Verbal and Quantitative Reasoning GRE scores and percentiles were collected by querying the student database for the appropriate information. Any student records that were missing data such as GRE scores or grade point average were removed from the study before the data were analyzed. The GRE Scores of entering doctoral students from 2007-2012 were collected and analyzed. A total of 528 student records were reviewed. Ninety-six records were removed from the data because of a lack of GRE scores. Thirty-nine of these records belonged to MD/PhD applicants who were not required to take the GRE to be reviewed for admission. Fifty-seven more records were removed because they did not have an admissions committee score in the database. After 2011, the GRE’s scoring system was changed from a scale of 200-800 points per section to 130-170 points per section. As a result, 12 more records were removed because their scores were representative of the new scoring system and therefore were not able to be compared to the older scores based on raw score. After removal of these 96 records from our analyses, a total of 420 student records remained which included students that were currently enrolled, left the doctoral program without a degree, or left the doctoral program with an MS degree. To maintain consistency in the participants, we removed 100 additional records so that our analyses only considered students that had graduated with a doctoral degree. In addition, thirty-nine admissions scores were identified as outliers by statistical analysis software and removed for a final data set of 286 (see Outliers below). Outliers We used the automated ROUT method included in the PRISM software to test the data for the presence of outliers which could skew our data. The false discovery rate for outlier detection (Q) was set to 1%. After removing the 96 students without a GRE score, 432 students were reviewed for the presence of outliers. ROUT detected 39 outliers that were removed before statistical analysis was performed. Sample See detailed description in the Participants section. Linear regression analysis was used to examine potential trends between GRE scores, GRE percentiles, normalized admissions scores or GPA and outcomes between selected student groups. The D’Agostino & Pearson omnibus and Shapiro-Wilk normality tests were used to test for normality regarding outcomes in the sample. The Pearson correlation coefficient was calculated to determine the relationship between GRE scores, GRE percentiles, admissions scores or GPA (undergraduate and graduate) and time to degree. Candidacy exam results were divided into students who either passed or failed the exam. A Mann-Whitney test was then used to test for statistically significant differences between mean GRE scores, percentiles, and undergraduate GPA and candidacy exam results. Other variables were also observed such as gender, race, ethnicity, and citizenship status within the samples. Predictive Metrics. The input variables used in this study were GPA and scores and percentiles of applicants on both the Quantitative and Verbal Reasoning GRE sections. GRE scores and percentiles were examined to normalize variances that could occur between tests. Performance Metrics. The output variables used in the statistical analyses of each data set were either the amount of time it took for each student to earn their doctoral degree, or the student’s candidacy examination result.

Study Title Out of sight, out of mind? A qualitative study of patients' perspectives on cross-border healthcare in a European border region. Study Description The main research question of this study was: ‘What are the perspectives of patients who have experienced cross-border healthcare and, more specifically, handover in a European border region?’ We conducted eight interviews with nine people. One interview also included the patient’s relative. All interviews lasted about one hour. During the first interview, we noticed that it would be meaningful to have an observer who could ask clarifying questions. Therefore, from the second interview onwards, another research team member (MB or DV) was also present who had an observing role. JB was the main interviewer who introduced the topic and asked questions in each phase. Interviews were held in English or Dutch, whichever language the patient preferred. Two participants were interviewed in a language that was not their native tongue. All interviews were recorded with an audio recorder. All interviews were transcribed verbatim by the researchers (JB or MB). After that, we sent the transcripts to the participants for a member check. The main conclusion was that challenges of cross-border healthcare for patients, albeit no novelty in healthcare, seem to be amplified by cross-border barriers, such as system, language, and cultural differences. To empower patients to be involved in their own healthcare process, these issues should become a topic of conversation between patients and healthcare professionals. Description of Data Type: Verbatim transcribed narrative interviews. Participant: Patients in cross-border care (N=9.) Language: English and Dutch. To protect the privacy of the participants in this study, data (interview recordings and transcripts) are not available. Questions about the study can be directed to Juliët Beuken (j.beuken@maastrichtuniversity.nl).

This dataset is about stocks per day. It has 154 rows and is filtered where the stock is PHD and the date is after the 20th of September 2024. It features 3 columns: stock, and highest price.

Title Involving patients in undergraduate health professions education: What’s in it for them? Abstract Objectives Patients have become more involved in research, policy, and health professions education. They are involved in teaching students competencies required for person-centred care, but patient benefits have not received proper attention. This exploratory study identifies how patient involvement in health professions education helps patients to practice self-management and shared decision-making. Methods Individual interviews were conducted with patients (hereafter ‘experts by experience’) (N=11) who participated in the Patient As a Person Module, organised for health professions students in The Netherlands. Additionally, one of their healthcare professionals (N=10) and family members (N=9) were interviewed. Directed content analysis was used. Results Participants reported that sharing lived experiences helped experts by experience to reflect on their preferences regarding health and healthcare, accept their changed selves, and obtain a renewed sense of purpose. They reported gaining insight into healthcare professionals' perspectives, which yielded more equal healthcare professional-patient relationships. Conclusions Sharing their lived experiences with health and health care with students could help patients practise effective self-management and participate in shared decision-making. Practice implications Approaching patient involvement in health professions education from both the perspectives of students and experts by experience, as opposed to students alone, optimises its societal impact. Data index All thirty transcripts as well as the coding are documented in one single file which can be opened in Atlas.ti.

This dataset comprises five sets of data collected throughout of Alev Sönmez’s PhD Thesis project: Sönmez, A. (2024). Dancing the Vibe: Designerly Exploration of Group Mood in Work Settings. (Doctoral dissertation in review). Delft University of Technology, Delft, the Netherlands.

This thesis aims to contribute to the granular understanding of group mood by achieving three objectives,each representing a key research question in the project: (1) to develop a descriptive overview of nuanced group moods, (2) to develop knowledge and tools to effectively communicate nuanced group moods, and (3) to develop knowledge and insights to facilitate reflection on group mood. The research was guided by the following research questions: (1) What types of group moods are experienced in small work groups? (2) How can nuanced group moods be effectively communicated? (3) How can group mood reflection be facilitated?

This research was supported by VICI grant number 453-16-009 from The Netherlands Organization for Scientific Research (NWO), Division for the Social and Behavioral Sciences, awarded to Pieter M. A. Desmet.

The data is organized into folders corresponding to the chapters of the thesis. Each folder contains a README file with specific information about the dataset.

Capter_2_PhenomenologicalStudy: This dataset conssists of anonymized transcriptions of co-inquiry sessions where 5 small project groups described the group moods they experienced in their eight most recent meetings. Additonaly, we share the observation notes wwe collected in those meetings, the maps filled in during the co-inquiry sessions, the materials used to collect data, and the coding scheme used to analyze the group mood descriptions.

Chapter_3_ImageEvaluationStudy: This dataset consists of anonymized scores from 38 participants indicating the strength of the association between eight group mood–expressing images and 36 group mood qualities, along with their free descriptions of the group moods perceived in those images. Addtioanlly we share the questionnaire design, the eight images, and the data processing files (t-test, correspondence analysis outputs, free description coding, heat map).

Chapter_4_VideoEvaluationStudy: This dataset consists of anonymized scores from 40 participants indicating the strength of the association between eight group mood–expressing videos and 36 group mood qualities, along with their free descriptions of the group moods perceived in those videos. Addtioanlly we share the questionnaire design, and the data processing files (t-test, correspondence analysis outputs, free description coding, heat map) and data processing files to compare the image and video set (PCA output, and image-video HIT rate comparison table).

Chapter_5_CardsetInterventionStudy: This dataset consists of anonymized written responses from each of the 12 project teams, along with notes taken during a plenary session with these teams, evaluating the efficacy of the intervention on their group mood management.

Chapter_6_WorkshopEvaluationStudy: This dataset consists of Anonymized transcriptions of five small work teams reflecting on their lived group mood experiences following the steps of an embodiment workshop we designed, including their takeaways from the workshop and discussions evaluating the workshop's efficacy in stimulating reflection and the overall experience of the workshop.

All the data is anonymized by removing the names of individuals and institutions. However, the interviews contain details where participants shared personal information about themselves, colleagues, and company dynamics. Therefore, the data should be handled with extra care to ensure that participant privacy is not put in danger. Contact N.A.Romero@tudelft.nl (Natalia Romero Herrera) to request access to the dataset.

TitleChapter 4. Achieving ‘something that everybody has invested in’: Perspectives of diverse stakeholders during co-creation of a transition to residency curriculum. Summary In chapter 4, we sought to understand the co-creation process in this setting which includes diverse groups of faculty and students. We did this by examining the viewpoints of the various stakeholders and the learners who participated in developing a transition to a residency curriculum. The two research questions that guided this study were: How did the learners and diverse stakeholders who were involved in co-creating the curriculum for the transition perceive the co-creation process? What are the power dynamics that occur in the presence of students with diverse stakeholders, and what measures can be taken to mitigate them? We conducted post‑hoc in‑depth interviews with the stakeholders involved in the co-creation sessions and incorporated the findings to build on the Framework of Stakeholders’ Involvement in Co‑creation. Description of the attached file The attached file provides data that was collected from the one hour-long semi-structured online interviews with 16 participants who were involved in the co-creation sessions. These interviews began with an open question such as “Describe your experience with CC”, and the subsequent answers were then explored with more specific questions. Questions for students included: “Did you feel comfortable contributing?”, “Did you feel valued and listened to?”, “How did your contribution add value to the curriculum?”. Faculty were asked to describe their experience with CC and their thoughts on student input. All interviews were recorded and transcribed. All participants verified and agreed on the one-page summary of their interview transcript (member check). All responses were pseudonymized by coding participants’ names and de-identifying all quotes.

Context

Doctoral Studies in domains like Military, Intelligence or Police are not something we expect to be very frequent. Quite amazingly, it appears to be a significant number of Doctoral studies conducted over a short period in Romania in the Doctoral Schools associated with these Military Academies.

The data was initially in Romanian. We translated the column titles and the board members roles. We didn't translated the board members military grades and academic titles. Also, we didn't translated the titles of the Doctoral Thesis.

We show here a collection of

Content

This dataset contains Doctoral Boards from Defense (Military), Intelligence and Police Academy in Romania, as following: * National Defense Academy - data from 2007 to 2017; * National Intelligence Academy - data from 2010 to 2017; * Police Academy - data from 2004 to 2009.

Acknowledgements

We would like to thank to the respective Military, Intelligence and Police Academies for offering, as the Romanian Law is requiring, access to their data.

Inspiration

Use this data to understand who is coordinating the doctoral boards, who are most frequent doctoral advisors, who is repeatedly present in boards in one or multiple academies.

Could you see patterns, frequent apparitions? How many doctoral thesis can one single adviser have per year? And in how many doctoral boards is someone chairman or reviewer (simple member)?

In this context, the aim of this research was to explore the lived experiences of a diversity of doctoral researchers in relation to academic belonging across pre-92 and post-92 universities, and how these relate to the current neo-liberal HE environment. Eight focus groups were conducted with 29 doctoral students in the areas of Education and Applied Health Research at two universities in the English West Midlands – one pre-92 university and one post-92 (‘new’) university. Six took place online and two in-person, in the study settings. Key themes and findings: - relational belonging: the reductive effects of the current HE environment on supervisory support and relationships with supervisors; the importance of peer support; - institutional and material belonging: payment for study/having a paid position alongside study creating validation; sparsity of and competition for research/teaching assistant roles; uncertainty and precarity; - cultural and knowledge-related belonging: embodying entrepreneurial culture as an indicator of academic success; accepted/expected unbelonging for minoritised ethnic groups; values conflict and distancing oneself from neoliberal HE, especially for mature students and those from working class backgrounds. Experiences were found to vary according to a range of intersecting social locations and institutional positions. International students appeared to be experiencing the most difficulties across the dimensions. The findings of the study have importance implications for HE policy and practice relating to doctoral study and support for doctoral students.In the UK and many other countries globally, university culture today is shaped by the wider ‘neoliberal’ policy context, which encourages individualism and competition and antagonizes collective values and ways of working. This has significant implications for doctoral students, who often occupy a liminal position between staff and students, and desire to be part of an academic community, but commonly report feelings of isolation and ‘imposter syndrome’. While existing research suggests these feelings are likely to affect doctoral students from minority groups and international students in particular, their lived experiences have gone largely undocumented. Other relevant variables affecting the doctoral student experience include the type of university attended and area of study. In this context, the aim of this research is to explore the lived experiences of academic (un)belonging among a diversity of doctoral students across pre-92 and post-92 (‘new’) universities in England and how these relate to conceptions of the neoliberal university, with a particular concern with the experiences and inclusion of minority ethnic and international groups. A cross-institutional case study research design was used involving focus groups with 30-40 doctoral students across two Midlands universities. The research will involve doctoral students in the project team and advisory group. It was action-oriented towards informing policy and practice, and supporting doctoral students, at the two universities and more widely. The data collection involved focus groups, conducted both online and in person and an opportunity sampling approach was used and also a focus on subject specific areas of the institution. The population varied in terms of gender, class and race and are not clearly defined but participants self-identified.

The dataset was produced for a scientometric study on French PhD theses in the field of sustainable development, presented at the Twenty-Fifth International Conference on Grey Literature "Confronting Climate Change with Trusted Grey Resources", OBA Congres, November 13-14, 2023, Oosterdokskade, Amsterdam, The Netherlands. We reused a dataset with metadata of 431,997 theses ("Thèses soutenues en France depuis 1985") produced by ABES and available as public open data at the following address: https://www.data.gouv.fr/fr/datasets/theses-soutenues-en-france-depuis-1985/ The ABES dataset was downloaded in csv format on August 16, 2023. Our dataset is a subsample of the ABES dataset; it contains 3,467 theses which represent 0.8% of the total number of theses in the ABES file. The purpose of the study is to assess the French PhD theses on sustainable development, with two objectives: to give a scientometric overview on the French PhD landscape in the field of sustainable development; and to show how PhD theses (as a major part of grey literature) and related tools can be helpful for the scientometric study of science. The review is based on data from the French national portal theses.fr. The results of our study provide a detailed review of the French PhD research on sustainable development from 1985 to 2022, including the main French research universities in the field of sustainable development and the most eminent academic scholars, the disciplinary distribution of the research on sustainable development, and the accessibility of the PhD theses on sustainable development (open science). The analysis of the year of defense will allow a longitudinal approach to these aspects. The dataset contains personal data from theses.fr This is the personal data notice of ABES regarding theses.fr https://www.theses.fr/donnees_personnelles « theses.fr, which includes personal information concerning in particular doctors, thesis directors and members of the defense jury, has been the subject of a normal declaration to the CNIL No. 1537454 v0. In accordance with the European General Data Protection Regulation (GDPR), you have the right to access, rectify and delete data concerning you, online on this site. To exercise this right, you can contact the ABES help desk. » https://www.data.gouv.fr/fr/datasets/theses-soutenues-en-france-depuis-1985/#/resources/a826e757-a68a-46d5-8319-e784bb80ba73 https://vocabularies.unesco.org/browser/thesaurus/en/

Please cite the following paper when using this dataset: N. Thakur, “Twitter Big Data as a Resource for Exoskeleton Research: A Large-Scale Dataset of about 140,000 Tweets and 100 Research Questions,” Preprints, 2022, DOI: 10.20944/preprints202206.0383.v1

Abstract The exoskeleton technology has been rapidly advancing in the recent past due to its multitude of applications and use cases in assisted living, military, healthcare, firefighting, and industries. With the projected increase in the diverse uses of exoskeletons in the next few years in these application domains and beyond, it is crucial to study, interpret, and analyze user perspectives, public opinion, reviews, and feedback related to exoskeletons, for which a dataset is necessary. The Internet of Everything era of today's living, characterized by people spending more time on the Internet than ever before, holds the potential for developing such a dataset by mining relevant web behavior data from social media communications, which have increased exponentially in the last few years. Twitter, one such social media platform, is highly popular amongst all age groups, who communicate on diverse topics including but not limited to news, current events, politics, emerging technologies, family, relationships, and career opportunities, via tweets, while sharing their views, opinions, perspectives, and feedback towards the same. Therefore, this work presents a dataset of about 140,000 Tweets related to exoskeletons. that were mined for a period of 5-years from May 21, 2017, to May 21, 2022. The tweets contain diverse forms of communications and conversations which communicate user interests, user perspectives, public opinion, reviews, feedback, suggestions, etc., related to exoskeletons.

Instructions: This dataset contains about 140,000 Tweets related to exoskeletons. that were mined for a period of 5-years from May 21, 2017, to May 21, 2022. The tweets contain diverse forms of communications and conversations which communicate user interests, user perspectives, public opinion, reviews, feedback, suggestions, etc., related to exoskeletons.

The dataset contains only tweet identifiers (Tweet IDs) due to the terms and conditions of Twitter to re-distribute Twitter data ONLY for research purposes. They need to be hydrated to be used. The process of retrieving a tweet's complete information (such as the text of the tweet, username, user ID, date and time, etc.) using its ID is known as the hydration of a tweet ID. For hydrating this dataset the Hydrator application (link to download and a step-by-step tutorial on how to use Hydrator) may be used.

Data Description This dataset consists of 7 .txt files. The following shows the number of Tweet IDs and the date range (of the associated tweets) in each of these files. - Filename: Exoskeleton_TweetIDs_Set1.txt (Number of Tweet IDs – 22945, Date Range of Tweets - July 20, 2021 – May 21, 2022) - Filename: Exoskeleton_TweetIDs_Set2.txt (Number of Tweet IDs – 19416, Date Range of Tweets - Dec 1, 2020 – July 19, 2021) - Filename: Exoskeleton_TweetIDs_Set3.txt (Number of Tweet IDs – 16673, Date Range of Tweets - April 29, 2020 - Nov 30, 2020) - Filename: Exoskeleton_TweetIDs_Set4.txt (Number of Tweet IDs – 16208, Date Range of Tweets - Oct 5, 2019 - Apr 28, 2020) - Filename: Exoskeleton_TweetIDs_Set5.txt (Number of Tweet IDs – 17983, Date Range of Tweets - Feb 13, 2019 - Oct 4, 2019) - Filename: Exoskeleton_TweetIDs_Set6.txt (Number of Tweet IDs – 34009, Date Range of Tweets - Nov 9, 2017 - Feb 12, 2019) - Filename: Exoskeleton_TweetIDs_Set7.txt (Number of Tweet IDs – 11351, Date Range of Tweets - May 21, 2017 - Nov 8, 2017)

Title Closing the design cycle: A conclusive set of design principles for formative assessment plans AbstractDesigning a plan for formative assessment can support teachers in using formative assessment to inform their decisions about the best next steps in teaching and learning. In an earlier study, design principles were formulated to support teachers in designing a coherent and goal-oriented formative assessment plan. However, those design principles were based only on a theoretical exploration. In this study, teachers from four secondary schools used the principles to design and implement their own formative assessment plans over multiple design cycles. Their experiences became a basis for refining the design principles. The question in the current study is: What is a conclusive set of design principles for formative assessment plans for the purpose of supporting better-founded formative decision-making based on empirical and theoretical evidence? Through preparatory sessions and interviews with two teachers per school, suggestions were collected for modifying the design principles and essential characteristics of a plan to achieve better-informed formative decision-making. The outcome of this study is a refined set of design principles. It prescribes that a formative assessment plan that contributes to better-informed formative decisions must be constructively aligned, include decision-driven data collection and make room for adjustments and improvement in teaching and learning. Furthermore, it describes the procedures that teachers should follow during the design process to achieve these characteristics and outcomes. While this set of design principles is conclusive for now, further research on their practical efficacy may lead to future refinements. Description of the data included To come to a conclusive set of design principles, the eight teachers from four secondary schools were interviewed in pairs. Teachers reacted to the design principles in two ways: 1) directly, by giving suggestions for changes, improvements and additions for the procedural design principles and 2) indirectly, by focusing on the positive outcomes they experienced while working with formative assessment plans. These positive experiences made it possible to talk in the interviews about which design characteristics led to these positive outcomes, which could subsequently lead to new design principles. Teachers first spoke about these topics in a preparatory session in pairs at each school. Subsequently, interviews were conducted to deepen this conversation and link positive outcomes to characteristics and existing procedural design principles. 1. Four reports from the preparatory sessions prior to the interview During the preparatory session, the two teachers from each school prepared for the interview by completing the following assignments together: a. Name as many positive outcomes as you can think of that you experienced while working with a formative assessment plan. b. What features of your formative assessment plan do you believe caused these positive outcomes? In other words, what characteristics must a formative assessment plan have to achieve these results? c. Review the eight design principles (Fig. 1). Would you like to adjust, eliminate or add principles so this set of design principles leads to a formative assessment plan that has the most benefits for teachers and students? 2. Anonymized Transcripts of four interviews with pairs of teachers, from four secondary schools, who designed and implemented formative assessment plans. All the positive outcomes and beneficial characteristics that teachers wrote down in the preparatory session and the procedural design principles were put on individual cards per school in preparation for the interviews. Therefore, there were three sets of cards that were used during the interviews. The first set of cards with the positive outcomes the teachers had experienced, the second set contained the beneficial characteristics they reported, and the third set of cards were the procedural design principles. There was one interview planned at each school with the two selected teachers. Each interview lasted approximately 50 to 90 minutes. The interviews were conducted using these sequential steps: a. The interviewer began by asking clarifying questions about the notes from the preparatory session. These were meant to establish that the positive outcomes mentioned were really a result of working with formative assessment plans and that the participants agreed that the information on the cards was correct and complete. b. The next step was to draw lines on a poster to connect the cards describing the positive outcomes they experienced to the cards describing the beneficial characteristics they mentioned. Thus, at the end of the interview, each poster portrayed which (combination of) characteristics of a formative assessment plan had led to which experienced positive outcomes, according to the teachers. c. Subsequently, the teachers were asked to draw lines between the cards with the beneficial characteristics and the cards with the procedural design principles. d. After and during the process of drawing lines between the different cards, teachers were asked to reflect on and discuss what these connections and their experiences could mean for modifications to the existing design principles. e. Once all the positive outcomes they experienced were linked to the corresponding beneficial characteristics they saw and the procedural design principles, the interviewer concluded the interview with three final questions: I. Can the potential of working with formative programs be further increased? If so, in what way? What does this mean for the design principles? II. Look at the usability/added value in/for practice. Can the design principles be modified/supplemented to improve this? III. What are the disadvantages of working with formative assessment plans? Can the design principles be modified/supplemented to improve this? 3. Pictures of the four posters that were the outcome of the interviews.

This dataset contains the extended supplementary tables from the PhD thesis entitled 'Genetic architecture of glycomic and lipidomic phenotypes in isolated populations' by Arianna Landini. Understanding how genetics contributes to the variation of complex traits and diseases is one of the key objectives of current medical studies. To date, a large portion of this genetic variation still needs to be identified, especially considering the contribution of low-frequency and rare variants. Omics data, such as proteomics and metabolomics, are extensively employed in genetic association studies as 'proxies' for traits or diseases of interest. They are regarded as 'intermediate' traits: measurable manifestations of more complex phenotypes (e.g., cholesterol levels for cardiovascular diseases), often more strongly associated with genetic variation and having a clearer functional link than the endpoint or disease of interest. Accordingly, the genetics of omics have the potential to offer insights into relevant biological mechanisms and pathways and point to new drug targets or diagnostic biomarkers. The main goal of the related research is to expand the current knowledge about the genetic architecture of protein glycomics and bile acid lipidomics, two under-studied omic traits, but which are involved in several common diseases. In summary, in my thesis I describe the genetic architecture of the protein glycome and the bile acid lipidome: the former has a higher genetic component, while the latter is largely influenced by environmental factors (e.g., sex, diet, gut flora). Despite the limited sample size, we were able to describe rare variant associations, demonstrating that isolated populations represent a useful strategy to increase statistical power. However, additional statistical power is needed to identify the possible effect of protein glycome and bile acid lipidome on complex disease. A clearer understanding of the genetic architecture of omics traits is crucial to develop informed disease screening tests, to improve disease diagnosis and prognosis, and finally to design innovative and more customised treatment strategies to enhance human health.

Database: Beethoven’s Indications of Tempo and Expression

This data set was created during 2012-2016 as a tool for my doctorate research on Beethoven’s tempo indications at the University of Manchester. It provides an unprecedented overview of Beethoven’s entire published oeuvre, both with opus numbers and without, by documenting the time signature, tempo indication, indicators of expression, and metronome marks for each individual section of each piece. This data set has been used for my doctoral project and its spin-off publications to achieve the following objectives:

The first objective was to create an understanding of how Beethoven thought about tempo through the consideration of the surviving documentary evidence. This was achieved by combining the theoretical principles of tempo that Beethoven was familiar with and subscribed to earlier in his life and observing how these principles played out in the context of his entire oeuvre. Here, Beethoven’s own metronome marks served as benchmarks of the indicative speeds, with the later editorial speeds by Czerny, Moscheles, and Holz also being considered relevant in the absence of authoritative indications. (Admittedly, subsequent research has somewhat complicated the connection between these later editorial indications and Beethoven's practices.) The result is not only a detailed overview of how Beethoven used different combinations of note values, metres, and tempo indications to indicate the desired speed — or, in a small number of cases, how he used this system inconsistently or erroneously — but also exposed a number of longstanding errors in the literature. A relevant example of the latter is the metronome mark for the Schreckensfanfare that opens the last movement of the Ninth Symphony. The sources for this metronome mark show a discrepancy that in all literature had hitherto been resolved in favour of dotted minim = 66, but using the database I have been able to show that a reading of dotted minim = 96 is actually more plausible in the context of Beethoven's use.

The second objective was to provide some overview of how Beethoven used expressive indications, and what they may have intended to convey. This was achieved by studying the definitions of the different expressive indications that Beethoven used (dolce, espressivo, cantabile, etc.), as well as the specific contexts in which these expressions occur within Beethoven’s oeuvre. This was originally planned to be the secondary focus of my doctoral project, but it was ultimately excised from my thesis for reasons of space, and has since been the focus of an independent study.

About the database

The database consists of four different layers, which in the file represented as individual worksheets. Opus numbers contains all of the opus numbers and WoO numbers of the compositions included in the database. In order to not overcomplicate the data, the same variable Opus has been used for Opus numbers and WoO numbers, with the former using 1-138 and the latter 1001-1158. Not included are arrangements made of Beethoven’s works without his involvement or works that are clearly spurious, such as the arrangements opp. 63-4 and the canon WoO 162, respectively. In cases of opus number being used multiple times, such opus 81 or 121, rather than use letters to indicate the different versions as is most common, this dataset represents these as a decimal number (i.e. 72,1; 81,2, etc.). Also included are the place and publisher of the first edition used to obtain the indications in the rest of the dataset, as well as any relevant comments on the publication.

The worksheet Movements breaks the opus numbers down into individual pieces, and adds the variables Number, Work title, and Movement, as well as another layer of commentary. The most useful worksheet is Sections, which includes the Time Signature, Tempo Markings, Metronome Mark, and localised Indicators of Tempo and Expression. (Should the note values in the metronome marks not display correctly on your computer, please install the Bach Font.) Using Microsoft Excel’s Filter and Sort feature, it is possible to get a complete overview of Beethoven’s uses of these elements for all works included in the database. There is also a Sorting number which can be used to bring the records back into the original order.

This database has been used as a research tool in the preparation of the following publications:

Noorduin, Marten, Beethoven’s Tempo Indications, PhD thesis, University of Manchester, 2016. https://www.escholar.manchester.ac.uk/uk-ac-man-scw:302884

——————— , ‘Re-examining Czerny’s and Moscheles’s Metronome Marks for Beethoven’s Piano Sonatas’, Nineteenth-Century Music Review, 15/2 (August 2018), 209–235. https://doi.org/10.1017/s1479409817000027

——————— , ‘The Metronome Marks for Beethoven’s Ninth Symphony in Context’, Early Music, 49/1 (February 2021), 129–145. https://doi.org/10.1093/em/caab005

——————— , ‘Beethoven’s Indicators of Expression in his Piano Works’, in Beethoven and the Piano (Musikforschung der Hochschule der Künste Bern), ed. Leonardi Miucci, Claudio Bacciagaluppi, Daniel Allenbach and Martin Skamletz (Edition Argus, 2023), pp. 118-136. https://doi.org/10.26045/kp64-6180-006

——————— , ‘Transcending Slowness in Beethoven’s Late Works’, in Manchester Beethoven Studies, ed. Barry Cooper and Matthew Pilcher (Manchester University Press, 2023), pp. 214-43. https://doi.org/10.7765/9781526155696.00015

The above list is continuously updated. Users of this database are kindly invited to notify me at martennoorduin@gmail.com with comments, questions, or to add their publications to the above list.

Marten Noorduin, Berlin, August 2023.

Overview

3DHD CityScenes is the most comprehensive, large-scale high-definition (HD) map dataset to date, annotated in the three spatial dimensions of globally referenced, high-density LiDAR point clouds collected in urban domains. Our HD map covers 127 km of road sections of the inner city of Hamburg, Germany including 467 km of individual lanes. In total, our map comprises 266,762 individual items.

Our corresponding paper (published at ITSC 2022) is available here.
Further, we have applied 3DHD CityScenes to map deviation detection here.

Moreover, we release code to facilitate the application of our dataset and the reproducibility of our research. Specifically, our 3DHD_DevKit comprises:

• Python tools to read, generate, and visualize the dataset,
• 3DHDNet deep learning pipeline (training, inference, evaluation) for
  map deviation detection and 3D object detection.

The DevKit is available here:

https://github.com/volkswagen/3DHD_devkit.

The dataset and DevKit have been created by Christopher Plachetka as project lead during his PhD period at Volkswagen Group, Germany.

When using our dataset, you are welcome to cite:

@INPROCEEDINGS{9921866,
  author={Plachetka, Christopher and Sertolli, Benjamin and Fricke, Jenny and Klingner, Marvin and 
  Fingscheidt, Tim},
  booktitle={2022 IEEE 25th International Conference on Intelligent Transportation Systems (ITSC)}, 
  title={3DHD CityScenes: High-Definition Maps in High-Density Point Clouds}, 
  year={2022},
  pages={627-634}}

Acknowledgements

We thank the following interns for their exceptional contributions to our work.

• Benjamin Sertolli: Major contributions to our DevKit during his master thesis
• Niels Maier: Measurement campaign for data collection and data preparation

The European large-scale project Hi-Drive (www.Hi-Drive.eu) supports the publication of 3DHD CityScenes and encourages the general publication of information and databases facilitating the development of automated driving technologies.

The Dataset

After downloading, the 3DHD_CityScenes folder provides five subdirectories, which are explained briefly in the following.

1. Dataset

This directory contains the training, validation, and test set definition (train.json, val.json, test.json) used in our publications. Respective files contain samples that define a geolocation and the orientation of the ego vehicle in global coordinates on the map.

During dataset generation (done by our DevKit), samples are used to take crops from the larger point cloud. Also, map elements in reach of a sample are collected. Both modalities can then be used, e.g., as input to a neural network such as our 3DHDNet.

To read any JSON-encoded data provided by 3DHD CityScenes in Python, you can use the following code snipped as an example.

import json

json_path = r"E:\3DHD_CityScenes\Dataset\train.json"
with open(json_path) as jf:
  data = json.load(jf)
print(data)

2. HD_Map

Map items are stored as lists of items in JSON format. In particular, we provide:

• traffic signs,
• traffic lights,
• pole-like objects,
• construction site locations,
• construction site obstacles (point-like such as cones, and line-like such as fences),
• line-shaped markings (solid, dashed, etc.),
• polygon-shaped markings (arrows, stop lines, symbols, etc.),
• lanes (ordinary and temporary),
• relations between elements (only for construction sites, e.g., sign to lane association).

3. HD_Map_MetaData

Our high-density point cloud used as basis for annotating the HD map is split in 648 tiles. This directory contains the geolocation for each tile as polygon on the map. You can view the respective tile definition using QGIS. Alternatively, we also provide respective polygons as lists of UTM coordinates in JSON.

Files with the ending .dbf, .prj, .qpj, .shp, and .shx belong to the tile definition as “shape file” (commonly used in geodesy) that can be viewed using QGIS. The JSON file contains the same information provided in a different format used in our Python API.

4. HD_PointCloud_Tiles

The high-density point cloud tiles are provided in global UTM32N coordinates and are encoded in a proprietary binary format. The first 4 bytes (integer) encode the number of points contained in that file. Subsequently, all point cloud values are provided as arrays. First all x-values, then all y-values, and so on. Specifically, the arrays are encoded as follows.

• x-coordinates: 4 byte integer
• y-coordinates: 4 byte integer
• z-coordinates: 4 byte integer
• intensity of reflected beams: 2 byte unsigned integer
• ground classification flag: 1 byte unsigned integer

After reading, respective values have to be unnormalized. As an example, you can use the following code snipped to read the point cloud data. For visualization, you can use the pptk package, for instance.

import numpy as np
import pptk

file_path = r"E:\3DHD_CityScenes\HD_PointCloud_Tiles\HH_001.bin"
pc_dict = {}
key_list = ['x', 'y', 'z', 'intensity', 'is_ground']
type_list = ['

Dataset population: Usual residents aged 16 and over

Age

Age is derived from the date of birth question and is a person's age at their last birthday, at 27 March 2011. Dates of birth that imply an age over 115 are treated as invalid and the person's age is imputed. Infants less than one year old are classified as 0 years of age.

Ethnic group

Ethnic group classifies people according to their own perceived ethnic group and cultural background.

This topic contains ethnic group write-in responses without reference to the five broad ethnic group categories, e.g. all Irish people, irrespective of whether they are White, Mixed/multiple ethnic groups, Asian/Asian British, Black/African/Caribbean/Black British or Other ethnic group, are in the Irish response category. This topic was created as part of the commissioned table processing.

Highest level of qualification

The highest level of qualification is derived from the question asking people to indicate all types of qualifications held. People were also asked if they held foreign qualifications and to indicate the closest equivalent.

There were 12 response options (plus 'no qualifications') covering professional and vocational qualifications, and a range of academic qualifications.

These are combined into five categories for the highest level of qualification, plus a category for no qualifications and one for other qualifications (which includes vocational or work-related qualifications, and for foreign qualifications where an equivalent qualification was not indicated):

• No Qualifications: No academic or professional qualifications
• Level 1 qualifications: 1-4 O Levels/CSE/GCSEs (any grades), Entry Level, Foundation Diploma, NVQ level 1, Foundation GNVQ, Basic/Essential Skills
• Level 2 qualifications: 5+ O Level (Passes)/CSEs (Grade 1)/GCSEs (Grades A*-C), School Certificate, 1 A Level/ 2-3 AS Levels/VCEs, Intermediate/Higher Diploma, Welsh Baccalaureate Intermediate Diploma, NVQ level 2, Intermediate GNVQ, City and Guilds Craft, BTEC First/General Diploma, RSA Diploma
• Apprenticeships
• Level 3 qualifications: 2+ A Levels/VCEs, 4+ AS Levels, Higher School Certificate, Progression/Advanced Diploma, Welsh Baccalaureate Advanced Diploma, NVQ Level 3; Advanced GNVQ, City and Guilds Advanced Craft, ONC, OND, BTEC National, RSA Advanced Diploma
• Level 4+ qualifications: Degree (for example BA, BSc), Higher Degree (for example MA, PhD, PGCE), NVQ Level 4-5, HNC, HND, RSA Higher Diploma, BTEC Higher level, Foundation degree (NI), Professional qualifications (for example teaching, nursing, accountancy)
• Other qualifications: Vocational/Work-related Qualifications, Foreign Qualifications (Not stated/Level unknown)

As part of my PhD dissertation I developed EUParlspeech, a dataset of over 1 million references to European integration made in the plenary debates of ten national parliaments between 1989 and 2019. It is built from existing datasets of parliamentary speeches, most notably Parlspeech (Rauh and Schwalbach 2020). The dataset has applications for scholars of EU integration, party competition, political communication, and international relations. This chapter in my dissertation explains the construction of the dataset, describes its features, and demonstrates its face, convergent, and predictive validity. Automated analysis of parties' EU statements in parliament yield meaningful and well-known cross party differences, with challenger parties more likely to send clearer, more sceptical cues on integration than mainstream parties. Moreover, these automated measures correlate highly with expert assessments (CHES) and - in the case of the UK's Conservative Party - individual MPs' ideal point estimates based on EU statements in plenary debates can predict their subsequent vote and position at the 2016 referendum. I conclude that EUParlspeech data provide a promising new approach to studying party contestation over European integration.

This dataset supports the thesis entitled “Patterns of Diversity, Connectivity, and Evolution in Southern Ocean and Deep-Sea Annelids” by Regan Drennan

AWARDED BY: University of Southampton

DATE OF AWARD: 2024

DESCRIPTION OF THE DATA:

Genomic data generated in thesis Chapter 5: Population genomics, cryptic diversity and phylogeographic structure in the Southern Ocean circumpolar annelid, Aglaophamus trissophyllus (Annelida: Nephtyidae)

Single nucleotide polymorphism (SNP) genomic data was prepared and sequenced using a ddRADseq library preparation protocol (see Chapter 5 Results section 5.2.5 for more details).

Following sequencing, filtering and locus assembly was carried out using Stacks v 2.64 https://catchenlab.life.illinois.edu/stacks/ - Stacks generates a catalog to determine which haplotype alleles are present at every locus in each individual. This dataset includes all catalogs analysed in thesis Chapter 5 following initial QC, processing, and quality filtering steps (see Chapter 5 Results section 5.2.5 for more details).

This dataset contains:

Four zipped catalog folders containing the final output of the Stacks “denovo_map.pl” de novo assembly pipeline. Each folder contains two major files, “catalog.fa.gz”, which contains the consensus sequence for each assembled locus in the data, as well as “catalog.calls”, a custom file that contains genotyping data.

These files are intended to be read by the Stacks “populations” program, which can apply appropriate filters, calculate population genetic statistics, and export the data for further analyses, as in Chapter 5.

The four catalog folders are as follows:

All_species_600k_n113_catalog - combined catalog of all individuals across all putative species with >600k reads (113 individuals)

Agla1_Agla2_600k_n93_catalog - combined catalog for both putative species “Agla 1” and “Agla 2” individuals with >600k reads (93 individuals)

Agla1_600k_n73_catalog - catalog of putative species “Agla 1” individuals with >600k reads (73 individuals)

Agla3_600k_n28_catalog - catalog of putative species “Agla 2” individuals with >600k reads (28 individuals)

Date of data collection: Jan-Feb 2023

Information about geographic location of data collection: Southern Ocean, Antarctica (see Chapter 5 for location details)

Licence:

CC BY

Related projects/Funders:

NERC INSPIRE DTP

Related publication:

Drennan et al. 2024 in prep

Date that the file was created: Jan, 2024

Answers to a survey on gold Open Access run from July to October 2016. The dataset contains 15,235 unique responses from Web of Science published authors. This survey is part of a PhD thesis from the University of Granada in Spain. More details about the study can be found in the full text document, also available in Zenodo.

Following are listed the questions related to the WoS 2016 dataset. Please note that countries with less than 40 answers are listed as "Other" in order to preserve anonymity.

• 1. How many years have you been employed in research?

Fewer than 5 years

5-14 years

15-24 years

25 years or longer

Many of the questions that follow concern Open Access publishing. For the purposes of this survey, an article is Open Access if its final, peer-reviewed, version is published online by a journal and is free of charge to all users without restrictions on access or use.

• 2. Do any journals in your research field publish Open Access articles?

Yes

No

I do not know

• 3. Do you think your research field benefits, or would benefit from journals that publish Open Access articles?

Yes

No

I have no opinion

I do not care

• 4. How many peer reviewed research articles (Open Access or not Open Access) have you published in the last five years?

1-5

6-10

11-20

21-50

More than 50

• 5. What factors are important to you when selecting a journal to publish in?

[Each factor may be rated "Extremely important", "Important", "Less important" or "Irrelevant". The factors are presented in random order.]

Importance of the journal for academic promotion, tenure or assessment

Recommendation of the journal by my colleagues

Positive experience with publisher/editor(s) of the journal

The journal is an Open Access journal

Relevance of the journal for my community

The journal fits the policy of my organisation

Prestige/perceived quality of the journal

Likelihood of article acceptance in the journal

Absence of journal publication fees (e.g. submission charges, page charges, colour charges)

Copyright policy of the journal

Journal Impact Factor

Speed of publication of the journal

1. Who usually decides which journals your articles are submitted to? (Choose more than one answer if applicable)

The decision is my own

A collective decision is made with my fellow authors

I am advised where to publish by a senior colleague

The organisation that finances my research advises me where to publish

Other (please specify) [Text box follows]

1. Approximately how many Open Access articles have you published in the last five years?

0

1-5

6-10

More than 10

I do not know

[If the answer is "0", the survey jumps to Q10.]

• 8. What publication fee was charged for the last Open Access article you published?

No charge

Up to €250 ($275)

€251-€500 ($275-$550)

€501-€1000 ($551-$1100)

€1001-€3000 ($1101-$3300)

More than €3000 ($3300)

I do not know

[If the answer is "No charge or I don't know" the survey jumps to Q20. ]

• 9. How was this publication fee covered? (Choose more than one answer if applicable)

My research funding includes money for paying such fees

I used part of my research funding not specifically intended for paying such fees

My institution paid the fees

I paid the costs myself

Other (please specify) [Text box follows]

• 10. How easy is it to obtain funding if needed for Open Access publishing from your institution or the organisation mainly responsible for financing your research?

Easy

Difficult

I have not used these sources

• 11. Listed below are a series of statements, both positive and negative, concerning Open Access publishing. Please indicate how strongly you agree/disagree with each statement.

[Each statement may be rated "Strongly agree", "Agree", "Neither agree nor disagree", "Disagree" or "Strongly disagree". The statements are presented in random order.]

Researchers should retain the rights to their published work and allow it to be used by others

Open Access publishing undermines the system of peer review

Open Access publishing leads to an increase in the publication of poor quality research

If authors pay publication fees to make their articles Open Access, there will be less money available for research

It is not beneficial for the general public to have access to published scientific and medical articles

Open Access unfairly penalises research-intensive institutions with large publication output by making them pay high costs for publication

Publicly-funded research should be made available to be read and used without access barrier

Open Access publishing is more cost-effective than subscription-based publishing and so will benefit public investment in research

Articles that are available by Open Access are likely to be read and cited more often than those not Open Access

This study and its questionnaire are based on the SOAP Project (http://project-soap.eu). An article describing the highlights of the SOAP Survey is available at: https://arxiv.org/abs/1101.5260. The dataset of the SOAP survey is available at http://bit.ly/gSmm71. A manual describing the SOAP dataset is available at http://bit.ly/gI8nc.

ABSTRACT Purpose: To investigate, among the Brazilian Speech-Language Pathologists with a doctoral degree, who analyzed voice-related aspects in their theses, the variables gender, year of defense of the thesis, type and location of the educational institution, inclusion of the program through which the thesis was developed, thesis’ theme and the authors' scientific production in the last 10 years. Methods: data collected through a survey on the Lattes Platform from 1986 to 2017. Inclusion criteria were having a degree in Speech-Language Pathology, being Brazilian and having a doctoral degree. The variables defined were recorded in the STATA/IC 14.2, a descriptive analysis of the data was performed, and the growth trend of the number of theses was determined. Results: Most of the 104 professionals who composed the sample were females, with a doctoral degree from a federal public institution located in the Southeast region, and who defended a thesis related to Clinical Voice in specific programs in the area (Human Communication Disorders; Speech-Language Pathology; Speech-Language Pathology, Physical therapy and Occupational Therapy). Article production included 1,458 articles published in the analyzed period, with 6,867 citations in various databases. Conclusion: There has been a steady growth in the number of theses defended in the voice area in the last 30 years, but still concentrated on clinical voice sub-areas, in federal public institutions, predominantly in the Brazilian Southeast region, and in specific programs for Speech-Language Pathology.

In recent years, the African continent has emerged as a hub of growth, progress, and cultural diversity. With 54 recognized sovereign nations, Africa boasts a tapestry of vibrant cultures, breathtaking landscapes, and promising economies. From the vast deserts of the Sahara to the lush rainforests of the Congo Basin, each African nation has a unique story to tell. In this article, we will delve into the diverse and dynamic African nations, shedding light on their rich history, cultural heritage, and economic advancements. Africa, often referred to as the cradle of civilization, is home to some of the oldest human civilizations on Earth. Egypt, with its iconic pyramids and ancient pharaohs, stands as a testament to the continent's remarkable heritage. The Nile River, the lifeblood of ancient Egyptian civilization, continues to be a source of sustenance and culture today. Moving southwards, we encounter nations like Nigeria, the most populous country in Africa, and South Africa, known for its vibrant multicultural society. Nigeria, with its rich cultural tapestry, has produced renowned artists, musicians, and authors who have made significant contributions to the global cultural landscape. South Africa, on the other hand, is celebrated for its remarkable post-apartheid transition, vibrant democracy, and impressive economic growth. Venturing into East Africa, we encounter Ethiopia, often referred to as the "cradle of humanity" due to the discovery of the oldest known human remains in the region. Ethiopia showcases a unique blend of ancient traditions and modern development, with its stunning landscapes, diverse wildlife, and rich historical sites attracting visitors from around the world. In West Africa, Ghana stands as a shining example of political stability and economic progress. Known as the "Gateway to Africa," Ghana has made significant strides in areas such as education, healthcare, and infrastructure, positioning itself as an attractive investment destination. The continent's southern region features nations like Botswana, known for its commitment to wildlife conservation and sustainable tourism. With its vast national parks and awe-inspiring wildlife, Botswana offers visitors a chance to experience Africa's natural wonders firsthand. As we travel across the continent, it becomes evident that Africa's potential for growth and development is immense. From the technological advancements in countries like Rwanda to the agricultural innovations in Kenya, African nations are harnessing their resources and investing in their future. Furthermore, regional collaborations such as the African Union and the African Continental Free Trade Area (AfCFTA) are fostering deeper economic integration and creating new opportunities for trade and investment across the continent. These initiatives aim to unlock Africa's vast potential and promote sustainable development for the benefit of all African nations and their people. In conclusion, the African continent is a mosaic of nations that captivate with their diverse cultures, breathtaking landscapes, and a shared commitment to progress. From the ancient wonders of Egypt to the vibrant democracies of South Africa and Ghana, African nations are forging their paths towards a prosperous future. As the world focuses its attention on Africa's growth story, it is crucial to recognize and celebrate the achievements and potential of each African nation on the continent.