Maritime traffic in the Arctic region is rapidly increasing. But there has been a huge increase in marine casualties in this region due to its extremely harsh environment and the severe safety challenges for ships’ navigation teams. SEDNA will develop an innovative and integrated risk-based approach to safe Arctic navigation, ship design and operation, to enable European maritime interests to confidently fully embrace the Arctic’s significant and growing shipping opportunities, while safeguarding its natural environment. More specifically SEDNA will create and demonstrate the improved safety outcomes of: 1. The Safe Arctic Bridge, a human-centered operational environment for the ice-going ship bridge using augmented reality technology to provide improved situational awareness and decision making whilst enabling integration with new key information layers developed by the project using innovative big data management techniques. 2. Integrated dynamic meteorological and oceanographic data with real time ship monitoring and ice movement predictions to provide reliable decision making for safe and efficient Arctic voyage optimisation. 3. Anti-icing engineering solutions, using nature inspired approaches, to prevent ice formation on vessels, eliminating ice as a ship stability and working-environment hazard. 4. Risk-based design framework to ensure that vessel design is connected to all key hazards of ship operation in the Arctic. The holistic treatment of the ship design, operating regime and environment will improve safety and minimise impact over the entire life cycle. 5. A CEN Workshop Agreement on a process to systematically address safety during bunkering of methanol as a marine fuel along with safety zone guidance for three bunkering concepts: Truck to Ship, Shore to Ship and Ship to Ship. To maximise impact, SEDNA will provide formal inputs to international regulatory regimes regarding regulation adaptation requirements for its safety solutions.

ContextFUEL4Design supports the discipline of Design and its MA/PhD students and teachers in Higher Education Institutions (HEIs) to productively anticipate critical futures learning needs and change processes through sustained future making. We live in a world that is increasingly complex. Climate events and the practice of democracy challenge us as citizens. The future is unclear, yet the future has never been predictable. Design is one of the few disciplines that work​ pragmatically and creatively with the future. It does so through acts of making and projection that aim to produce products, services and interactions beyond the strategies and systems of the here-and-now. 21st-century design pedagogy needs to be urgently reframed in an approach that we call ‘Design Futures Literacy’. This is a literacy that connects teaching and learning to provide an education for young designers for designing for complex tomorrows. This is a matter of Design taking on a far more proactive role in working to anticipate these tomorrows through acts of situated making that understands use and users and Design as working prospectively to look ahead of the immediate or short term (Celi & Morrison, 2018).Main objectivesThe main objectives of the project are to develop, test and implement new approaches and resources to provide learners and educators with innovative and adaptable tools to imagine, perform and enact a plurality of futures by design. This is to equip design learners and educators to deal with real-world issues on techno-digital futures, climate crisis, and political instability. We will connect experimentation and design theory via invention, imagination, speculation, and through design making activities such as via prototyping, scenario building, and foresight.ActivitiesThe ‘devices’ we will develop for a Design Futures Literacy initiative include the making of a ‘Design Futures Lexicon’ to build a bottom-up and shared vocabulary for working with design futures, supported by a set of ‘Futures Philosophical Pills’ that allow educators to better diagnose ideas, and practices of the future to inform future design education. We will develop student-centred, hands-on training approaches called ‘Design Futures Scouting’ to support development and empower teachers to teach future related design, and a Design Futures Toolkit of innovative practices and pedagogies to nurture and connect design curricula with design future driven activities. ‘Futures Literacy Methods’ will provide a training course of modular units in multidisciplinary futurist design learning. Our ‘Design Futures Manual’ draws together content and experience and provides routes to work with other HEIs, policymakers and EC level futures literacies strategies and programmes. We will deliver two short term design teacher training events and two intensive study programmes with Master’s and PhD students to test and circulate our inputs and their outputs, along with two transnational ‘multiplier event’s for futurists and design educators and professionalsParticipantsOur team draws on leading design-educator-researchers from the Oslo School of Architecture and Design (NO), Politecnico di Milano (IT), University of the Arts London (UK), and ELISAVA (ES). We will work with design teachers and students at Master’s and doctoral levels and connect existing and emerging courses that address design futures. We will extend our innovations to other HEIs, educational organisations and professionals (designers, futurist foresight experts, innovation specialists) and to policymakers in education, research and culture, education governmental departments, design councils, innovation agencies and civil society organisations.Methodology Our socio-cultural pedagogical approach includes connecting making, engagement, collaboration and critique in an anticipatory view on design learning, supported by qualitative inquiry methods to ensure feedback can be connected to individual and wider educational change and innovation processes. Close collaboration, exchanges in meetings and scheduled project and public events will happen across the project, mediated through its website.Results, impact and benefitsLearners will be able to shift strategic, given practices and views to anticipatory ones in longer term professional design horizons to meet Europe’s societal futures. Teachers will apply futures design curricula and pedagogies to meet challenges of teaching design for the future. A key impact will be connecting Design Education, Futures Studies, professions, organisations and future-oriented HEIs. We will link to Erasmus and Design Education networks to multiply impact, from local to top European levels and to professional bodies and public dissemination avenues to maximise reach and uptake. Finally, we will position and project inputs into key education policy and strategy actions and UN sustainability goals and related social innovation programmes.

Food safety violations at the consumer stage are common and nearly 40% of food-borne outbreaks are occurring in the domestic setting. The overall goal of SafeConsumE is to provide effective, science-based and sustainable strategies for food authorities, market actors and the research community to help consumers mitigate risk, thus reducing the health burden from food-borne illness in Europe. SafeconsumE will suggest, develop and evaluate: 1) Tools, technologies and products (e.g. sensors, apps, hygiene concepts, kitchen utensils) that stimulate safe practices; 2) Communication strategies that effectively stimulate adoption and market uptake of safer practices and tools/technologies; 3) Education programs increasing skills and knowledge aiding teenagers to handle food safely; 4) Dynamic, sustainable and inclusive policy models that stimulates and support national and EU level initiatives. To achieve high implementation and innovation power, scientists will work together with consumers, authorities and different market actors under a new trans-disciplinary and multi-actor approach based on Theories of Practices combined with Design-driven innovation. Covering the five most important hazards causing food borne disease, consumer behavior across Europe will be described using a risk-based methodology and utilizing the strengths of high-throughput surveys together with in-depth qualitative methodology. New strategies will be developed taking into account their impact on risk reduction, documented consumer barriers for change and sustainability. SafeConsumE will support transformation towards a more healthy population and cost-efficacy by reduced foodborne illness, and a more sustainable community by less food-waste and environmentally friendly solutions.

Architecture as an education, a discipline and a profession has to redefine and release its potential for problem-solving and innovation within a new economic and societal context. This new normal implies that the knowledge basis, teaching methods and role models transferred in architectural education have to be adapted to a new reality. There is a strong demand for diversification both in architectural education and in practice. This is most clearly demonstrated in the challenges of sustainable development of the European habitat, cities and buildings. The process of redesigning and reusing the huge European architectural heritage is equally challenging. The main objectives of this project have been (1) to strengthen the architectural graduate’s ´ability to face the wicked problems, and thus improve the graduate´s social impact and their employability. In order to achieve this, the content and methods of architectural education have to be reconsidered and developed. The project has tested and developed innovative practices in local “teaching laboratories”, and thus provided a platform for making the results available to relevant schools. (2) The educational institutions will through the new knowledge gained also be able to develop their systems and curriculum for Life-long learning involving post-graduate target groups. In this way the project also has given input to systems for Continuous professional development (CPD) and has also reached other target groups disseminating knowledge to young professionals and practice through chambers and professional organizations.10 institutions have participated in the project: - 8 architectural schools/higher education institutions, specialized in architecture- 2 organizations on a European level, for architectural education and architects respectivelyHigher institutions for architectural education:The Oslo School of Architecture and Design - Coordinating institution (Oslo, Norway)The Politecnico di Milano, Department of Architecture (Milano, Italy)Universitat Politecnica de Catalunya, Escola Tecnica Superior d’Arquitectura de Barcelona (ETSAB) (Barcelona, Spain)Universiteit Hasselt, Department for Architecture and Arts (Hasselt, Belgium)Ceske Vysoke Uceni Technicke v Praze, Department of Architecture (Prague, Czech Republic)Technische Universiteit Delft, Department of Architecture (Delft, the Netherlands)Universitatea de Arhitectura si Urbanism “Ion Mincu” (Bucharest, Romania)Universitá degli Studi di Genova, Department of Architecture (Genova, Italy)European organizations for architectural education and architects:European Association for Architectural Education/Association Européenne pour l`Enseignement de l’Architecture (EAAE-AEEA) - web: http://www.eaae.be/ Architect’s Council of Europe/Conseil des Architected d'Europe (ACE-CAE) - web: http://ace-cae.eu/The project has been organized in three different think tanks:(1) Teaching architectural design and professional knowledge (TADPK)(2) Heritage(3) Sustainability.The activities in the think tanks have been managed through two yearly transnational project meetings (1 meeting each term). The purpose of these meetings has been to discuss the structure and contents for the upcoming workshops - which have taken place during the spring term of 2015, 2016 and 2017:The sustainability think tank has arranged three Sustainability Charrettes. The Architectural design and professional knowledge think tank, and the Heritage think tank have arranged three short term staff training events each, held in turns by the schools participating in the think tank.Dissemination has happened through yearly reports to representatives of European schools of architecture at the yearly EAAE General Assembly and Conference. All written material is published open source at the EAAE-website: http://www.eaae.be/eaae-academies/education-academy/erasmus-confronting-wicked-problems/ The expected outcome has been reached: The project has given the participating schools valuable insights that will have a long-term impact: to help them on their way to become epicenters and ambassadors of good practice respectively within architectural design and professional knowledge, sustainability and heritage. The project has also been important for extending and strengthening the schools international networks. The project has contributed to link the ties between education and profession, co-producing innovative teaching methods, and strengthening the education's sector impact on architecture policy.For EAAE, the project has strengthened further European cooperation within architectural education. Through the dissemination of intellectual outputs the project has also contributed to establishing EAAE as a hub of resources for its member institutions.

The 'Communities of Tacit Knowledge' (TACK) ITN will focus on the concept of ‘tacit knowledge’ in architecture. Tacit knowledge is a specific type of knowledge that architects employ when designing, which is also embodied in the material vectors that they design with; from treatises and drawings to models and buildings. This ITN will train young researchers in the development of advanced theoretical frameworks and specialized methods for the analysis of the specific knowledge used by architects while designing buildings and cities. It focuses on the characteristics, the dissemination and the heuristic potential of this knowledge that is particular to architectural design practice. Structured around three training axes: (1) Approaching Tacit Knowledge: Identifying Methods and Histories, (2) Probing Tacit Knowledge: Concrete Cases and Approaches and (3) Situating Tacit Knowledge: Concepts and Theories, the TACK ITN for the first time combines the expertise on tacit knowledge that has been developed at ten different research centres in Europe. Together with three cultural and three practice-based partners, these ten research centres will train a group of scholars to explore and conceptualize the very character of tacit knowledge to better understand its possible roles in addressing new and pressing issues in the built environment from alternative vantage points. This powerful combination of expertise from industry and academia, will introduce these ESRs to new heuristic methods and add to their inter-sectoral employability. Implementation of the TACK ITN will result in ten PhDs, three online training modules, an international colloquium, a major exhibition, a lecture- and debate series, a synthetic reader, a book, and a website providing public access to research results and events.