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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Blande E. Corpuz-Tullao;

    This study entitled the Administrative Practices of Senior High School Heads Vis-a-Vis Teachers Performance in CALABARZON Region: Basis for a Training Model was conducted to identify the administrative practices of Senior High School heads and the teachers performance in CALABARZON Region. Specifically, it sought to answer the subsequent questions such as; What are the demographic profile of Senior High School Heads (SHSH) in terms of age, sex, highest educational attainment and length of service as school head?; the level of the administrative practices of SHSP in terms of data management, financial management, conflict management, school plant, and school linkages when they are grouped into profile; the significant difference on the level of administrative practices of SHS Heads when they are grouped into profile?; the teachers’ profile in terms of age, sex, highest educational attainment and length of service?; the level of teachers performance in terms of professional development, teaching-learning process, students outcome, decision making and collegiality and collaboration when they are grouped into profile?; the significant difference on the level of teacher’s performance when grouped into profile; the significant relationship between the administrative practices of the public secondary school heads and the teachers performances?; and the training model for Senior High School Heads helpful to the implementation and improvement of K + 12 Curriculum can be crafted based on the result of the study?. These questions were answered based on the outcomes of this research endeavor. This study used mixed method research that combined descriptive, causal comparative and correlational research designs. In gathering the data in the CALABARZON region, the google form was used in this research due to the COVID-19 pandemic. Different statistical tools such as percentage, rank, weighted mean and two-way analysis of variance (ANOVA) were utilized in the study. The study showed that majority of the school heads in CALABARZON region were aged between 55 to 64 years old, female, had earned doctoral units, and had been in the service as School Head from 1-5 years. It was further revealed that majority of school heads moderately performed in terms of administrative practices such as Data management, Financial Management, Conflict Management, School Facility Management and School Linkages Management. The null hypothesis that there is no significant difference on the level of administrative practices of Senior High School Heads when they are grouped into profile was rejected because it was found out that there is a significant difference in the demographic profile variables. The research study also showed that when it comes to the demographic profile of teachers, majority of the respondents are from age bracket 25-34 years old, female, with masters degree and had 1-5 years teaching experience in the Senior High School. In terms of teachers performance, it was revealed that they also moderately performed in terms of the given RPMS Components such as Professional Development, Teaching-Learning Process, Learners Outcome, Decision Making and Collegiality and Collaboration. The null hypothesis that there is no significant difference on the level of teachers performance when they are grouped into profile is rejected because it was found out that there is a significant difference in the demographic profile variables and in their professional development. This means that demographically, teachers have different level of performance particularly in their professional development. The study further revealed the null hypothesis that there is no significant relationship between the administrative practices of the school heads and teachers performance is rejected. It is evident that there is relationship with the two sets of variables. It means that there is positive relationship between the administrative practices of school heads and the teachers performance. The result of the research study paved the way for the emergence of the BEC 5Cs Training Model for the Senior High School Principals as well as for the teachers.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ ZENODOarrow_drop_down
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    ZENODO
    Article . 2022
    License: CC BY
    Data sources: ZENODO
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    ZENODO
    Article . 2022
    License: CC BY
    Data sources: Datacite
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ ZENODOarrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      ZENODO
      Article . 2022
      License: CC BY
      Data sources: ZENODO
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      ZENODO
      Article . 2022
      License: CC BY
      Data sources: Datacite
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Leitão, Catarina; Shumba, Jefrey; Quinn, Marian;

    Data files related to the manuscript Perspectives and experiences of Covid-19: Two Irish studies of families in disadvantaged communities. The manuscript includes two studies. The following materials are shared below. Study 1: - Qualitative data (Microsoft Office Excel file) - Codebook for coding the qualitative data developed through content analysis (pdf file) Study 2: - Qualitative data (Microsoft Office Excel file) Data are named using the following naming convention: Project acronym_Date (YYYYMMDD)_Study_Type of data_Type of participant_Version number of the file. Both studies in the manuscript were developed by the Childhood Development Initiative (CDI), Dublin, Ireland. Study 1 was conducted within the project PEAR_EC, that has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 890925. Study 2 was conducted within the Child Poverty research project, funded by Tusla under the Area Based Childhood funding and the Child and Youth Participation Initiatives grant.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ ZENODOarrow_drop_down
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    ZENODO
    Dataset . 2022
    License: CC BY
    Data sources: ZENODO; Sygma
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    ZENODO
    Dataset . 2022
    License: CC BY
    Data sources: Datacite
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ ZENODOarrow_drop_down
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      ZENODO
      Dataset . 2022
      License: CC BY
      Data sources: ZENODO; Sygma
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      ZENODO
      Dataset . 2022
      License: CC BY
      Data sources: Datacite
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Lähdesmäki, Tuuli; Baranova, Jūratė; Ylönen, Susanne C; Koistinen, Aino-Kaisa; +3 Authors

    This open access book discusses how cultural literacy can be taught and learned through creative practices. It approaches cultural literacy as a dialogic social process based on learning and gaining knowledge through emphatic, tolerant, and inclusive interaction. The book focuses on meaning-making in children and young people’s visual and multimodal artefacts created by students aged 5–15 as an outcome of the Cultural Literacy Learning Programme implemented in schools in Cyprus, Germany, Israel, Lithuania, Spain, Portugal, and the UK. The lessons in the program address different social and cultural themes, ranging from one’s cultural attachments to being part of a community and engaging more broadly in society. The artefacts are explored through data-driven content analysis and self-reflexive and collaborative interpretation and discussed through multimodality and a sociocultural approach to children’s visual expression. This interdisciplinary volume draws on cultural studies, communication studies, art education, and educational sciences. Reikšminiai žodžiai: Kultūrinis raštingumas; Kūrybiškumas; Artefaktas; Turinio analizė; Savirefleksijos interpretavimas. Keywords: Cultural literacy; Creativity; Artifact; Content analysis; Self-reflexive interpretation Reikšminiai žodžiai: Kipras (Cyprus); Vokietija (Germany); Izraelis (Israel); Ispanija (Spain); Portugalija (Portugal); Jungtinė Karalystė (JK; United Kingdom; UK); Kultūrinis raštingumas; Vaikai; Menas; Multimodalumas; Mokymosi programos; Kūrybiškumas; Ugdymas; Cultural literacy; Children; Arts; Multimodality; Learning programs; Creativity in education Introduction: Cultural Literacy and Creativity -- A Sociocultural Approach to Children’s Visual Creations -- Multimodality: Art as a Meaning-Making Process -- Tolerance, Empathy, and Inclusion -- Living Together -- Social Responsibility -- Belonging and Home -- Cultural Literacy During COVID-19 -- Conclusions: Cultural Literacy in Action -- Index.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ “Lituanistika”, Inte...arrow_drop_down
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    Jyväskylä University Digital Archive
    Book . 2022 . Peer-reviewed
    License: CC BY
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    ZENODO
    Other literature type . Book . 2022 . Peer-reviewed
    License: CC BY
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ “Lituanistika”, Inte...arrow_drop_down
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      Jyväskylä University Digital Archive
      Book . 2022 . Peer-reviewed
      License: CC BY
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
      ZENODO
      Other literature type . Book . 2022 . Peer-reviewed
      License: CC BY
      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Sara Pittonet Gaiarin; Rita Meneses; Serenella Muradore Gallas; Linas Cepinskas; +7 Authors

    The Charter of the EOSC Task Force on Researcher Engagement and Adoption, set-up in September 2021, states that “The overarching principle for developing EOSC is that research has to be at the core of the EOSC initiative. Thus, deep engagement with research communities is fundamental in order to understand their needs and requirements and ensure that the way in which EOSC operates and the existing and future community services are of use and value to researchers and respect the academic sovereignty of scientific results, research data and digital objects”.Over the last 36 months, FAIRsFAIR has provided practical solutions for the implementation of FAIR data principles throughout the research data life cycle. This has been achieved by fostering FAIR data culture and the uptake of good practices in making data FAIR. The FAIRsFAIR project addressed the development and concrete realisation of academic quality data management, procedures, standards, metrics and related matters, based on the FAIR principles.The engagement of European stakeholders was fundamental across all the activities. To that end, a mix of channels was used with the ultimate aim to ensure active participation and an overall feeling of being part of an enlarged community. For example, a bottom-up approach was established wherever possible and relevant; adaptation and flexibility ensured that the best engagement channels were used to reach each target community.It is important to highlight how the outbreak of the COVID-19 pandemic and the resulting decision to organise workshops as online events had a positive impact on allowing interested participants in several activities to be reached. In particular, the switch to online events was instrumental in involving professionals from universities and other higher education institutions, who usually experience a different set of capacity and budgetary challenges, in attending physical events held outside or far from their countries. But this was also true for other events including the Synchronisation Force series, the national roadshows and the data steward instructor training. The participation of different stakeholders in the online workshops greatly enriched the discussions and contributed to shift the focus from Europe-centric issues involving FAIR research data with international insights and experiences.In order to present the impact achieved, this document presents the activities performed and analyses the related results around the FAIRsFAIR main stakeholders.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ NARCISarrow_drop_down
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    NARCIS
    Other literature type . 2021
    Data sources: NARCIS
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    ZENODO
    Project deliverable . 2021
    License: CC BY
    Data sources: Datacite
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    ZENODO
    Other literature type . 2021
    License: CC BY
    Data sources: ZENODO
    KNAW Pure
    Book . 2021
    Data sources: KNAW Pure
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ NARCISarrow_drop_down
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      NARCIS
      Other literature type . 2021
      Data sources: NARCIS
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      ZENODO
      Project deliverable . 2021
      License: CC BY
      Data sources: Datacite
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      ZENODO
      Other literature type . 2021
      License: CC BY
      Data sources: ZENODO
      KNAW Pure
      Book . 2021
      Data sources: KNAW Pure
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    Authors: MaX Centre Project Team;

    Since February 2020, due to COVID19 pandemic breakthrough and the constraints it brought, the delivery of the training offer have deeply changed: consequently the entire training activity of MaX has been remodelled in order to organize schools and hackathons only on online digital platforms. Both teachers and students had to work hard in this new scenario, learning new ways of delivering training on one hand, and giving up all the benefits of in-person learning on the other. Nevertheless, two positive aspects in this frame have emerged: the fact that online training activities remove travel barriers, overcome logistical limitations, and expand the audience of students; then the need for preparation of online training material that remains available beyond the time of schools, conveniently available for all interested. In this booklet, the readers will find the collection of all the online events organized by MaX in 2021, mainly focused on the theory, implementations, and use of the most used MaX flagship codes (Quantum ESPRESSO, Siesta, Yambo, Fleur, AiiDA) in the HPC environment. For each school, a dedicated section describes the organization and the main objectives of the event; then users will find all the links to the available material prepared by the MaX trainers, such as the complete recording of the lectures, the slides, and the online tutorials that students can follow at their own pace.

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    ZENODO
    Report . 2021
    License: CC BY
    Data sources: ZENODO
    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    ZENODO
    Report . 2021
    License: CC BY
    Data sources: Datacite
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    Authors: Pedro, Luciana; Kunkel, Julian; Ogaja, Jack;

    This report describes the organisation and outcome of the two ESiWACE summer schools in 2020 and 2021, in particular, the offered training sessions. Additionally, the results of the conducted surveys regarding the quality and effectiveness of the summer schools are illustrated. The summer schools were organised as a one-week virtual event in August 2020 and 2021 due to COVID- 19 restrictions. The scope of the schools is in the training of young researchers and software engineers in methods, tools, and theoretical knowledge to make effective use of HPC environments and generate insights. The sessions included about 34 hours of lectures and 18 hours of hands-on and lab practicals. Overall 289 people registered for the schools ��� 87 obtained a certificate of attendance because they attended most of the sessions in the respective school. The created videos of the sessions were published on YouTube after the event to allow even more attendees to enjoy the training. The post-event survey suggests that more than 95% of the attendees had at least a good experience and generally, a favorable appraisal was given. In the CoE proposal, we expected to host 30-40 students per school which were surpassed by the total number of attendees of the summer schools. We conclude the lectures and lab practicals were generally well-received and despite being a virtual event we successfully delivered the planned training events.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Termine, Cristiano; Dui, Linda Greta; Borzaga, Laura; Galli, Vera; +6 Authors

    AbstractWe conducted a cross-sectional study to compare the impact of social distancing and lifestyle changes that occurred during Corona Virus Disease 2019 (COVID-19) lockdown on children and adolescents with and without Neurodevelopmental Disorders (NDDs). An online questionnaire was administered in order to investigate the effects of NDD condition, socio-demographic status, familiar/home environment and COVID-19 exposure on their lives during a two months period of social isolation. We used logistic regression, focusing on five endpoints (remote learning, lifestyle, stress/anxiety, sociality, scolding) to define the extent of these effects. Most questions were paired up to parents and children, to verify the occurrence of agreement. 8305 questionnaires were analyzed, 1362 of which completed by NDDs and 6943 by controls. Results showed that the presence of a NDD, compared to controls, had a significant impact on: Remote Learning (i.e. subjects with NDDs experienced more difficulties in attending online classes and studying), Sociality (i.e. subjects with NDDs missed their schoolmates less), Scolding (i.e. subjects with NDDs were scolded more often) and Anxiety (i.e. subjects with NDDs were perceived by their parents as more anxious). Substantial agreement between parents and children arose from questions concerning Remote learning, Lifestyle and Scolding. The current study actually points out that having a NDD gives account for a stronger influence on school performance and on behavioral and psychological aspects, during a two months lockdown. Such results may provide useful information to governments and school authorities on how carrying through supportive strategies for youth affected by NDDs.

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    Current Psychology
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    image/svg+xml Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao Closed Access logo, derived from PLoS Open Access logo. This version with transparent background. http://commons.wikimedia.org/wiki/File:Closed_Access_logo_transparent.svg Jakob Voss, based on art designer at PLoS, modified by Wikipedia users Nina and Beao
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    Access Routes
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    Authors: Elizabeth Newbold;

    Diverse initiatives are being developed and implemented by universities across Europe to foster the uptake of the research data management (RDM) and FAIR data skills necessary to bring forward the transition to Open Science. Lessons can be learned from bringing together their experience in different legal, organisational and cultural contexts, providing inspiration and points for reflection for other universities transitioning to Open Science. The workshop will discuss with participants the analysis of good practices of universities across Europe that are being gathered by the FAIRsFAIR project. Preliminary results from this ongoing study will be presented, highlighting the drivers, impact and implementation steps behind the initiatives taken by institutions to integrate RDM and FAIR data skills in university curricula. The shift towards hybrid models of teaching data-related skills is also addressed in the analysis, showing how the COVID-19 pandemic created not only challenges but also surprising opportunities for the implementation of Open Science practices in universities. Findings will include information on legal, organisational and cultural differences between regional and national systems in Europe, which will allow to contextualise university initiatives. Comments and feedback from participants beyond Europe will be welcomed and will further improve the cross-border exchange of good practices. The workshop will be of interest to RDM and FAIR teachers, trainers and practitioners, as well as European and national policy makers. Participants will be invited to reflect on their own institutional experiences in an engaging and interactive way, through breakout rooms and a digital workspace set in Mural. This presentation is about FAIRsFAIR Data Steward instructor training series.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: Garbuglia, Federica;

    Diverse initiatives are being developed and implemented by universities across Europe to foster the uptake of the research data management (RDM) and FAIR data skills necessary to bring forward the transition to Open Science. Lessons can be learned from bringing together their experience in different legal, organisational and cultural contexts, providing inspiration and points for reflection for other universities transitioning to Open Science. The workshop will discuss with participants the analysis of good practices of universities across Europe that are being gathered by the FAIRsFAIR project. Preliminary results from this ongoing study will be presented, highlighting the drivers, impact and implementation steps behind the initiatives taken by institutions to integrate RDM and FAIR data skills in university curricula. The shift towards hybrid models of teaching data-related skills is also addressed in the analysis, showing how the COVID-19 pandemic created not only challenges but also surprising opportunities for the implementation of Open Science practices in universities. Findings will include information on legal, organisational and cultural differences between regional and national systems in Europe, which will allow to contextualise university initiatives. Comments and feedback from participants beyond Europe will be welcomed and will further improve the cross-border exchange of good practices. The workshop will be of interest to RDM and FAIR teachers, trainers and practitioners, as well as European and national policy makers. Participants will be invited to reflect on their own institutional experiences in an engaging and interactive way, through breakout rooms and a digital workspace set in Mural. This presentation is dedicated on the first findings from the report ���Good practices in FAIR competence education���.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/
    Authors: White, Angus;

    Diverse initiatives are being developed and implemented by universities across Europe to foster the uptake of the research data management (RDM) and FAIR data skills necessary to bring forward the transition to Open Science. Lessons can be learned from bringing together their experience in different legal, organisational and cultural contexts, providing inspiration and points for reflection for other universities transitioning to Open Science. The workshop will discuss with participants the analysis of good practices of universities across Europe that are being gathered by the FAIRsFAIR project. Preliminary results from this ongoing study will be presented, highlighting the drivers, impact and implementation steps behind the initiatives taken by institutions to integrate RDM and FAIR data skills in university curricula. The shift towards hybrid models of teaching data-related skills is also addressed in the analysis, showing how the COVID-19 pandemic created not only challenges but also surprising opportunities for the implementation of Open Science practices in universities. Findings will include information on legal, organisational and cultural differences between regional and national systems in Europe, which will allow to contextualise university initiatives. Comments and feedback from participants beyond Europe will be welcomed and will further improve the cross-border exchange of good practices. The workshop will be of interest to RDM and FAIR teachers, trainers and practitioners, as well as European and national policy makers. Participants will be invited to reflect on their own institutional experiences in an engaging and interactive way, through breakout rooms and a digital workspace set in Mural. This presentation is about supporting the implementation of FAIR data skills in university teaching

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    Authors: Blande E. Corpuz-Tullao;

    This study entitled the Administrative Practices of Senior High School Heads Vis-a-Vis Teachers Performance in CALABARZON Region: Basis for a Training Model was conducted to identify the administrative practices of Senior High School heads and the teachers performance in CALABARZON Region. Specifically, it sought to answer the subsequent questions such as; What are the demographic profile of Senior High School Heads (SHSH) in terms of age, sex, highest educational attainment and length of service as school head?; the level of the administrative practices of SHSP in terms of data management, financial management, conflict management, school plant, and school linkages when they are grouped into profile; the significant difference on the level of administrative practices of SHS Heads when they are grouped into profile?; the teachers’ profile in terms of age, sex, highest educational attainment and length of service?; the level of teachers performance in terms of professional development, teaching-learning process, students outcome, decision making and collegiality and collaboration when they are grouped into profile?; the significant difference on the level of teacher’s performance when grouped into profile; the significant relationship between the administrative practices of the public secondary school heads and the teachers performances?; and the training model for Senior High School Heads helpful to the implementation and improvement of K + 12 Curriculum can be crafted based on the result of the study?. These questions were answered based on the outcomes of this research endeavor. This study used mixed method research that combined descriptive, causal comparative and correlational research designs. In gathering the data in the CALABARZON region, the google form was used in this research due to the COVID-19 pandemic. Different statistical tools such as percentage, rank, weighted mean and two-way analysis of variance (ANOVA) were utilized in the study. The study showed that majority of the school heads in CALABARZON region were aged between 55 to 64 years old, female, had earned doctoral units, and had been in the service as School Head from 1-5 years. It was further revealed that majority of school heads moderately performed in terms of administrative practices such as Data management, Financial Management, Conflict Management, School Facility Management and School Linkages Management. The null hypothesis that there is no significant difference on the level of administrative practices of Senior High School Heads when they are grouped into profile was rejected because it was found out that there is a significant difference in the demographic profile variables. The research study also showed that when it comes to the demographic profile of teachers, majority of the respondents are from age bracket 25-34 years old, female, with masters degree and had 1-5 years teaching experience in the Senior High School. In terms of teachers performance, it was revealed that they also moderately performed in terms of the given RPMS Components such as Professional Development, Teaching-Learning Process, Learners Outcome, Decision Making and Collegiality and Collaboration. The null hypothesis that there is no significant difference on the level of teachers performance when they are grouped into profile is rejected because it was found out that there is a significant difference in the demographic profile variables and in their professional development. This means that demographically, teachers have different level of performance particularly in their professional development. The study further revealed the null hypothesis that there is no significant relationship between the administrative practices of the school heads and teachers performance is rejected. It is evident that there is relationship with the two sets of variables. It means that there is positive relationship between the administrative practices of school heads and the teachers performance. The result of the research study paved the way for the emergence of the BEC 5Cs Training Model for the Senior High School Principals as well as for the teachers.

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    Authors: Leitão, Catarina; Shumba, Jefrey; Quinn, Marian;

    Data files related to the manuscript Perspectives and experiences of Covid-19: Two Irish studies of families in disadvantaged communities. The manuscript includes two studies. The following materials are shared below. Study 1: - Qualitative data (Microsoft Office Excel file) - Codebook for coding the qualitative data developed through content analysis (pdf file) Study 2: - Qualitative data (Microsoft Office Excel file) Data are named using the following naming convention: Project acronym_Date (YYYYMMDD)_Study_Type of data_Type of participant_Version number of the file. Both studies in the manuscript were developed by the Childhood Development Initiative (CDI), Dublin, Ireland. Study 1 was conducted within the project PEAR_EC, that has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 890925. Study 2 was conducted within the Child Poverty research project, funded by Tusla under the Area Based Childhood funding and the Child and Youth Participation Initiatives grant.

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    Authors: Lähdesmäki, Tuuli; Baranova, Jūratė; Ylönen, Susanne C; Koistinen, Aino-Kaisa; +3 Authors

    This open access book discusses how cultural literacy can be taught and learned through creative practices. It approaches cultural literacy as a dialogic social process based on learning and gaining knowledge through emphatic, tolerant, and inclusive interaction. The book focuses on meaning-making in children and young people’s visual and multimodal artefacts created by students aged 5–15 as an outcome of the Cultural Literacy Learning Programme implemented in schools in Cyprus, Germany, Israel, Lithuania, Spain, Portugal, and the UK. The lessons in the program address different social and cultural themes, ranging from one’s cultural attachments to being part of a community and engaging more broadly in society. The artefacts are explored through data-driven content analysis and self-reflexive and collaborative interpretation and discussed through multimodality and a sociocultural approach to children’s visual expression. This interdisciplinary volume draws on cultural studies, communication studies, art education, and educational sciences. Reikšminiai žodžiai: Kultūrinis raštingumas; Kūrybiškumas; Artefaktas; Turinio analizė; Savirefleksijos interpretavimas. Keywords: Cultural literacy; Creativity; Artifact; Content analysis; Self-reflexive interpretation Reikšminiai žodžiai: Kipras (Cyprus); Vokietija (Germany); Izraelis (Israel); Ispanija (Spain); Portugalija (Portugal); Jungtinė Karalystė (JK; United Kingdom; UK); Kultūrinis raštingumas; Vaikai; Menas; Multimodalumas; Mokymosi programos; Kūrybiškumas; Ugdymas; Cultural literacy; Children; Arts; Multimodality; Learning programs; Creativity in education Introduction: Cultural Literacy and Creativity -- A Sociocultural Approach to Children’s Visual Creations -- Multimodality: Art as a Meaning-Making Process -- Tolerance, Empathy, and Inclusion -- Living Together -- Social Responsibility -- Belonging and Home -- Cultural Literacy During COVID-19 -- Conclusions: Cultural Literacy in Action -- Index.

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    Jyväskylä University Digital Archive
    Book . 2022 . Peer-reviewed
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      Jyväskylä University Digital Archive
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    Authors: Sara Pittonet Gaiarin; Rita Meneses; Serenella Muradore Gallas; Linas Cepinskas; +7 Authors

    The Charter of the EOSC Task Force on Researcher Engagement and Adoption, set-up in September 2021, states that “The overarching principle for developing EOSC is that research has to be at the core of the EOSC initiative. Thus, deep engagement with research communities is fundamental in order to understand their needs and requirements and ensure that the way in which EOSC operates and the existing and future community services are of use and value to researchers and respect the academic sovereignty of scientific results, research data and digital objects”.Over the last 36 months, FAIRsFAIR has provided practical solutions for the implementation of FAIR data principles throughout the research data life cycle. This has been achieved by fostering FAIR data culture and the uptake of good practices in making data FAIR. The FAIRsFAIR project addressed the development and concrete realisation of academic quality data management, procedures, standards, metrics and related matters, based on the FAIR principles.The engagement of European stakeholders was fundamental across all the activities. To that end, a mix of channels was used with the ultimate aim to ensure active participation and an overall feeling of being part of an enlarged community. For example, a bottom-up approach was established wherever possible and relevant; adaptation and flexibility ensured that the best engagement channels were used to reach each target community.It is important to highlight how the outbreak of the COVID-19 pandemic and the resulting decision to organise workshops as online events had a positive impact on allowing interested participants in several activities to be reached. In particular, the switch to online events was instrumental in involving professionals from universities and other higher education institutions, who usually experience a different set of capacity and budgetary challenges, in attending physical events held outside or far from their countries. But this was also true for other events including the Synchronisation Force series, the national roadshows and the data steward instructor training. The participation of different stakeholders in the online workshops greatly enriched the discussions and contributed to shift the focus from Europe-centric issues involving FAIR research data with international insights and experiences.In order to present the impact achieved, this document presents the activities performed and analyses the related results around the FAIRsFAIR main stakeholders.

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    Book . 2021
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    Authors: MaX Centre Project Team;

    Since February 2020, due to COVID19 pandemic breakthrough and the constraints it brought, the delivery of the training offer have deeply changed: consequently the entire training activity of MaX has been remodelled in order to organize schools and hackathons only on online digital platforms. Both teachers and students had to work hard in this new scenario, learning new ways of delivering training on one hand, and giving up all the benefits of in-person learning on the other. Nevertheless, two positive aspects in this frame have emerged: the fact that online training activities remove travel barriers, overcome logistical limitations, and expand the audience of students; then the need for preparation of online training material that remains available beyond the time of schools, conveniently available for all interested. In this booklet, the readers will find the collection of all the online events organized by MaX in 2021, mainly focused on the theory, implementations, and use of the most used MaX flagship codes (Quantum ESPRESSO, Siesta, Yambo, Fleur, AiiDA) in the HPC environment. For each school, a dedicated section describes the organization and the main objectives of the event; then users will find all the links to the available material prepared by the MaX trainers, such as the complete recording of the lectures, the slides, and the online tutorials that students can follow at their own pace.

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    Report . 2021
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    Report . 2021
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    Authors: Pedro, Luciana; Kunkel, Julian; Ogaja, Jack;

    This report describes the organisation and outcome of the two ESiWACE summer schools in 2020 and 2021, in particular, the offered training sessions. Additionally, the results of the conducted surveys regarding the quality and effectiveness of the summer schools are illustrated. The summer schools were organised as a one-week virtual event in August 2020 and 2021 due to COVID- 19 restrictions. The scope of the schools is in the training of young researchers and software engineers in methods, tools, and theoretical knowledge to make effective use of HPC environments and generate insights. The sessions included about 34 hours of lectures and 18 hours of hands-on and lab practicals. Overall 289 people registered for the schools ��� 87 obtained a certificate of attendance because they attended most of the sessions in the respective school. The created videos of the sessions were published on YouTube after the event to allow even more attendees to enjoy the training. The post-event survey suggests that more than 95% of the attendees had at least a good experience and generally, a favorable appraisal was given. In the CoE proposal, we expected to host 30-40 students per school which were surpassed by the total number of attendees of the summer schools. We conclude the lectures and lab practicals were generally well-received and despite being a virtual event we successfully delivered the planned training events.

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    Authors: Termine, Cristiano; Dui, Linda Greta; Borzaga, Laura; Galli, Vera; +6 Authors

    AbstractWe conducted a cross-sectional study to compare the impact of social distancing and lifestyle changes that occurred during Corona Virus Disease 2019 (COVID-19) lockdown on children and adolescents with and without Neurodevelopmental Disorders (NDDs). An online questionnaire was administered in order to investigate the effects of NDD condition, socio-demographic status, familiar/home environment and COVID-19 exposure on their lives during a two months period of social isolation. We used logistic regression, focusing on five endpoints (remote learning, lifestyle, stress/anxiety, sociality, scolding) to define the extent of these effects. Most questions were paired up to parents and children, to verify the occurrence of agreement. 8305 questionnaires were analyzed, 1362 of which completed by NDDs and 6943 by controls. Results showed that the presence of a NDD, compared to controls, had a significant impact on: Remote Learning (i.e. subjects with NDDs experienced more difficulties in attending online classes and studying), Sociality (i.e. subjects with NDDs missed their schoolmates less), Scolding (i.e. subjects with NDDs were scolded more often) and Anxiety (i.e. subjects with NDDs were perceived by their parents as more anxious). Substantial agreement between parents and children arose from questions concerning Remote learning, Lifestyle and Scolding. The current study actually points out that having a NDD gives account for a stronger influence on school performance and on behavioral and psychological aspects, during a two months lockdown. Such results may provide useful information to governments and school authorities on how carrying through supportive strategies for youth affected by NDDs.

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    Current Psychology
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    Authors: Elizabeth Newbold;

    Diverse initiatives are being developed and implemented by universities across Europe to foster the uptake of the research data management (RDM) and FAIR data skills necessary to bring forward the transition to Open Science. Lessons can be learned from bringing together their experience in different legal, organisational and cultural contexts, providing inspiration and points for reflection for other universities transitioning to Open Science. The workshop will discuss with participants the analysis of good practices of universities across Europe that are being gathered by the FAIRsFAIR project. Preliminary results from this ongoing study will be presented, highlighting the drivers, impact and implementation steps behind the initiatives taken by institutions to integrate RDM and FAIR data skills in university curricula. The shift towards hybrid models of teaching data-related skills is also addressed in the analysis, showing how the COVID-19 pandemic created not only challenges but also surprising opportunities for the implementation of Open Science practices in universities. Findings will include information on legal, organisational and cultural differences between regional and national systems in Europe, which will allow to contextualise university initiatives. Comments and feedback from participants beyond Europe will be welcomed and will further improve the cross-border exchange of good practices. The workshop will be of interest to RDM and FAIR teachers, trainers and practitioners, as well as European and national policy makers. Participants will be invited to reflect on their own institutional experiences in an engaging and interactive way, through breakout rooms and a digital workspace set in Mural. This presentation is about FAIRsFAIR Data Steward instructor training series.

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    Authors: Garbuglia, Federica;

    Diverse initiatives are being developed and implemented by universities across Europe to foster the uptake of the research data management (RDM) and FAIR data skills necessary to bring forward the transition to Open Science. Lessons can be learned from bringing together their experience in different legal, organisational and cultural contexts, providing inspiration and points for reflection for other universities transitioning to Open Science. The workshop will discuss with participants the analysis of good practices of universities across Europe that are being gathered by the FAIRsFAIR project. Preliminary results from this ongoing study will be presented, highlighting the drivers, impact and implementation steps behind the initiatives taken by institutions to integrate RDM and FAIR data skills in university curricula. The shift towards hybrid models of teaching data-related skills is also addressed in the analysis, showing how the COVID-19 pandemic created not only challenges but also surprising opportunities for the implementation of Open Science practices in universities. Findings will include information on legal, organisational and cultural differences between regional and national systems in Europe, which will allow to contextualise university initiatives. Comments and feedback from participants beyond Europe will be welcomed and will further improve the cross-border exchange of good practices. The workshop will be of interest to RDM and FAIR teachers, trainers and practitioners, as well as European and national policy makers. Participants will be invited to reflect on their own institutional experiences in an engaging and interactive way, through breakout rooms and a digital workspace set in Mural. This presentation is dedicated on the first findings from the report ���Good practices in FAIR competence education���.

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    Authors: White, Angus;

    Diverse initiatives are being developed and implemented by universities across Europe to foster the uptake of the research data management (RDM) and FAIR data skills necessary to bring forward the transition to Open Science. Lessons can be learned from bringing together their experience in different legal, organisational and cultural contexts, providing inspiration and points for reflection for other universities transitioning to Open Science. The workshop will discuss with participants the analysis of good practices of universities across Europe that are being gathered by the FAIRsFAIR project. Preliminary results from this ongoing study will be presented, highlighting the drivers, impact and implementation steps behind the initiatives taken by institutions to integrate RDM and FAIR data skills in university curricula. The shift towards hybrid models of teaching data-related skills is also addressed in the analysis, showing how the COVID-19 pandemic created not only challenges but also surprising opportunities for the implementation of Open Science practices in universities. Findings will include information on legal, organisational and cultural differences between regional and national systems in Europe, which will allow to contextualise university initiatives. Comments and feedback from participants beyond Europe will be welcomed and will further improve the cross-border exchange of good practices. The workshop will be of interest to RDM and FAIR teachers, trainers and practitioners, as well as European and national policy makers. Participants will be invited to reflect on their own institutional experiences in an engaging and interactive way, through breakout rooms and a digital workspace set in Mural. This presentation is about supporting the implementation of FAIR data skills in university teaching

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