Proyectos / Projects
ECULTURENET - European NETwork of centres of excellence: digital CULTURE research and education
This project is a preparatory action for E-Culture Net. A consortium of at least 24 members from 15 countries, 6 existing networks and links with 2 networks abroad, has been formed to evolve into a Network of Centres of Excellence (NCE) in the 6thFP. The project will refine the vision and structure; explore expansion and links with emerging national and other networks. It will identify/define research topics; how teaching can focus those topics; how broadband pilots can generate new research topics among partners and lay the foundation for a Distributed European Electronic Resource (DEER) for research and higher education.
E-Culture Net began on 1 July 2002 as a one-year thematic network and resulted in twelve outcomes: 1) website with definition of vision, structure, expansion; 2) first steps towards Distributed European Electronic Resource (DEER) including scenarios for interfaces; 3) development of DACO protocol for access to local databases; 4) demonstration of protocol; 5) broadband demo; 6) definition of broadband pilots; 7) criteria and topics for European Masters and Doctorates; 8) demo of research matrices and research topics; 9) development of first national networks; 10) written agreements with number of partners; 11) permanent home in the new European University of Culture (Strasbourg) and 12) submission of proposal to become an NCE to the 6th Framework Programme.
FoTRRIS - Fostering a Transition towards Responsible Research and Innovation Systems
The main objective of FoTRRIS is to develop and introduce new governance practices to foster Responsible Research and Innovation (RRI) policies and methods in research and innovation systems. Since research and innovation systems and practices in different European MS and within different research performing organisations vary, FoTRRIS will consider the implementation of new governance practices in five different MS.
In order to stress that responsible research and innovation is a collaborative activity from the very beginning—collaboration starts ‘upstream’, from the definition of the problem or challenge, continues with the analysis of the problem, the projection of potential solutions, the design of a research and innovation project that aims at realising a solution, and goes on during its performance and monitoring—FoTRRIS adds the prefix ‘co’ to the acronym RRI.
Moreover, because important present-day challenges are (at least partially) of a global nature, but manifest themselves in ways that are influenced by local conditions, FoTRRIS focusses on ‘glocal’ challenges, i.e. local/regional manifestations of global challenges and on ‘local’ opportunities for solving them.
Author(s): Jelena Mazaj, Silvana Di Bono, Arabella Mocciaro Li Destri.
Published in: “Business and Management” is peer-reviewed conference proceedings published by Vilnius Gediminas Technical University, 2018.
Author(s): Zoltán Bajmocy, Sandra Karner, Marian Deblonde, Balint Balasz, Zoltán Elekes, Judit Gebert, and others.
Published in: Book of Abstracts 15th Annual STS Conference Graz 2016 Critical Issues in Science, Technology and Society Studies (9-10 May 2016), 2017.
Author(s): Anita Thaler. 2017.
Author(s): Eve Dallamaggiore.
Published in: Book of Abstracts 15th Annual STS Conference Graz 2016 Critical Issues in Science, Technology and Society Studies (9-10 May 2016), 2017.
Author(s): Tamara Bueno Doral, Liisa Hänninen, and Noelia García Castillo. 2016.
- RRI in Österreich: Positionspapier ‚Verantwortungsbewusste Forschung und Innovation‘ - Begriffsbestimmung, Herausforderungen, Handlungsempfehlungen(transl.: RRI in Austria: Position Paper on 'Responsible Research and Innovation' - definition, challenges, recommendations)
Author(s): Helene Schiffbänker, Silvia Hafellner, Wolfgang Polt, Nicole Föger, Karin Garber, Erich Grießler, and others. 2016.
Author(s): Noelia García Castillo, Tamara Bueno Doral, Liisa Hänninen, and Tulay Atay Avsar. 2018.
RISEWISE - RISE Women with disabilities In Social Engagement
Women with disabilities have more difficulties to find an employment and to integrate in social day life activities than men with disabilities. This project focuses on the collective of women with disabilities from different perspectives, trying to identify needs and best practices in several EU countries, representing different cultural and socio-economic environments, for the integration and improvement of their quality of life in several respects. By applying a novel analysis method, based on the experience acquired by the exchange of researchers, innovation staff and practitioners in the European area among the participating institutions, the project will identify a set of multi-sectorial research lines, to enhance integration and involvement of this population in the society along several dimensions.
Web site: http://www.risewiseproject.eu/
RAISD - Reshaping Attention and Inclusion Strategies for Distinctively vulnerable people among
the forcibly displaced
Recognising and addressing the needs of highly vulnerable groups (VG) among migrating people is the ambition of the project RAISD. H2020-funded, this project proposes the creation of combined methodology in the framework of Responsible Research and Innovation. Their participatory action research approach will allow the VG groups to become a part of the whole process. Social and computer sciences research along with automated learning and data will minimise biases. Researchers will work in a network of organised teams in countries along migration routes.
Forced displacement crises overcome societies and institutions all over the world. Pushed by the urgencies rather than events, solutions are frequently reactive, partial, and disregard some groups. The project RAISD aims at identifying highly Vulnerable Groups among these forcibly displaced people, analysing their specific needs, and finding suitable practices to address them. The concept of ‘vulnerability context’ considers the interplay between the features of these persons and their hosting communities, their interactions and experiences, and how different solutions for attention and inclusion affect them. As a result of this work, a methodology to carry out these studies will be developed. These goals pursue characterizing these migrations and developing suitable aid strategies for them.
Web site: https://raisd-h2020.eu/
SIC Spain - Internet Segura for Kids (IS4K)
The Action, coordinated by S.M.E. Instituto Nacional de Ciberseguridad de España aims at continuing to support the Safer Internet Centre (SIC) in Spain, which is providing:
1. An Awareness Centre to inform children, parents, teachers and other professionals working with children on better and safer use of the internet, building on digital repositories from which specific awareness toolkits and services will be adapted and deployed in cooperation with third parties (schools, industry and other network partners).
2. A Helpline service where children and parents can report harmful contact (e.g. grooming, online abuse), offensive conduct (e.g. cyberbullying, hate speech, sexting), and undesirable or harmful content (e.g. harassment, pornography, violence).
3. A Hotline to receive and manage reports on illegal online child sexual abuse material in cooperation with the Spanish Law Enforcement Agencies.
The three components of the SIC will cooperate by continuing a single Advisory Board with national stakeholders. The SIC will also engage with children and young people through a dedicated Youth Panel.
Finally, the beneficiaries will further develop their role of providing generic services and will closely coordinate their activities with the core service platform (BIK platform) and with the INSAFE and INHOPE networks.
The role of public service media in promoting an active citizenship and an inclusive dialogue
THE ROLE OF PUBLIC SERVICE MEDIA IN PROMOTING ACTIVE CITIZENSHIP AND INCLUSIVE DIALOGUE Module (PUBLIC) focuses on two major milestones: 1) Understanding Public Service Media and, 2) PSM as a platform for an inclusive dialogue. The Module includes the following strategic points:• Public Service Media under the EU framework: a pact with society.• How does the EU defines the objectives of Public Service Media.• The EU remit: Public Service Media content and services,• Public service governance: new perspectives in the EU legal framework• Funding Public Service Media: values and principles under the EU framework.• Other international institutions perspectives (the UNESCO, Observatories, the EBU, etc.)Public Service Media (PSM) is aware of its role in promoting democratic participation of individuals, an important reason for their special status in the European media landscape. Here we should focus on the following aspects:• Promoting democratic participation as part of the European remit of Public Service Media.• Statutory requirements/internal policies related to PSM strategies regarding democratic participation.• European strategies to promote, facilitate and develop services for widening democratic participation.
Topics: Inclusion - equity; EU Citizenship, EU awareness and Democracy; Social dialogue
The European Union and the Mediterranean in the light of the EU Global Strategy: future challenges on the neighbourhood, security and defence policies
The changes occurred in recent years in the international society, especially the so-called "Arab Springs", the threat of jihadist terrorism and the pressure of migratory flows, highlight the need for the EU to strengthen stronger ties between its member states and the countries of the southern and eastern shores of the Mediterranean, opening the door to new common challenges in the fields of cooperation and international security and defence in the area. Thus, the EU is reviewing its cooperation with these countries in the framework of the European Neighborhood Policy (ENP), which so far has not yielded the expected results and is in full reflection by the EU institutions. Thus, the new Global Strategy for the EU´s Foreign and Security Policy (EUGS), presented by Mogherini in June 2016, pretends to be the answer to these great challenges.Today, it does not exist in the Degree and Masters imparted at the Universidad Complutense de Madrid (UCM) any academic tool which enables students and researchers to have a comprehensive and thorough view of these aspects of the EU politics. Our proposal is thus intended to fill this gap focusing on the neighborhood policy, security and defence - understanding security in its broader sense: energy, climate change, etc.-. This approach will allow students and researchers to open a new perspective in the EU related studies so far the EU is widely studied as a complex and evolving multinational entity but mainly focusing in its internal structures and procedures, giving an essential outreach to adapt to changing and permeable borders and hardly predictable boundary conditions.The objectives are then: 1. Offer an intensive course “The EU and the Mediterranean: future challenges on the neighbourhood and security and defence policies”, 60 hours of lectures plus a conference and a round table each of the three years of the module duration. 2. Promote and disseminate the academic and research outputs of the mentioned activities.
Topics: Energy and resources; Environment and climate change; International cooperation, international relations, development cooperation.
Project web site: https://www.ucm.es/theumed
Artivism: artistic practices as instruments of social transformation
Whichever indicator of civic engagement we use (from abstention rates to involvement in clubs and associations) we notice a reluctance of youngster to participate. A reluctance that seems to be accentuated by more difficult economic conditions and lower education levels. Furthermore, because we find more of these young people in the more disadvantaged segments of society (eg. amongst NEETS) indirectly they will be more likely to disengage, to stay out. Our exploratory interviews showed, that for many this ‘staying out’ is a consequence of a perception of being discriminated, of being neglected by those in power. At the same time our exploratory interviews showed that young people (whether or not living in difficult situations) are usually quite ready to identify issues they are concerned about, however they do not always seek a deeper understanding of the issues and can remain with fairly superficial explanations. A sense of disappointment often prevents further discussion and tackling of these problems. We offer to develop a set of methodologies based on peer learning, new technologies and artivist practices.
1. We started our work by exploring and testing strategies to identify the subjects that matter for young people: issues that make them angry or that they wish to change. With the participation of 68 youth we have carried out urban walks (tested in Nottingham) Urban walks with interviews and photographs collected digitally connected with ideas marathon (tested in Madrid) adopting the Abecadarium to explore ideas concerning a social context (tested in Paris) City Games (tested in Budapest).
2. We created the “artivism archive” with more than 50 selected artivist practices, of which 50 have been translated to all languages, and made the archive accessible at artivism.online
3. Development of “Initiation to artivism” workshops involving young people and artists to learn about artivist approaches. In our four cities we have included 130 young people and 23 artists in our 38 workshops. We have altogether created initiation workshops with 19 different art forms (poster, collage, photography, theatre, serigraphy, business card, sculpture, circus, vogue, slam, afro-consciousness, collaborative cinema, architecture, etc. please see full list of workshops in annex). Young people could engage easily in the workshops which were organized in a practical easy access way. They perceived the collaboration with the artists as valorizing and could get initiated to basic techniques.
4. Artivist campaigns: We created a range of artivism campaigns where youth and artists collaborated together to raise awareness and inspire reflection and change about the issues they have identified for local communities, stakeholders and a wider audience. In total we ran 12 campaign events (collaborative film screening, interactive parcours, urban walks, asphalt fresco, exhibition in public space, festival, etc) created 11 different campaign products involving about 130 young people.
5. Finally, we packaged all the pedagogical materials and experiences into a training for youth workers that we tested also in an international context in a 5 days training in Budapest.
6. We have collected and shared all our experiences and products on artivism.online, created Open Education Resources and an Artivist manual to ensure the long term exploitation, which is now also available on artivism.online.
In accompaniment of the intellectual outputs we have carried out dissemination activities all through the project, reaching more than 600.000 people in great part thanks to the Hungarian artivist team which who managed to attract great attention with their campaigns preceeding the 2018 parliamentary elections.
Topics: Access for disadvantaged; Creativity and culture; EU Citizenship, EU awareness and Democracy
Good practice example
Cambio climático: ciencia, ética y sociedad
Climate change is one of the most challenging issues worldwide affecting all regions around the world. In some regions, its effects involved extreme weather events and rainfall while in others involved extreme heat waves and droughts. Climate change is a key driver of migration and food insecurity. These impacts are expected to intensify in the coming decades. Countries from the Mediterranean arch are particularly vulnerable to climate change and this is why CTwoSEAS project focus on these countries. Project partners have identified the lack of a comprehensive training in European High education institutions which provide a pan European and transversal training to European students and teachers in climate change issues.
We must change our habits and protect the environment to conserve it. And that must be done from the education and training of the new generations, with the handicap that there is no time to lose. The climatic catastrophe has been announced for not less than 20 years, with a different degree of credibility and a lot of skepticism. However, at this time there is a great consensus among scientists around the world about the serious consequences for humanity and for life on our planet if we don't stop on time this climate change.
The main goal of this project is to boost a better educated society in climate change issues in order to reinforce EU policies against climate change approaching the topic from a scientific, ethical-social, philosophical and economical point of view.
CTwoSEAS project proposes the development of a cross-cutting subject in climate change with an integral view covering all aspects related to this topic from a multidisciplinary standpoint. In order to reinforce the aims of this project, the cross-cutting subject will be complemented with a digital space (web page) and a community of practice. At the end of the project, an event entitles “Climate Change: From Science to Society” will be carried out. This event will be a window to disseminate the project to other EU educational institutions and the general public.
Project partners include five high educational institutions from Mediterranean seashore. Spain (Complutense University of Madrid) -Po-, Portugal (Instituto Politécnico de Braganza) -P1-, Greece (Industrial and Business Education and Training Institute - SEV) -P2-, Turkey (Akdeniz University) -P3- and Italy (Universita Degli Studi della Basilicata) -P4-.
This project will promote and reinforce the cooperation among these institutions and improve students and teacher’s internationalization. Long term benefits include a future workforce prepared to face the challenge of climate change, a more educated society on climate change issue more willing to support EU policies against climate change, strong cooperation between educational institutions with mutual recognition of qualifications and international teaching view.