“What Was That Word? It’s Part of Ensuring Its Future Existence” Exploring Engagement Collectives at the European Commission’s Joint Research Centre

This paper provides an empirical analysis of an initiative to establish a Community of Practice on citizen engagement at the European Commission’s (EC) Joint Research Centre (JRC). This initiative is one of the more recent attempts to institutionally stabilize citizen engagement in policy-making processes within the EC; such attempts are visible, for instance, in the political agenda of Ursula von der Leyen, whose sixth priority is a “new push for European democracy.” Drawing on science and technology studies literature, this paper directs attention to models of participation and democracy visible in particular engagement activities and to the overarching rationales for engagement. We explore the sociomaterial engagement collectives that emerge in the practices and accounts of actors involved in establishing this CoP and show how these engagement collectives at the supra-national research service JRC are co-constitutive with the wider institutional settings and cultural–political configurations of the EC.

The Potential of Digestate and the Liquid Fraction of Digestate as Chemical Fertiliser Substitutes under the RENURE Criteria

This study assessed how digestate and the liquid fraction (LF) of digestate would perform as candidate RENURE fertilisers (recovered nitrogen from manure) in nitrate vulnerable zones under the proposed criteria of the Joint Research Centre, namely, (i) a mineral nitrogen to total nitrogen ratio ≥ 90% (Nmin:TN ≥ 90%) or a total organic carbon to TN ratio ≤ 3 (TOC:TN ≤ 3); (ii) limits of ≤300 copper (Cu) mg kg−1 and ≤800 Zinc (Zn) mg kg−1. These criteria were applied to unpublished data (n = 2622) on digestate compositional properties, further amended with data from the literature (n = 180); digestate analysis from seven full-scale biogas facilities (n = 14); and biogas industry stakeholders (n = 23). The results showed that Cu and Zn mostly met the criteria, with compliance rates of 94.7% (of 1035 entries) and 95.0% (of 1038 entries), respectively. Just above 5% (of 1856 entries) met the Nmin/TN ≥ 90% criterion, while 36% (of 1583 entries) met the TOC/TN ≤ 3 criterion, while total compliance was 32% (of 1893 entries). When targeting the LF, total compliance increased noticeably, between 43 and 58% depending on DM range, indicating that LFs are better suited RENURE candidate fertilisers than unseparated digestate.

On the Use of the eStation Developed in the GMES & Africa EU Project: Results from the User Survey

In 2007, at the 2nd Africa-EU Summit, the development and implementation of earth observation based services to support sustainable development in Africa was agreed. A joint Africa-EU strategy created a framework for cooperation to this end called GMES & Africa. This cooperation aims to produce products and services relevant to the needs of Africans and implemented by African institutions. It is based in particular on the European Copernicus program. The themes covered by the cooperation include natural resource management, marine and coastal areas, water resource management, climate variability and change, disaster risk reduction and food security. Building on its early involvement in the previous projects, the Joint Research Centre has developed an operational and distributable open-source data processing tool, called eStation. One year before the end of the first phase of the project, a full survey of eStation users was conducted. The objective of the survey was to get a full overview of the use, strength, weakness and way to improve the eStation in an operational context. This study presents the main results of the survey. It identifies who are the users, what their operational tasks are and how they communicate the information to decision makers. In addition, the use of the station is described, its strengths and weaknesses are identified as well as the technical and thematic difficulties encountered. The survey underlines the importance of maintaining a constant dialogue between users and developers in order to offer technical and thematic supports to improve the efficiency of the use of the tools. This can be done by organising training and workshops and is essential for the proper use of the tools and products.

PLACE AND ROLE OF COMPETENT INFORMATION IN THE MANAGEMENT OF SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT

VUCA world (Volatility, Uncertainty, Complexity, Ambiguity), according to experts of JRC (European Commission's Joint Research Centre), is now a special space that corrupts the integrity of science activity, limits thinking and vision of the situation by politicians. In fact, under such conditions, the only reliable resource for scientific organizations is a commercialization, and the payback is a condition of activity. These factors already pose a threat to global security. The mission orientation proposed by European Union experts is still seen as a rather weak alternative.

О необходимости формирования цифровой компетентности у современного педагога как субъекта цифрового образовательного пространства

В XXI веке одним из центральных трендов в образовании является цифровизация образовательного процесса. Современному педагогу как непосредственному участнику цифровизации образования, как субъекту цифрового образовательного пространства следует понимать содержание основных категорий цифрового образовательного пространства. В частности, активное использование цифровых технологий и трансформирующиеся в связи с этим образовательные технологии приводят к пониманию необходимости формирования у современного педагога способности уверенно, эффективно, безопасно, критично, творчески и этично выбирать и применять цифровые технологии в своей профессиональной деятельности. В данной статье в широком понимании предложено содержание цифрового образовательного пространства. Представлен авторский взгляд на содержание феномена «цифровая компетентность педагога» в обозначенной структуре цифрового образовательного пространства. Рассмотрены две модели цифровой компетентности (Г.У. Солдатова, Joint Research Centre (JRC), the European Commission’s science and knowledge service). На основе обозначенных моделей цифровой компетентности предложен список актуальных цифровых компетенций, отражающих способность решать задачи из сфер контента, коммуникации и сотрудничества, обеспечения безопасности, решения технических проблем, потребления и технологических решений средствами цифровых инструментов. Проанализированы результаты анкетирования, проведенного среди учителей, преподавателей, студентов-бакалавров педагогического вуза как субъектов цифрового образовательного пространства. Выявлена заинтересованность респондентов в необходимости формирования цифровой компетентности в вопросах достоверного поис-ка информации, создания цифрового контента, организации онлайн-коммуникации и сотрудничества, обеспечения безопасности личных данных и устройств в сети Интернет. Выявлен «проблемный» компонент цифровой компетентности (организация безопасной деятельности в сети Интернет), на который следует обратить особое внимание при формировании цифровой компетентности у современного педагога на начальном этапе об-ращения к цифровому образовательному пространству.

Silence is the Language of God and Source of Strength: Exploring the Hidden Benefits of Silence

Silent is a beautiful powerful boost of positive energy and it is an important aspect of worship. Our mind is moving towards past and future. Bringing mindfulness into the present time during our materialistic society of hectic lives silent evolved as a relief mode for relaxation and happiness. World Health Organization and the European Commission’s Joint Research Centre concluded that a steady dose of noise pollution could lead to higher blood pressure and fatal heart attacks. It was the result of the research found that high rates of cholesterol and hypertension in individuals regularly exposed to loud noises at work. In this situation silence can actually stimulate new cell growth in the brain, improve memory, and release tension in the brain and body. In fact, two minutes of silence is more effective in relieving physical tension than listening to relaxing music.

Apresentação crítica do Quadro Europeu de Competência Digital (DigComp) e modelos relacionados

O objetivo deste artigo é apresentar criticamente ao leitor de língua portuguesa a série de documentos sobre competências digitais denominados DigComp, elaborados pelo Joint Research Centre (JRC) da Comissão Europeia, além de outros relatórios relacionados. A metodologia compreendeu pesquisas na Internet, uma revisão sistemática de literatura e a leitura crítica dos documentos. Os resultados indicaram que esses documentos estão baseados em Comunicações da Comissão Europeia e Recomendações do Parlamento Europeu publicadas entre 2006 e 2018, que apontam as competências necessárias para a aprendizagem ao longo da vida, dentre as quais a competência digital, além de apresentarem os compromissos da União Europeia em relação a essa temática. A União Europeia elaborou então diferentes frameworks ou marcos: DigComp 1.0, DigComp 2.0 e DigComp 2.1, voltados para os cidadãos, além do DigComp into action, com exemplos e casos práticos de seu uso; DigCompEdu, DigCompOrg e OpenEdu, voltados à área da educação; e DigCompConsumers e EntreComp, voltados ao ambiente dos negócios, além do EntreComp into action, também com exemplos e casos práticos de seu uso. Este artigo apresenta, compara e discute esses documentos, analisando a dificuldade em se fragmentar e avaliar competências digitais. A pesquisa identificou também estudos de tendências gerais nessas áreas, que o artigo menciona, mas não discute, sobre temas como: MOOCs, makerspaces, learning analytics, pensamento computacional, blockchain e políticas para a integração e o uso inovador de tecnologias digitais na educação. O artigo conclui que esses frameworks constituem importantes modelos para a compreensão e o desenvolvimento de competências digitais, não havendo uma riqueza e série de documentos similares desenvolvidos no Brasil.

Characterising the current provision of education and training courses relevant to the Replacement, Reduction and Refinement (Three Rs) of animals used for scientific purposes

A recent study by the Joint Research Centre (JRC) of the European Commission showed that although much knowledge exists on the Three Rs (Replacement, Reduction and Refinement of animal procedures), there is a clear need for better education, communication and outreach to enhance knowledge sharing and promote their uptake. The JRC is now completing an extensive overview of the Three Rs education and training landscape by mapping currently available courses and resources worldwide. In addition, it has launched a project to investigate the feasibility of including the Three Rs in educational curricula under a European Parliament Pilot Project, which aims to promote alternatives to animal testing.