The outcomes of the project include a state-of-the-art review of traditional costumes linked to folklore dancing, to be published in an open-source e-book, accessible via the e-platform of the project and on the websites of the involved partners; the second result will be a “folkorepedia” database – the “4DCulture Virtual Platform”. The 4DCulture Virtual Platform will be composed of every one of the project’s individual intellectual outputs, and host VR content on ethnographic and folklore objects, for educational purposes. Additionally, it will feature two MOOCs – “Traditional costumes as part of the cultural heritage” and “Traditional dancing as part of the cultural heritage” – with interactive elements, audiovisual materials, and quizzes, and which will issue certificates of successful completion to prove the competences learned. Finally, the Platform will promote the development of a multi-actor network composed of key players, public organizations and active citizens in the field of folklore, culture, traditional clothing and dancing.
Intellectual Output O1 will provide an overview of the traditional costumes linked to specific folklore dancing and era in the targeted regions of the project.
Clothing or clothes are items that people wear to cover their body, while they provide a barrier between the environment and the skin, protecting it from cold, hot or other causes. The dress and more specifically its synonym costume (both words deriving from the latin consuetudo, meaning custom) depicts the external appearance of an individual related to a custom, connected with a local society in a certain period of time, as well as to the then available materials (silk, wool, linen, etc and people’s skills (weavers, needlewomen, embro iderers).
An urban or rural traditional costume gives “signs” and “messages” related to a specific individual (i.e. married, single or widow for a woman, farmer, marine or shepherd for a man), and its social milieu in which it lives. Hence, in a traditional society this set of garments operates as an identity through which additional elements can be defined, such as the gender, age, social and financial status, professional capacity etc. A formal traditional costume corresponds to a festive onstafee which is made of expensive materials and worn in a marriage or on feast days or Sundays, while an “informal” one is an everyday costume made of common materials from local wool, cotton or linen. There is a big variety of traditional urban and rural traditional costumes. Τhe indicative characteristic data defining the representative costumes will include: costume type and period, gender and age social status and profession. What is more, regarding the costume description, it will refer to the description of materials , fabric structures, decorative details, costume accessories, sewing processing techniques.
Dance corresponds to one of the intangible cultural goods of a nation forming an integrated part of the life of its citizens. It is the movement of the body in a rhythmic way, contributes to self-expressing and combines music, words and movements. More specifically, by learning the traditional dances of different regions, local cultural dissemination can be achieved, while dance can be both easily and pleasantly involved in training procedures. It can be traced since the days of Ancient Greece, and it is mentioned in the Homeric poems, while each region, further to its local traditional costumes, has a variety of dances. Nowadays, traditional costumes are produced mainly to dress folklore dancing groups for their participation in festivals and celebration opportunities.
Overall, O1 will:
– Gather complete information about traditional dancing, costumes, steps and music per region;
– Create a common understanding and level playing field among partners regarding the context, key research topics and outputs;
– Bring all partners involved in the same level of initial knowledge and information at an early stage of the project’s implementation;
– Lay the basis for designing and developing the next intellectual outputs and identify existing expertise on issues;
– Serve as a source of information and inspiration and enable exchanges and collaboration between interested parties;
– Pay particular attention to existing property rights by allowing the full demonstration of open-source material and digital links in the case that the full documentation is restricted.
The main results of this review will be presented in the form of a digital book. The output is expected to attract the interest of specific target groups, including textile/fashion designers and companies, historians, history teachers, traditional dance academies, museums, tour guides, the academia, etc. The complete information gathered will be compiled in the form of a “folkorepedia” and will be uploaded onto the 4D virtual platform.
Output leader: KTU
The 4DCulture Virtual online Platform serves the project as its central knot and portal. It has been conceived as a multiplying composition of every one of the project’s individual intellectual outputs. Therefore, its architecture will provide the way to combine them according to the goals of the project and the public’s subjective characteristics.
In order to build up awareness on the project’s intellectual objects, the platform will be growing in parallel with them, by documenting and summarizing their development and conclusions. Its medium term goal is to achieve recognition as a scientific and cultural portal – both to special and general audiences – and eventually become a reference point on the specific fields of knowledge it will be presenting. In order to do so, it will include interactive tools, mixed media presentations and it will draw attention by frequently updated social media accounts. Also, it will be maintained for at least five additional years and it will be made accessible to people with disabilities, by using contemporary tools and technologies.
As a scientific output – which will also be addressed to the general public – the platform will be designed in order to serve, at the same time, the purposes of education, information and entertainment. It will allow users to wander though its categorized contents by following different routes which will allow for a personalized approach. Its purpose is to guide users with different cultural and epistemological backgrounds, as well as different ways of using the internet, through the project’s outputs. Namely, the VR Experience, the MOOCs and the outcomes of the public events. It is, therefore, crucial to give users the ability to delve into specified fields of knowledge, while also holding onto a unified and meaningful perspective. This perspective is derived from an interdisciplinary approach which allows us to illustrate cultural content in a way that allows for critical reflection upon history and knowledge.
4D Culture is a project inspired by the diversity and wealth of the European cultures. Thus it is focused on recording and saving aspects of the past, by using state of the art technology in a way which will revive the past, by giving it due recognition today. This aim is captured in the platform’s “folklorpedia” which will be also accessible through an interactive, multilevel map of Europe. In this section, users will find information about the culture and the civilization of different regions of Europe. The data (texts, images and videos) will be presented in the form of an interactive learning tool by which visitors will be able to perform a research, according to their interests and studies. They will be able to do so, while traveling through space and time, in different parts of the continent and, by zooming in and out, they will be able to observe, not only cultural similarities and differences, but, also, the potential of social interaction. Through this geographical representation, visitors will be given the opportunity to see Europe not as an undifferentiated and historically deterministic whole, but, rather, as a field with continuities and discontinuities.
Output leader: VC
Co- leader: UNIWA
The proposal concerns a VR Ready standalone application, supported by a web platform and designed to serve educational purposes by focusing on ethnographic and folklore objects.
The implementation will take advantage of the most up to date technological means, in order to provide the public with a multilevel, sufficient, distance learning experience. Both specialized and vast audiences will find the learning platform a fulfilling instrument of learning; an easy way to be guided through information and interactive visualizations related to traditional costumes and dancing.
The VR application will be reachable through the project’s website. There, users will find all the necessary information concerning the project, as well as the multimedia material which will frame the VR experience. As an extension of this holistic educational approach will be the introduction to the audience of the VR medium’s full potential. Visitors or students will have the opportunity to get acquainted with the presented objects and performances, in relevance to their social context. Instead of being presented separately, they will be forming a coherent, unified and dynamic learning space.
The project’s aim is to recreate the experience of a journey, instead of simply providing users with loads of information in any form. Through a pc and, if they have, a VR headset, users will be able to observe and examine the digital environment, to interact with its elements and be informed about their functionality and history.
Therefore, by using the “4DCulture VR Ready Application”, participants will be able to feel they actually take part in a living experience that is no longer physically available. This is the innovative difference between a mere depiction and a VR learning experience. And this way, students have the opportunity to explore and shape the educational content themselves, based on their personal desires and abilities.
The costumes can be developed using a modern pattern design program as Grafis (parametric based, for the different sizes) or graded within Assyst CAD or Lectra. The fabrics materials have to be assigned both as scanned surface images and as material properties. After that the scanned moving dancer from with the MOVE4D scanner will be imported as a series of 3D files as movable avatar in the software Assyst Vydia. With these data the complete clothing behaviour during the dance motion can be simulated in the 3D space and rendered from different viewpoints. The data can be used for creation of both – classical videos, exported as avi formats or novel volumetric 3D video sequences, where the user can observe the dancer and the clothing from different points of view.
The VR-Ready standalone application consists of two distinct phases. The first one is to capture the motion using technologies such as motion capture systems (optical or magnetic ie. Kinect v1, v2, Azure or Realsense + (Depthkit) or Rokoko or any other equivalent of traditional mocap method). Any of these approaches concern one performer per session. The second phase is to create non-real time cloth simulation(s) (based on the O3.A2) which will be then transferred (as .ABC files – vertex baked files) to the Render/Game Engine (vvvv(DE) / unity(US) / unreal(US)). For the digital scenery and the surroundings (virtual environment), the intention is to use photogrammetry techniques (by capturing existing places), combined with traditional modeling and texturing. For this purpose softwares like AliceVision (CZ) will be used.
The final outcome of this process will be a VR-Ready Standalone application (VR Experience) targeting Windows platforms and built with the extent to be compiled in the future for iOS and other Unix-like systems.
Output leader: TUD
The contents, the conclusions and the documentation of O1 will be gathered, rearranged and presented in the form of two separate MOOCs which will be introduced onto the project platform and a known MOOC platform such as Iversity, Udemy or Udacity.
The first MOOC will be entitled “Traditional costumes as part of the cultural heritage”. Topics analysed will include at least Cultural context, patterns, colours, materials, creation techniques per region, accessories, production circularity for selected costumes.
Target groups: Designers, textile engineers, contemporary producers of traditional costumes for festive purposes, laographers, students of textiles, design or laograph, museums and textile conservators, artists and researchers in relevant fields.
The MOOC will also empower adult learners to be able to produce a traditional costume.
The second will be titled “Traditional dancing as part of the cultural heritage” and it will include dancing steps and moves, information about the rhythm and music, choreography and costumes linked with each dance.
Target groups: Traditional dancing organisations, dance teachers and students, musicians.
Adult learners will have the opportunity to familiarise themselves with the traditional dances MOOCs will include interactive elements and audiovisual materials. Embedded quizzes will offer the opportunity to participants to receive an e-badge as a certificate of successful completion, for them to be able to prove the competences learned.
The MOOCs’ goals reflect those of the project and they are chosen, as a means of distance education, in order to familiarize the target audience with lifelong learning practices. This self paced learning procedure can boost adults’ employability by strengthening creativity and knowledge and upgrading their digital skills via a playful digital environment. The certification of the users who attend successfully the courses will be done with the use of e-badges. They will be maintained in the project’s platform for at least 5 additional years. Furthermore, they will include supporting activities, monitoring and management by all Partners as the feedback loop is essential for this output. MOOCs development will also assist to attract an audience which would give useful feedback and measure the social impact of such projects.
Output leader: Trakia
Valuing the importance of a multi-stakeholder approach and backed by the need for a collective responsibility towards a wide and long-lasting impact, Output 5 aims at creating and promoting the development of a Multi-actor network of relevant stakeholders active in the sectors of Culture, Design and Dancing e.g. public authorities, museums, dancing schools and groups, social partners, lifelong learning centers, professionals, researchers and higher education students in the sectors of fashion design and textiles engineering, dancing, music, history, computer graphics, history and folklore in order to create a cross-field and cross-disciplinary network, in which it will be possible to share knowledge.
The network will be formally set up through the signature of a Consent form, in which the members accept the periodical reception of informational material such as newsletters and engage themselves for spreading that contents and the project results via their networks of like-minded organizations and for further enriching/transferring the efforts done within the project. Organisations/companies in the target sectors will be prompted to sign a Memorandum of Understanding to boost future collaborations that will secure the continuity of the project result and will allow as a future step the preservation, use and enrichment of the folkorepedia created within the scope of the project. With this thought in mind, the milti-actors network will also include target groups from countries outside the partnership.
This 4DCulture network will also be the pool from which the partner organisations will select the participants to the Trainings of the project following established criteria of selection. The network will be invited to participate in the different external evaluations conducted during the project as well as the project’s events.
The network will also offer their feedback and assist in developing the white paper with the proposed title “The Folklore tradition in modern times: new tools to explore it”. The purpose of this white paper is to highlight the possibilities that ICT technology offers in the preservation, dissemination, learning and understanding of different cultural elements.
Finally the network will participate in the final series multiplier events which will take place towards the end of the project to present the project results and stimulate culture exchange but also establish follow up activities after the end of the project’s duration. Three such events will take place weekly and back-to-back, presenting all final results of the project linked to the culture-country hosting the events. The 4DCulture Info days are analytically presented within the section of multiplier events.
The 4DCULTURE project is constituted of a multitude of institutions with different background, experience and expertise, which, all together, composes a multifaceted consortium, that aims to tackle the cultural, technological and pedagogical requirements of the task at hand.
The University of West Attica established in 2018. It is the result of the merge of Piraeus University of Applied Sciences and Athens University of Applied Sciences. The new University is the third bigger in Greece. In order to meet the increased training, education, and specialization requirements that exist in Greek society and economy, UNIWA places particular emphasis on the implementation of Lifelong Learning programs. The Lifelong Learning and Training Center of the University was established in July 2018. The primary function for the Lifelong Learning and Training Center is the design, organization and implementation of a series of integrated training programs, continuing education, training and in general, lifelong learning in all areas of knowledge provided by the University. The UNIWA Lifelong Learning and Training Center constitutes an essential part of its integrated services both to members of its academic community and to the wider socio-economic environment, nationally and internationally. The implementation of the programs is carried out in modern and well-organized facilities including a range of technologically equipped classrooms and laboratories. At the same time, a variety of programs offer the possibility of e-learning. Upon successful completion of the training programs, participants receive a Lifelong Learning, Training or Vocational Certificate (depending on the nature and duration of the Program), while programs that meet the required specifications are eligible for ECTS (European Credit Transfer System) or ECVET (European Credit System for Vocational Education and Training) credits. The programs of the Lifelong Learning and Training Center of UNIWA apply to any age-independent group of people, high school graduates, students, graduates, young scientists, unemployed citizens seeking successful access to the labor market, or even experienced staff who wish to acquire cutting-edge knowledge and skills in their fields of interest. The Laboratory of Design and Development of Innovative Knitted Textiles and Garments (DIGKΝIGΑ) – the Laboratory of Dr Priniotakis, who will undertake the Project on behalf of UNIWA- has as major objective the collaborative development of innovative products that combine properties of more than one field e.g. from textile industry and electronics. The fully equipped laboratory provides the technical infrastructure and hence the scientific knowledge that can guarantee a full, all-round education and training to students of the department as well as lifelong learning to members of the design industry. Currently the laboratory participates in the Lifelong Learning and Training Center of UNIWA with the accredited seminars: “Use of CAD-CAM LECTRA systems” and “Circular economy: transition and strategies”. The University is based on the long and successful tradition of the constituting institutes provides a high-level undergraduate and postgraduate education combined with intensive research activities in specific areas. UNIWA reserves standing partnerships with other domestic and foreign educational and research institutes in order to continuously improve the level of the studies and research. UNIWA participates actively in several national and European Union programs for international cooperation, research and dissemination of knowledge. The University of West Attica maintains two campuses located in Egaleo, Athens, in the area of the ancient Academy of Plato. UNIWA has 5 schools and offers 27 undergraduate and 40 postgraduate programs in various fields of engineering, economy, health, arts and food technology. There are 58.400 undergraduate students, 3000 postgraduate students and 300 PhD candidates.
Oficial Website: http://www.uniwa.gr/en
Founded in 1922, Kaunas University of Technology (KTU) is the largest and oldest technological university in Lithuania, and one of the largest in the Baltic States. It is one of the outstanding universities in Lithuania, which take up the leader position in many directions of scientific investigations and studies. KTU is ranked among the top 4% of world universities. By integrating education, research and business, KTU focuses its activities on the enhancement of the quality of human life, and the acceleration of statehood development. Broad range of study programmes are offered by KTU, such as arts and humanities, electrical and electronics engineering, mechanical engineering, materials engineering, architecture, life sciences, economics and business. KTU PhD studies are provided in 4 scientific areas in 17 scientific directions. Research at KTU is carried out by around a thousand academic staff across 9 faculties and 10 research institutes. One of KTU’s key priorities is to maintain a synergy with local businesses. Hence, KTU provides support to solve real-life problems, and contributes to 70% of all R&D provided by Lithuanian universities for business and industry. KTU is also the founder of two of the Lithuanian innovation valleys (Santaka and Nemunas), and provides a specialized module in technology entrepreneurship. University publishes 5 scientific journals from data base, Clarivate Analytics Web of Science “. The Faculty of Mechanical Engineering and Design is only one in Lithuania which provide studies in textile engineering. KTU is a member of AUTEX and Lithuanian Apparel and Textile Industry Association (LATIA). As the member of LATIA, Faculty of Mechanical Engineering and Design has several individual cooperation agreements each year in the field of R&D and education for SME’s. Several projects financed by EU, Lithuanian Government or industrial companies are generated in each year. Innovative learning methods, such as project based learning, case study, e-learning, coaching and mentoring, practice, internships and visits to textile and clothing factories, are used in KTU. The Faculty of Mechanical Engineering and Design has 70 years’ experience in development of new study modules, short term and long term study programmes for HEIs, post-secondary VET and employees of SME’s working in textile and fashion industry. KTU is a member of AUTEX and Lithuanian Apparel and Textile Industry Association (LATIA). As the member of LATIA, Faculty of Mechanical Engineering and Design has several individual cooperation agreements each year in the field of R&D and education for SME’s. Innovative learning methods, such as project based learning, case study, e-learning, coaching and mentoring, practice, internships and visits to textile and clothing factories, are used in KTU.
Oficial Website: https://ktu.edu/
Trakia University, Stara Zagora, Bulgaria is an autonomous state institution, established in 1995. Almost 600 highly qualified teachers and guest lectures from other universities at home and abroad are educating over 8000 students from Bulgaria and abroad in over 70 accredited Bachelor and Master degrees, and more than 70 doctoral procedures. Issued are over 15,000 certificates of qualifications and postgraduate specializations. The following 9 units are included in the university structure, preparing university graduates – six faculties, a college, one branch and a department: Faculty of Agriculture, Faculty of Veterinary Medicine, Faculty of Medicine, Faculty of Education, Faculty of Economics, Faculty of Technics and Technologies (situated in Yambol), Branch Haskovo (situated in Haskovo) for training of medical staff, Department for information and inservice teacher training. Priority areas of scientific research at Trakia University are focused on the following scientific areas: Biotechnologies, Food and health, Biodiversity and Natural Environment; Cultural and Historical Heritage, National Identity; Educational Strategies, Agriculture Sciences and Social Environment; Technical sciences, Information and Communication Technologies; Technologies in Creative Industry. Faculty of Technics and Technologies was founded in 1964 in Yambol as an Institute of Technical Teachers’ Training. In 1997 the institute was transformed in Technical College and was included in Trakia University. In 2011 the Technical College was transformed in Faculty of Technics and Technologies. Over 700 students are educated in 7 Bachelor, 16 Master and 8 PhD degree programs in the fields of Fashion and Textile Design and Technologies, Transport and Agriculture Engineering, Electrical Engineering, Automatics and Computer Technology, Energetics, Food Technology.
Oficial Website: http://uni-sz.bg/engl/
CRE.THI.DEV. is a non-profit company aimed at community development through the research and development of action plans, focused on the local and social economies, mainly on the fields of life-long learning, environmental protection, employment and local development throughout Greece. The company establishes close cooperation with local and regional authorities, government authorities and business associations in order to promote innovation, entrepreneurship and sustainable development through research and the raising of awareness in local communities towards available development projects. In this framework the company organizes and promotes studies and research projects, participates in European projects, cooperates with universities, companies, government authorities, technological centers and organizations, vocational training centers and business associations, focusing on the exchange of knowledge, technology and innovation. CRE.THI.DEV has 10 members and a big network of scientists from various disciplines. CRE.THI.DEV was established in 2012, by D. Papakonstantinou, Managing Director and Board Advisor for 24 years, of ELKEDE TECHNOLOGY & DESIGN CENTER SA, a semi-public a Research and Technology Institute with European and international orientation, for the support of the industrial sectors of leather, textile, polymers, marble, and furniture. In the years of its operation, ELKEDE, as an RTO, had a dynamic presence in the field of textile and clothing technology, quality control and training; as such it is considered the predecessor of CRE.THI.DEV., as most of CRE.THI.DEV’s members also come from ELKEDE and have gained their experience there. The members of CRE.THI.DEV. come from different disciplines and have great experience on coordinating and implementing National, European and International projects of a wide spectrum. Although CRE.THI.DEV. was founded in 2012, the company has participated in the development and implementation of more than 30 national and European projects (Erasmus+, Interreg MED, EEA Grants) as partner or leader, in close cooperation with Greek, European, Middle East, Central Asia and North African Universities and organizations.
Oficial Website: https://www.crethidev.gr/
Virtual Campus is a development, training and consulting SME in the areas of Technology Enhanced Learning, Serious Games and Information Systems. Its vision is to actively promote the development of the Knowledge Society by supporting public and private entities in the process of designing and developing strategies and projects that lead to increased societal benefits. Located in Porto, North of Portugal, Virtual Campus has strong relations with various Universities and Companies in the region and has successfully partnered with Local and Regional Authorities, enterprise associations and specialized companies. In fact, Virtual Campus is a spin-off from the research and work developed at the R&D group GILT, from the Instituto Superior de Engenharia do Porto. Virtual Campus staff forms a multidisciplinary team with academic background different areas. Virtual Campus has successfully produced multimedia e-learning contents for different platforms (desktops, mobile, tablet), in different environments (online, standalone) for different purposes (vocational training, emergency services, higher education, secondary education) and in different scopes (R&D&I projects, client contracts). VC has developed a wide range of Serious Games and Virtual Environments for Education and Training and launched several products for different target groups, like LOEL (for Emotional Intelligence in Teenagers), Transform@ (entrepreneurship skill development), Examinator (Secondary Education Students), Geoquizz (all ages), Chemdrops (Secondary Education Students), Globall Manager (a game for SME managers and higher education students), eCity (a game for engineering students), UISEL (games for developing the digital literacy of senior citizens), PARENTNETS (game for parents on preventing risks on social networks and internet) and Transform@ (an online multiplayer board game to develop entrepreneurship skills). VC is also one of the leaders of SEGAN, the Serious Game Network, a European group of practitioners and experts in Serious Games. VC has also an extensive experience in terms of MOOC (Massive Open Online Courses) design and production. VC (through Carlos Vaz de Carvalho) has led the production of the MOOC on Serious Games Design and Development that reached 13.000 students. VC produced MOOCs for different target groups like leather industry managers, footwear industry managers, for formal and informal carers, adult learners and adult educators, students and other stakeholders, etc. In total, more than 10 MOOCs have been produced with over 2500 students. This company also creates MOOC for a wide range of professional related with health, education and industry. Currently VC is producing a set of 8 MOOCs for industrial sectors related to clothing, textile, leather and management; footwear industry and for formal and informal carers.
Oficial Website: https://www.virtualcampus.com/
Technische Universität Dresden (TUD) is one of eleven German universities that were identified by the German government as ‘Universities of Excellence’ and are therefore entitled to receive permanent funding within the framework of the Excellence Strategy of the Federal and State Governments of Germany. TUD is one of the largest technical universities in Germany and is among the country’s leading and most dynamic universities. With 17 faculties, TUD offers a broad variety of degree courses and covers a wide research spectrum. Having been committed to sciences and engineering before the reunification of Germany, it has nowadays become a university that unites the natural and engineering sciences with the humanities and social sciences as well as medicine. TUD has about 32.000 students and 8.000 staff members – among them about 600 full professors and, thus, is the largest university in the state of Saxony today. As a “synergetic university” TUD closely cooperates with external research institutions, cultural, industrial, and social organizations. TUD is embedded in the DRESDEN-concept network, which bundles and uses all synergies of Dresden’s numerous scientific and cultural institutes, such as Fraunhofer-, Leibnitz- and Max-Planck institutes, the Dresden Helmholtz center, technical and cultural collections, museums, libraries, and governmental institutes. TUD prides itself on its international flair and has partnerships with more than 70 universities worldwide. Its international outreach is underlined by TUD’s motto “Knowledge builds bridges” and by a long history of cooperation projects in research and education. Many of these projects are being funded by the European Commission and thus make out an important share of third-party funding at TUD in general, which amounted to more than 300 Mio. EUR in 2019 – almost half of the total university budget. The proposed project is also the continuation of TUD’s motto to bridging together by creating cooperation partnerships between higher education institutions (HEI’s) of different European countries. The Institute of Textile Machinery and High-Performance Material Technology (ITM) is the oldest university textiles related institute in Germany with well established tradition of interdisciplinary research expertise. About 100 full-time employees (3 professors, 82 scientific staff (approximately 40 PhD students), and 33 technical staff members are performing research organized in two chairs: “Textile technology” and “Development and assembly of textile products”. The staff members have widely diversified competencies according and perform significant research activity in the field of materials research. Among them are development of sewing and welding machines, digitalization and automatization of processes; 3D and 4D (motion) body scanning; development and 3D simulation of textile structures, functional garments and technical textile products, robot-assisted production technologies, and 3D printing on textiles. Numerous industrial applications, publications, and research reports has been created in these research fields. The European Project Center (EPC) has been established at TUD in 2005 to support international project management throughout all phases of EU- funded projects. The EPC is TU Dresden’s central point of contact for researchers who seek competent support at every stage of the lifecycle of a project funded by the European Commission. The EPC’s support services range from identifying an appropriate call, developing the project proposal, managing all administrative, financial and legal aspects of the project implementation up to the finalization of the project. The EPC is a key player within the central research services of the university and operates at the interface between administration and academia. The team is very experienced in managing cooperation projects and will be of valuable support for the project leader in all phases of the project implementation.
Oficial Website: https://tu-dresden.de/#
The Hellenic Dance Academy Lygkistes is a non profit Somateio (association) that was established in 2014 in Athens – Glyfada with aim the preservation of the Hellenic customs and culture, the development of the Hellenic heritage and disseminating and promoting culture. The main activity of the association is Traditional Greek Dances, traditional customs, traditional dress, music and all Arts. The association-academy has more than 150 members from all the ages, from the pre-school age until post-retirement age. The association operates under the authority of Mr Vangelis Karotsis professional dancer and professor of Traditional dances with Med in local history, MA in chorology – choreography and degree in Textiles engineering and Alexandra Vangeli professor of physical education in sprots science. The association is completed also with extra professors of education, theater and music.