2nd Symposium on Management of Future motorway and urban Traffic Systems (MFTS 2018): Booklet of abstracts: Ispra, 11-12 June 2018

The Symposium focuses on future traffic management systems, covering the subjects of traffic control, estimation, and modelling of motorway and urban networks, with particular emphasis on the presence of advanced vehicle communication and automation technologies. As connectivity and automation are being progressively introduced in our transport and mobility systems, there is indeed a growing need to understand the implications and opportunities for an enhanced traffic management as well as to identify innovative ways and tools to optimise traffic efficiency. In particular the debate on centralised versus decentralised traffic management in the presence of connected and automated vehicles has started attracting the attention of the research community. In this context, the Symposium provides a remarkable opportunity to share novel ideas and discuss future research directions.JRC.C.4-Sustainable Transpor

An analysis of possible socio-economic effects of a Cooperative, Connected and Automated Mobility (CCAM) in Europe

A Cooperative, Connected and Automated Mobility (CCAM) is likely to have significant impacts on our economy and society. It is expected that CCAM unveils new and unprecedented mobility opportunities that hold the potential to unlock a range of safety, environmental and efficiency benefits. At the same time, it is anticipated that it will bring deep changes in the labour market, progressively making some occupations and skills less relevant, while at the same time opening up new opportunities for different businesses and requiring new and more advanced skills. With Europe accounting for 23% of global motor vehicle production (Acea Statistics, 2016) and almost 72% of inland freight transported by road in Europe (European Commission, 2017a), the full deployment of Connected and Automated Vehicle (CAV) technologies is expected to have a substantial impact on the European economy. The economic impacts of CAVs will go far beyond the automotive industry, into sectors like insurance, maintenance and repair or health, among others. While it is clear that CAVs could offer unique opportunities for value creation, it is also essential to acknowledge that they might imply a substantial transformation of our industries and our social and living systems. The study is aimed at analysing the value at stake for both industry and society as a result of a transition towards a CCAM mobility in Europe. It aims at identifying the economic sectors that are most likely to be affected by CCAM as well as the influencing factors driving future changes in each sector. The ultimate goal is to estimate ranges of potential effects for the main affected sectors, with the support of a set of scenarios. The study also aims at analysing the potential effects of CCAM on the workforce and pursues the identification of skills that need to be addressed in the mobility transition. The focus of the study is exclusively paid on road transport and covers both passenger and freight transport.JRC.C.4-Sustainable Transpor

Impact of New Mobility Solutions on Travel Behaviour and Its Incorporation into Travel Demand Models

Advancement in the fields of electrification, automation, and digitalisation and emerging social trends are fuelling the transformation of road transport resulting in the introduction of various innovative mobility solutions. Yet the reaction of people to many of the new solutions is still vastly unknown. This creates an unprecedented quandary for transport planners who are requested to design future transport systems and create the related investment plans without fully validated models to base the assessment upon. As some evidence on citizens’ behaviour concerning new mobility solutions starts to be progressively made available, first attempts to update the existing models begin to emerge. Nevertheless, a lot more is needed as some of the transpiring mobility solutions have not yet reached the market, making the corresponding behaviour changes imponderable. In this context, the main purpose of this paper is to provide a review on how travel behaviour changes linked to the deployment of new mobility solutions have been considered in travel demand models. The new mobility solutions studied include carsharing, dynamic ridesharing, micromobility sharing services, and personal and shared autonomous vehicles. An overview and comparison of relevant studies implementing activity or trip-based demand models and other methodologies are presented. The analysis shows that the results of the different studies heavily depend on the extent to which behavioural changes are considered. The results of the review thus point to the need for holistic demand models that carefully mimic the urban reality with everything it has to offer and account for the importance of individual traits in the decision-making processes. Such models need an in-depth understanding of the microscopic mechanisms leading to the travel behaviour shifts linked to the most innovative mobility solutions. To achieve this level of detail, mobility living labs and their real-life experiments and experience with citizens, which are flourishing in Europe, are suggested to play a crucial role in the years to come

JRC Future Mobility Solutions Living Lab (FMS-Lab): conceptual framework, state of play and way forward

Our mission in creating the Future Mobility Solutions Living Lab (FMS-Lab) at the European Commission’s Joint Research Centre (JRC) is to bring the Living Lab (LL) concept much closer to the policy, academic and industrial realms. In particular, we are using the JRC FMS-Lab as a citizen-centred policy design and regulatory-support tool to test a variety of mobility-related policy and regulatory approaches in a real-life environment. We have applied some of the existing LL methodologies to our FMS-Lab, distinguishing the activities at a macro (organisational), meso (project) and micro (individual) level. In particular, at a meso level, we suggest a framework tailored to different types of JRC LLs projects, namely: business model validation projects, projects focused on the co-creation of solutions, technical validation projects and impact assessment projects. We claim that such an approach would lead to higher efficiency and effectiveness in implementing LL projects. Besides, we have identified the main challenges and related recommendations to take into account when setting up a LL. Specifically, this report sets a theoretical basis on which to support the on-going and future work of the JRC FMS-Lab and other JRC LL activities. Other LL practitioners and policy makers could also find value in this work, understanding how the existing LL theories and practices can be applied to the mobility context to support the development of both new mobility solutions and new policies with a human-centric approach.JRC.C.4 - Sustainable Transpor

The r-evolution of driving: from Connected Vehicles to Coordinated Automated Road Transport (C-ART)

Connected and automated vehicles could revolutionise road transport. New traffic management approaches may become necessary, especially in light of a potential increase in travel demand. Coordinated Automated Road Transport (C-ART) is presented as a novel approach that stakeholders may consider for an eventual full realisation of a safe and efficient mobility system.JRC.C.4-Sustainable Transpor

Mitos e realidades das escolas rurais. A voz das famílias e dos professores

Introduction. By invoking Shakespeare’s famous query, ‘to be or not to be, that is the question,’ this study examines rural schools by exploring the beliefs and myths surrounding them and contrasting these perceptions with the realities of daily life in 6 unitary rural schools located in the northwest of Spain. Aims. This study aims to listen to and shed light on the perspectives and feelings of families and teachers in rural schools with multi-grade classrooms. Method. Using a multiple case study design and triangulating qualitative instruments (photovoice, incomplete sentence prompts, and observation), we analyzed the evaluations and experiences of 76 families and 18 teachers concerning the context, the educational practice, and the internal sphere of rural schools. The data were processed through content analysis using ATLAS.ti 22 software, resulting in the identification of 8 categories and 3 dimensions: space and resources, coexistence, teaching and learning in rural schools. Results. The findings reveal several myths and idealizations held by teachers and families regarding the following aspects: the natural rural environment; facilities, infrastructures, resources, and services; coexistence; individualisation, multi-grade classrooms, and academic performance in rural schools. Conclusions. The study concluded that some of these myths do not align with the actual conditions of the studied environment. Rural schools can offer authentic, high-quality learning experiences on equal terms with other educational institutions, dependent on the mediation of the teaching teams that work in them. The study allows for reflection and provides information not only to visibility of rural schools and empower them but also to make decisions enable their educational improvement.Ser o no ser, esa es la cuestión. Invocando a Shakespeare, nos adentramos en el estudio de la escuela rural, para confrontar las creencias y mitos sobre ella con la realidad del día a día de 6 escuelas unitarias rurales situadas en el noroeste de España. Objetivo. Escuchar y visibilizar las opiniones y sentimientos de familias y docentes sobre la escuela rural con aulas multigrado. Metodología. A través de un estudio de caso múltiple con triangulación de instrumentos cualitativos (foto voz, frases incompletas y observación), se analizan las valoraciones y experiencias de 76 familias y 18 docentes sobre el contexto, la práctica educativa y el ámbito interno de la escuela rural. Con los datos obtenidos, se realizó un análisis de contenido utilizando el software ATLAS.ti 22, del que emergieron 8 categorías y 3 dimensiones: espacio y recursos, convivencia, enseñanza y aprendizaje en la escuela rural. Resultados. Los resultados muestran una serie de idealizaciones y mitos del profesorado y las familias relacionados con: el medio natural rural; los equipamientos, infraestructuras, recursos y servicios; la convivencia; la individualización, las aulas multigrado y el rendimiento en la escuela rural. Conclusión. Se concluye que algunos de estos mitos no se corresponden con la realidad del entorno estudiado. Las escuelas rurales pueden ofrecer experiencias de aprendizaje auténticas y de calidad en igualdad de condiciones que otras instituciones educativas, condicionadas por la mediación de los equipos docentes que trabajan en ellas. El estudio permite reflexionar y disponer de información no solo para visibilizar y empoderar a la escuela rural sino también para tomar decisiones que permitan su mejora educativa.Introdução. Ser ou não ser, eis a questão. Invocando Shakespeare, este estudo mergulha na análise das escolas rurais, confrontando as crenças e os mitos sobre elas com a realidade vivida no cotidiano de 6 escolas unitárias rurais situadas no noroeste de Espanha. Objetivo. Dar voz e visibilidade às opiniões e aos sentimentos das famílias e dos professores sobre as escolas rurais com turmas multisseriadas. Metodologia. Foi realizado um estudo de casos múltiplos, utilizando uma triangulação de instrumentos qualitativos (voz fotográfica, frases incompletas e observação). O estudo envolveu a participação de 76 famílias e 18 professores, cujas avaliações e experiências sobre o contexto, a prática educativa e o ambiente interno das escolas rurais foram analisadas. Realizou-se uma análise de conteúdo dos dados utilizando o software ATLAS.ti 22, da qual emergiram 8 categorias e 3 dimensões: espaço e recursos, convivência, ensino e aprendizagem nas escolas rurais. Resultados. Os resultados revelam a existência de uma série de mitos e idealizações, tanto por parte dos professores quanto das famílias, relacionados ao ambiente natural rural, as instalações, infraestruturas, aos recursos e serviços, à convivência, à individualização, às turmas multisseriadas e ao desempenho nas escolas rurais. Conclusão. Conclui-se que alguns desses mitos não correspondem à realidade do meio estudado. As escolas rurais podem oferecer experiências de aprendizagem autênticas e de qualidade em condições de igualdade com outras instituições educativas, condicionadas pela mediação das equipes docentes que nelas trabalham. O estudo possibilita a reflexão e fornece informações não apenas para tornar as escolas rurais mais visíveis e capacitadas, mas também para embasar decisões que contribuam para a sua melhoria educacional.Deputación de Ourense | Ref. INOU21-5AUniversidade de Vig

Teenagers and Automated Vehicles: Are They Ready to Use Them?

ABSTRACT: Mobility needs, expectations, and concerns vary across age groups and are closely linked to users' views on the future of the road transport system. Automated vehicles are expected to have a significant impact on the future of the road transport system, and pilot deployments are increasingly being tested in Europe and beyond, which is also thanks to the evolving regulatory landscape. As a result, several studies have started to analyse citizens' attitudes towards this technology. However, very few studies have focused on teenagers' views on automated vehicles, although today's children and teenagers could be among the first users of such vehicles. Studying teenagers and the way they envisage automated vehicles in the future is of particular significance in defining transport planning strategies and supporting upcoming policy orientations. To cover this gap, the present study aims to explore teenagers' views about automated vehicles and whether and how they could fit into their future transport setting. A series of on-line and face-to-face focus groups, a demonstration of an automated vehicle prototype, supporting engagement activities, and a post-pre survey were used to collect their views on the topic. The results show that even though the teenagers acknowledged the potential advantages, they also expressed concerns in relation to the interactions with other road users, to automated driving systems' reliability, to safety, and to data privacy. In particular, these safety concerns revealed an unwillingness on the part of the teenagers to be among the first users of automated vehicles.This research has been funded by the European Commission Joint Research Centre Institutional Funds

Women’s opinions, attitudes and concerns about automated vehicles

Automated Vehicles are expected to transform the transport sector by contributing to reduce transport externalities and improving the mobility of people, which may depend on several influencing factors to their acceptance. Gender differences exist with regard to transport and mobility patterns, also when considering opinions, attitudes and concerns about Automated Vehicles. Despite women being half of the world population, their views on their current and future mobility are still under investigation and little research has been conducted regarding their opinions towards Automated Vehicles. This research aims at shedding light on European women current mobility and if and how Automated Vehicles could fit into mobility needs and habits, arguing as well about possible mobility improvement as well as problems associated with such vehicles. It identifies key issues based on relevant existing literature and presents the results of Focus Group discussions, surveys and citizen engagement activities conducted by the European Commission’s Joint Research Centre, the German Aerospace Center and the University of Cantabria. It concludes by providing policy insight on the topic and indicating future research areas of investigation.JRC.C.4 - Sustainable Transpor

A escola que teño, a escola que quero. Un achegamento ás prácticas educativas e ás necesidades nos CRA de Ourense

O estudo presentado forma parte dun proxecto financiado nunha convocatoria competitiva froito dunha colaboración entre a Deputación de Ourense e a Universidade de Vigo. O seu obxectivo é coñecer as necesidades educativas dos centros rurais agrupados (CRA) ourensáns orixinadas a partir da súa particular organización, así como estudar as barreiras e as fortalezas do ensino no rural desde a perspectiva dos axentes educativos (alumnado, familias e profesorado). Para darlles voz, a metodoloxía empregada foi de corte cualitativo, co uso de instrumentos e de ferramentas combinadas como as asembleas temáticas, fotovoz, ou debuxo-conversación e as frases incompletas. O tratamento dos datos apoiouse no software ATLAS.ti 22 empregando categorías emerxentes para analizar o contido. Os resultados amosan o mantemento da matrícula e a itinerancia do profesorado como unha das maiores barreiras ás que se enfrontan estas institucións. Pola contra, o medio rural e as relacións de proximidade entre toda a comunidade, que se producen grazas en gran medida ás contornas nas que se sitúan as escolas, preséntanse como as grandes fortalezas. Deste estudo despréndese unha forte necesidade de crer na prosperidade da escola rural como un espazo no que é posible combinar innovación e tradición a prol dunha aprendizaxe válida e de calidade

Welcome to the toolkit for Responsible Research for Policymaking: R you Ready?

This is a toolkit resulting from the work we carried out in collaboration with the H2020 NewHoRRIzon project. It focuses ONLY in two of the RRI pillars: citizen engagement in research and ethics. Hence, this interactive toolkit provides users with different tools to implement citizen engagement and to carry out participatory ethical dialogues, based on the experiences we collected while working within the RRI framework proposed by the NewHoRRIzon consortium. We will provide general examples, questions and suggestions and link them with practical examples from our activities in the CAVs pilot project.JRC.S.2 - Science for Democracy and Evidence-Informed Policymakin