Non-traditional data signals from social media and employment platforms for MSC stock analysis

Japan Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data was reported at 2.490 % in 2020. Japan Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data is updated yearly, averaging 2.490 % from Dec 2020 (Median) to 2020, with 1 observations. The data reached an all-time high of 2.490 % in 2020 and a record low of 2.490 % in 2020. Japan Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Japan – Table JP.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Master's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

Tanzania Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data was reported at 0.000 % in 2020. This records a decrease from the previous number of 0.344 % for 2014. Tanzania Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data is updated yearly, averaging 0.175 % from Dec 2010 (Median) to 2020, with 4 observations. The data reached an all-time high of 0.344 % in 2014 and a record low of 0.000 % in 2020. Tanzania Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Tanzania – Table TZ.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Master's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

Abstract: The contributions by Human and Social Sciences in Health (HSSH) have been decisive for dealing with the social dynamics involving human life, suffering, and illness. Thus, analysis of the configuration of the HSSH field has been a key research theme for many Brazilian authors. This article analyzes training in HSSH (with a special focus on research training) in graduate studies programs in Public Health from 2002 to 2016, considering the course supply in HSSH and the courses involving methodological training, based on their size, frequency, and principal theoretical and methodological influences. Our source was the files of “Disciplines” and “Program Proposals” in the Indicator Notebooks from the Brazilian Graduate Studies Coordinating Board (CAPES) and Sucupira databases. The syllabuses were read and analyzed for their themes, objectives, bibliographies, and authors. Data were recorded on an Excel spreadsheet and analyzed with the R statistical package. The results show stability in the course supply in HSSH (some 20% over the period), but a modest presence of methodological courses in Social Sciences. We found a diversity of theoretical and methodological references, especially compilation works or didactic texts. We highlight the lack of classic texts and authors in the Social Sciences. The conclusions point to the challenge of transposing operative training, which allows instrumentally executing highly relevant research for health, but which can affect the potential for consolidation and theoretical innovation in social thinking in health.

Non-traditional data signals from social media and employment platforms for MSM stock analysis

This report contains the results of the 2024 Licensed Master’s Social Worker (LMSW) Workforce Survey. Among all LMSWs, 987 voluntarily participated in this survey. The Virginia Department of Health Professions’ Healthcare Workforce Data Center (HWDC) administers the survey during the license renewal process, which takes place every June for LMSWs. These survey respondents represent 64% of the 1,531 LMSWs licensed in the state and 98% of renewing practitioners.

This small dataset (n. = 155) compares postgraduate library checkout activity across various disciplines at the University of Canterbury, New Zealand.History students are by far the heaviest users of library services, as measured by library items checked out, compared to eight other disciplines across the humanities, social sciences and other sciences.History masters students' were the most prolific borrowers in the sample while biology masters were the least likely to borrow items.

The dataset contains the population by each country over the years 1960-2023.

Source: World Bank Group https://data.worldbank.org/indicator/SP.POP.TOTL

Each row correspond to a country. Columns are Country Name, Country Code and the population size by years.

Non-traditional data signals from social media and employment platforms for MSIF stock analysis

Uganda Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative: Female data was reported at 0.000 % in 2021. This stayed constant from the previous number of 0.000 % for 2017. Uganda Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative: Female data is updated yearly, averaging 0.000 % from Dec 2012 (Median) to 2021, with 3 observations. The data reached an all-time high of 0.114 % in 2012 and a record low of 0.000 % in 2021. Uganda Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative: Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Uganda – Table UG.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Master's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

India Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data was reported at 3.490 % in 2023. This records an increase from the previous number of 3.160 % for 2022. India Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data is updated yearly, averaging 3.315 % from Dec 2018 (Median) to 2023, with 4 observations. The data reached an all-time high of 3.490 % in 2023 and a record low of 2.390 % in 2018. India Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s India – Table IN.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Master's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

This data is part of a Msc Thesis about congestion management and the effect of Social Value Orientation and other behavioural drivers on participants (industrial companies) in an Energy Hub. The data are output and input files of the model that was used in this thesis. The model is also added with the results of it.

Supplementary data for the MSc thesis: 'The Effects of a Social Robot’s Gestures on Learning Outcomes' (available at TU Delft repository) by F.N. Moorlag http://resolver.tudelft.nl/uuid:ae1edd23-aeeb-4d36-a7b7-8ec4524bf56d
All information concerning the experiment can be found in the report.

Data.zip: all data from the experiment described in the thesis
Gestures_FormA.mp4: video of robot NAO explaining mathematical equivalence (Form A) with supportive gesturesNo_gestures_FormA.mp4: video of robot NAO explaining mathematical equivalence (Form A) with no gestures
Random_FormA.mp4: video of robot NAO explaining mathematical equivalence (Form A) with random gestures

contact: fleurmoorlag@gmail.com

Belgium BE: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Male: % Cumulative data was reported at 18.704 % in 2022. This records a decrease from the previous number of 19.239 % for 2021. Belgium BE: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 15.900 % from Dec 2010 (Median) to 2022, with 13 observations. The data reached an all-time high of 19.239 % in 2021 and a record low of 0.000 % in 2012. Belgium BE: Educational Attainment: At Least Master's or Equivalent: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Belgium – Table BE.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Master's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

Non-traditional data signals from social media and employment platforms for UMRRF stock analysis

These tables contain statistical information on Canadian post-secondary graduates gathered approximately three years after completing their education. The three tables in the dataset focus on the graduates’ pursuit of further studies after graduation, the relationship between their job and their field of study, and their satisfaction with their chosen field of study. The data was extracted by Statistics Canada and modified by Employment and Social Development Canada (ESDC). Statistical information on graduates is reported at the national level by type of post-secondary education and by field of study.

ABSTRACT Nutrition began its constitution as an independent profession in the 1930s. It has achieved the status of higher education in 1967. With the emergence of the Collective Health Space in the 1970s, it was verified the construction of an area of Food and Nutrition in Collective Health. Nutritionists integrate this multiprofessional field in its different spheres. To what extent does this insertion correspond to an integration into the Collective Health Space or does it persists as a subspace articulated to it? In order to partially answer this question, the characteristics of nutritionists in the postgraduate programs were analyzed from the Lattes curricula of all those that comprised the permanent framework of courses in 2010. The indicators used were: main area of activity, doctoral area, research lines and publications, among others. Among the 944 professors, 42 were nutritionists (4.4%). Of these, 47.6% indicated Collective Health and 42.9% indicated Nutrition as the first activity area. Nutrition and Food was referred as the first line of research by 40.5%; and Epidemiology by 14.3%. The topic of the thesis was Epidemiology for 42.9%, followed by Evaluation (14.3%) and Social Sciences (11.9%). These findings are indicative that, although nutritionists have a place in the Collective Health Space, their positioning evidences strategies of belonging to the field of origin.

The objective of the study was to compare whether there are differences in the perception of undergraduate and postgraduate university students about the pedagogy of success. The study is of a non-experimental type with a comparative descriptive design. To collect the information, a survey was applied as a technique; to a sample of fifty university students. As a method, the hypothetical deductive was applied. To obtain information on the variable, the Perception of Pedagogy of Success questionnaire was administered with a total of 23 items based on three dimensions: Opportunity to learn (9 items), Feedback (8 items) and Consideration of the person (6 items), with the following qualitative value scale: Always, Sometimes and Never; the quantitative value scale was from two to zero. To find the validity of the instrument, it was subjected to expert judgment, calculating the content validity ratio for each item and taking into account the criteria of clarity, belonging and relevance. Calculation of reliability with Cronbach's alpha (0.887). For the application of the questionnaire, given the current pandemic situation, Google Forms was used, obtaining fast, timely and reliable responses. The data were processed through the SPSS V. 25. Conclusions: the results of the study indicate that the pedagogical support of the postgraduate teacher is superior to that of the undergraduate, however, the undergraduate teacher stands out in their ability to listen and empathy towards the learner. Finally, the application of the Pedagogy of Success is more promoted to postgraduate students.

The primary data collection element of this project related to observational based fieldwork at four universities in Kenya and South Africa undertaken by Louise Bezuidenhout (hereafter ‘LB’) as the award researcher. The award team selected fieldsites through a series of strategic decisions. First, it was decided that all fieldsites would be in Africa, as this continent is largely missing from discussions about Open Science. Second, two countries were selected – one in southern (South Africa) and one in eastern Africa (Kenya) – based on the existence of the robust national research programs in these countries compared to elsewhere on the continent. As country background, Kenya has 22 public universities, many of whom conduct research. It also has a robust history of international research collaboration – a prime example being the long-standing KEMRI-Wellcome Trust partnership. While the government encourages research, financial support for it remains limited and the focus of national universities is primarily on undergraduate teaching. South Africa has 25 public universities, all of whom conduct research. As a country, South Africa has a long history of academic research, one which continues to be actively supported by the government.

Third, in order to speak to conditions of research in Africa, we sought examples of vibrant, “homegrown” research. While some of the researchers at the sites visited collaborated with others in Europe and North America, by design none of the fieldsites were formally affiliated to large internationally funded research consortia or networks. Fourth, within these two countries four departments or research groups in academic institutions were selected for inclusion based on their common discipline (chemistry/biochemistry) and research interests (medicinal chemistry). These decisions were to ensure that the differences in data sharing practices and perceptions between disciplines noted in previous studies would be minimized.

Within Kenya, site 1 (KY1) and Site 2 (KY2) were both chemistry departments of well-established universities. Both departments had over 15 full time faculty members, however faculty to student ratios were high and the teaching loads considerable. KY1 had a large number of MSc and PhD candidates, the majority of whom were full-time and a number of whom had financial assistance. In contrast, KY2 had a very high number of MSc students, the majority of whom were self-funded and part-time (and thus conducted their laboratory work during holidays). In both departments space in laboratories was at a premium and students shared space and equipment. Neither department had any postdoctoral researchers.

Within South Africa, site 1 (SA1) was a research group within the large chemistry department of a well-established and comparatively well-resourced university with a tradition of research. Site 2 (SA2) was the chemistry/biochemistry department of a university that had previously been designated a university for marginalized population groups under the Apartheid system. Both sites were the recipients of numerous national and international grants. SA2 had one postdoctoral researcher at the time, while SA1 had none.

Empirical data was gathered using a combination of qualitative methods including embedded laboratory observations and semi-structured interviews. Each site visit took between three and six weeks, during which time LB participated in departmental activities, interviewed faculty and postgraduate students, and observed social and physical working environments in the departments and laboratories. Data collection was undertaken over a period of five months between November 2014 and March 2015, with 56 semi-structured interviews in total conducted with faculty and graduate students. Follow-on visits to each site were made in late 2015 by LB and Brian Rappert to solicit feedback on our analysis.

Abstract Purpose: This study refers to the social support and trust theories to explore what kind of factors affect the users’ intention to adopt MSC. Design/methodology/approach: A total of 207 subjects who had previously experienced or known about MSC were identified and partial least squares were performed to analyse the measurement and structural models. Findings: The results indicated that MSC purchase intentions are affected significantly by four other factors (social support, perceived usefulness, subjective norm, and trust) and trust, in turn, is affected by three factors (social support, perceived usefulness, and subjective norms). Originality/value: First, this study examines the mechanism of trust formation and actions in the MSC context. Second, this study contributes by confirming the important role of social factors in the MSC context. Third, the study expands the social support theory. Finally, our research provides empirical evidence for enterprises that have adopted MSC to support their marketing strategy and programmes.