in February 2017. Data set is representative of the 9 institutions (from the 17 polled) that responded to the survey (each individual response is representative of one institution).The depositor provided the data file in XLSX format. DANS added the CSV format of this file to ensure preservation and accessibility.

Organisational survey data from hospitals in England, Wales and Scotland 1 April 2019 to 1 July 2019 on admissions, staffing, access to specialist staff/services, 7-day working, integration, patient engagement, transitional care, cost reimbursement.

Blockchain data query: Subscription Secondary data

This dataset presents the results from a global survey designed to investigate how individuals involved in research discover and reuse secondary data. The data consist of 1677 complete responses received from individuals in 105 countries. The data are provided in two files: one for researchers and one for those working in research support. The README file provides extensive guidance on using the data files and the associated descriptions of the variables.

The Discover dataset includes linked, coded, primary care, secondary, acute, mental health, community health and social care records for over 2.8 million patients who live and are registered with a General Practice in North West London, allowing access for retrospective and prospective research. The Discover dataset is a de-identified mirror of the Whole System Integrated Care dataset (WSIC) used by health and care professionals to deliver patient care. The dataset includes data from over 400 provider organisations, including over 344 General Practitioners, two mental health and two community trusts and all acute providers attended by North West London patients. Discover also facilitates a consent-to-contact register of over 100,000 volunteers to date.

If this Data Set is useful, and upvote is appreciated. This data approach student achievement in secondary education of two Portuguese schools. The data attributes include student grades, demographic, social and school related features) and it was collected by using school reports and questionnaires. Two datasets are provided regarding the performance in two distinct subjects: Mathematics (mat) and Portuguese language (por). In [Cortez and Silva, 2008], the two datasets were modeled under binary/five-level classification and regression tasks. Important note: the target attribute G3 has a strong correlation with attributes G2 and G1. This occurs because G3 is the final year grade (issued at the 3rd period), while G1 and G2 correspond to the 1st and 2nd-period grades. It is more difficult to predict G3 without G2 and G1, but such prediction is much more useful (see paper source for more details).

The Medicare Secondary Payer project is an annual process which attempts to identify working Medicare beneficiaries and/or their spouses. The first stage of this process is to extract all of the Medicare beneficiaries from the MBR. Prior to 2015, CSPOTRUN performed this function. Beginning in 2015, CSRETAP accomplishes this. In this process two files are prepared. One file goes to the Internal Revenue Service (IRS) for a tax return search and the other file is used for the Master Earnings File (MEF) search. IRS searches their tax return database and identifies returns that have spouses identified and returns this information to SSA. This file is then run against the MEF to obtain any current employment information for the beneficiary or the spouse. This data is sent to CMS for their process to determine whether Medicare should be the secondary payer for hospital and doctors bills. They determine whether the beneficiary and/or spouse have current health insurance coverage from their employer.

The dataset represents the complete search strategies for all literature databases searched during the systematic review. The Endnote library that contains all citations is also included.

Content

In this dataset, you will find information about thousands of colleges and universities formally recognized by the American Education system.

Acknowledgements

This dataset comes from https://data.world/dhs/colleges-and-universities.

Eligible studies from the CureSCi Metadata Catalog and their available predictor variables.