the practical and also some some notes I'd like to make. I'm not sure. I mean first of all I would like to know how many of you are actually in some way researchers. Okay great and like how many of you are like not in core IT like in programming but in something else like you know okay that's great. I think we have a good mixture. So first of all I'm not sure how it was for you but since Friday the 13th of 2015 I have been to a couple of events and usually like I was at a child theater play or something and they felt obliged to make a note on the Paris attacks and how we're all against terror and so on. So I'd like to do something similar but in a different way because exactly one year ago when before the attacks I gave a talk in Paris at a little squad actually was an anarchist tech conference and that talk was about mostly a paper from Jean Youngblood and a talk a lecture from 2012 I think in Buenos Aires and he's a media theorist who has a lot to say about centralization decentralization and how media developed in the last 100 years and his basically he's describing something which he calls the broadcast which is if you're in Germany for example Tagesschau or if you are in the US maybe CNN or Fox News and so on but also a lot more and what he actually says is all of these news sites when we actually participate when we actually listen to this kind of broadcast we are actually creating ourselves in the image of what is presented to us right we are basically becoming part of that we are sucked into it and he basically says if you want to change something we actually need to secede from this broadcast we need to do something else so that's my note on Paris the just to give a bit of my context so you can actually interpret what I'm going to say during the talk I've been I'm going to say some positive things about EU projects which is maybe not totally expected and also I'm even going to say some positive things about how money is distributed and how they are trying to do that and that might be because I have participated in three proposals for EU projects and by being lucky by maybe working with the right people or so all of them got accepted so that's going to taint my view on this probably a bit it's all great and you know it's like easy and whatnot the other thing is that I also since about 20-25 years I co-created and still maintain several open source projects and I also participated in co-creating for like 10-12 years or so a community space which is like owned by the people that live there and with lots of many interesting things happening there here in Germany so that's some of my background when you think of the EU what you're and the funding and this 80 billion it's actually 78 billion number you are actually probably and that's also how I was introduced like how to make money fast how to make it like for free to just get it right and I think that this thing that basically money is an end in itself like you just you know you just get it and yeah happy to just have it and do it it's on the one hand I think it's fine I kind of like can sympathize with that on the other hand I think this this whole notion of believing so much in these numbers like transferring some bits from one computer to another and having like all of society ordered by this is a bit odd so when you look at this bitcoin coin there is a an engravement that says virus in numerous and that means strength or power or something strength in numbers and you can tell also probably not only for the bitcoin people but also for the IT community which has grown like crazily in the last decade there's a strong belief base in in this numbers like in counting you know in measuring in measuring also popularity and and all this and there's also a long criticism of looking at numbers and trying to understand society and other people by putting numbers to them one of the first persons who actually discussed this is like 2300 something years ago that guy was Aristotela he's still like many of the things that they were discussed at that point they're still kind of prevalent in our thinking like in many areas one of the areas that he actually already discussed was what does money do with the society and one of the advice is he gives like it's a it's a longer thing that a friend of mine actually just gave his talk to become a philosophy professor on this particular topic and I learned a lot by by listening to him and understanding that already Aristotela had this thing about focus on the use value of money like how can you use it to actually do something and not on the exchange value like just like amassing money and you saw this tendency like already in Athens like two and three thousand two thousand and a bit years ago my like 11 days ago my my child at the time I was preparing the talk and I was thinking about Aristoteles and talking to a friend about it he I came into his room and he built this bridge just by himself he found some money somewhere you know and he built this bridge and he wanted to basically I think it's a good picture and it actually captures also part of what Aristotela said because you're basically trying to get to another place you want to have a new system you want to have a new understanding you want to have like different ways how we organize and on your way you might you need some money to actually do this but the thing is not about the money it's actually about getting somewhere else okay so with that all being said let's get to the money the program the research program there's there's many EU programs the biggest one in history is the current research program which was called horizon 2020 it started in 2014 it's lasting seven years and if you break down the numbers it means that for each day they spent 30 million on research projects right like each day like during the course of this conference they spent three times four 120 million a bit more expensive than this conference I guess previously we could basically fly to the moon with this money right we could um we could get very far the whole Apollo program like from the inception in terms of research to actually building the rockets testing the rockets actually flying to the moon or the trainings everything was done with a similar amount of money I would argue because we should be it should be a lot easier today to actually do something like this with all the great technology we have except it seems we're not even able to to build an airport in Berlin anymore you know but it's okay um one of the persons actually involved in that research that was successful the Apollo was Margaret Hamilton and she was the director for doing the software for the onboard flight system so when the thing actually approached the moon they programmed and the program is actually this paperwork right it's this staple it's assembler and the even though this program was a lot of paperwork they had a relatively free organization of how they researched like people got together discussed certain problems went off to do something and so on so there wasn't like a lot of hierarchy it's the same way how they did it with the Manhattan project to build the atomic bomb and it's the same way they I think created laser systems for example back in the days in the 50s they actually just got like lots of people who are capable basically according to San Pretiria and they just got them together and said go you know the goal is this organize yourself how to get there that's not how it's happening anymore so the the paperwork that we have today is um we are like deep into bureaucracy and I think that's the last general framing thing I'd like to do um the one book is very is discussing basically the development of research uh from David Graeber um in I think it appeared in this year earlier this year it's called the Utopia of Rules and he discusses how bureaucracy is like the dominant model and it doesn't matter if you were in living in uh East Germany, Soviet Russia or or like in the US or so or in Germany it's all the same like the the bureaucracy uh topic is there and it's developing and I even argue that and you can talk to me about this afterwards that the software we are building and the IT systems we are building are actually prolonging and deepening this bureaucracy so there's tons of people in call centers and everywhere who are basically driven by software they just basically just put a voice to an algorithm they have no agency left that's what you get like if you have a total ordering by bureaucracy like there's no agency there's no nobody can decide anything it's all driven by rules right and there seems to be something that we find fascinating about this it's like we like to it's impersonal it's not like it doesn't depend on the size of my nose it's like nice I can just go there and and get get what I deserve you know according to some rules but it does kill agency and I think it's a big problem that extends even further than what he's talking about okay so let's get to the practical parts information communication technology is the one thing that incorporates I think about 18 20 percent of the budget of the horizon program and it's it's basically about all the things that are going on here at the conference and in various in various forms and what I find it interesting that I mean the EU is kind of a market liberal organization that's kind of well known but there's also other aspects like like the main overarching goal what they state is actually to do something with a tangible benefit for european citizens not for companies you know I mean the way they want to achieve that is actually going through companies but the idea and that you can see that actually in many calls is actually going a bit deeper so they are very open now to open source stuff to grassroots stuff it even appears like in calls you know if you're doing some grassroots stuff like fry phone for example also received funding and other people so they're really there's an opening there which is actually I think already in the in the main goal they have six main activity areas and one thing that is also apparent if you actually read some of the meta docs and of this ICT strategy it's not very long I think it's good to read it is that they see that software is eating the world it's like everywhere and that also means that there's a different responsibility and that also means that we need to have something interdisciplinary. IT people cannot hope to like have a good understanding even though like for example the bitcoin people tend to do this to have a good understanding how human history actually evolved you know anthropology and things like this and David Greba which I which I mentioned earlier he is an anthropologist and he actually knows like about various aspects of the last 5,000 years of human development that are like well researched they're grounded actually in research whereas when you find IT people talking about society you often get a very like kind of simplistic view and I think that stems from the fact that we IT got so important that we somehow feel we are like you know we know what's happening we can tell the world how things are going on because of this importance of IT and you get lots of money and whatnot so I think there's a certain danger there I'm going to get back to that at the end anyway these six areas combined with interdisciplinarity are actually a description of what is going on here at the conference right I mean all of these things here happen at the conference so it's on that level it's I think a perfect match so let's look at how does it actually work the what I call the application environment or the terms you need to know when you actually go for an application I'm going to go into this a bit but I'd like to make one note before the the main way how how the projects I'm involved and started was by personal relations talking to people not talking to companies talking to people who are doing some interesting stuff right and when you have this network and this is like a perfect opportunity like last year it literally went around the conference and talked to random people I didn't know before of course you all know some people at least most of you will know some people but it's a great idea to just talk to random people and and find something out you know and do some networking there so the application for the EU what the ICT publishes is a two-year work program they want to program society and they publish calls the calls are kind of brief they're like one page or maybe one and a half pages they have all kinds of keywords in them like there are about doing new distributed systems new at a big call like this year for digital social platforms I think 200 million or something they spent on building new digital social platforms and these calls are basically the they are usually published in advance like three months ago and they stem from things in the work program so by looking at the work program for the next two years you can actually get an idea of what they're going to publish calls on and maybe if you know some people or attend or have someone in your context attend something of the networking events which are actually kind of nice like in Brussels or so you will get some more information on when a call is actually upcoming before and what you do then if you already like know people who are interested in a particular topic you need to form you need to do two things you need to write a proposal that needs to get accepted and you need to form a consortium a consortium of companies and other organizations that can be non-profit organizations that can be universities or research institutes and so on or your own companies the when you actually within this three months there's a deadline when you submit your proposal as a consortium then it gets evaluated and finally which is now quite quick like 10 years ago it used to take like nine months now it's like three months so usually like three months after submission you know if you accept it or not a note about small companies something that changed which I find very positive for personal reasons is that 10 years ago the funding was 50 percent so the EU basically gave let's say 200,000 but you had to come up with another 200,000 I had to show that you actually spent 400,000 and to make it easier for small companies they actually now give 100 percent funding so you get all of that plus 25 percent overheads so if you're getting for example 100,000 per year as a small company you still get 25,000 for overheads like accounting and managing some stuff and so on so that's actually a big I think very positive change because it means that actually small companies can like myself for example 10 years ago I was a one-person company more or less then I had some employees and I thought well maybe subcontracting is better or not working at all it's even even much better and then I'm also I had my small company and I this time I was again one person company which was kind of fine I mean there's people getting employed and stuff like this but they're kind of very flexible about this 10 years ago it was a big fight so that's a I would say a positive message also the paperwork is much better now it's a bit hard to actually authenticate to the system that requires like some overhead ahead but otherwise registering as a company and stuff like this is basically a matter of half a day or day or something when you write a proposal to whatever entity then you need to know how the evaluation is done they have three criteria and for each of the criteria they give five points it's excellence that means how the project you're envisioning the objectives you have in your project need to discuss the state of the art like what is currently in that field when you are doing something what is the state of the art and then how do you go how do you intend to go beyond it like what are you doing what are you trying to do with this research project and it needs to be risky it needs to be bold like not I'm doing a small increment improving like the subsystem that's not enough like it needs to be like something that spans over like two three years and involves maybe like 10 people working on the project and and being on the edge of research that's the idea impact is the basically the market liberal aspect because they basically perceive the succession or the improving of society through funding creating an european market and strengthening the european market against the evil asians and the evil us and even the brazil and whatnot you know so it's kind of like this thinking you will find and basically you need to make an argument how this is relating to market activities how something actually this research might be the basis for some products to be developed and some further activities that are economic you know and then the third criteria criterion is quality and efficiency and that refers to how well do you actually allocate the money between the partners how well are the the people who are involved in the project qualified to actually do this work is there some kind of basically you need to create some trust that you're not just having some grand idea but you can actually execute it you can actually do it so basically this is where you bring in past open source projects past other projects you did and and the scientists also that needs to be involved because you also need to publish papers but not only i mean that's only just one aspect they also need to have some track record or that helps at least the evaluation process i think is actually somewhat like i said i mean one of these positive statements actually somewhat reasonable it's when you send in your proposal it gets disclosed to independent reviewers these are people who are not employed by the european union they actually get a day uh honorarium of 450 euros and um they get sent nowadays they used to actually convene in some room where which was sealed now it's actually allowed before that they get the proposals remotely so they can actually do internet research which they couldn't do before they're going to cross check what you're saying in your proposal against like the real world right and um the these independent reviewers also independently give three times up to five points excellence how well are you going beyond state of the art impact how it's like helping the economy quality like are you feeling that they give up to five points for each it gets summed up and if two reviewers who are reviewing the same proposal disagree they need to talk to each other and either convince each other or i think the average is taken i'm not sure but i think they can get a chance like someone says well quality is really just three out of five and the other says no it's actually five it's because blah blah and then they can actually maybe say four or they even agree on five it's like this is an independent process between these two reviewers and maybe there might also be i'm not sure about this there might also be other reviewers who then also look at this in case of conflicts that changes also a bit and it depends also a bit on the call the accumulation of these points is up to 15 and there's no threshold so it's not like if you have 13 you are accepted or something or 14 or 50 not even 15 basically it depends on the number of proposals for the particular call so if you have 30 proposals and you have five projects which can get accepted the typical sum is two million but it can be also five but typical is like two three million for consortium um you will get five projects in there and you have 30 proposals and then basically the highest ranking ones first take up the positions so maybe it's 14 points or 13 points that are enough that depends on the number of proposals and the budgets and so on you also have to know that there's a whole industry trying to grab this money so there's various companies actually offering um services to write proposals so about what i know from many people in the area about half the proposals are basically not acceptable at all because either they are very well written because that that has been done professionally by people who do this like for the 20th time or so but there's no content right there's no excellence basically it's like lots of buzzwords but you know and then you have actually also the other extreme where it's like a very ambitious project but it's like impossible to understand what they're actually trying to do you know well then on or the structure of their work is like implausible or something like this and they are many people actually resubmit they just try again I modified a bit maybe a slightly different consortium do it again these are about half the proposals and they're typically so actually you only have if you actually pass these two barriers then you only have like 10 to 15 competitors so then the chances actually increase yes so that's I think well the thing is it's very easy to criticize I mean as a gated community it's very easy to criticize the EU with all the bureaucracy and you know all the power structures and the hidden agendas and whatnot and I think that's not entirely fair because I've been involved also in program committees like doing accepting talks and so on and these were community conferences and I can say from my own experience that the selection process is in many places kind of random it depends on some people taking a stance and claiming this is a great talk or that's a great person who wants to talk and so on and it's not really a transparent process I mean the typical mail you get when you submit something to a conference including the 32c3 is yeah we are sorry there were so many interesting proposals so we had to choose and it was really hard blah blah we took like every effort and so on and and then cheers to you you know no information actually no information on okay what aspect you know is it like the topic is not interesting or like couldn't you understand what I want to actually do in this talk or something like this whereas with the things whereas with the you actually get the numbers you see okay they actually thought the excellence is there right it's like five points great so the highest score you can reach they think there's even a good impact maybe it's four and they think the quantity is actually just three and they actually even sometimes have sentences explaining why they think it's three so it's actually somewhat useful feedback because it means when you get like excellence five for example that you can stick to the idea maybe resubmit but actually have to work a bit more on other contexts uh and other areas of your proposal or the other way around I know for example there's a very interesting project I know some people there I'm not directly involved called the interplanetary file system it's about a decentralized web and many people actually in several conferences have been very interested in this there have been nine talks submitted to this conference from indeed from multiple people and they have been all rejected and they have no clue why right so this whole thing the EU is bad and they're doing their their intransparent and so on I think it's it's also good to look a bit like I'll be actually really saying okay if you give me this I can give you this and so on it's a difficult thing actually if you actually put yourself into the position there when you actually get accepted in a call with your proposal then of course the the thing is actually carrying out the project and because you have to do planning so far ahead like three three four years actually when you start with envisioning the project up until completion it's four years who can foresee four years of their life um then the kind of collaboration you do there and the kind of people you pull into the project how you deal with somebody you know falling out because he or she gets a child or something happens and so on and then you have to deal with all of that as well and of course you have to you have to deliver the only legally binding things you promise to the EU which are like you have this 60 page proposal which is typical and there's like 15 pages which are your work packages you actually say okay we have these six work packages that's also a typical thing there's multiple partners there's usually elite partner in each work package and we have for this work package three deliverables a research paper on this a release of this software on that and whatever and you have this for all of the work packages and these deliverables they are the legal promises that you do so if you don't produce this you will get a problem actually getting all of the money or like you get prepayment and then you have to pay it back that actually happens like it happens but it's kind of unusual so basically in your proposal you give all of the context that is important to understand the work packages and the work packages are the primary and the deliverables are then the for the reviewers the primary focus of attention they look at this like how much money per work package what are the various aspects how does it all relate to each other does it look like each partner is just doing their own thing and they actually try to avoid to talk to each other and just want to get their project through and stuff like this you know this is actually what they look at like how many partners are involved do they actually intend to collaborate on so on and then of course you also have to do financials and reporting and I can say that yes it's a bit of effort but it's not actually insurmountable I have been with national programs in Germany and they have well I hope nobody's listening there I'm not actually intending to go it hasn't been as actually the EU this horizon or this framework program I think has a lot of rational let's put it positively a lot of rational processes so also when for example when one partner actually can't provide the the work because somebody dropped out who was like qualified to do it then shifting some budget to another partner it's actually quite possible and this is where the initial trust and the people relations come in because if you have a discussion in the consortium between companies who actually distrust each other which happens a lot then something like shifting budget to reach a goal is going to be very hard and that can only be prevented I think by people actually you know somewhat trusting each other that they don't just you know want to grab money and don't want to give anything and contribute and so on that's really something that you can resolve on the people level so an example now for the current call that a number of people I'm involved with went in and actually got it and it's starting in January was that and this is an example of the multidisciplinary interdisciplinary tone and aspect that is in many and I think it's very important and it makes a lot of sense in many ICT information communication technology stuff just like here at the conference basically they wanted to have something a research project that actually does technological developments addressing anonymity ethics privacy preservation and so on so obviously a topic that is tight in part at least also to a reaction also within parts of the EU people regarding Snowden it actually goes back to that right so they thought okay something needs to be done there and what we did like a number of people got together the first meeting I was involved and it's like a year ago and the sorry no the year and two or three months and then the the actual thing where more people got together was here at the 31c3 like at two o'clock in the night walking out of the party hall running into the persons and ah we wanted to talk about this okay let's talk about this and then you know these were like three different people from three different countries which is also important and kind of three different contexts contexts so we got together and we had heard that there's going to be a call and it was about this so we applied for that um oh I'm sorry right sorry this is the project we applied with did I actually show this slide right um this is the call that is part of the text of this one page call and we said great you know we just take this and focus on this because there's lots of things in this call but you basically are going to tell your story from a part of the call and say okay this is what we're going to focus on and that's what we did we actually said okay and it's it's stated a bit boldly um also to make it clear like the people involved here um want to research into decentralized um interdisciplinary and privacy preserving and so on uh technologies and protocols actually develop new protocols so there's various peer to peer protocols and um messaging protocols including also more transparent encryption for email and lots of other things that are in this project and also community research like trying to understand why or how decentralization projects can succeed in the current market environment that we have right we're just not a trivial problem um so um another project I'm just going to mention this briefly um is the pi pi project I actually talked about this in 2005 I think also at a ccc conference um it's just in time compiler for python and it was a ufunded for three years the project existed already one or two years like between persons that actually at some point decided okay this is an interesting call like new language design or something what it was and we went for that we got three years of fun three years funding one or three million or something like this and the thing is and that's also why the EU is happy about this project as a reference is it's actually still ongoing like in 2015 and that's not the typical things that happens with EU projects they exist at like with the beginning of the funding and they end when it's done and then there's nothing sometimes even the web page is gone you know and you can imagine that many like many people the project officers who are responsible for projects they're kind of unhappy about this they want to have something that actually has an impact that actually goes on and they basically try to like they pump some money into it to actually help it and you don't have to pay it back it's not a loan or something but it's actually for getting somewhere and not just for getting the money so I think the key again is like the the people and the project you want to do the project idea the vision is really what needs to come first and basically also wanting to do it even without EU funding that's a good start I think and then you basically are even more happy when the project actually when you actually get the funding and can sustain yourself one thing that is important is what is very helpful 10 years ago I haven't used it that much now because I have other means of getting that information but in each country in Europe there's a so-called national contact point and Germany is called the NKS it's actually with the you know moon landing the the Raumfahrt the what's it called airspace no space travel right space travel agency of Germany they are also functioning as as a contact point the thing about contact points the national contact points they are usually super helpful they are not employed by the European Union they are actually representing the nation states and they want to help the entities in their country to get the largest piece of the cake as possible right so don't be afraid to talk to them when you talk to someone from the European Union it's often a lot harder to get useful information that I think it's partly to the rules they are actually executing they had a big scandal of corruption 10 years ago or 12 years ago now or so and they changed the rules and I think it's still in effect but don't name you on this it was at least for a very long time a project officer that tells a project something like yeah yeah you can make this change it's going to be okay you know you're asked for some change you want to make and they said it's okay and you you quote them on this and you sue them on this because later on basically when you actually do the change and it gets not accepted by the legal department of the EU then this project officer is liable with at least one year salary personally and you can imagine what I mean what this kind of situation does to your like giving good advice right it's a bit tricky like when you say something and you do it and then there's always this tension and I think it's not a very good idea but they try to actually make it harder for project officers to do harm to the EU budget okay I also said hacking funding I already mentioned when I talked about bureaucracy that I think there's a certain relation between software and bureaucracy both deal with categories both deal with like confining the world into certain like pieces and making relations and so on it's just that software automatically executes and and the bureaucracy that we know at least it's changing actually but it's it's it's executing but it executed by humans when I say hacking funding I mean hacking in the sense of understanding like you understand how something works how the process works how the rules are executed what is involved like the various pieces and then the other part of hacking is trying to use it for a good purpose sometimes also a bad purpose right but in general trying to let's say for your own purpose and it's your choice decentralization how is it possible that the EU as a kind of a centralist institution funds decentralization like how is that logic or something right and I'm not going to go too deep into this but I I mean there's there's several things you can say about this one thing is that the many people in the EU they are not happy with all these nation states and they to put it very bluntly they think that maybe decentralization is a way the Europe of regions or other things to actually you know get a more coherent thing and not so much focus on the nation states so it's basically a backdoor to to change culture and stuff like this the other thing is there's an intrinsic relation between centralization and decentralization and it depends on the context you look at youtube is a socially decentralized system I can choose which kind of videos I like to google hangouts I can choose whom to hang out with facebook I can choose which kind of friends I make but of course because we have this x-ray thing we like look through this and say well but it's all done by one entity who controls everything that doesn't mean that the social experience isn't actually very socially decentralized and that has been going on for a long time and one of the holy grails basically of of IT development is to make it finally possible that it doesn't need to be owned by by a single entity like such platforms can actually be collaboratively done right and and exist basically on on on all of our devices without and we collaborate and we maybe even have contracts how we do things but there's no need to actually have like this commercial entity that tries to capture all the value in terms of money between between social interactions and so but in the end like what most users actually experience and that's really something where you need to be very careful when you talk about decentralization most users actually feel they're decentralized I have my mobile I can't contact whoever I want so decentralization on that level is like the direct experience is actually decentralized it's only the problem that we know how it's actually operated right and that's understandable but I think it's important to to not think that people just don't understand they understand perfectly well it makes sense for them so I think when it comes to also this conference and also the IT community in general we have this and the topic is gated communities we have the Vatican problem right it's always this Vatican problem we're kind of like not so much at this conference I mean this is not I've been to other programming conferences where it's much stronger we're kind of like the bishops and you know discussing the world and and having ideas about grand like unifying theories how everything must be done and so on but there's only certain aspects of it here and the other is like more horizontal like hippie like whatever and diverse approach where you don't have a single ruling idea right you maybe have a single platform like this conference with lots of rooms and lots of possibilities but then what actually happens is again completely decentralized like it's up to us who we talk to how we got how we go about things and how this resolves I mean how can we get away from I would also say bureaucratic systems that rob people of agency that's a big question and I I think there's a number of people even in the like project officers in the EU who actually want to help us right so and they are actually explicitly interested I know this from at least one person in getting more interesting projects especially from contexts from like the CCC right so that's definitely something to go for so finally just made this picture this morning it's very nice it's because we have this more or less horizontal activities with a little bit of like you know big keynotes and stuff and stuff in the big room stuff and I think it's all a bit in the shadow of what Jean Youngblood called the broadcast right we have this big overarching broadcast that basically tries to order all of the world and integrate all of the activities into a certain what Jean Youngblood calls world system and that's a certain tension that I feel personally and since the Paris attacks I actually I didn't want to read any of this like this whole thing what they say in the target show or you know all the politicians and so on I said okay this is now a perfect opportunity to actually not listen to the broadcast anymore so I stepped away from all of this like be it Spiegel be it whatever I mean all of these broadcast media because I don't want to recreate myself in this image that they're painting to be part of that right I want to create my own contexts I want to have the time and maybe also the calm to actually to do this and go somewhere else okay thank you very much Hagar for this very nice talk we have 10 minutes for Q&A so if you have a question please line up at the four microphones while you're lining up we also have a question from our signal angel on IRC there is the question whether there are some examples available from the paperwork submitted like the 60 pages of maybe the successful proposals yes I think there are I'm not sure sometimes they are only the everything except for the budgeting like how the money is distributed that's so and then I mean there are basically hundreds out there if you send me a mail I can probably make you available at least two or three and I'm not sure if there's a public repository but it's it's a very good point because looking at successful proposals ideally some that got 15 out of 15 points to see how they are done it's a certain structure there's like three chapters excellence impact like how you're doing this stuff right and you can see this how it's done and how people actually describe things in examples like I said I'm not completely sure about a repository but also ask at the national contact point or if all else fails try to mail me and I can see what I can provide and since you're following the topic do you also maybe block about it I'm not following the topic I'm just getting some money I see the use value in this so I'm not an expert on this like I'm not one of I'm not operating a company that does advise on this right yeah I mean I don't know I'm not using Twitter currently but I might post something on the block I can't promise sorry yes there's a link for a proposal which was submitted successfully about open here and for anybody who is doing open data there's currently new project running where the call will last until August 2016 where I can get up to a hundred thousand if you're doing open data projects so that might be yes yeah I mean one thing I can offer is that the people who are interested to discuss a bit more in depth we can actually gather afterwards and go somewhere and talk a bit more about examples and some background information yes I want to know you said there was pipe high as an example you have any do you know of any other projects that might be known perhaps that got successfully funded and that yes no in use I mean there's there's increasingly many open source project but I think Fryfunk was involved I'm not sure what was called mesh something somebody here who knows no there's there's the open data there's also I think activities in the open data community and if you look for open source EU funded project you should find some examples and I think it's just getting more like I still remember that pi pi was one of the first bigger ones they actually funded with open source because there's this section in your proposal about intellectual property rights right like how many patents do you actually plan to submit and stuff like this and we were like zero no no but it's I think it's more usual like they understand open source and they want to have it so there's not really a big barrier there at all anymore another question from the from right microphone will you tell us something more about consortiums and consortium dynamics some especially what kind of consortium dynamics founders are looking for like I don't know just as an example if you like to play role-playing games you know you always need a cleric a warrior and a wizard what do you need for a consortium you already said it I think I know at least one or two persons who were involved in EU projects would I would consider kind of wizards that actually made things happen yeah there's also the warriors that actually try to fight for their budget and don't want to do actually much oh you didn't deliver in the last year yeah but we want to have money anyway and then you have this discussion in the consortium and you can either decide okay how we're going to justify this to the EU or you can put pressure on this entity and that all depends a bit so it's I think there's a number of examples and that's when you talk to people at universities you will get a lot of negative experiences right but I think it depends on how you do it I think the if you actually have people who want to do something together that's like it's like half at least or 70 percent of your success right if you have if you see it all through the lens of like companies and their budgets and you know the CEOs talking also I would say that yeah I mean I can I can talk maybe of the records of some disasters I know another question from the front left microphone it's not a question it's actually an answer there is no central repository of proposals but we published our winning proposal in entirety at opencare.cc and it got like 14.5 out of 15 so come and talk to us if you can you say a bit more about your project actually because you're some people asked okay so it's we're looking at community driven models of health and social care so what would a health and social care system look like if it were driven by communities wielding open technology and access to basically knowledge that was only accessible to either the market providers or the state so the whole proposal just go to opencare.cc download it including the budget whatever everything we sent in and come talk to us we're also at the adriders assembly ah cool okay very good thank you so you see it's it's actually possible you see another question from the front right microphone um a little more informational question about how is small company defined in the U how does it say for small companies easier to apply because the barrier is lower so how is small company defined how many employees are I think they are also fine with one person companies like I said I mean they don't want to have a consortium I'm pretty sure of seven one person companies they're not going to go with that so you'd have to have a kind of a mixture and there's one thing I didn't say clearly which is there's one company which is the ringmaster which is the coordinator company and that is the primary contact of the EU and that usually needs to be some institution that knows how to deal with this EU interaction so the EU usually much prefers having an experienced company there it also usually wants to have a university or two and then companies but some of the companies can be very small that's fine microphone front left in the case of of this criteria impact I'm wondering how difficult it is for for projects about privacy or for social good to argue here so in the case of the next sleep project how did you argue that this economic benefit well we basically stated that there is a demand for privacy preserving technology but it's currently too hard to actually get something usable and so it's also part of the project is about usability and also developing basically the core open source technologies in order to build products with it and there's also I mean there's various applications that have millions of downloads even on mobile phones and so on that are privacy preserving today so it's you can make the case basically that doing something in this area maybe also relating it to opinion polls like public opinion polls has an impact on a tangible benefit for European citizens right and you can also make this I mean we did this argument that can actually also help but will also help product development that people can actually it's helping the citizens it's okay it's not must not have only the markets and no no I mean market needs to be in there like I said I mean that's just the framing we are in is the broadcast we are in is actually market liberal so you can probably go a bit I mean market liberals also kind of a big range right I mean some people focus more on the liberal part and some people more on the market part and I think you have some freedom there and how you exactly describe it but you must relate to it the impact is also about economics we have time for a few more quick questions from the front right microphone microphone sorry can you please repeat the question that's the that's the country where you incorporated in matter in getting funding yes you need to have European companies usually you need to know sorry you need to have companies who are incorporated in the EU and plus some associated member states I think Switzerland is also possible and some others and there's also some programs that deal with collaboration with Japan you know going all the way back to the second world war and I don't know it's not really no I'm just wondering why it's Japan why not something else I mean whatever yeah but inside and it's and it's Brazil and I think but otherwise basically the main carriers of the main carriers of the the main carriers of the consortium need to be in Europe you can employ people from other countries like from the US and we're doing this we actually get them they don't mind because it's kind of like getting good people here is a good idea sorry but there's not like a higher likelihood to get funding if you're example from Germany or no it's I only know that Germany somehow manages to get a buff proportional payback I don't know if there's how they do this or if it's just because there's more proposals I think there's a quite big support industry and in Germany and also I think a lot of activities actually that qualify but yeah it's it's there's no I think sometimes there are there calls they explicitly say we want to have at least one participant from Greece or from Spain or some category so there are sometimes special conditions on the calls that actually do this but usually it's the whole of the EU and you need to have usually three different countries involved we're all out of time thank you very much Holger for this very insightful talk please give me a one more with the bus


Hi, I'm Lucas Pellgatti, Field Application Engineer at ST Micradiotronics. This is our audio demo at CES 2018. We have an STM32 that is running the audio front end based on two MEMS microphones. Inside the STM32 we are running eco-cancelation, surrosalocalization, beamforming and noise reduction provided by our third party DSP Concepts and the speech recognition trigger word provided by Sensory. The STM32 F769 Discovery is connected to a Raspberry Pi that is running the Amazon voice service and is connected via USB, so the board is detected as a smart microphone and stereo speaker. We also have one GPIO that is connected between the STM32 and the Raspberry Pi and is used to signal to the Raspberry Pi when the trigger word has been detected. We can interact with the demo by simply saying the trigger word followed by any question. So, Alexa, what time is it? It's 4.18pm. The demo is also running eco-cancelation, so we should be able to interact with the demo also when we are streaming, for example, some music. Let's try. Alexa, play music. Getting the last tune in station you listened to, 98.5 seconds. Now we should see some music on the background. We have some music in the background, the eco-cancelor is converging. I should be able to stop it and to interact with it. Alexa, stop music. As you can see, we have all the audio front end that is embedded in the STM32, so we can help you bring up to speed with your new product. Just contact us.


Hi everyone, Joe for jaspyscasebreaks.com coming at you with 2019 2020 Panini prism basketball retail edition pack break number 59 with a chance to win seven noir RT spots, which will be coming up in a separate video random team spots right there We're gonna do the break itself first and at the end we'll re-randomize your names with a new dice roll big Thanks to these folks for getting into it There are the teams right here, let's roll it Let's do the break and randomize names and teams ten times four and a six one two three Four and 10th and final time. He had the the droid focused episodes and Clone Wars The animated series was not the kids Josh down to it's a kids show Josh down to Josh Ten times for the teams one two and 10th and final time after ten we got the Hornets down to the bulls All right, here's the first half of the list right about there and the second half of the list right about there Ben with the Grizzlies Jonathan Pelicans All right, so let's sort this by column B. No trade windows in these little filler breaks if you check the schedule folks I think there'll be some information on the schedule about what fillers we need to do to accomplish another break So always keep an eye on that just a quick little retail pack. There's a rookie Mia Oni Joe Harris Goga and Deir and Fox All right, nothing too crazy or exciting there But that Mia Oni rookie card will go to Josh There's the final print out here And let's flip back to this list. Let's grab everybody's names again. Put them into a new list and it'll be the top seven after Seven good luck one keyboard two three four five Six After seven top seven who are you gonna be not top eight down to 30? My apologies, but we do have the other half of this case up with fillers So if you want to give it another go give it a shot on jazzy's case breaks calm I appreciate you trying this time top seven congrats Nancy Josh Jonathan Jonathan Nancy Jonathan and Josh There you go. The seven of you are in noir basketball random team break. Thanks for watching. I'll see you next time for the next break It's a separate video


Welcome everybody. Thank you for joining us for this tomatic webinar on school education gateway. School education gateway is an initiative of the European Union and is placed to engage with European policy and practice for school education. In this webinar we will first learn about climate change education through the experience of the no-profit Italian Climate Network and its activities with schools including challenges and opportunities when talking about climate change and related issues in classrooms. For these it is with us today Chiara Solletti, the Human Rights and Climate Policy Advisor for Italian Climate Network. Chiara advocates for the introduction of a gender perspective in the Paris Agreement implementation and she's currently lives in London where she also works for the climate kick as regional innovation scheme project officer. The second presentation will emphasize what that with a changing rhetoric and attitude towards the climate crisis. This is important for all teachers to reflect on and update their teaching practice. You will learn about an innovative collection of teaching resources, the story of their creation and how teachers can't better address climate breakdown with Colt Turner, our second speaker. He is out of geography at the school in Amshaire and had a thought in a variety of settings over the past 10 years and takes a particular interest in social and environmental activism. Before we leave on the floor to our first speaker Chiara, I remember you that you can post your questions in the chat box and we will go back to them as more as possible after the presentation. Also please note that this webinar session is being recorded and the recording will be available after on the webinar web page on school education gateway to get together with our speakers presentations. So thank you very much to our speakers and I ended over to you so you can introduce yourself more in details as starts the presentation right away. Hello everyone can you please confirm if you can hear me? Yes we can hear you Chiara. Perfect. I'm Chiara and thank you for the lovely introduction Inna and sorry I didn't understand if the participants would need to introduce themselves first. You can go on with the presentation. Sorry I wasn't sure about that so thank you for joining us. I'm here representing Italian Common Network and I am about to start my presentation here. Chiara the presentation was already there. I could no move it that's why I'm trying to understand what is happening with the app but that I just don't know my laptop so sorry. Thank you. Thank you. I will otherwise I'm here to help. Yes there is some kind of problem with thank you. Can you see the presentation moving to the slides moving? Yes just tell me when you need me to move to the next slide. So I'm here today representing the Italian Common Network and I'm here Italian Common Network is a you focused organization focusing on the International Equity and Youth Empowerment and among we have an among other of our activities our main educational program is the school project and I would like to show you the next slide please if it's possible. Thank you Inna and sorry again for this. Since 2013 we started piloting an educational initiative. We noticed that there was a lack in the educational system in Italy about about climate change and in general environmental education. We started piloting this program trying to study different links on how to approach students that are usually secondary school students between 14 and 18 years old and in 2013 we finally launched our officially the school project in Brigetto Scuola. Among that the Brigetto Scuola in the school project is not the only educational activity that we have but we also educate and empower youth through our participation to the UNF triple C negotiations at the COPS and also with some international work. If it's possible to move to the next slide Inna so and there should be if you click again there should be an image appearing sorry for that. So we're particularly we're particularly proud of this project as we really tried to as I said to feel a gap that there was in the schools there is what is called a civic education in schools that is something is kind of is a kind of education that should provide the general skills to the students in their everyday life and the goal is to make them better citizens. As part of that we definitely saw that there was a lack as I said in climate and environmental education. If we can move to the next slide thank you so and once again if you click again we have several topics in which we focus so our lessons they're not only about explaining what is climate change of course we also do that but we also focus on different aspects of a phenomenon or a phenomenon that as you probably know better than me is quite complex has different angles and should have an intersectional approach so we started with some lessons like on climate energy and climate energy and energy climate negotiations and other topics first to then in to their starting introduce some more intersectional more intersectional topics like human rights and health and this is actually something that I would like to stress because it's not an a traditional approach at least in Italy to speak about environment and climate change the international the intersectional approach is not used and how we started developing these lessons we basically created a series of presentations and of course on the side we also created a tool for our um relatory that are basically our trained stuff that goes to the schools to deliver these lessons I'm one of the authors of these lessons I authored the climate and human rights lesson but of course I cannot be present every time to deliver it in schools and we wanted to ensure the maximum quality possible when it came to the delivery of this of this course and for this reason we prepared this presentation but also on the side a series of a summary of what it should be the general arch of the topics there should be there should be addressed during the lesson and extra resources especially if the person delivering the lesson doesn't have the appropriate background or specific or specific studies to support his presentation and then answer the questions of the students another thing that we keep in mind is of course is to tailor our way of communicating depending on the age if we have in front of us like a class of 14 years old we're going probably to focus less on the data and more to make sure um and we will focus more to have a certain messages passed to have to make sure that they have a set of messages clears like what is exactly how much change or why we can say that an event in the weather we cannot connect it directly to climate change but we have to wait for a certain amount of time we give them basically all the tools to understand and then navigated information they can they can find and if they are of course or during age we sometimes go more in depth when it comes to data and other details but I can assure you that a 14 year old can really surprise you and sometimes I come with really specific questions if it's possible to move to the next slide it would be fantastic so the reason why it was important for us to move towards an intersectional approach it is because we need that is for us is the way forward there is really not a way to address climate change in a different way from now on it's we don't have time it's a complex it's a complex issue and it's really really important for um young people to understand the implications of this phenomenon and that's why we started talking about human rights and health and making them understand that how different vulnerable groups are different in effect are differently affected depending on the level of recognition and implementation of the human rights and the level of resilience of the country and the kind of challenges that the my that the my have in their country and we also stress I have really another really important concept if we can move to the other slide thank you we also really talk about climate justice and this is a concept that is always and often well this was really new before the movement of riders for futures but and after that became definitely more acknowledged from the kids and but definitely before it was a concept that it wasn't familiar with them so kids were not understanding how basically the countries that contributed the most to the emissions that created the problem climate change are also those that are more resilient and that at the moment are not paying the higher cost who is paying the higher cost are those countries that less contributed to the to the problem and we always stress this kind of this kind of of topics if we can move to the next slide please so yes it's we really stress once again this this concept and it always raised a lot of interesting questions with the kids so I'm if any one of you in your in your experience with the kids in school is worried to bring them to know to bring them closer to topics that are actually quite complex and they interconnected among that I would definitely encourage you to not be scared and go for it actually the response that we had so far it was fantastic and they really raised the interaction of the kids if we can move to the next slide please I was again thank you so far the school project has been really positive in our cycle between 2013 and 2020 we reached 45 school 30 cities and 11 regions and the the feedback has been and the response from the kids has been extremely positive we have now solid relations with several schools that calls us every year and the teachers are particularly enthusiastic when it comes to the problems that we had with this project I can tell you that in general in Italy is difficult to integrate our activities in the in the time that is given to school for extra activities can you still hear me yes I can hear you apologies everything went back black on my laptop sorry for that I can see you again or maybe not sorry let me just try this it's one of those days my apologies okay here I am again thank you so as I was saying yes one of the problems with the Italian schools is to find the time to integrate our activities they don't have the many hours to integrate extra curricular activities and in general there is the fact that we are not like concentrating the curricula and it's actually the kind of gap that we are trying to create another problem is also the preparation of the teachers the teachers that they contact us usually are teachers that are familiar with the with the topic that are really enthusiastic and that they wonder their students to learn more about that but they are the first ones to recognize that they don't have the preparation to give them the right information especially because these are topics that are so current that there is always there's always the need to be updated on them and that is something that we can provide outside of the school project we also have other activities if you can move to the next slide thank you Inna oh yes we reach more than eight thousand students oh yes one last thing to mention is the fact that that we are also implementing like a monitoring service so we are sharing now with schools uh anonymous surveys both to the teachers and to the students of course tailor the differently but that is also we're really trying to measure our impact the goal is to see if after our lesson the teachers observe that anything different in the preparation of the students and vice versa the students we ask them if something has changed in their life if they change the behavior at school at home or in general if they feel like they have more awareness of the problem and if they want to do something about climate change in one way or another so yes if you can move to the next slide we can I can give you a really quick overview of the other educational activities that we have another way in which we empower and educate youth and in this case they're usually older so it can go from 18 and above but um we give the possibility to our their associate I mean to have the members of the organization to participate in the cops they can candidate themselves every year and come with us in a small youth delegation and participate into the cops there are the conferences of the parties of the university what we do their information we teach them how to write articles videos and how to deal with social media and reporting on what is happening at the cops on the on the climate negotiations on specific topics that is an amazing experience for them to understand the human environment how multilateralism works and how such an important issue for the world is addressed in as I said in a systemic and multilateral approach if you can move forward thank you another other activities that we have at the cop it's um yes here there are some pictures sorry another activities that we have at the cops are the side events we should be in the in the next slide so we give the possibilities of the young to the to the young people yes this is the kind of reformation I was mentioning before the bulletin we give technical reports we teach them how to do it and yes here there are the side events so what we also give them the chance if there is a specific topic that they care about we give them the tools and the support to organize an event we have a network of organization that support us and that they're in contact with and that we collaborate with through the through the cops we're part of two consequences that is something that I'm going to tell you about in a second and often we have the chance to really um allow the young people to be there to interact with these experts and really create an event during this during the negotiations if we can move forward so yes we do some work across the two constituencies constituencies uh the constituencies are basically they call the groups is a space uh that was provided from the UNF Trako C to civil societies servers civil society can of course do its own work at the cop advocacy work they have an observer role and in order to do that they have to come together because of course often there are many small different organizations participating in these events that needs to provide the support to one another the the process is absolutely massive it's really difficult to navigate and this this is why these spaces were created so we're part of younger but it's the constituency for young people of organizations and the women and gender constituencies these two constituencies they really focus on several human rights issues and the work is particularly important for intersectional approach that we are trying to have in our organization and once again uh this is an interacting way the people from with young people from all over the world different entities understand how this process works it's a really highly um professionalizing and educational experience for for younger people if you can move forward thank you in addition to the advocacy action events and other things that we do in support to the work within the constituencies we also have our um our we try to have a dialogue with of course the delegate the italian delegation and the cops one of the more important achievements that we had it was to uh interact with the um environmental minister uh uh galletti at the time that assigned declaration of support uh where he was basically stating that he would have supported the introduction of the intergenerational equity principle in the paris agreement and is something that actually happened that you can find now um the intergenerational equity principle in the preamble of the paris agreement and there was a coordinated action that italian command network contributed in but it was a coordinated action of several youth organization part of the young constituency so just to give you an idea of how empowering can be being part of these groups during the negotiations and um there should be another slide we can move forward this is this was a general overview i wanted just to i wanted i wanted you to see your how our contacts are i'm absolutely open for questions sorry for the technical issues and thank you for your patience but this is more or less how our approach to education and how we're trying to empower young people and if you have any questions i'm here at your disposal thank you thank you i don't think you very much i think we can uh run with the presentation of uh paul and then we will of course get back to the questions of our participants hello paul can you tell me if you are great so you yes i can um hello so yeah i'm a teacher from the uk um i um head of department head of geography uh in a school which i'm quite fortunate in that i've got quite a bit of curriculum freedom and have the ability to um to very much take the curriculum and what is taught in in a particular direction and one thing i did want to just make a point of is to say today is a particularly um sort of exceptional day and i think it'd be worth just to mention that all of the events going on partly with coronavirus but there's also um to do with uh race in america and across the world i think it's important to realize that all of those issues are linked and that climate change is part of that and and part of the solution to climate change is um uh actually linked to all of these issues so i think as a teacher it's important to have that in mind um as an educator um i wanted to start by giving some context then to this uh these resources and the journey that we went in so we've obviously got this sort of iconic figure there of gretta tumbugga um on the front cover of time magazine and she is someone who has become such a figurehead um in terms of the eloquence and the ability um to communicate these ideas and then we've also in the uk we've had uh the extinction rebellion protests and actions and across the whole of europe and the rest of the world has been mirrored we've got Fridays for futures and what i wanted to emphasize here is that as a teacher i have felt that the rhetoric uh just in terms of the media and the general population and society has been um can i just double check sorry um can everyone hear me hear the sound there seems to be a few questions there about found okay sorry um it must be other people um so where i was going with that was that actually the rhetoric uh in the media has been shifting and that has then empowered me as a teacher to feel that i can then um talk about these issues in a different way and feel empowered to be able to teach differently and so um off the back of that i then reflected on the way that i was teaching climate change and also engaged with the wider teaching community about how they felt as well so in the uk we've had um the sorts of these sorts of actions where the uk government has been um there's been certain demands to say look we need to be teaching climate truth or we needed to be we need to teach the future and so there's certainly um a consensus around the idea that what is currently taught in schools doesn't necessarily reflect what is needed and what's necessary in order to prepare students but also to create the world that we want to live in and particularly what the students in the future will want to live in um this image um i've got a link here this is something from um someone called ed hawkins at the university of redding and i'll just post the link in the chat there it's called show your stripes and these are called the warming stripes and this is an important part of the journey because this really helps to visualize um the science and the fact behind this and that was also an important element of what i show you in a minute was to begin with the foundation of the science and so it shows this very clear warming trend and you can find these warming stripes for particular regions and countries around the world so one thing i would advocate is um using these within your own setting using these warming stripes um the other one that's very similar is the keeling curve which shows you the carbon dioxide concentrations and again um i'll just post a link to that you know at the moment we're just above 416 parts per million of carbon dioxide in the atmosphere um and that's been increasing quite considerably um since pre-industrial and industrial levels so that gives you the context of where we are what kind of world we currently live in um the other before i move on to the resources i wanted to emphasize there's a real inequality and disparity linked to this as well so um this is from oxfam and it's sort of almost like a champagne glass and it shows that disproportionately the richest people in the world so the 10 top 10 percent of richest people in the world actually emit the largest almost 50 percent of carbon dioxide emissions and so it's the richest people in the world will have to have the biggest shift in their lifestyles and actually there's possibly the largest proportion of people in the world that would be able to to emit more and i think that's a good context for for the way that you might approach it in schools um sorry this is then the keeling curve and it shows you then the um the historical cycles from interglacial to glacial and then it gives you the context of where we are now above 416 parts per million and and part of this is then to emphasize that urgency and the idea that we we really cannot wait that it there needs to be momentum from educators particularly from a grassroots level and from the bottom up to user initiative to then bring these issues into the classroom and so one of the things that we then did was think okay let's have a look in the uk at what is currently taught and so at the age of 15 16 students um have external examinations that they have to take there are explicit schemes of work and i know this is mirrored then in other countries around europe and so we looked at things like the sciences and um what we did is is carried out something of a an analysis to score these syllabus and work out which of them and you can see in this diagram here is actually biology that best addressed the climate and ecological emergency and then closely followed behind was something like geography and it may be that social sciences or something as similar in your context but it was the sciences in particular that were um addressing these but there was a deficit with all of them that none of them addressed it particularly well and that's um of all the subjects there were only maybe three potentially four that actually looked at it um this then gives you a bit of an idea of the words that we were exploring so things like climate change global warming deforestation and it did show that some subjects were particularly good at including words like carbon dioxide um or um things like geography looking at climate change but there was still this massive gap in terms of a lack of this kind of vocabulary in what was expected to be taught and i think it's important that this is a good indicator then of the emphasis that is applied in these in these resources or in these schemes of work and in the syllabus and it will direct what teachers do and therefore it means that in the practical sense of the day-to-day classroom it may well mean that there's a lack of discussion about climate change because it's simply missing from the the um syllabuses um the other thing we wanted to pick out when we looked at this was we realized that the language um and the grammar of the way that the uh content was included was not particularly good and actually it was detrimental so it talked about things like many scientists believe that human activities will cause the temperature and so this idea that there's um the kind of misrepresentation of the consensus that now and there is almost 100 percent of scientific evidence which suggests climate change is man-made or human induced and that's missing from lots of this also this idea that it's um about future impacts and the idea that actually it's not here and now and so it's important that um we bring that sense of the here and now um I think there's another one here that um this this was from a chemistry syllabus and it said the problems caused by increased levels of air pollutants require scientists and engineers to develop solutions that help to reduce the impact on human activity and what it was doing is inadvertently it's it's prioritizing and emphasizing this idea of a techno fix and possibly that creates the wrong dynamic as well so these are again other problems that we identified within the way that it was already being taught so what we did is we we sort of um crowdsourced um about 14 questions that we thought were fundamental um and then put them together as a um scheme of work or a syllabus and what I'll do is I'll share a link to these resources so these are sort of open source um and what I would also say is they're ongoing in the sense that please do if there's something in there that you think could be improved do share that as well um yeah so here's the link as well um and what I'll do is I'll just spend a few minutes talking through some of what I think are the fundamentals and the key components of this and the idea is this is to try and um to sort of inspire you and to enthuse you to then maybe take some of the resources so the idea is even though so it's a series of 14 lessons but they don't have to be taught consecutively they don't actually have to be taught as a whole lesson you could take an element of it and and and I hope you'll also find that that this is a really good combination of some of the best diagrams and images and and sort of online resources so it may be that you pull some of those out and use them because also um as has been sort of spoken before it depends on your context so it may be that you struggle to find the time to go to fit this in or you cannot you need to be sort of creative almost in order to um uh include this okay so yeah what I'd say is we've uh shared this through lots of social media you know and we've had about 5000 downloads or more than and and there's definitely um a big desire for these sorts of resources um people are keen to include this and to to have this sort of an inspiration so fundamentally what underpins this is a very scientific approach and the first lesson is all about understanding the current fact so what is it that scientists understand and and clarifying that for students so that then you move from the science to then the more open-ended discussion and thinking about then the societal and and the broader questions the also the idea is to to really head on challenge a lot of those misconceptions so often students have quite a confused understanding of the mechanics of climate change um a good example is maybe this association with ozone and the holes in the ozone layer that people get confused then with the kind of the dynamic with climate change and then I would also say that there's the idea of open discussion and critical debate that this is not about brainwashing children or um having one particular um line of argument that you're you're saying students have to believe and so by opening up these sorts of facts and arguments you then create in the classroom um the environment that feels safe for students that they can then ask questions um and debate these sorts of ideas but the other thing as well is um being open to discussion of system change and particularly then thinking about capitalism and neoliberalism and the idea of the current economics uh circumstances and situations and the way businesses and politics run I think in this school you that should be felt like it's an open environment in order to question and to talk about those and what are the alternatives um as well as then the urgency um and and also then bringing in the natural world so there's a good example linked to that um so these are some examples of some of the questions that lead the lessons the lessons have an inquiry approach it's about the students sort of going and finding out this knowledge themselves having explored certain resources um some of the ones I quite like are could we plant trees to solve climate change I know that in the UK a lot of the media has been pushing this as oh it's a silver bullet that we can just plant trees um to um to solve this um also then thinking about population because often population is then closely linked to this and people are saying well we need to cap population well is that true is it maybe more to do with the lifestyle of people um okay um this is a one I particularly enjoy so linking the idea of the natural world um this is taking the students outside of the classroom which again I think is a fundamental opportunity for this type of learning is to say let's let's put students in um an alternative setting so they might often just stay in a classroom but take them outside and then this is a very simple activity to measure the height of the tree and then also it's a conference and then using some quite simple maths and again that's bringing in another skill developing some math skills to then work out how much carbon is locked away in that tree and then you can use that to calculate how many trees would I need to plant to then offset my carbon emissions in a year and then you can scale it up to another country or or to the world and you start to realize or students then realize well actually are there certain limitations to this that how quickly will we run out of land in order to plant new trees that ultimately need maybe a hundred years to grow to their full height anyway um this is another one then comparing countries and and this activity gets students to explore the numbers so the idea is this is incorporates really up to date key statistics and then students can explore this is again a bit of a misconceptions one because often particularly between China and the USA students get confused which is the the largest polluter which one emits the most carbon dioxide and then that relationship between population and is it does it depend on the number of people you've got or the the the the type of economy so there's there's some really interesting threads that can be explored through that this is another really good interactive resource and and within these materials there's quite a few linked like this and this is a live feed of energy data from countries across the world and it allows you to look at the carbon intensity as well as the amounts of energy that countries are emitting and so again it's about bringing students this up-to-date current knowledge and also in a kind of interesting um an interactive sense as well and one of the other things we did was we set up something called an ignorance test and and this was almost inspired by the Gapminder Foundation and the factfulness book where they have their own um factfulness or Gapminder ignorance test and this had uh 20 questions that were multiple choice and I'll quickly link it this in um into the chat so that you can see this and what I'm just going to do is highlight some of the questions that I thought particularly interesting and this has had now um is it maybe so there's the link climate change ignorance test I think it's had more than one and a half yeah 1,678 people have responded to this average score 13 13 and a half out of 20 I think that that's pretty good I would say that that's climate change potentially is one of those issues that people have just through the media picks up a pretty good understanding but what it is is there are some of those finer details that are actually fundamental to solving this and to really getting to grips with it that we need to work on um this is also an interesting one that you could challenge your whole school community um and we we've done that we've uh we we sent it out to all our parents to all the staff and then it was something that students were talking with their teacher and with their parents you know what school did you get what did you think about this question and that in itself led to lots of really interesting discussions um so here's an example of some of the questions climate change has only occurred in the last 140 years what that one does is it really gets you to think about the semantics so this language of climate change are we talking about um anthropogenic or human induced climate change or are we talking about what's been going on over um you know hundreds of thousands of years um how many deaths attributed to climate change again yeah well potentially is it under reported you know where does that number come from um but the idea is the scale of difference there is it 1,500 or is it 150,000 it gets people to think about the scale of the problem the the the true figure at the moment is 150,000 but i would i would bet to say that that's an underrepresentation um we've got the what percentage of scientific evidence you know is it 50-50 because often still in um in the media climate change is presented as one of those or we need to give a balanced argument well the reality is the scientific evidence that 98 percent or even now maybe 100 percent of scientific evidence suggests that climate change is human induced and therefore why have it as a balanced argument you don't need someone who's a climate skeptic because that would be a disproportionate that would be an imbalance of the argument um then you've then got this link with maybe air quality and thinking about um environmental problems um in the uk 40,000 people die prematurely due to poor air quality people often um you know don't understand that scale they often under kind of under estimated and then that last one each day the world burns 100 million barrels of oil it's true and again it's something that people just don't think about the to do with the lifestyle and consumption um just such a high figure okay so that's a really interesting one that then was an opportunity to engage students in the wider community um thinking a bit more create creatively again this idea of connecting students with nature we've got them one of the lessons takes the students outside and then they perform some poetry they read some poems and then that gets them to reflect so the idea is to think about their relationship with nature and and how much space we give for nature is part of this as well so i guess it goes a bit broader than just climate change um ultimately though it culminates in a debate um again quite a controlled situation and um the the scheme of work sets it up so that students take particular perspective so you kind of go from a spectrum of being climate skeptic to maybe someone who's more neutral or undecided and then you've got the more radical activist at the other end and the idea is students then debate this of um the the motion that we use is this house believes radical action is needed to tackle irreversible climate change and there's lots in that you know that wording of irreversible the idea of radical action is lots there that students can discuss and the the idea is that um they take the knowledge they've learned from that scheme of work and and it culminates in in that sort of debate um so just then just to finish off there's to support these materials what we did is we recorded some videos that help explain some of the kind of meta explanation and the reasoning behind the activities and how to implement them properly so there's a whole youtube playlist linked to this with with um kind of how-to's almost so the idea is that these lessons can be picked up by anyone and and kind of quickly understood um we also tried to engage parents because what i would say is that i see the school environment as an opportunity to engage with a much bigger community so we set up an evening where parents were invited in and then we gave them a taster of some of the lessons that we um we give to the students so they had to go at some of the activities and it was an opportunity to um to challenge their perception of what school is like and hopefully try and expose them to some of the more innovative and creative activities but also to update their climate change knowledge so i think often it's the parents who who um are lacking there's a bit of a gap in in terms of their knowledge um so here's an example of how we use the warming stripes we've sort of put them as a banner across the back of the classroom and the idea is then that they're always present these are for the uk and it goes from 1850 to the present day um so there's lots of opportunities to be able to use the sort of imagery um and the graphs just within the classroom environment and with the educational setting um this is um uh kind of a collation of lots of resources so there is also you know what i would say there's lots of really good stuff particularly there's some books that this scheme of work was based on that would be useful for anyone to read or for to encourage students to read and particularly there's that one there it's called there is no planet b um and yes i wanted to just finish with that graph just to emphasize the urgency and to say look we are in such unprecedented and different times and therefore we should feel this sort of need to to um to be as radical and and kind of to bring the change to our classroom as much as possible so yes sorry there was one last quote to finish with it's this statement that you know if teachers were teaching climate change right would we be in the situation we're in at the moment and though um education and teachers can't solve every problem they're an important part of that and i think it's important for students for teachers sorry to realize that so for teachers to understand the the position they're in and to realize that they they really need to communicate the urgency discuss the potential of system change and encourage an imagination and a positive future so that students understand how they can make the world but also themselves happier and healthier so fundamentally to this scheme of work is the idea that we can both improve the health of the planet but also ourselves and i think that's where i finish yes thank you very much for thank you very much i will like to give some uh minutes to our participants to rip down any other question they might have for either for you for cata but uh somebody already asked how did the parents respond were they really involved it was a question for paul the the parents were really positive and they appreciated themselves that they didn't know the up-to-date knowledge and they were really keen to come in and just to have that update of what is the current science what do we currently know and what is it that you're teaching my child i think also what came through is that lots of the activities um encourage students to engage in conversation with their parents or with their other people and and that was something that that came through across the whole scheme of work was that um they were then having conversations much broader um it's perhaps the something that personally i would like to know uh um if this is uh this is something that both sukyara might want to uh to reply to um the same question about how uh the parents responded to the project uh you were involved uh into with the italian climate change yeah um we had only positive feedback we don't have um direct interactions with the parents because we deliver these lessons directly in school so we deal mainly with teachers but of course the activities are coordinated with the families and they are aware that the uh they are receiving these lessons and again the feedback that we had so far was only positive and actually um especially after uh the attention that fiders for future received there is an even more urgent request from uh parents schools and teachers to receive to have the tools and receive the kind and provided a kind of education that that the kid needs on on these topics so absolutely positive yes and at the beginning of your presentation we had a participant asking you more of a practical question so how my school can participate in in your project is it an italian student and is the question for me i'm assuming that i'm just yes um the this um um if that is a student uh that is asking a question you mean the students might talk with one of their teachers i'm coordinating a request that they just need to write to the email that there was at the end of my um presentation that is the school at italiaclima.org but i'm going as soon as my laptop becomes back to normal i'll make sure to provide you that contact and then we move forward from their taking agreements uh directly with the school on the time that is available and the kind of lesson that you would prefer to um to provide to be provided and we make sure to come to your school and uh and we deliver the lesson and the same applies for teachers if a teacher wants to provide this kind of uh knowledge to their students they can contact us directly and we move we move from there yes here we are for everybody who were um asking that question here uh here is a slide with italian clowning network contact i'm just taking the chat box to see if we have more questions coming in with both of you and uh just a second there are so many uh participants right now that's my chat box has freeze but um um in the meantime i would like to uh ask you to a question i would really like to understand um if you uh in in both of your experiences uh how did you perceive the the the change in the initial uh attitude of the kids to the students you you're working you're working with and how their attitude uh is changing after i'm happy to go first um yeah thank you both i i think that what i've experienced teaching this is that students often think they already know it all that that um climate change is something that is discussed so frequently and is on uh in the news so much now that that they almost feel overwhelmed or that all the conversation has already been had or they often which is also the slightly scary response is they feel powerless and that they almost feel resigned to a fate and what i found is teaching in this way actually gives them much more hope and that it um what it does is it gives them the knowledge and the skills and the ability to think a bit more critically and to to feel empowered to then have that hope so that's been a big difference for me um i had the summer following up on what Rob just said um yes so we we found um something similar at times depending on the kind of school and the the kind of students crowd that we were having but and yes also in our experience in Italy we can say that there are um students really expressing their feelings where like this is too big what can i do with my small actions and so on and especially what do they tend to ask is also what can i study what can i do what are the what is the path i can follow to contribute in some way uh to solving this problem so we always explain that it's important to have some personal changes in the personal lifestyle of course that that is not the only thing that they they should do and it's not enough in general that a systemic change is needed and if that is one they want to achieve and they want to contribute to that actually there is so much that can be done around climate change we especially we stress what we what we stress especially is the fact that that they don't need to necessarily become an engineer or to um go toward a scientific path to contribute to the fight against climate change but they can work and go in in education communication information they we always stress our activities at the corpus so advocacy civil society engagement and we also stress that there is a lot that can be done also at the local level in their community so they can contribute also to work there and we always trust that in them that usually politicians so that are those that take the decisions tends to make their political agenda you know to put in their agenda as a top priority something that they think people cares about so it's important for we encourage them to be active citizens to inform themselves to be interested also in politics in us in order to to shape their own ideas of course and have an impact in the in the in the rural communities and and beyond if they have any desire of going towards an international career and we always bring our team as an example as we in italian summer network we are a group of people with the most different backgrounds and we are a good example of what can be done from young people and this tends to lift their spirits and let them know that there are solutions there we need to just push forward from that thank you very much i think there was just one last question and this for Chiara our guidelines provided by the united nation under education for sustainable development useful in developing curriculum to teach about climate change that is actually a really good question we didn't take the un approach in the sense that we of course talk also about the sustainable development goals in our lessons but we didn't take necessary the kind of you know communication that they have but we do teach of course the intersectionality and the inter correlation that there are between all these topics as i stressed several times during the presentation this is also a particular question as italy there was an announcement last year about italy becoming the first country in the world to integrate permanently some sustainable development education in the curriculum so and that was announced by our minister fiora monti and fiora monti wanted to really to replicate the sbg's structure he really wanted to use the un approach that unfortunately in the meantime there has been a change of government and there's been the covid situation so we don't have news on how this initiative is moving forward but it's something that of course we would welcome as italian government worker is delivering this educational project as i said before to fill a gap that we do hope is not going to exist anymore in italian schools and educational programs