{"response":{"docs":[{"system_create_dtsi":"2025-04-27T03:09:52Z","system_modified_dtsi":"2026-03-03T20:20:47Z","has_model_ssim":["Dataset"],"id":"8049g6555","accessControl_ssim":["44703627-1d4d-439f-bd43-3bdaf19b935f"],"hasRelatedMediaFragment_ssim":["kh04dr16p"],"hasRelatedImage_ssim":["kh04dr16p"],"depositor_ssim":["ivanovid@ucmail.uc.edu"],"depositor_tesim":["ivanovid@ucmail.uc.edu"],"title_tesim":["Support for Ukraine among the European Union (EU) Members after the Full-Scale Russian Invasion"],"date_uploaded_dtsi":"2025-04-27T03:09:51Z","date_modified_dtsi":"2026-03-03T20:20:46Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/7866-4w44"],"geo_subject_tesim":["European Union"],"time_period_tesim":["Present day (2022-2024)"],"college_tesim":["Arts and Sciences"],"department_tesim":["School of Public and International A"],"required_software_tesim":["MS Excel"],"creator_tesim":["Ivanov, Ivan"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["Political Science"],"language_tesim":["English"],"description_tesim":["This is a dataset generated as a part of a research project studying the changing support among European Union (EU) members for the war in Ukraine. The dataset contains a number of conditions (variables) used to conduct fuzzy-set qualitative comparative analysis (fsQCA) to test five critical conditions that have shaped the change in public opinion that include economic growth, democratic rule, distance from the front lines, level of energy dependence from Russia and trust in social media. These conditions (or variables) include: \r\nNum: Case number in the row\r\nMEMBR: EU member state two or three-letter abbreviation\r\nWEALTH: GDP per capita in Euro (measured in purchasing power parties) as reported by Eurostat\r\nGROWTH: GDP growth in volume based on seasonally adjusted data by Eurostat \r\nDEMOCR: the overall score for each EU member’s democracy index for 2022. Data have been drawn from the Economist Intelligence Unit (EIU) 2022 report \r\nDISTAN: an average distance (in thousand kilometers) from the geographic center point of the national capital of each EU member-state to the south-western and north-eastern tips of the frontline of the war in Ukraine. I have accepted that the western tip of the frontline is Kinburnsʹka Kosa National Park (Geographic Coordinates: 46°34’37”N 31°30’44”E) and the eastern tip of the frontline is at the village of Topoli in Kharkiv Oblast (Geographic Coordinates: 49°57’52″N, 37°54′31″E). \r\nTRADE: volume of trade with Russia per capita in thousand of US Dollars.\r\nENERGO: EU energy dependence on Russia as estimated by the European Commission (from 0 to 100 percent) for 2020. Source: Eurostat. \r\nGOVTR: Net trust in national government (difference between the sum of fully trust and partially trust responses and fully distrust and partially distrust responses). \r\nMEDIATR: Net trust in social media (difference between the sum of fully trust and partially trust responses and fully distrust and partially distrust responses). \r\nCNG_MIL -- change of net support for the financing of the purchase and supply of military equipment to Ukraine, Spring 2022-Spring 2025\r\nCNG_FIN -- change of net support for the financing of support for Ukraine, Spring 2022-Spring 2025\r\nCNG_HUM\t-- change of net support for providing humanitarian support for the people affected by the war, Spring 2022-Spring 2025\r\nCNG_REF -- change of net support for welcoming in the EU people fleeing the war, Spring 2022-Spring 2025\r\nAVCHNG: Difference in average change of the military, economic, humanitarian and refugee support for Ukraine Spring 2022-Spring 2025.\r\nWEALTH1: Calibrated score for national wealth (see paper for details)\r\nGROWT1: Calibrated score for economic growth (see paper for details)\r\nDEMOCR1: Calibrated score for democracy (see paper for details)\r\nDISTAN1: Calibrated score for distance (see paper for details)\r\nTRADE1: Calibrated score for trade (see paper for details)\r\nRENERGO1: Calibrated score for energy dependence (see paper for details)\r\nGOVTR1: Calibrated score for trust in governance (see paper for details)\r\nRMEDIATR1: Calibrated score for trust in social media (see paper for details)\r\n---------------\r\nNB: File: \"Dataset_UkrTime2yr.csv\" contains data for the public support during the first two years (24 months) since the whole scale invasion of Ukraine, Spring 2022-Spring 2024\r\nFile\"Dataset_UkrTime3yr.csv\" contains data for the public support during the first three years (36 months) since the whole scale invasion of Ukraine, Spring 2022-Spring 2025"],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["5-01-2024"],"related_url_tesim":["n/a"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["kh04dr16p","xk81jn04v","s1784n64v"],"file_set_ids_ssim":["kh04dr16p","xk81jn04v","s1784n64v"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"SUPPORT FOR UKRAINE AMONG THE EUROPEAN UNION EU MEMBERS AFTER THE FULLSCALE RUSSIAN INVASION","human_readable_type_tesim":["Dataset"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ivanovid@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["8049g6555"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1858673574534971392,"timestamp":"2026-03-03T20:20:50.617Z","score":0.00049999997},{"system_create_dtsi":"2023-10-20T16:27:11Z","system_modified_dtsi":"2023-10-20T16:27:14Z","has_model_ssim":["Dataset"],"id":"f4752j25n","accessControl_ssim":["9f528988-bd61-4632-a986-f4e92e9fd155"],"depositor_ssim":["ivanovid@ucmail.uc.edu"],"depositor_tesim":["ivanovid@ucmail.uc.edu"],"title_tesim":["Organizational Response to Emerging Threats: Lessons from NATO and the European Union’s Responses to Peacebuilding, Cyber Threats and Energy Security"],"date_uploaded_dtsi":"2023-10-20T16:27:10Z","date_modified_dtsi":"2023-10-20T16:27:10Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.5064/F61MNQL0"],"geo_subject_tesim":["Europe"],"time_period_tesim":["21 century"],"college_tesim":["Arts and Sciences"],"department_tesim":["School of Public and International A"],"required_software_tesim":["none"],"note_tesim":["This is metadata for a dataset posted on the Qualitative Data Repository. "],"creator_tesim":["Ivanov, Ivan"],"publisher_tesim":["Qualitative Data Repository"],"subject_tesim":["Political Science"],"language_tesim":["English"],"description_tesim":["\"Organizational Response to Emerging Threats\" is a project that addresses three separate threat areas -- cybersecurity, peacekeeping and energy security. The data collection for cybersecurity and energy security has been completed. As of June 2019, the data collection for peacekeeping is ongoing. The project documents are organized around three topics, reflected in the filenames -- cybersecurity, peacekeeping and energy security.\r\n\r\nThe overall purpose/rationale of this research project is to develop a framework that explains how different international organizations (IOs) respond to various emerging threats in international relations. These threats can vary and include cybersecurity, energy security, food security, environmental security, and others. For the purpose of our study we focus on two major variables explaining organizational response: (1) IOs’ capacity to acquire and deploy organizational assets (also referred to as asset fungibility), and; (2) IOs’ ability to make swift decisions in response to changing internal and external environments. Drawing from primary sources including interviews with NATO and EU officials, we suggest a new model explaining when organizations are better equipped at addressing cyber threats, when they have capacity to response more effectively, and what they could do to improve their organizational responses in this area.\r\n\r\nThe QDR repository contains interviews with policy makers and senior bureaucrats conducted in 2016, 2017, 2018 and 2019 in Brussels, Belgium, and the Hague, the Netherlands. These interviews have been conducted in person or over skype. Approval to conduct interviews has been granted by the University of Cincinnati's IRB (Study ID: 2018-3371."],"license_tesim":["http://creativecommons.org/licenses/by-sa/4.0/"],"date_created_tesim":["2019-07-22"],"related_url_tesim":["https://doi.org/10.5064/F61MNQL0"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"ORGANIZATIONAL RESPONSE TO EMERGING THREATS LESSONS FROM NATO AND THE EUROPEAN UNIONS RESPONSES TO PEACEBUILDING CYBER THREATS AND ENERGY SECURITY","human_readable_type_tesim":["Dataset"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ivanovid@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["f4752j25n"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1780292501980053504,"timestamp":"2023-10-20T16:27:14.829Z","score":0.00049999997},{"system_create_dtsi":"2020-05-14T03:27:34Z","system_modified_dtsi":"2020-05-14T03:27:46Z","has_model_ssim":["Dataset"],"id":"g445cf38c","accessControl_ssim":["5afeed00-ce71-4bce-b6ac-1cb95048d311"],"hasRelatedMediaFragment_ssim":["70795878m"],"hasRelatedImage_ssim":["70795878m"],"depositor_ssim":["ivanovid@ucmail.uc.edu"],"depositor_tesim":["ivanovid@ucmail.uc.edu"],"title_tesim":["Transition to Remote Learning During the COVID-19 Pandemic: Lessons from Political Science Courses and Recommendations for Best Practices"],"date_uploaded_dtsi":"2020-05-14T03:27:33Z","date_modified_dtsi":"2020-05-14T03:27:33Z","isPartOf_ssim":["admin_set/default"],"doi_tesim":["doi:10.7945/jwn8-am72"],"alternate_title_tesim":["Lessons from Political Science Classes for Remote Learning During COVID-19"],"geo_subject_tesim":["Cincinnati, Ohio"],"time_period_tesim":["Spring 2020"],"college_tesim":["Arts and Sciences"],"department_tesim":["Political Science"],"required_software_tesim":["MS Excell"],"note_tesim":["In the wake of the growing concerns about student and faculty health and well-being, faculty and administrators at majority institutions of higher education in North America, Europe and other parts of the world made a decision in Spring 2020 that classes will continue remotely through the end of the semester. This unprecedented move spurred emerging academic literature dealing primarily with the medical aspect of education in the aftermath of the COVID-19 crisis. (Chick et al, 2020; Greenhalgh et al 2020, Keesara et al, 2020; Schwartz et al, 2020) with very little attention to educational implications in other areas such as social sciences. This study aims to fill this gap. \r\nThe aims of this study is to evaluate the impact of transition to remote instruction during Spring Semester 2020 in the aftermath of the COVID-19 pandemic. Students are asked to complete an anonymous survey. The survey includes questions dealing with various adversities that respondents had to endure during the transition and resources that they used in the aftermath of the transition. The goal is to provide recommendation for best policies and practices for remote instruction. "],"creator_tesim":["Ivanov, Ivan"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["Political Science","Education","COVID-19"],"language_tesim":["English"],"license_tesim":["http://rightsstatements.org/vocab/InC/1.0/"],"date_created_tesim":["2020-05-13"],"related_url_tesim":["https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv","https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7"],"thumbnail_path_ss":"/assets/work-ff055336041c3f7d310ad69109eda4a887b16ec501f35afc0a547c4adb97ee72.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["70795878m","6h440t79b"],"file_set_ids_ssim":["70795878m","6h440t79b"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"TRANSITION TO REMOTE LEARNING DURING THE COVID19 PANDEMIC LESSONS FROM POLITICAL SCIENCE COURSES AND RECOMMENDATIONS FOR BEST PRACTICES","human_readable_type_tesim":["Dataset"],"read_access_group_ssim":["public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ivanovid@ucmail.uc.edu"],"nesting_collection__pathnames_ssim":["g445cf38c"],"nesting_collection__deepest_nested_depth_isi":1,"_version_":1697117990772801536,"timestamp":"2021-04-15T14:43:59.711Z","description_tesim":["Dataset Summary: \r\nThis dataset studies the main challenges that students in these institutions faced during the transition from face-to-face (f2f) to remote mode of instruction and the resources that they used to minimize these adversities. In order learn about their experiences during this transition, I surveyed at the end of the Spring Semester students enrolled in two Political Science (POL) classes. The results showed that majority of students struggled with stress caused by moving away from campus and self-quarantine leading to deteriorating mental and physical health. Concerns about student health along with distraction at home were identified as top adversities for student well-being. Survey results also showed that educational resources can have varying impact on student learning in introductory and upper-level courses. For example, lecture notes, power point presentations and online videos can be better resources for remote instruction in an introductory class, while class meetings via video conferencing platforms can be the preferred resource of instruction in upper-level courses.\r\nBelow is the questionnaire used for this study: \r\n\r\nSurvey Questionnaire: Transition to Remote Instruction During COVID-19 Crisis:\r\nQualtrics Link for POL1080: https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv\r\nQualtrics Link for POL2074: https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7\r\n1. As you know, the University of Cincinnati has transitioned from face-to-face to remote instruction for Spring Semester since March 14, 2020 due to COVID-19. Once it was decided to switch to remote instruction, how did you expect that this decision would impact your performance in this class?\r\nI thought it would improve my performance\r\nI thought it would impair my performance\r\nI did not think that it would impact my performance\r\nI don’t know\r\n\r\n2. Based on your experience with remote instruction, how do you think the new form of instruction impacted your performance in this class?\r\nI did better in this class after we switched to remote teaching\r\nI did worse in this class after we switched to remote teaching\r\nThe switch to remote teaching had no impact on my performance \r\nI don’t know.\r\n\r\n3. Do you agree or disagree with the following statement: “I felt that the instructor in this class provided timely instructions and information about the switch from face-to-face to remote form of content delivery in the class”?\r\nCompletely agree\r\nPartially agree\r\nPartially disagree\r\nCompletely disagree\r\nNot sure/ don’t know.\r\n\r\n4. Do you agree or disagree with the following statement: “I felt that the instructor in this class cared about my performance in the class once we switched from face-to-face to remote form of content delivery in the class”?\r\nCompletely agree\r\nPartially agree\r\nPartially disagree\r\nCompletely disagree\r\nNot sure/ don’t know.\r\n\r\n5. Which of the following course resources (if available) helped you ease the transition from face-to-face to remote instruction (check all that apply)?\r\nOnline instructional videos created or made available by the instructor\r\nInstructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype)\r\nMeetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours\r\nInstructor’s lecture notes and presentation materials (e.g. Power Point Slides)\r\nOnline quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others).\r\nOnline forums made available for this course\r\nAssigned course readings\r\nBook publisher’s online resources (websites, book ancillaries, etc.)\r\nSupplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.)\r\nSupplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.)\r\nGroup activities with peers enrolled in the class (e.g. study sessions via conference platforms)\r\nOthers (please list) _________.\r\n\r\n6. Which one of the following course resources was most helpful to you in the transition from face-to-face to online mode of content delivery (select only one)?\r\nOnline instructional videos created or made available by the instructor\r\nInstructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype)\r\nMeetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours\r\nInstructor’s lecture notes and presentation materials (e.g. Power Point Slides)\r\nOnline quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others).\r\nOnline/ web discussion forums made available for this course\r\nAssigned course readings\r\nTextbook publisher’s online resources (websites, book ancillaries, etc.)\r\nSupplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.)\r\nSupplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.)\r\nGroup activities with peers enrolled in the class (e.g. study sessions via web-conferencing platforms)\r\nOthers (please list) _________.\r\n\r\n7. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select all relevant options)?\r\nI had to move away from campus in the middle of the semester\r\nMy physical or mental health deteriorated after we switched to remote instruction\r\nI missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI)\r\nI did not have stable and reliable Internet connection at home\r\nI had a lot of distraction at home\r\nI lost my job/ income due to the COVID-19 epidemic\r\nI had to take an additional job to support myself and/ or my family\r\nSelf-quarantine and/ or social distancing caused me a lot of stress\r\nThe news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress\r\nOther (please list) ___________.\r\n\r\n8. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select only one options)?\r\nI had to move away from campus in the middle of the semester\r\nMy physical or mental health deteriorated after we switched to remote instruction\r\nI missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI)\r\nI did not have stable and reliable Internet connection at home\r\nI had a lot of distraction at home\r\nI lost my job/ income due to the COVID-19 epidemic\r\nI had to take an additional job to support myself and/ or my family\r\nSelf-quarantine and/ or social distancing caused me a lot of stress\r\nThe news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress\r\nOther (please list):\r\n\r\n9. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what aspects of this transition had greatest values for you?\r\nOpen ended question:\r\n\r\n10. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what changes would you recommend to ease this transition in the future?\r\nOpen ended question:\r\n\r\n11. What is your gender?\r\nMale\r\nFemale\r\nOther/ prefer not to disclose\r\n\r\n12. What is your major?\r\nPolitical Science\r\nInternational Affairs\r\nInterdisciplinary/ Cyber Strategy and Policy\r\nInterdisciplinary/ Law and Society\r\nAnother major (please specify)\r\n\r\n13. What is your class level?\r\nFirst year (freshman)\r\nSecond year (sophomore)\r\nThird year (junior)\r\nFourth year (senior)\r\n\r\n14. What is your race or ethnicity?\r\nWhite\r\nBlack or African American\r\nAsian\r\nAmerican Indian or Alaska Native\r\nNative Hawaiian or Pacific Islander\r\nInternational student\r\nOther\r\n\r\n15. What do you think your grade will be for this course?\r\nA or A-\r\nB+, B or B-\r\nC+, C or C-\r\nD+, D or D-\r\nF\r\nNor sure/ don't know\r\n"],"score":0.00049999997}],"facets":[{"name":"human_readable_type_sim","items":[{"value":"Dataset","hits":3,"label":"Dataset"}],"label":"Human Readable Type Sim"},{"name":"creator_sim","items":[{"value":"Ivanov, Ivan","hits":3,"label":"Ivanov, Ivan"}],"label":"Creator Sim"},{"name":"subject_sim","items":[{"value":"Political Science","hits":3,"label":"Political Science"},{"value":"COVID-19","hits":1,"label":"COVID-19"},{"value":"Education","hits":1,"label":"Education"}],"label":"Subject Sim"},{"name":"college_sim","items":[{"value":"Arts and Sciences","hits":3,"label":"Arts and Sciences"}],"label":"College Sim"},{"name":"department_sim","items":[{"value":"School of Public and International A","hits":2,"label":"School of Public and International A"},{"value":"Political Science","hits":1,"label":"Political Science"}],"label":"Department Sim"},{"name":"language_sim","items":[{"value":"English","hits":3,"label":"English"}],"label":"Language Sim"},{"name":"publisher_sim","items":[{"value":"University of Cincinnati","hits":2,"label":"University of Cincinnati"},{"value":"Qualitative Data Repository","hits":1,"label":"Qualitative Data Repository"}],"label":"Publisher Sim"},{"name":"date_created_sim","items":[{"value":"2019-07-22","hits":1,"label":"2019-07-22"},{"value":"2020-05-13","hits":1,"label":"2020-05-13"},{"value":"5-01-2024","hits":1,"label":"5-01-2024"}],"label":"Date Created Sim"},{"name":"member_of_collection_ids_ssim","items":[],"label":"Member Of Collection Ids Ssim"},{"name":"generic_type_sim","items":[{"value":"Work","hits":3,"label":"Work"}],"label":"Generic Type Sim"}],"pages":{"current_page":1,"next_page":null,"prev_page":null,"total_pages":1,"limit_value":10,"offset_value":0,"total_count":3,"first_page?":true,"last_page?":true}}}