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This deliverable, D4.4, describes the "participatory framework for sustainable management, conservation and use of European coastal and maritime cultural landscapes" of the PERICLES project. It is the final deliverable for WP4, based on the four tasks carried out in this and other work packages. It brings together a synthesis of information already communicated in other reports (e.g. D4.1; D4.2; D4.3), and examples from the PERICLES case regions. In doing so, this deliverable presents the PERICLES participatory framework as practice-informed approach to understand, assess and enact sustainable management, conservation and use of European coastal and maritime cultural landscapes.In the PERICLES participatory risk assessment framework, defining risks and threats is seen as an important starting point because this enables clearer communication and therefore to create a common understanding among those stakeholders who are affected by threats, and those who are affecting andgoverning risks to coastal and maritime cultural heritage. In the PERICLES project, a distinction is made between natural/environmental and human-induced threats as captured in the first phase of the framework. At the same time, it is highlighted that such distinction can be artificial and should beconsidered with care, as represented in the two-layered design of the framework. Every step goes with questions for reflection for those using the framework, and the iterative loops contained within it. Governance, is seen as a process of steering at a strategic level in which a variety of actors can beinvolved yet not affected, can be affected yet marginalized or excluded, or anything in between. Risk management takes place at the more operational level but the power dynamics of a governance process are still important. As such the second phase of the risk assessment framework seeks to suggest participatory ways to assess, decide and evaluate risks.PERICLES partners had the ambition to test the framework in demo-specific risk assessment processes in the PERICLES case regions. This testing was planned at the case-region level between January 2020 and January 2021. However, due to pandemic related restriction (ban of meetings and curfews) it proved to be impossible to realise the testing and implementing of the framework in the way envisioned. As an alternative approach, PERICLES partners have looked at their demo work through the lens of the assessment framework and discussed this in four joint sessions. This led to enhanced, practice-informed insights on how the different steps worked out in several specific case regions. Furthermore, thepartners jointly reflected on the impact of COVID-19 on their own participatory strategies. It has been clear that the pandemic has hampered participation in demo activities and has also brought some to a stand-still. Mitigating measures were mainly through online activities, which allowed for opening up to new audiences but also brought forward forms of exclusion because of a digital divide.

The purpose of this report is to outline the evaluation and comparison approach and the knowledge obtained through a detailed data collection process, in order to examine the implementation and application of the Half Double Methodology (HDM) at Forsvarsministeriets Material- og Indkøbsstyrelse (FMI), as well as compare and contrast pilot and reference projects. State-owned FMI is the Danish Ministry of Defence Acquisition and Logistics Organization (English abbreviation: DALO), and thus a unit under the Ministry of Defence and the Danish public sector. It is likely that the Half Double Methodology has had a positive impact on FMI and their team collaboration. The procurement process is faster, which especially is evident in pilot case 3, but also the initial versions of pilot case 1 and 2. However, here, the cases were subject to external conditions which increased the duration. FMI experiences satisfaction from stakeholders involved in the procurement. This satisfaction is also present in most of the team members engaging with the methodology. Hence overall, integrating the Half Double Methodology in FMI’s team collaboration is perceived as a success in FMI and continues to be applied. However, there is still room for improvements in the procurement process and team configuration. This relates to the application of HDM, but also other constraints in FMI, which is related to a lack of resources to develop interdisciplinary teams, as well as challenges from covid-19 restrictions. The purpose of this report is to outline the evaluation and comparison approach and the knowledge obtained through a detailed data collection process, in order to examine the implementation and application of the Half Double Methodology (HDM) at Forsvarsministeriets Material- og Indkøbsstyrelse (FMI), as well as compare and contrast pilot and reference projects. State-owned FMI is the Danish Ministry of Defence Acquisition and Logistics Organization (English abbreviation: DALO), and thus a unit under the Ministry of Defence and the Danish public sector. It is likely that the Half Double Methodology has had a positive impact on FMI and their team collaboration. The procurement process is faster, which especially is evident in pilot case 3, but also the initial versions of pilot case 1 and 2. However, here, the cases were subject to external conditions which increased the duration. FMI experiences satisfaction from stakeholders involved in the procurement. This satisfaction is also present in most of the team members engaging with the methodology. Hence overall, integrating the Half Double Methodology in FMI’s team collaboration is perceived as a success in FMI and continues to be applied. However, there is still room for improvements in the procurement process and team configuration. This relates to the application of HDM, but also other constraints in FMI, which is related to a lack of resources to develop interdisciplinary teams, as well as challenges from covid-19 restrictions.

The content of Resolution MSC.473(ES.2) can be summarized in five main points and one invitation to IMO Member States.The first point pertains to the implementation of the Framework of Protocols. The second point pertains to the designation of seafarers as ‘key workers’ in order to facilitate safe and unhindered movement for embarking or disembarking a vessel. The third point pertains to the consideration of temporary migration measures to ease mobility of seafarers, eg waivers or relaxations of visa or documentary requirements. The fourth point is on the use of prevention measures such as testing crews before embarkation; this requires active conduct by port states, namely providing access to personal protective equipment and testing facilities. The fifth point is on providing seafarers with immediate access to medical care and facilities, as well as with evacuation when the assistance required cannot be provided on board or at port; this aims to prevent humanitarian situations such as casualties onboard vessels due to lack of access to intensive care units. Furthermore, the Resolution invites Member States to designate a National Focal Point on Crew Change and Repatriation of Seafarers (‘National Focal Point’).

Testing and inclusion are two global education policy agendas with seemingly divergent aims. While inclusion suggests that every student can make a valuable contribution to their learning environment, testing has the capacity to exclude those who do not attain the ‘right’ knowledge in the ‘right’ way. National policies of testingand inclusion therefore have implications for students’ participation in education and, implicitly, their future citizenship. Drawing on data from national-, regional- and school-level policy document analysis and qualitative interviews with policymakers, school leaders, teachers and students, this background paper explores the testingand inclusion agendas in five national contexts: Argentina, China, Denmark, England (UK) and Israel. It is argued that testing and inclusion, in the context of wider political, socio-economic, geographical and cultural forces, have combined to marginalise particular groups of students in each national jurisdiction. Moreover, the inclusionagenda is challenged by: i) the more dominant testing agenda; ii) limited engagement with broader conceptual understandings of inclusion; and iii) insufficient financial investment. Although the Covid-19 pandemic exacerbated social and educational inequalities, students in certain contexts benefited from new approaches tolearning. In light of the challenges and opportunities presented by the current health crisis, we conclude our paper with proposals for future policies of assessment and inclusion.

China is Denmark’s sixth largest export market, but traditional cross-border trade statistics only tell part of the story that links the Danish business community to China. Trade statistics largely underestimates the actual importance that China plays in a multitude of ways to Danish economic interests and to the overall Danish economy. Furthermore, Danish companies are global leaders in key sectors and provide highly specialized and valuable solutions that are essential to the continued, sustainable development of China and the Chinese economy.Despite this growing interdependence and the potential for mutual benefits, Danish companies continue to face substantial challenges in China. These obstacles limit the ability of Danish companies to initiate or expand activities in China on a level playing field, to the detriment of the Danish business community as well as – ultimately – the Chinese economy, development and consumers.Policy makers and company executives need information to guide decisions and priorities in the years to come. This survey will help fill part of that void by providing comprehensive data on the views and assessments of the executives representing the Danish business community in China.The results are notable in several ways. In terms of the validity of the data, the findings are ensured by a high response rate from participants of several sectors. The survey was developed and administered by bringing together the Danish diplomatic, commercial and academic presence in China. And finally, for taking the concerns of the combined European business leaders in China as its starting point for identifying and prioritizing the most pressing challenges faced by the Danish business community specifically.This report contains the findings of the original comprehensive survey conducted in November-December 2019 as well the results of a smaller follow-up survey conducted in May 2020. This two-step approach was not planned, but is the result of the outbreak of COVID-19 in early 2020. In light of the escalating crisis, it was decided to postpone plans to present the findings to a later date as well as to conduct a small add-on survey in order to revisit a number of questions related to companies’ future plans and expectations. It has not been possible to ensure a one-to-one match between the respondents of the two surveys, but nevertheless the supplementary study serves to provide valuable insights into the longer-term impact of COVID-19 on the Danish business community in China.

Democratic Situations challenges researchers and students in Science & Technology Studies and related fields to treat democracy as an empirical phenomenon. This means leaving behind off-the-shelf theoretical notions of democracy that may have travelled into STS unexamined. The alternative strategy pursued in this volume is to pay as much analytical attention to the study of democratic politics as STS has previously offered to familiar topics of science and technology. This timely collection of empirical stories and conceptual inventions leads the way by showing how the making and doing of democracy can be placed at the centre of relational research.The book turns the well-known sites of contemporary Euro-American participatory democracy, such as elections, bureaucracies, public debate and citizen participation, into fluctuating democratic situations where supposedly untouchable democratic ideals are shaped, contested and warped in practice. The fact that Euro-American participatory democracy is often upheld as an ideal for the rest of the world makes it all the more important to study how it is a situated, distributed, material, emergent, heterogenous, fragile and at times faltering figure and project. Through situated analyses, the authors demonstrate that democracy cannot be reduced to theoretical ideals and schemes of conflict, institutions, or deliberation. Instead, the volume offers an urgently needed empirically driven renewal of our understanding of democratic politics in a time when conventional ideas increasingly fail to capture current events such as Brexit, Trump and Covid19.The twelve chapters are organised into three sections. The first part, entitled Interfaces of technodemocracy, focuses on how democratic politics is co-shaped by its interfaces with more or less rigid institutions and bureaucracies. The second section, Technosciences, democracy and situated enactments of participation, emphasises the relationships between science and public participation. The third part called Reconfigurations of democratic politics with new nonhuman actors focuses on the role of material objects, especially new digital technologies, in democratic politics.

The COVID-19 pandemic has sent students and teachers home, and during the last several months they have learned to study and teach online. Hence, e-learning has become a hot issue and provides the theme for this book entitled Challenges and Opportunities of Online Learning. The aim of this book is to link theoretical approaches with practical experiences and inspire teachers, students, and researchers in the field of e-learning in higher education. By reading this book, teachers in higher education may learn lessons from colleagues' experience that may enable them to dare trying out new ways of e-learning. This book includes contributions from four continents - the USA, South America, Africa and Europe - and the authors detail technical considerations as well as provide the different perspectives on e-learning of faculty, teachers, and students.

Providing a selective overview of good practices, the publication highlights examples and reflections from 10 experts who come from a variety of organisations and sectors across Europe. In the publication, the experts elaborate on how they redesigned their science communication activities during COVID-19. The 10 chapters describe the new and altered science communication activities, provide advice and recommendations to colleagues in the field, and explain the impact of COVID on the practice of science communication. Providing a selective overview of good practices, the publication highlights examples and reflections from 10 experts who come from a variety of organisations and sectors across Europe. In the publication, the experts elaborate on how they redesigned their science communication activities during COVID-19. The 10 chapters describe the new and altered science communication activities, provide advice and recommendations to colleagues in the field, and explain the impact of COVID on the practice of science communication.