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This deliverable describes the experimental approach of the TeRRItoria project and will serve to record the extent to which Territorial RRI can generate institutional change(s) by applying an RRI approach to territorial-based strategies. Indeed, the objective of this deliverable is to describe the founding conditions of the experiments in each territory, the activities carried out during the experiment, the institutional changes and lessons learned by territorial partners and the sustainability and exploitation plan foreseen. Based on previous activities undertaken in other Work Packages (WPs), This deliverable is reporting on the Transformative Experiment(TE): Developing a Gender Equality Plan in regional R&I system in Central Macedonia

The incidence of anterior lumbar surgery is increasing as the population is aging. Although adverse events regarding vasculature injury are uncommon, several have been described in the current literature. Complications can be categorized based on the time of occurrence, more specifically intraoperative or postoperative, but also regarding the nature of vascular damage such as thrombosis, occlusion, or rupture. The rate of complications is higher in the setting of revision anterior surgery than with primary anterior lumbar surgery. Moreover, the incidence of revision anterior surgery is also increasing in contrast to the past. Through this narrative review, an effort is made for a thorough understanding of the complications associated with anterior lumbar surgery, which will aid in the prevention, recognition, and management of this rare complication.

This study examined whether Parkinson's disease (PD 1 ) and schizophrenia (SCZ 2 ) share a hypo dopaminergic dysfunction of the prefrontal cortex leading to cognitive impairments in decision processing. 24 medicated PD patients and 28 matched controls performed the Eriksen flanker two-choice reaction time (RT 3 ) task while brain activity was measured throughout, using functional Magnetic Resonance Imaging (fMRI 4 ). Results were directly compared to those of 30 SCZ patients and 30 matched controls. Significant differences between SCZ and PD were found, through directly comparing the z-score deviations from healthy controls across all behavioral measures, where only SCZ patients showed deviances from controls. Similarly a direct comparison of z-score activation deviations from controls indicated significant differences in prefrontal and cingulate cortical activation between SCZ and PD, where only SCZ patients showed hypo-activation of these areas compared to controls. The hypo-activation of the dorsolateral prefrontal cortex was related to larger RT variability (ex-Gaussian tau) in SCZ but not PD patients. Overall, the concluding evidence does not support a shared neural substrate of cognitive dysfunction, since the deficit in speeded decision processing and the related cortical hypo-activation observed in SCZ were absent in PD.

Peer-to-peer approaches seem promising in enhancing sustainable agricultural systems. However, the kind of learning processes that underlie peer learning approaches have not been sufficiently studied in farmer-to-farmer settings. To answer the question how peer learning processes can foster farmer learning for sustainable agriculture, we will develop empirical research tools that can give us more insight into these processes as currently occurring in on-farm demonstration settings. In this explorative paper, we explore the common ground on how to design an integrative framework of effective farmer-to-farmer learning processes at on-farm demonstrations in the light of sustainable agriculture. During the in-depth literature search, we focussed on three main subfields in scientific literature addressing effective learning processes: peer assisted learning (PAL) process model, adult learning theory and education for sustainable development (ESD). We link effective learning processes supported by these three subfields with findings from previous research on farmer-to-farmer practices. The comparison of the three subfields led to a conceptual framework with core interacting effective learning processes defined as engagement, interactive knowledge creation and initiated communication, fostering cognitive conflict and critical reflection. ispartof: International Journal of Agricultural Extension vol:2018 pages:91-103 status: Published online

Peer-to-peer approaches seem promising in enhancing sustainable agricultural systems. However, the kind of learning processes that underlie peer learning approaches have not been sufficiently studied in farmer-to-farmer settings. To answer the question how peer learning processes can foster farmer learning for sustainable agriculture, we will develop empirical research tools that can give us more insight into these processes as currently occurring in on-farm demonstration settings. In this explorative paper, we explore the common ground on how to design an integrative framework of effective farmer-to-farmer learning processes at on-farm demonstrations in the light of sustainable agriculture. During the in-depth literature search, we focussed on three main subfields in scientific literature addressing effective learning processes: peer assisted learning (PAL) process model, adult learning theory and education for sustainable development (ESD). We link effective learning processes supported by these three subfields with findings from previous research on farmer-to-farmer practices. The comparison of the three subfields led to a conceptual framework with core interacting effective learning processes defined as engagement, interactive knowledge creation and initiated communication, fostering cognitive conflict and critical reflection.

Demonstration farms have a long tradition and have proved to be an effective means of supporting farmers in problem solving at the farm level. The new demands of complex and uncertain agricultural systems call for a renewed understanding of the approaches used and the concepts that underpin them, in particular those relating to farmer learning in the demonstration. A multi-faceted demonstration ‘learning system’ creates different contexts or conditions that enable learning. Of these contexts and conditions, structural and functional characteristics provide a good framework for analysis. This review paper aims to identify the key functional characteristics that enable learning in demonstrations. The paper provides a narrative review which presents, and builds on, the state of the art with respect to the main topic – enabling learning in demonstration farms. It draws on a wide body of literature, firstly with respect to theoretical insights into different forms of learning (single and double loop) and social learning processes, and secondly with respect to the factors that enable learning at programme level (e.g. strategies and approaches) and at farm and event level (e.g. mediation techniques). In doing this, it provides the building blocks for analysing the functional characteristics relevant to enabling learning in demonstrations. It concludes by drawing out the links between the demonstration objective, the functional characteristics and different forms and processes of learning.&nbsp

Research on the adoption and diffusion of innovations has consistently confirmed that one of farmers’ most commonly cited sources of information and ideas is other farmers. Demonstrations concern the practical exhibition (and explanation) of how something works and have for long been one of the most important extension techniques. On-farm demonstrations facilitate an effective learning situation for farmers to “See the crops themselves”, “interact with the scientists and extension workers on the field”, and “get doubts clarified themselves”. In the literature concerning on-farm demonstrations, a wide range of structural characteristics are described. These differ according to the actors/networks involved and their roles, the audience/ attendees, the network structure and its characteristics, resources, finances and incentives, and characteristics related to the farm (geographic location, accessibility, etc.). The current paper will elaborate on such structural characteristics and will thus contribute to building a provisional model of the linkages between rationale (goals, objectives, topics), structural factors, functions and results (output, outcomes and impact).

Demonstration farms have a long tradition and have proved to be an effective means of supporting farmers in problem solving at the farm level. The new demands of complex and uncertain agricultural systems call for a renewed understanding of the approaches used and the concepts that underpin them, in particular those relating to farmer learning in the demonstration. A multi-faceted demonstration ‘learning system’ creates different contexts or conditions that enable learning. Of these contexts and conditions, structural and functional characteristics provide a good framework for analysis. This review paper aims to identify the key functional characteristics that enable learning in demonstrations. The paper provides a narrative review which presents, and builds on, the state of the art with respect to the main topic – enabling learning in demonstration farms. It draws on a wide body of literature, firstly with respect to theoretical insights into different forms of learning (single and double loop) and social learning processes, and secondly with respect to the factors that enable learning at programme level (e.g. strategies and approaches) and at farm and event level (e.g. mediation techniques). In doing this, it provides the building blocks for analysing the functional characteristics relevant to enabling learning in demonstrations. It concludes by drawing out the links between the demonstration objective, the functional characteristics and different forms and processes of learning.

Peer-to-peer approaches seem promising in enhancing sustainable agricultural systems. However, the kind of learning processes that underlie peer learning approaches have not been sufficiently studied in farmer-to-farmer settings. To answer the question how peer learning processes can foster farmer learning for sustainable agriculture, we will develop empirical research tools that can give us more insight into these processes as currently occurring in on-farm demonstration settings. In this explorative paper, we explore the common ground on how to design an integrative framework of effective farmer-to-farmer learning processes at on-farm demonstrations in the light of sustainable agriculture. During the in-depth literature search, we focussed on three main subfields in scientific literature addressing effective learning processes: peer assisted learning (PAL) process model, adult learning theory and education for sustainable development (ESD). We link effective learning processes supported by these three subfields with findings from previous research on farmer-to-farmer practices. The comparison of the three subfields led to a conceptual framework with core interacting effective learning processes defined as engagement, interactive knowledge creation and initiated communication, fostering cognitive conflict and critical reflection.

Research on the adoption and diffusion of innovations has consistently confirmed that one of farmers’ most commonly cited sources of information and ideas is other farmers. Demonstrations concern the practical exhibition (and explanation) of how something works and have for long been one of the most important extension techniques. On-farm demonstrations facilitate an effective learning situation for farmers to “See the crops themselves”, “interact with the scientists and extension workers on the field”, and “get doubts clarified themselves”. In the literature concerning on-farm demonstrations, a wide range of structural characteristics are described. These differ according to the actors/networks involved and their roles, the audience/ attendees, the network structure and its characteristics, resources, finances and incentives, and characteristics related to the farm (geographic location, accessibility, etc.). The current paper will elaborate on such structural characteristics and will thus contribute to building a provisional model of the linkages between rationale (goals, objectives, topics), structural factors, functions and results (output, outcomes and impact).

This document contains the results of the mapping process of the Research & Innovation ecosystems in the 5 territories where the transformative experiments of TeRRItoria project will be carried out. The results present the analyses of the state-of-the-art based on available resources (such as S3 online platform, Regional ecosystem scoreboard and European Cluster Collaboration Platform, various documents, etc.) for each experimental region. For each territory coherent picture of the current status of their structure, demographics and local R&I actors has been drawn. The current focus of research and innovation in the context of smart specializations for each of the territories is presented. The analyses pinpoint areas of importance in the scope of Responsible Research and Innovation (RRI). Furthermore, the main factors contributing to the strengths and weaknesses as well as emerging opportunities and threats (SWOT analysis) of the 5 R&I ecosystems and territories has been included. The performed analyses will be used to aid in the next phase of the project – starting with the design of the transformative experiments (WP4). &nbsp