Open Access Strategy of UNESCO

One of UNESCO’s overarching goals is to build inclusive knowledge societies by harnessing information and communication technologies to maintain, increase and diffuse knowledge in the fields of education, the sciences, culture, and communication and information, including through open access. Open Access (OA) is the provision of free access to peer-reviewed, scholarly, research information (both scientific papers and research data) to all. It envisages that the rights-holder grants worldwide irrevocable right of access to copy, use, distribute, transmit, and make derivative works in any format for any lawful activities with proper attribution to the original author. Through Open Access, researchers and students from around the world gain increased access to knowledge, publications have greater visibility and readership, and the potential impact of research is heightened.

Policy Framework and Roadmap for Open Access, Open Research Data and Open Science

Overview of the growth of policies and a critical appraisal of the issues affecting open access, open data and open science policies. Example policies and a roadmap for open access, open research data and open science are included.

Open Access to Publications and Research Data in Horizon 2020: What Are the Requirements and How Can Institutional Repositories and OpenAIRE Help to Meet Them?

In the last decade the principle of Open Access to publicly funded research has been getting a growing support from policy makers and funders across Europe, both at national level and within the European Union context. At European level some of the first relevant steps taken by the European Research Council (ERC) with a statement supporting Open Access (2006), shortly followed by guidelines for researchers funded by the ERC (2007) stating that all peer-reviewed publications from ERC funded projects should be made openly accessible shortly after their publication. Those guidelines were revised in October 2013, reinforcing the mandatory character of the requirements and expanding them to monographs.

The Fifth National Information Day: Open Access to Scientific Information and Data

This work was supported in part by the EU „2nd Generation Open Access Infrastructure for Research in Europe" (OpenAIRE+). The autumn training school Development and Promotion of Open Access to Scientific Information and Research is organized in the frame of the Fourth International Conference on Digital Presentation and Preservation of Cultural and Scientific Heritage—DiPP2014 (September 18–21, 2014, Veliko Tarnovo, Bulgaria, http://dipp2014.math.bas.bg/), organized under the UNESCO patronage. The main organiser is the Institute of Mathematics and Informatics, Bulgarian Academy of Sciences with the support of EU project FOSTER (http://www.fosteropenscience.eu/) and the P. R. Slaveykov Regional Public Library in Veliko Tarnovo, Bulgaria.

Museum Collections and the Semantic Web

The paper discusses some current trends in the area of development and use of semantic portals for accessing heterogeneous museum collections on the Semantic Web. The presentation is focused on some issues concerning metadata standards for museums, museum collections ontologies and semantic search engines. A number of design considerations and recommendations are formulated.

The long term preservation of an 18th century gene bank heritage

The allée is one of the oldest instruments and forms of landscape architecture, which has often been used from the Antiquity for the expression of visual and functional relationships, for the delimitation of space, or for the pictorial creation of movement. The several hundred years old allées of the late baroque age, which still live among us as the witnesses of bygone times, represent a special value throughout Europe. The longevity and the respectable size as such bestow a certain value upon the trees. However, the allées also stand for a garden art, landscape, culture historical and natural value, which in a summarized way are called cultural heritage. Furthermore, the gene pool of the proven longevous, high tolerance tree specimens is a natural and genetic heritage of scientific signification. The age of the trees and allées is finite. Even with a careful and professional care, the renewal is inevitable, which, beyond technical problems of landscape architecture might raise many scientific, nature conservation, yes, esthetical and ethical questions. This is why there is no universal methodology, but there are aspects and examination procedures of general validity with the help of which a renewal can be prepared. The renewal concept of the lime tree allée in Nagycenk aims at the protection and the transmission of the value-ensemble embodied in the allée. One part of the value-ensemble is the spiritual, cultural heritage, the extraordinary value of the landscape-scaled, landscape architectural creation planted and taken care of by the Széchenyis. On the other hand the two and a half centuries old trees represent an inestimable botanical and genetic wealth. Its transmission and preservation is a scientifically important program coming up to the Széchenyi heritage. After the registration of the originally planted old trees, the complete nursery material of the “Széchenyi limes” necessary for the replanting can be produced by vegetative propagation. The gradual replacement of the stand with its own propagation material, by the carefully raised nursery trees of the same age can be a model for the gene-authentic renewal method – a novelty even at an international level.

Social and cultural influences in the formation of identity: A cross-national/cultural study

This multi-site, multi-ethnic/cultural study examined the effects of variation between ethnic/cultural groups and the effects of institutional variation within ethnic/cultural groups on identity formation. The participants were 892 late adolescent college students from six sites in 5 countries (Brazil, China, Costa Rica, US, and Sweden) representing different linguistic and ethnic/cultural traditions living in the context of varied social conditions. As hypothesized, there were significant differences in the proportion of identity statuses between sites in the Personal domain, $\chi\sp2$(20, N = 858) = 164.78, $p<.001,$ the Interpersonal domain, $\chi\sp2$(20, N = 858) = 145.69, $p<.001,$ and the World View domain, $\chi\sp2$(20, N = 858) = 120.89, $p<.001,$ but the distribution of the differences was more complex than expected. In addition, there were significant differences in Identity Satisfaction among sites, F(15, 2325) = 12.65, $p<.001.$ Further univariate analyses revealed that differences among sites were found on Identity Satisfaction in the personal, interpersonal and world view domain. The direction of the differences, however, were more complex than hypothesized.^ The second hypothesis was confirmed but only with the world view identity status and not for each of the six sites. Stepwise discriminant analyses showed that Identity status in the world view domain was predicted by Institutional Support in Nebraska, gender and Institutional Change in Brazil, and Institutional Access in China. Lastly and as hypothesized, some Institutional Attributes significantly predicted Overall Identity Satisfaction in all sites as revealed by multivariate regression analyses, except in Sweden, F (5, 79) =.660, p =.65. These findings extend the literature on identity formation not only by having investigated how culture influences the process of identity formation with samples representing different ethnic/cultural and linguistically different populations but also by empirically testing the role that social processes play in identity formation at the cross-cultural level. ^

Toward an understanding of how individuals overcome challenges to development: A phenomenological study of an inner -city student's attitude toward academic orientation and life

The purpose of this qualitative case study was to gain an understanding of the phenomenon of academic orientation by seeking the insights into an inner-city Haitian-American middle school student's attitudes and world view toward education and life. A phenomenological approach was used in order to explore the way in which Cindy, a minority student, gives meaning to her lived-experiences in terms of her desire to meet academic expectations and her ability to overcome social adversity and/or other risk factors.^ The study attempted to answer the following two research questions: (1) What provides the focus for Cindy's (the subject's) approach to her school work and/or life? (2) What are the processes that give meaning and direction to academic orientation and life for Cindy? In-depth interviewing was the primary method of data collection. In addition, journal and sketchbook entries and school district records were used and classroom observations made.^ The nature of the study to understand lived-experience facilitated the use of the case study method and a phenomenological method of description. Data analysis was conducted by means of an adapted form of the constant comparative approach. Patterns in the data which emerged were coded and categorized according to underlying generative themes. Phenomenological reflection and analysis were used to grasp the experiential structures of Cindy's experience. The following textural themes were identified and confirmed to be essential themes to Cindy's experience: personal challenge to do her best, personal challenge to want to learn, having a sense of determination, being able to think for self, having a disposition to like self, achieving self-respect through performance, seeing a need to help others, being intrinsically motivated, being an independent learner, attending more to academic pressure and less to peer pressure, having motivational catalysts in her life, learning and support opportunities, and having a self-culture. Using Mahrer's humanistic theory of experiencing, Cindy's development was interpreted in terms of her progression through a sequence of developmental plateaus: externalized self, internalized self, and integrating and actualizing self.^ The findings of this study were that Cindy's desire to meet academic expectations is guided by a meaning construction internal frame of reference. High expectations of self in conjunction with other protective factors found in Cindy's home and school environments were also found to be linked to her educational resilience and success. Cindy's lived-experiences were also found to be related to Mahrer's theory of human development. In addition, it was concluded that "minority" students do not all fit into social categories and labels. ^

The effects of participation in an Internet -based project on the development of global knowledge, global mindedness, and global pedagogy among preservice social studies teachers

In order to prepare younger generations to live in a world characterized by interconnectedness, developing global and international perspectives for future teachers has been recommended by the National Council for the Social Studies and the National Council for the Accreditation of Teacher Education. The purpose of this study was to investigate the effects that participation in the International Communication and Negotiation Simulation (ICONS), an Internet-based communication project has on preservice social studies teachers' global knowledge, global mindedness, and global teaching strategies. ^ The study was conducted at a public university in South Florida. A combination of quantitative and qualitative approaches was employed. Two groups of preservice social studies teachers were chosen as participants: a control group composed of 14 preservice teachers who enrolled in a global education class in the summer semester of 1998 and an experimental group that included nine preservice teachers who took the same class in the fall semester of 1998. The summer class was conducted in a traditional format, which included lectures, classroom discussions, and student presentations. The fall class incorporated a five-week Internet-based communication project. The Global Mindedness Scale (Hett, 1993) and an adapted Test of Global Knowledge (ETS, 1981) were administered upon the completion of the class. ^ Contrasting case studies were utilized to investigate the impact of participation in the ICONS on the development of preservice teachers' global pedagogy. Four preservice teachers, two selected from each group were observed and interviewed to explore how they were infusing global perspectives into social studies curriculum and instruction during a 10-week student teaching internship in the spring semester of 1999. ^ This study had three major findings. First, preservice social studies teachers from the experimental group on average scored significantly higher than those from the control group on the global knowledge test. Second, no significant difference was found between the two groups in their mean scores on the Global Mindedness Scale. Third, all four selected preservice social studies teachers were infusing global perspectives into United States and world history curriculum and instruction during their student teaching internship. Using multiple resources was the common pedagogy. The two who participated in the ICONS were more aware of using the communication feature of the Internet and the web sites that reflect more international perspectives to facilitate teaching about the world. ^ Recommendations were made for further research and for preservice studies teacher education program development. ^

Democracy promotion and Turkey

The dissertation documented the degree of Turkey's involvement in the promotion of democracy in the Arab Middle East (ME). Initially, I investigated why and under what conditions Turkey promotes democracy in the ME, and then I explained strategies through which Turkey promotes democracy in the region. I applied the neo-classical realist theoretical framework and a mixed methodology in the research, and I provided evidence from two sources: face-to-face interviews with the Turkish and foreign officials and common citizens, and the statistical data from institutions, such as the OECD, Turkish Statistical Institute, and World Bank.^ My research indicates that Turkey promotes democracy through seven channels. These channels are official development assistance (ODA), mentoring, demonstrative effect, normative pressure, conditionality, military power, enlargement, and civil society organizations. Turkey promotes democracy in the ME for three substantial reasons: first, to advance its security and economic interests; second, to improve the political, social, and economic conditions of people living in the region; and third, to create long-term regional stability, crucial for cooperation in economic and security realms.^ I attempted to engage in debates with two distinct, but interrelated fields of comparative politics and international relations. My most important contribution to the field is that I documented Turkey's case of democracy promotion regarding the degree of Turkey's involvement in this endeavor, its strategies, specificities, and effectiveness in the region. I also contribute to the field as I explained the difference between democracy promotion policies of a regional power, such as Turkey, and global powers, such as the US. I further engaged in discussions that illuminate some aspects of the interplay between the identity and strategic interests in states' foreign policy decisions.^

Social institutions and identity formation : the interface between society and the individual

This thesis describes a study conducted to develop and refine a measure, the Social Institutions Rating (SIR), a group administered, self-report measure of institutional attributes and characteristics. This thesis reports data on the psychometric properties of the SIR. Exploratory analyses are reported investigating the empirical effects of social institutions on identity formation within two ethnic/cultural groups, Euroamericans and Hispanics. Based on previous studies with ethnic minorities, a directional hypothesis was tested. The hypothesis that subjects in the Euroamerican sample have a higher identity status than the Hispanic sample for three identity domains (personal, interpersonal, and world view) was not confirmed. The hypothesis that subjects in the Euroamerican sample would score higher on identity satisfaction and lower on identity dissatisfaction than the Hispanic sample for nine content areas of identity was partially supported but in the opposite direction. Hispanics reported higher satisfaction on sense of self and religious issues than Euroamericans.

O processo de elaboração do plano de preservação do conjunto urbanístico de Brasília: uma representação conceitual da política de preservação urbana no DF

This research aims to provide a reflection on the preservation practices of Brasilia as Cultural Heritage in four analytical/political dimensions: conceptual, urban, political-institutional and legal. In order to do that, the preparation process for the Plan for the Preservation of Brasilia Urban Set (PPCUB) was taken as research object. This preservation plan is representative of the context which determines the relation between goals and preservation practices in the social production process of urban space. Designed by Lucio Costa in 1957, Brasilia received the Cultural Heritage title 27 years later, in 1987. It was recognized a World Heritage Site by the United Nations Educational, Scientific and Cultural (UNESCO) in the same year as it "represents a unique artistic piece of work, a masterpiece of creative genius"; and "an outstanding example of a type of construction or architectural compound that illustrates a significant stage in history" (SILVA, 2003). Brasilia’s urban conception, also recognised in the district and federal levels, gives prominence to the 'urban scales' – monumental, residential, gregarious and bucolic – as the main aspects to be preserved. Despite being an undoubted representative, Brasilia seemingly displays a contradiction. On the one hand, the essential value of the city’s urban design is acknowledged as cultural heritage at international, national and district levels. On the other hand, numerous ways of urban interventions disregard the principles of that conception. In 2012, the international Monitoring Report raised some issues which highlight the following main needs: primary need for clear definition of the urban scales’ characteristics and boundaries; definition of a legal framework that conciliates national and district laws of occupation and use of land; creation of inter-sectors executive authority with both decision-making and financial autonomy; and promotion of heritage educational programs. This report also proposes "to cancel the current process of approval conducted by PPCUB and establish a formal consultation process through a committee made up by GDF and IPHAN, which will enable the active participation of University of Brasilia, the Architects Association, ICOMOS and local organizations" (SEDHAB, 2010). Already in its drafting process, the international recommendations evidence that preserving Brasilia’s urban design conception is not among the goals to be achieved. Thus, this research highlights that the intentional nature of PPCUB’s plans does little towards realizing the current proposals.

The question of authenticity in recoveries in post-conflict zones

In most of military conflicts the cultural heritage is being deliberately destroyed. Two main aspects of its destructions are direct and indirect. In the direct destruction the tangible aspects of the monuments are being damaged or destroyed, while indirect destruction of the monument attacks its values – its general context (for instance during the significant demographic changes in the region where the monument is situated, or during the changes of the ideological climate, etc; the monument physically is not changed but its meaning does). When it comes to the recovery of monuments in post-conflict period, most often there are multiple issues. Sometimes the monument can be perfectly restored in its physical aspect, but its intangible aspect (its significance) can remain deformed, which, consequently, affects the perception and the interpretation of the monument. In what measure this incomplete recovery affects the entire monument? Recently in monument protection domain the question of authenticity is being raised, particularly now for the occasion of 20th anniversary of Nara Document on Authenticity, and it is the focus issue of this paper in context of military-conflict related cases. The paper focuses on the case studies of performed recoveries of important monuments in post-conflict zones and it analyzes the success of these recoveries pointing out the authenticity. It also turns on the what way the communities should contribute to the recovery of damaged recoveries (the Nara Document emphasise the importance of social inclusion in the monument protection). The paper features the case studies trying to interpret different aspects of a monument: its material and intangible aspects and their relation. Other documents that this paper relies on is the International Charter for the Conservation and Restoration of Monuments and Sites (the Venice Charter), World Heritage Convention, Operational Guidelines for the Implementation of the World Heritage Convention etc.

Talk and silence: instantiations and articulations

This paper considers the desire for unity, reconciliation and consensus underpinning three models of talking – namely, 'the meeting', 'the dyadic love relationship', and 'the psychoanalytic session'. We highlight the three domains’ shared intellectual and historical heritage wherein talk is seen as a mode of achieving unity (of the group, of the dyad, or of the self) and conversely 'silence' is seen as pathology. Through looking at the role of silence in the works of Lacan, Joyce, and Beckett, we then examine how conversations with a collective, an Other, the self, etc. can all be enriched by ambivalence, antagonism and, in particular, silence. In contrast to the conventional understanding, silence is not the 'end' of understanding, but rather a new beginning. From this perspective, silence can be the basis upon which we can begin to imagine a principled relationship with the Other.

Curriculum development in a heritage language community-based school: A Qualitative inquiry regarding a Brazilian-Portuguese program in South Florida

This research aimed to describe, understand, and discuss the curriculum development process of a Brazilian-Portuguese heritage language community-based school in South Florida. This study was guided by the following research questions: (a) What roles does this HL community-based school aim to play for its students? This investigation was also related to the subsidiary question: (b) How does this HL community-based school organize its curriculum development process? In order to explore these research questions, I observed and interviewed teachers and coordinators based on a qualitative research approach. I analyzed the interviews’ transcripts, and the program’s website with a central focus of describing and understanding their curriculum development process. Hopefully, the findings will help Brazilian and other HL community schools toward discussing and elaborating their own curriculum development, as well as to look for specific teacher training courses.