My data profiles
Roughly one-in-five U.S. adults were raised with a mixed religious background, according to a new Pew Research Center study. This includes about one-in-ten who say they were raised by two people, both of whom were religiously affiliated but with different religions, such as a Protestant mother and a Catholic father, or a Jewish mother and a Protestant stepfather. An additional 12% say they were raised by one person who was religiously affiliated (e.g., with Protestantism, Catholicism, Judaism or another religion) and another person who was religiously unaffiliated (atheist, agnostic or “nothing in particular”).
A study was conducted by Health Canada to survey the general public, including non-smokers and smokers, in the provinces of Newfoundland and Labrador, and British Columbia. The survey was conducted to measure knowledge, attitudes, and behaviours of the population, both smokers and non-smokers, to serve as a baseline against which to measure and evaluate the impact of the smoking bans. A total of 1,468 adults, including 800 smokers, were surveyed in British Columbia on attitudes toward second-hand smoke and smoking in public places, during the same timeframe, also using a random-digit dial sampling process and trained, bilingual interviewers to administer the questionnaire. The margin of error for samples of this size is also plus or minus 2.6 percentage points, 19 times in 20 for the overall sample and plus or minus 3.5 per cent for smokers. The questionnaire was largely replicated from previous iterations with other provinces, although some items were changed based on the needs and laws in each province.
A study was conducted by Health Canada to survey the general public, including non-smokers and smokers, in the provinces of Newfoundland and Labrador, and British Columbia. The survey was conducted to measure knowledge, attitudes, and behaviours of the population, both smokers and non-smokers, to serve as a baseline against which to measure and evaluate the impact of the smoking bans. A total of 1,468 adults, including 800 smokers, were surveyed in British Columbia on attitudes toward second-hand smoke and smoking in public places, during the same timeframe, also using a random-digit dial sampling process and trained, bilingual interviewers to administer the questionnaire. The margin of error for samples of this size is also plus or minus 2.6 percentage points, 19 times in 20 for the overall sample and plus or minus 3.5 per cent for smokers. The questionnaire was largely replicated from previous iterations with other provinces, although some items were changed based on the needs and laws in each province.
The PISA for Development programme aims to encourage and facilitate PISA participation by interested and motivated low- and middle-income countries. From this page you can download the PISA for Development dataset with the full set of responses from: In-school assessment: individual students, school principals and teachers Out-of-school assessment: individual respondents, parents/guardians of respondents and interviewer household observations These files will be of use to statisticians and professional researchers who would like to undertake their own analysis of the PISA for Development data. The files available on this page include questionnaires, codebooks, data files in SAS™ and SPSS™ formats, database compendia and tables including system-level data and descriptive analyses that were created to support the reporting of PISA for Development results by participating countries. The main data files for each assessment relate to: In-school assessment: student questionnaire (which also includes estimates of student performance), school questionnaire, teacher questionnaire and cognitive items Out-of-school assessment: respondent questionnaires (including youth, parent/guardian and household observation questionnaires, as well as estimates of respondent performance), cognitive items and questionnaire timing These files include data for participating countries: In-school assessment: Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal and Zambia Out-of-school assessment: Guatemala, Honduras, Panama, Paraguay and Senegal
The main data files will include: the student-questionnaire data file (which also includes estimates of student performance and parent-questionnaire data), the school-questionnaire data file, the teacher-questionnaire data file, the cognitive item data file and a file with questionnaire timing data. These files include countries/economies/subregions that fully met adjudication criteria.
The main data files will include: the student-questionnaire data file (which also includes estimates of student performance and parent-questionnaire data), the school-questionnaire data file, the teacher-questionnaire data file, the cognitive item data file and a file with questionnaire timing data. These files include countries/economies/subregions that fully met adjudication criteria.
There are five main data files: the student-questionnaire data file (which also includes estimates of student performance and parent-questionnaire data), the school-questionnaire data file, the teacher-questionnaire data file, the cognitive item data file and a file with questionnaire timing data. These files include countries/economies/subregions that fully met adjudication criteria. An additional data file contains the data for countries with adjudication issues (see note on additional data files below for a list of countries with adjudication issues).
There are five main data files: the student-questionnaire data file (which also includes estimates of student performance and parent-questionnaire data), the school-questionnaire data file, the teacher-questionnaire data file, the cognitive item data file and a file with questionnaire timing data. These files include countries/economies/subregions that fully met adjudication criteria. An additional data file contains the data for countries with adjudication issues (see note on additional data files below for a list of countries with adjudication issues).
The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared to use the knowledge and skills in particular areas to meet real-life opportunities and challenges. The term literacy is attached to the assessment domains of reading, mathematics and science to reflect the focus on these broader skills and as a concept it is used in a much broader sense than simply being able to read and write. The OECD considers that mathematics and science are so pervasive in modern life that it is important for students to be literate in these areas as well. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in PISA 2018, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time.
Today, most Black adults say they rely on prayer to help make major decisions, and view opposing racism as essential to their religious faith. Also, predominantly Black places of worship continue to have a considerable presence in the lives of Black.