Over the last years, collected, generated, or used data in the development of research projects has received the attention of the scientific community and the research management agencies. At European level, the Horizon 2020 Program and its pilot called Open Research Data have promoted the "Research Data Management" (RDM).
This concept embraces different activities related to the creation, organization, structuring, storage, preservation and sharing of data. For this reason, financed projects by the European Commission require the development of a Data Management Plan (DMP) and the data deposit in accordance with the FAIR principles (Findable, Accessible, Interoperable and Reusable) with the aim to increase the efficiency and transparency of the research through a fast dissemination of results and to ease the reuse.
In order to help rese (len: 1743) -----BEGIN CERTIFICATE----- MIIE2DCCA0CgAwIBAgIBATANBgkqhkiG9w0BAQsFADBhMRgwFgYDVQQDDA9zYW11 ZWwud2lsbGlhbXMxHTAbBgoJkiaJk/IsZAEZFg1vcmlvbnRyYW5zZmVyMRIwEAYK CZImiZPyLGQBGRYCY28xEjAQBgoJkiaJk/IsZAEZFgJuejAeFw0yMjA4MDYwNDUz MjRaFw0zMjA4MDMwNDUzMjRaMGExGDAWBgNVBAMMD3NhbXVlbC53aWxsaWFtczEd MBsGCgmSJomT8ixkARkWDW9yaW9udHJhbnNmZXIxEjAQBgoJkiaJk/IsZAEZFgJj bzESMBAGCgmSJomT8ixkARkWAm56MIIBojANBgkqhkiG9w0BAQEFAAOCAY8AMIIB igKCAYEAomvSopQXQ24+9DBB6I6jxRI2auu3VVb4nOjmmHq7XWM4u3HL+pni63X2 9qZdoq9xt7H+RPbwL28LDpDNflYQXoOhoVhQ37Pjn9YDjl8/4/9xa9+NUpl9XDIW sGkaOY0eqsQm1pEWkHJr3zn/fxoKPZPfaJOglovdxf7dgsHz67Xgd/ka+Wo1YqoE e5AUKRwUuvaUaumAKgPH+4E4oiLXI4T1Ff5Q7xxv6yXvHuYtlMHhYfgNn8iiW8WN XibYXPNP7NtieSQqwR/xM6IRSoyXKuS+ZNGDPUUGk8RoiV/xvVN4LrVm9upSc0ss RZ6qwOQmXCo/lLcDUxJAgG95cPw//sI00tZan75VgsGzSWAOdjQpFM0l4dxvKwHn tUeT3ZsAgt0JnGqNm2Bkz81kG4A2hSyFZTFA8vZGhp+hz+8Q573tAR89y9YJBdYM zp0FM4zwMNEUwgfRzv1tEVVUEXmoFCyhzonUUw4nE4CFu/sE3ffhjKcXcY//qiSW xm4erY3XAgMBAAGjgZowgZcwCQYDVR0TBAIwADALBgNVHQ8EBAMCBLAwHQYDVR0 (len: 1740) local group_zset_key = KEYS[1] local group_hash_key = KEYS[2] local overview_zset_key = KEYS[3] local id = ARGV[1] local score = tonumber(ARGV[2]) local group_name = ARGV[3] local per_group_limit = tonumber(ARGV[4]) local groups_limit = tonumber(ARGV[5]) local prefix = ARGV[6] local bytes = ARGV[7] local current_group_score = redis.call("ZSCORE", overview_zset_key, group_name) if current_group_score == false or score > tonumber(current_group_score) then redis.call("ZADD", overview_zset_key, score, group_name) end local do_save = true local overview_size = redis.call("ZCARD", overview_zset_key) while (overview_size > groups_limit) do local lowest_group = redis.call("ZRANGE", overview_zset_key, 0, 0)[1] redis.call("ZREM", overview_zset_key, lowest_group) if lowest_group == group_name then do_save = false else local lowest_group_zset_key = prefix .. "-mp-group-snapshot-zset-key-" .. lowest_group local lowest_group_hash_key = prefix .. "-mp-group-snapshot-hash-key-" (len: 1685) ((?:"(?:[^%&"]|%([:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}-\u{EFFFF}][:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}-\u{EFFFF}\-\.0-9\u00B7\u0300-\u036F\u203F-\u2040]*);|(?:&([:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}-\u{EFFFF}][:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}-\u{EFFFF}\-\.0-9\u00B7\u0300-\u036F\u203F-\u2040]*);|&#\d+;|&#x[0-9a-fA-F]+;))*")|(?:'([^%&']|%([:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}- (len: 1647) ((?:"(?:[^%&"]|%([:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}-\u{EFFFF}][:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}-\u{EFFFF}\-\.0-9\u00B7\u0300-\u036F\u203F-\u2040]*);|(?:&([:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}-\u{EFFFF}][:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}-\u{EFFFF}\-\.0-9\u00B7\u0300-\u036F\u203F-\u2040]*);|&#\d+;|&#x[0-9a-fA-F]+;))*")|(?:'([^%&']|%([:A-Z_a-z\u00C0-\u00D6\u00D8-\u00F6\u00F8-\u02FF\u0370-\u037D\u037F-\u1FFF\u200C-\u200D\u2070-\u218F\u2C00-\u2FEF\u3001-\uD7FF\uF900-\uFDCF\uFDF0-\uFFFD\u{10000}- (len: 1647) body { background: #ccc; font-family: "Lucida Grande", "Lucida Sans", Helvetica, Arial, sans-serif; } h1 { text-align: center; margin: 30px auto 0px; font-size: 18px; padding: 10px 10px 15px; background: #555; color: white; width: 320px; border: 10px solid #444; border-bottom: 0; -moz-border-radius-topleft: 10px; -moz-border-radius-topright: 10px; -webkit-border-top-left-radius: 10px; -webkit-border-top-right-radius: 10px; border-top-left-radius: 10px; border-top-right-radius: 10px; } h1, form { -moz-box-shadow: 2px 2px 7px rgba(0,0,0,0.3); -webkit-box-shadow: 2px 2px 7px rgba(0,0,0,0.3); } form { background: white; border: 10px solid #eee; border-top: 0; padding: 20px; margin: 0px auto 40px; width: 300px; -moz-border-radius-bottomleft: 10px; -moz-border-radius-bottomright: 10px; -webkit-border-bottom-left-radius: 10px; -webkit-border-bottom-right-radius: 10px; border-bottom-left-radius: 10px; border-bottom-right-radius: 1 (len: 1591) body { background: #ccc; font-family: "Lucida Grande", "Lucida Sans", Helvetica, Arial, sans-serif; } h1 { text-align: center; margin: 30px auto 0px; font-size: 18px; padding: 10px 10px 15px; background: #555; color: white; width: 320px; border: 10px solid #444; border-bottom: 0; -moz-border-radius-topleft: 10px; -moz-border-radius-topright: 10px; -webkit-border-top-left-radius: 10px; -webkit-border-top-right-radius: 10px; border-top-left-radius: 10px; border-top-right-radius: 10px; } h1, form { -moz-box-shadow: 2px 2px 7px rgba(0,0,0,0.3); -webkit-box-shadow: 2px 2px 7px rgba(0,0,0,0.3); } form { background: white; border: 10px solid #eee; border-top: 0; padding: 20px; margin: 0px auto 40px; width: 300px; -moz-border-radius-bottomleft: 10px; -moz-border-radius-bottomright: 10px; -webkit-border-bottom-left-radius: 10px; -webkit-border-bottom-right-radius: 10px; border-bottom-left-radius: 10px; border-bottom-right-radius: 1 (len: 1591)
In recent years, the integration of immersive technologies in education has reshaped language learning, creating new opportunities for engagement beyond traditional classrooms. This study explores how Augmented Reality (AR) can be leveraged to enhance Arabic language proficiency and heritage-related understanding among non-Arabic-speaking international undergraduate students in higher education. Focusing on informal learning settings such as museums and heritage sites, the research investigates how AR experiences foster deeper linguistic and heritage connections by situating learners in authentic, contextually grounded environments.
Using a mixed-methods approach, the study combines quantitative data from pre- and post-intervention assessments of language proficiency and heritage-related knowledge with qualitative insights from interviews and learner reflections. This triangulation provides a comprehensive understanding of how AR influences (len: 1469)
In recent years, the integration of immersive technologies in education has reshaped language learning, creating new opportunities for engagement beyond traditional classrooms. This study explores how Augmented Reality (AR) can be leveraged to enhance Arabic language proficiency and heritage-related understanding among non-Arabic-speaking international undergraduate students in higher education. Focusing on informal learning settings such as museums and heritage sites, the research investigates how AR experiences foster deeper linguistic and heritage connections by situating learners in authentic, contextually grounded environments.
Using a mixed-methods approach, the study combines quantitative data from pre- and post-intervention assessments of language proficiency and heritage-related knowledge with qualitative insights from interviews and learner reflections. This triangulation provides a comprehensive understanding of how AR influences (len: 1469)
In recent years, the integration of immersive technologies in education has reshaped language learning, creating new opportunities for engagement beyond traditional classrooms. This study explores how Augmented Reality (AR) can be leveraged to enhance Arabic language proficiency and heritage-related understanding among non-Arabic-speaking international undergraduate students in higher education. Focusing on informal learning settings such as museums and heritage sites, the research investigates how AR experiences foster deeper linguistic and heritage connections by situating learners in authentic, contextually grounded environments.
Using a mixed-methods approach, the study combines quantitative data from pre- and post-intervention assessments of language proficiency and heritage-related knowledge with qualitative insights from interviews and learner reflections. This triangulation provides a comprehensive understanding of how AR influences (len: 1469)
In recent years, the integration of immersive technologies in education has reshaped language learning, creating new opportunities for engagement beyond traditional classrooms. This study explores how Augmented Reality (AR) can be leveraged to enhance Arabic language proficiency and heritage-related understanding among non-Arabic-speaking international undergraduate students in higher education. Focusing on informal learning settings such as museums and heritage sites, the research investigates how AR experiences foster deeper linguistic and heritage connections by situating learners in authentic, contextually grounded environments.
Using a mixed-methods approach, the study combines quantitative data from pre- and post-intervention assessments of language proficiency and heritage-related knowledge with qualitative insights from interviews and learner reflections. This triangulation provides a comprehensive understanding of how AR influences (len: 1469)
In recent years, the integration of immersive technologies in education has reshaped language learning, creating new opportunities for engagement beyond traditional classrooms. This study explores how Augmented Reality (AR) can be leveraged to enhance Arabic language proficiency and heritage-related understanding among non-Arabic-speaking international undergraduate students in higher education. Focusing on informal learning settings such as museums and heritage sites, the research investigates how AR experiences foster deeper linguistic and heritage connections by situating learners in authentic, contextually grounded environments.
Using a mixed-methods approach, the study combines quantitative data from pre- and post-intervention assessments of language proficiency and heritage-related knowledge with qualitative insights from interviews and learner reflections. This triangulation provides a comprehensive understanding of how AR influences (len: 1469)
In recent years, the integration of immersive technologies in education has reshaped language learning, creating new opportunities for engagement beyond traditional classrooms. This study explores how Augmented Reality (AR) can be leveraged to enhance Arabic language proficiency and heritage-related understanding among non-Arabic-speaking international undergraduate students in higher education. Focusing on informal learning settings such as museums and heritage sites, the research investigates how AR experiences foster deeper linguistic and heritage connections by situating learners in authentic, contextually grounded environments.
Using a mixed-methods approach, the study combines quantitative data from pre- and post-intervention assessments of language proficiency and heritage-related knowledge with qualitative insights from interviews and learner reflections. This triangulation provides a comprehensive understanding of how AR influences
(len: 1469)
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(?:(?:
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(?:(?:((?:[\-_.!~*'()a-zA-Z\d;:&=+$,]|%[a-fA-F\d]{2})*)@)? (?# 3: userinfo)
(?:((?:(?:[a-zA-Z0-9\-.]|%\h\h)+|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3}|\[(?:(?:[a-fA-F\d]{1,4}:)*(?:[a-fA-F\d]{1,4}|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3})|(?:(?:[a-fA-F\d]{1,4}:)*[a-fA-F\d]{1,4})?::(?:(?:[a-fA-F\d]{1,4}:)*(?:[a-fA-F\d]{1,4}|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3}))?)\]))(?::(\d*))?))? (?# 4: host, 5: port)
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((?:[\-_.!~*'()a-zA-Z\d$,;:@&=+]|%[a-fA-F\d]{2})+) (?# 6: registry)
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(len: 1451)
\A\s*+
([a-zA-Z][\-+.a-zA-Z\d]*): (?# 1: scheme)
(?:
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(?:(?:
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([a-zA-Z][\-+.a-zA-Z\d]*): (?# 1: scheme)
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((?:[\-_.!~*'()a-zA-Z\d$,;:@&=+]|%[a-fA-F\d]{2})+) (?# 6: registry)
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([a-zA-Z][\-+.a-zA-Z\d]*): (?# 1: scheme)
(?:
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(?:(?:
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(?:(?:((?:[\-_.!~*'()a-zA-Z\d;:&=+$,]|%[a-fA-F\d]{2})*)@)? (?# 3: userinfo)
(?:((?:(?:[a-zA-Z0-9\-.]|%\h\h)+|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3}|\[(?:(?:[a-fA-F\d]{1,4}:)*(?:[a-fA-F\d]{1,4}|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3})|(?:(?:[a-fA-F\d]{1,4}:)*[a-fA-F\d]{1,4})?::(?:(?:[a-fA-F\d]{1,4}:)*(?:[a-fA-F\d]{1,4}|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3}))?)\]))(?::(\d*))?))? (?# 4: host, 5: port)
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)
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(/(?:[\-_.!~*'()a-zA-Z\d:@&=+$,]
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(?:(?:
//(?:
(?:(?:((?:[\-_.!~*'()a-zA-Z\d;:&=+$,]|%[a-fA-F\d]{2})*)@)? (?# 3: userinfo)
(?:((?:(?:[a-zA-Z0-9\-.]|%\h\h)+|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3}|\[(?:(?:[a-fA-F\d]{1,4}:)*(?:[a-fA-F\d]{1,4}|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3})|(?:(?:[a-fA-F\d]{1,4}:)*[a-fA-F\d]{1,4})?::(?:(?:[a-fA-F\d]{1,4}:)*(?:[a-fA-F\d]{1,4}|\d{1,3}\.\d{1,3}\.\d{1,3}\.\d{1,3}))?)\]))(?::(\d*))?))? (?# 4: host, 5: port)
|
((?:[\-_.!~*'()a-zA-Z\d$,;:@&=+]|%[a-fA-F\d]{2})+) (?# 6: registry)
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(/(?:[\-_.!~*'()a-zA-Z\d:@&=+$,]
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([a-zA-Z][\-+.a-zA-Z\d]*): (?# 1: scheme)
(?:
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|
(?:(?:
//(?:
(?:(?:((?:[\-_.!~*'()a-zA-Z\d;:&=+$,]|%[a-fA-F\d]{2})*)@)? (?# 3: userinfo)
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|
((?:[\-_.!~*'()a-zA-Z\d$,;:@&=+]|%[a-fA-F\d]{2})+) (?# 6: registry)
)
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(?<=[^\wа-яё]|^)(?:
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| Иначе | Else | ИначеЕсли | ElsIf
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| КонецПопытки | EndTry | Raise | ВызватьИсключение
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(? The Horizon Europe Model Grant Agreement requires that a data management plan (‘DMP’) is established and regularly updated. The use of this template is recommended for Horizon Europe beneficiaries. In completing the sections of the template the requirements for research data management of Horizon Europe as described in article 17 and analysed in the Annotated Grant Agreement, article 17, must be addressed. This tool is intended to support researchers in creating their Data Management Plans. It is specifically aimed at projects financed under the EU's Horizon Europe programme. This tool was prepared by the CSUC's Working Group to Support Research, which is composed of representatives from the following universities: University of Barcelona, Universitat Autònoma de Barcelona, Universitat Politècnica de Catalunya, Pompeu Fabra University, University of Girona, University of Lleida, Universitat Rovira i Virgili,
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(?:(?x-mi:
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(?