Project Ô intends to demonstrate approaches and technologies to drive an integrated and symbiotic use of water within a specific area, putting together the needs of different users and waste water producers, involving regulators, service providers, civil society, industry and agriculture. The project seeks to apply the pillars of integrated water management (IWM) as a model for “water planning” (akin to spatial planning) and to demonstrate low cost, modular technologies that can be easily retrofitted into any water management infrastructure at district/plant level, hence enabling even small communities and SMEs to implement virtuous practices. Technologies and planning instruments complement each other as the first make possible the second and the latter can provide as example or even prescribe the former (and similar technologies allowing virtuous water use practices). Indeed the technologies support the regulators in implementing policy instruments, as foreseen by IWM, for convincing stakeholders (like developers and industry) to implement water efficiency strategies and could include instruments for e.g. rewarding virtuous behaviours (for example: advantageous water tariffs), planning regulations that award planning consent more swiftly or even prescribe the use of water from alternative sources (including recycling). Project Ô has in summary the overall objective of providing stakeholders (everybody using or regulating the use of water in an area) with a toolkit that enables them to plan the use of and utilise the resource water whatever its history and provenance, obtaining significant energy savings in terms of avoided treatment of water and waste water and release of pressure (quantity abstracted and pollution released) over green water sources. This overall objective will be demonstrated in up to four sites each in different Countries of Europe and in Israel, involving industries, aquaculture and agriculture as well as local authorities of different sizes.

SEAwise will address the key challenge preventing implementation of a fully operational European Ecosystem Based Fisheries Management: the need to increase fisheries benefits while reducing ecosystem impact under environmental change and increasing competition for space. The SEAwise network of stakeholders, advisory bodies and scientists will co-design key priorities and approaches to provide an open knowledge base on European Social-Ecological Fisheries Systems. SEAwise will innovate the prediction of social indicators of small-scale fisheries, coastal communities, carbon footprint and human health benefits. Using these indicators in fisheries models will help give advice on economically effective and socially acceptable governance under climate change, productivity changes, and the landing obligation. SEAwise will link the first ecosystem-scale assessment of maritime activities’ impacts on habitats with the fish stocks they support. Using ecosystem effects on fishing, including environmental metrics, density dependence, predation, stock health indicators and habitat extent will improve stock productivity predictions. Estimating effects of fishing on sensitive species, benthic habitats, food webs, biodiversity and litter allows evaluation of the mutual consistency of objectives for ecological and social systems. Multispecies-multifleet models will provide ecosystem forecasts of the effect of fisheries management measures. SEAwise will identify the simplest possible combination of management measures and investigate portfolio diversification as an approach for managing ecosystem resilience and climate adaptation. SEAwise tools and courses for ICES, GFCM, stakeholders and decision makers will ensure that these methods can be used directly in Mediterranean, western European, North Sea and Baltic Sea waters. The predictions will inform an online advice tool highlighting stock- and fisheries-specific social and ecological effects and management trade-offs.

1. Context:Starting with the first founded university in Bologna in the 11th Century, higher education has been evolving continuously, yet the pace of this evolution is not as fast as the changes that we observe in practice. Today, this discrepancy is not only limited to the content of the curricula but also the expected skills and competencies. Each and every discipline has been in continuous search of the “right” way of formalization of education both content and skill wise. This project is focused on architectural design education incorporating discussions on the role of STEAM (Science Technology, Engineering, Art and Mathematics). It is proposed that STEAM as a holistic approach provides a valuable structure for curricula of architectural design education and related skills and competencies. It is evident that 21st Century skills and competencies should be much different than the ones delivered in the 20th Century due to rapidly developing and spreading new design and information technologies. This project re-positions STEAM in architectural design education by contemplating 21st-century skills (a.k.a. survival skills) of architects.2. ObjectivesArchiSTEAM project aims to define and embed necessary survival skills enabling learners to work in collaborative and interdisciplinary ways into architecture curricula by means of STEAM approach. The proposed structure of the curriculum helps architecture students to have the necessary knowledge and skills to become proactive members of the knowledge economy and be able to cope with future challenges and sustain their professions. In this regard, as it is explored in the ArchiSTEAM project, skill sets that should be conveyed to students are as important as the knowledge that they should gain through their education. The main objectives defined to realize this aim is listed below:Assessment of STEAM skills in existing curricula in architecture schools. It is aimed to reveal the best practices on how STEAM skills are addressed and how the generic STEAM module can be developed in this respect. Delivery of Generic STEAM modules regardless of the discipline aiming to furnish students with survival skills in rapidly changing environment and technology. Adaptation of developed generic STEAM modules in the existing architecture curricula.Development of architectural education content matching the learning objectives and outcomes considering the STEAM skills developed during the project.Development of digital materials for dissemination along with the best practices in proposed courses and the workshops. 3. Main Activities:Within the scope of this project, to fulfill the stated objectives, a comprehensive field analysis is conducted via research and questionnaires. The outcomes of these analyses are synthesized and a new module including the proposed skills are developed together with the researchers of the partner institutions via gathering activities i.e. transnational meetings, short-term trainings, and online meetings. Then, the outcome of these discussions is reported in a collaborative environment which can be reached from the project website (http://archisteam.com/outputs/). The proposed STEAM approach and related skills are tested through not only the adaptation of the modules into the courses of partner universities but also with the workshops conducted in Turkey, Bologna, and Aalborg with 25-30 students from each country. As a result of the courses and the workshops the proposed module is validated.4. Results and ImpactProject is aimed to add valuecreate and impact in terms of increase in quality ofin education based on STEAM approach. With this project, an educational epidemic promoting creativity through science, technology, engineering, art and math skills is triggered starting from architectural education. The utilization of this approach throughout the education life of individuals may facilitate the paradigm shift in educational design. The initial impacts are measured through the workshops and dissemination events conducted in the partner countries. The written and verbal feedbacks from students, instructors and professionals attending the dissemination events reveals that the proposed STEAM modules enables new perspectives in the field of education. 5. Longer-term benefitsThe outcome of the project is not only focused on architecture education and covers generic STEAM modules which are applicable to any discipline facing the challenge of adapting itself t rapidly changing conditions. As a result, nextfuture generations are aimed to be capable of adapting new technologies from a creative perspective resulting in innovative perceptions with sustainable skills in the course of lifelong learning. The qualitative shift of future generations competencies will provide added value in local, regional, national and international levels.