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Involvement of children in research on different aspects of children's rights, including research on violence against children, is continuously increasing, as is the interest in participatory approaches (European Agency for Fundamental Rights [FRA], 2014; Larsson et al., 2018; UN Committee on the Rights of the Child, 2011). Svevo-Cianci et al. (2011) noted that ‘as researchers commit to learning from community members, including children and adolescents themselves, it has become more clear that an understanding of the lived reality and definition of violence for children in their individual communities, is essential to envision and implement effective child protection’ (p. 985).

In this chapter, the legislative context regarding children's rights to be heard and participate is initially discussed; currently applied age requirements for children to acquire rights across the countries of the European Union (EU) are briefly presented; and children's potential roles and relevant provisions for their participation in social research are explored. The last part is dedicated to the presentation and discussion of the General Data Protection Regulation (GDPR; Regulation [EU] 2016/679, 2016) – specifically, children's personal data–related recitals and articles; the importance of the definition of a legal basis for personal data processing according to the GDPR, including consent; and the necessary information to be provided to children before their data are processed.

This study aimed at exploring the change facilitator styles (CFS) that secondary school head teachers in Pakistan possess.

This is a quantitative study using Hall and George CFS questionnaire to collect data from 276 secondary school head teachers. The CFSQ used in this study consists of 30 Likert-type questions relating to six scales. The six scales, with five items each in aggregate, form three possible CFS, including initiator, manager and responder.

The results indicate that most secondary school head teachers (75.7%) in Pakistan used responder CFS to facilitate change in their schools. 16.7% of the head teachers used manger, while only 7.6% possessed initiator change facilitation styles.

The study has implications for research, in particular in the developing countries where head teachers' leadership practices are rooted in the past with maintaining authority and status quo.

The study has implications for policymakers and schools in developing countries, like Pakistan, in terms of considering the vital role of head teachers in change implementation. In particular, in the prevailing cluster-based educational management, the study's findings remain valuable for schools in the Balochistan province of Pakistan.

The paper reports the results regarding secondary school head teachers' change facilitator styles in the context of power devolution in Pakistan. The authors believe that the manuscript is appropriate for publication by the international journal of educational management because it is in line with the aims and scope of the journal. The authors assure the originality of this work. It has not been published elsewhere, nor is it currently under consideration for publication in any other journal.

The present paper is part of a study associated with the migration phenomenon and the formation of intercultural social and economic relations which emerged in Italy in the nineteenth century and its practical and social implications in the twenty‐first century. The city of Trieste, Italy consists of a case study which examines the formation of organizational networks in the Mediterranean and in Europe which consist of the basic body of the so called Greek commercial dispersion.

This study presents data collected from the analysis of archival documents. It is part of the scientific field of social anthropology and is a case study where participative observation was employed. Interviews with people offered the researchers ground to explain the purposes and reasons for the implementation of decisions related to the creation of the organizational networks.

The article discusses the relation between the national group with its unique cultural identity and entrepreneurship, emphasizing the cultural characteristics of such relation. The consequences from the existence of these networks in all sectors of the life of the community of these areas are investigated. To a third level of discussion, the mapping and analysis of the cultural interactions which emerged as a result of these networks shaping an integrated cultural identity is examined.

The project succeeds in making a theoretical and practical contribution to the way the development of organizational networks presented for Trieste, Italy can consist of a typical recourse for other areas of the Mediterranean where cultures and identities intermingle nowadays and migration and policy directions need to be implemented.