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Budgeting data curation tasks in research projects is difficult. In this paper, we investigate the time spent on data curation, more specifically on cleaning and documenting quantitative data for data sharing. We develop recommendations on cost factors in research data management.

We make use of a pilot study conducted at the GESIS Data Archive for the Social Sciences in Germany between December 2016 and September 2017. During this period, data curators at GESIS - Leibniz Institute for the Social Sciences documented their working hours while cleaning and documenting data from ten quantitative survey studies. We analyse recorded times and discuss with the data curators involved in this work to identify and examine important cost factors in data curation, that is aspects that increase hours spent and factors that lead to a reduction of their work.

We identify two major drivers of time spent on data curation: The size of the data and personal information contained in the data. Learning effects can occur when data are similar, that is when they contain same variables. Important interdependencies exist between individual tasks in data curation and in connection with certain data characteristics.

The different tasks of data curation, time spent on them and interdependencies between individual steps in curation have so far not been analysed.

The purpose of this paper is to examine how nutritional concerns, luxurious tastes, and the value of time affect time allocation decisions for food preparation.

A time allocation model is developed and tested with Tobit and Heckman's sample selection models using the 2003‐2007 American Time Use Survey data.

Individuals concerned more with nutrition or price than luxury devote more time to preparing food‐cooked‐at‐home. High family income and long hours worked increase time allocated to food‐away‐from‐home, indicating that a preference for luxury and the opportunity cost of time outweigh nutritional concerns. High education reduces time spent preparing food‐cooked‐at‐home, yet increases both participation in this activity and time spent obtaining food‐away‐from‐home, suggesting that a preference for luxury and the opportunity cost of time dominate nutritional preference. Time allocation decisions on food preparation vary greatly by race and ethnicity.

The results of this study confirm that the time allocation decisions regarding food preparation are largely affected by an individual's luxury preference, nutritional consciousness, and the value of time, all of which are influenced by education. The findings from this study indicate factors that influence consumers' time allocation decisions regarding food choice and their current food preparation behavior, and thus provide useful insights to nutritionists, dietitians, health practitioners, and policy makers for finding better ways to improve nutritional education, food choices and dietary habits that promote healthier diets and eating habits.

Internet addiction (IA) has become a global health problem. As the research on IA has progressed, this study aims to explore the antecedents and consequences of IA, particularly in the Indian context. A conceptual model was developed, and hypotheses were formulated based on the conceptual model and the hypotheses were tested.

This study investigated 752 schools and collected students from the southern part of India. First, psychometric properties of the survey instrument were tested, and hierarchical regression was used to test the hypotheses.

The results revealed that time spent on the internet every day is positively related to IA, internet experience in terms of years is positively related to IA, income and gender moderates the relationship between time spent every day on the internet and internet experience and IA and IA is positively related to time spent on networking, video streaming, short video apps, educational apps, chat apps, online shopping apps, money-involved apps, etc.

The outcomes of this study are essential for the school and college students and their parents. As IA has become chronic in the present-day digital world, it is necessary to take rectification measures to avoid facing the perils of IA. The conceptual model provides a simple framework of explaining how young students spend their time on the internet to become addicted gradually. Furthermore, this study highlights the importance of controlling the younger generation's behavior, particularly regarding internet use.

This study is unique and innovative to the extent that it explores the antecedents of IA and the moderating role of gender and income in the relationship between the time spent on the internet and the IA. To the best of the authors’ knowledge, developing a conceptual model is the first of its kind to study school and college students in India.

Sedentary behavior, independent of physical activity, is a risk factor for both morbidity and mortality. Little is known about factors related to sedentary behavior. The purpose of this paper is to examine the relationship between sedentary behavior and the demographic characteristics, perceived physical activity (PA) environment, and PA behaviors of 72 full-time, university faculty members.

For this cross-sectional study, data were collected online using Survey Monkey®.

Participants spent an average of 473 and 328 minutes/weekend day in sedentary activity. There was a positive correlation between minutes spent in vigorous PA and minutes spent sedentary while watching TV (p=0.047). There was a negative correlation between minutes spent in moderate PA per week and minutes spent sedentary while playing video games (p=0.034). Participants’ perceived PA environment scores were inversely related to their minutes spent in sedentary behavior during a typical weekday (p=0.027) and positively related to their minutes spent sedentary while on their computers (p=0.022).

The study is the first to highlight the large proportion of time university faculty members spend in sedentary activities and factors that could be addressed to reduce this time.

By age 77 a plurality of women in wealthy Western societies are widows. Comparing older (aged 70+) married women to widows in the American Time Use Survey (ATUS) 2003–2018 and linking the data to the Current Population Survey allow inferring the short- and longer-term effects of a demographic shock – husband's death – and measuring the paths of adjustment of time use to it. Widows differ from otherwise similar married women, especially from married women with working husbands, by cutting back on home production, mainly food preparation and housework, mostly by engaging in less of it each day, not doing it less frequently. The ratio of time to money expenditures on one item – food – is higher among married older couples than among widows. Widows are alone for 2/3 of the time they had spent with their spouses, with a small increase in time with friends and relatives shortly after becoming widowed. Older French, Italian, German, and Dutch women exhibit similar differences in time use; European widows also feel less time stress than married women. Following older women in 18 European countries before and after a partner's death shows that becoming widowed reduces their feelings of time pressure.

The community in which a child is raised has a substantial effect on their income in adulthood. To help understand what is different about communities which produce higher incomes, we document how time use differs between communities which increase their members' future incomes more. The main differences are that, in areas which produce higher incomes, people spend more time at work, and adults spend more time with children. The data do not support some theories of what makes communities effective at producing human capital: People do not spend more time on educational activities, or on community events and institutions, in areas which increase incomes by more.

The paper aims to offer information regarding the degree of homogenization of eating times in the UK and Spain. The objective is to compare two societies by the ways their respective members organize the time spent on eating. Eating time organization is examined via two parameters: eating rhythms and their duration. The authors study the former by comparing daily meals timetables. Duration is studied via the time spent on eating and cooking.

Data from time-use surveys in Spain and the UK have been used for this work and various specific aspects of eating have been analyzed. First we consider the time devoted to eating; second, the timetables of the main intakes: third, the time spent cooking. Since in these sections it is noted that eating out is the behavior that most differentiates Spaniards and Britons, another section is given specifically to analyzing this behavior. Four categories were established by using a scaled variable to collect the time when the main activity is eating out: Home consumption, which shows are those that do not spend time eating or drinking out. Short time eating out: those who spend half an hour at most eating or drinking out. Average time eating out: those who spend between half an hour and one hour eating or drinking out. Long time eating out: those who spend more than an hour eating or drinking out. The comparison was made using respective sub-samples limited by age, between 16 and 65, as this is the potentially active population, integrated into the labor market in both countries.

British and Spanish timetables do not coincide. The British spread their important meals through the day, while Spaniards concentrate them between 1.30 and 4 o'clock in the afternoon (lunch) and between 8.30 and 11 o'clock in the evening (dinner). In the Spanish case this makes for important peaks of individuals eating at the same time: in the periods 2:20/2:30 and 21:10/21:20. In the UK they are spread more throughout the day and do not reach comparable maximums. In Spain an average of 20 minutes (23.2 minutes) more is spent on the main meals than in the UK. This difference is found mainly among those who eat at home. Differences in eating out are quite smaller for Britain and Spaniards. They make a greater collective effort to synchronize this activity and, therefore, to a greater extent the day's structure. In both societies an eating norm shared by their members that reproduces cultural aspects characteristic of each one is maintained. The evaluation of eating is in the time and place of meals. In the British case, compared with the Spanish one, there is a greater tendency to eat out and spend little time, without taking into account comparison with time spent going home to eat. This tendency points to a lesser value being given to the practice. If to this factor we add the differences in time both societies devote to cooking, longer in the Spanish one, the different nature of the social act of eating has in each society is highlighted.

Time analysis offers a new dimension to the exploration of the homogenization of food consumption. Other types of data used to establish international comparisons on food, especially data on food consumption, show a homogeneous image of food consumption among countries. Conversely, time analysis reveals a more heterogeneous image on this issue.

It offers the possibility to do multivariate analysis, which allows us to assess which variables are the most relevant to understand the amount of time devoted to the preparation of food.

Activities such as making personal phone calls, surfing on the internet, booking personal appointments or chatting with colleagues may or may not deviate attentions from work. With this in mind, the purpose of this paper is to examine gender differences and motivations behind personal activities employees do at work, as well as individuals’ perception of the time they spend doing these activities.

Data were obtained from 35 individuals (M _age=37.06 years; SD=7.80) from a Portuguese information technology company through an ethnographic method including a five-day non-participant direct observation (n=175 observations) and a questionnaire with open-ended questions.

Results revealed that during a five-working-day period of eight hours per day, individuals spent around 58 minutes doing personal activities. During this time, individuals engaged mainly in socializing through conversation, internet use, smoking and taking coffee breaks. Results revealed that employees did not perceive the time they spent on non-work realted activities accurately, as the values of these perceptions were lower than the actual time. Moreover, through HLM, the findings showed that the time spent on conversation and internet use was moderated by the relationship between gender and the leisure vs home-related motivations associated with each personal activity developed at work.

This study contributes to the literature on human resource management because it reveals how employees often perceive the time they spend on non-work related activities performed at work inaccurately. This study highlights the importance of including individual motivations when studying gender differences and personal activities performed at work. The current research discusses implications for practitioners and outlines suggestions for future studies.

The purpose of this paper is to argue that e-learning can be a viable alternative teaching method for information literacy according to a comparison of librarian’s time spent on face-to-face teaching with tutoring the e-learning course, average time spent in a week on learning by the students, time flexibility of e-learning, students’ satisfaction with e-learning and students’ ability to gain practical skills and theoretical knowledge through e-learning.

Satisfaction of medical students with e-learning and their average weekly time spent learning were assessed through surveys designed in Google Documents. Weekly time spent by students learning in class and the number of the librarian's teaching hours were set by the university schedule, and time spent on tutoring e-learning was measured. Details of accesses to study materials and submission of tasks as well as exam results were collected from Masaryk University Learning Management System.

In 2011, 50 per cent less time was expended on tutoring e-learning than time spent with the same number of students in the previous three years in the classroom. One-third of the students learned for more hours a week through e-learning than students in class. No significant difference in gained theoretical knowledge between these students was found. On average, 90 per cent of tasks submitted to e-learning were correct the first time. e-learning was appreciated by the students for its time (93 per cent) and space (83 per cent) flexibility, the online materials (62 per cent) and self-managing learning time (55 per cent). Details of access to the study materials confirmed time flexibility.

Due to time saved and considering the lack of any significant difference in the knowledge gained by students, e-learning can be a viable alternative teaching method for information literacy.