Quantum Information Theory(QIT) is one of the most dynamic and exciting areas of research in science and technology. It overlaps many different fields of physics and mathematics such as Quantum Mechanics, Operator Theory, and Probability Theory. One of the most interesting branches of Probability Theory is Random Matrix Theory (RMT) and lately it has been proven that many ideas originating from RMT can be exploited for given reliable answers to the open question of QIT. Our project focuses on a systematic exploration of theoretical questions in QIT using tools developed by the mathematicians and physicists working in Random Matrix Theory. The principal goal of our three-year project is to systematically explore and provide answers for questions in QIT about random quantum states and random quantum channels. Such problems have attracted the attention lately in a very naturally connection to fundamental issues of QIT theory, such as entanglement theory and classical (or quantum) capacities for channels. Since explicit answers for non-trivial dimensions are hard (if not impossible) to give, physicists and computer scientists turned to typical states and channels, that is random states or channels. These examples proved to be very rich and they were the key ingredient to some very spectacular results, such as the non-additivity of the Holevo quantity for quantum channels or thresholds for the entanglement of typical mixed quantum states. Therefore, techniques coming from Random Matrix Theory can be considered natural tools to tackle the above problems. Another interesting example of this is the question of the additivity of the minimum output entropy (MOE) for a quantum channel. Quantum information theorists have shown that this question was equivalent to understanding the set of singular values of linear maps sampled from vector spaces of rectangular matrices. Hastings’ answer to this question, in the negative, does not shed light on how big the non-additivity can be or on what are the minimal dimensions in which this extraordinary phenomenon can occur. We believe that this question, natural from the perspective of RMT, can have a more precise answer and we are working towards a better understanding of the respective sets of singular values. Another problem of interest is to find the image of a finite set of states through random quantum channel. There are known attempts to solve this kind of problem using techniques coming from RMT. The image of classes of bipartite quantum states under a tensor product of random quantum channels have been derived lately. Interesting properties are found such as that the Bell state gives asymptotically, among some large classes of input states, the output with the least entropy. Such questions are relevant also in the framework of additive problems. Indeed, it does not prove that the Bell state gives the largest violation of additivity, but it stands as a solid mathematical evidence towards the fact that the physically intuitive choice of the Bell state is indeed close to being optimal. Our approach to these open question is to use techniques coming from RMT; it is an ambitious task, demanding for various mathematical skills that we believe that our team possesses in its ensemble.

Personal computing currently faces a rapid trend from desktop machines towards mobile services, accessed via tablets, smartphones and similar terminal devices. With respect to computing power, today´s handheld devices are similar to Cray-2 supercomputers from the 1980s. Due to higher computational load (e.g. via multimedia apps) and the variety of radio interfaces (such as WiFi, 3G, and LTE), modern terminals are getting increasingly energy hungry. For instance, a single UMTS upload or a video recording process on today´s smartphones may consume as much as 1.5 Watts, i.e. roughly 50% of the maximal device power. In the near future, higher data rates and traffic, advanced media codecs, and graphics applications will ask for even more energy than the battery can deliver. At the same time, the power density limit might lead to a significant share of “Dark Silicon” at 22nm CMOS and below. Obviously, disruptive energy optimizations are required that go well beyond traditional technologies like DVFS (dynamic voltage and frequency scaling) and power-down of temporarily unused components. The GEMSCLAIM project aims at introducing novel approaches for reducing this “greed for energy”, thereby improving the user experience and enabling new opportunities for mobile computing. The focus is on three novel approaches: (1) cross layer energy optimization, ranging from the compiler over the operating system down to the target HW platform, (2) efficient programming support for energy-optimized heterogeneous Multicore platforms based on energy-aware service level agreements (SLAs) and energy-sensitive tunable parameters, and (3) introducing energy awareness into Virtual Platforms for the purpose of dynamically customizing the HW architecture for energy optimization and online energy monitoring and accounting. GEMSCLAIM will provide new methodologies and tools in these domains and will quantify the potential energy savings via benchmarks and a HW platform prototype.

<< Background >>According to the in depth analysis that the partners have prepared in preparation of this application (attached)the partners have found, that in the face of the COVID-19 pandemic, social inequality and societal incoherencedemonstrably increased and also became more visible, particularly through negative communication, fake news,disinformation and cyber-bullying. These societal trends are felt also in universities on two levels: as divisionsgrow, also the bitterness and style of the in-university discourse becomes rougher. There is a risk that alsoamong University members the awareness of considerate and respectful communication is suffering from thesenew trends.Need: Therefore an up to date code of respectful and effective communication needs to be developed. Such acode needs to consider the different literacies and communication styles and expectations of differentsubgroups. A more confrontational and less harmony orientated style of communication impacts on the generalsocially responsible behaviour and practices of University members. Such development is also reflected inseveral needs analyses from different European countries and recent scientific studies, which suggest thatgeneral societal behaviour and impact from habits and attitudes which have grown in social media are impactingon Universities and have significant impact on the teaching process and academic communication. Among thenegative impact of disinformation, also cyber-bullying is a growing problem with well-documented social,psychological, and academic consequences ( Byrne, V. L. (2021) Al-Rahmi, W. M., Yahaya, N., Alturki, U.,Alrobai, A., Aldraiweesh, A. A., Omar Alsayed, A., & Kamin, Y. B. (2020), since due to the COVID-19 pandemic,universities have moved their activities online. On the whole, university teachers are in the focus of attention,as they are or should be the role models of correct, respectful and encouraging communication. Suchcommunication and media literacy therefore need to be a universal part of university teacher competence. Whilemedia literacy as an approach and integrative concept to solve this divide has a strong tradition in social work,pedagogics and especially in youth work practice, there is a lack of imparting these competencies within thewider higher education sector. Also, universities are not sufficiently networked with the wider civil society, asyouth groups, cultural and civic initiatives, so that there is little knowledge of the media consumption and mediacreation habits of students and faculty and therefore little influence on these habits. Cyberbullying poses adouble risk. Children can fall victim to it, but they can also become cyberbullies themselves. Consequently, it isnecessary to focus on the relationship between media and youth culture and on the skills in relation to digitalmedia of young people, not only concerning the use of technology, but the development of cognitive resourcesthat enable them to evaluate information critically. This project calls for educational literacy not only confined tothe acquisition of skills, but to the development of a critical structure, towards the understanding of social,economic and communication contexts.<< Objectives >>To address this need, imparting media literacy has to be approached in the sense of a general values education and thought within the oncept of multiliteracies, which can be defined as “the skills to interpret, to produce and to evaluate different kinds of texts. These skills help students to understand diverse cultural forms of communication and to build their identity”. Students and university faculty have to connect with the civil society, in particular youth groups in order to develop a common, socially responsible code of conduct for media usage, which includes knowledge about media, particularly social media, as well as skills and values in using them in a university and/vs a civil society context.There needs to be an ethics code of conduct concerning factors like correctness of information, bullying, netiquette, communication style, emotional intelligence and soft skills in general. To promote media literacy, the project will establisha transnational training network between those most commonly active in this area, as experienced social workers/multipliers in the field of media literacy and respectful communication in youth work on the one side and general university staff and students on the other side. The aim of the network is to develop and practice a common code of conduct of responsible media usage and training multipliers of media and communication literacy as a resource for university staff as well as civil society activists as role models for the younger generation at universities and in society. The project addresses the topics of Democracy and inclusive democratic participation”, “Media literacy and tackling disinformation” and the “Prevention of bullying” in order to contribute to the horizontal priorities “common values, civic engagement and participation”. This will be done by contributing to “digital readiness, resilience and capacity” of University members. Therefore, the objectives of the project are:● developing the media literacy of University staff and students in order to foster a culture of respectful scientific dialogue within the university and as members of the civil society● increasing the exchange of experiences and interchange with the wider regional civic society to build a knowledge partnership between Universities and civil society for a respectful societal dialogue● develop a code of respectful dialogue in University and (social) media for all University Members● more attractive education and training programmes, in line with individual needs and expectations● modern, dynamic, committed and professional environment inside the organisation ready to integrate good practices and new methods including digital capabilities into daily activities;To this goal, it is our objective to● develop a Matrix of Media and Respectful Communication Competences for University Staff● develop Multimedia Modules on Media Competences and Respectful Communication● develop Transmedia Learning Platform on Media and Communication Competences for University MembersFurther on we aim to support the ● contribution of science to mitigating societal tensions, as expressed in phenomena like conspiracy narratives, hate speech and cyberbullying ● consideration of European values in the further internal development of Universities and in their collaboration with the Civil Society.The project will consider aspects of multi-dimensional diversity in all its activities. It will also consider eco-friendliness in the execution of all objectives. The project will therefore train in three learning activities 15 socially active advanced students, 15 University members (staff) and 40 additional University members to develop and design social implementation of a code of conduct for respectful communication and media use at the University-Civil Society interface. This core group of learners will reach out to additional 530 beneficiaries. The learning outcomes of the coaches will be certified by a Europass validated by ISSBS.<< Implementation >>We will implement Project Management activities, Learning and Teaching activities, activities to multiply and disseminate the results, internal evaluation and quality assurance activities Project Management and Implementation activities (led by Pegaso Telematic University) to● manage, coordinate, monitor project (incl financial management)● setup project administration and internal communication systems● carry out quality assurance (led by SoWiBeFo e.V.) and awareness raising activity (led by UPT) throughout project● and all other implementation activities requiredTo achieve the material results and outputs we will implement the following activities:● Elaborate methodological guide and instruments for data collection for developing a matrix of University-CivilSociety Competences for Respectful Communication and Media Competences:● Analyse COVID impact and influence of social media on in-university communication in each country● Deliver focus groups in each country● Identify and describe 5 good practices/country (3 p and short video (20 overall))● strategic planning of professional development for staff in line with individual needs and organisational objectives● Draft a preliminary matrix of media communication and respectful communication competences for validation● Survey among 10 university staff members in each country and analyse survey● Finalise matrix of media competences and respectful communication for university staff in skill developmentrecommendation report and info graphic format, translationActivities contributing to the result “Multi-Media Modules on Media Competences and Respectful Communication”(Led by POU) include:● Review of competences matrix and survey results to deduce training priorities● Selecting, adapting and developing national and target group specific content● Synthesizing and translate draft version of 10 multi-media modules (10 p written introduction to topic, ppt,instructional video (5 min))● Obtaining feedback from partner organisations and modify draft versions of multimedia modules● Elaborating final version of modules, translation, introduction of content to online portal● Contributing to the result “Transmedia Learning Platform Content” (Led by ISSBS) are the activities:● Elaborating a framework didactical concept based on transmedia storytelling● preparing content templates● Developing training material on relevant topics in infographics, stories, snippet info and adapting it to use in a webformat● Shooting 50 snippet video/animation sequences, subtitling● Registering Users, Building User Community, Facilitating use of platform (online support)● Collecting User Feedback through Focus Groups (10 users in each country in online group) and analysingfeedback● Adapting the blended transmedia learning platformMeetings:● 5 Transnational Project Meetings (4 face to Face and 1 Virtual)● 1 Virtual, 2 Slovenia, 3 Italy, 4 Romania, 5 Germany● 27 virtual meetings● 3 Learning, Teaching and Training Activities:● C1 International Training of civil-socially active students in advanced semesters from partner organisations withmulti-media modules (2-5 per country) in a blended format of 3 days Face to Face training over 4 weeks of 8 hoursfor 15 learners (● C2 Training for a mixed group of 15 civil society activists and University staff members (2-5 per country) in ablended format of 3 days Face to Face training over 4 weeks of 8 hours for 15 learners (Slovenia)● 8 Multiplier Events in the partner country to raise awareness and disseminate the results. These events will have340 participants● One International Online Conference with 150 participants, among them 40% from countries outside thepartnership (ISSBS)<< Results >>Result 1: Matrix of Media Competences and Respectful Communication for University Staff (Led by UPT):The result takes up the challenges of digitised communication, which has disrupted traditional communication styles The matrix will define a list of hard and soft skills that define a respectful and constructive communication among University members(staff and students) and vs. the Civil Society. The result will be based on a selection and expansion of such competences. The result will help Universities to reflect on negative communication styles and find competencies that need to be improved. Also competencies of understanding and identifying mechanisms of anti scientific narratives, conspiracy narratives, rules of fact and evidenced based reasoning and communication as well as essential skills of effective science communication will be defined. The result will be highly innovative and can be used by a wide audience within Universities and Civil Society organisations to review and assess own competences and to define programs of further training.Result 2: Multimedia Modules on Media Competences and Respectful Communication (Led by POU): The result addresses the need for training for coping with the disruptive style of anti-scientific narratives, hate speech and cyber bullying that currently dominates the public discourse and negatively impacts on Universities. A common competency building programme of good, factful, effective and respectful communication must be developed and implemented to ensure that the public discourse at Universities and between scientists and the civil society is a safe and encouraging space (diversity of origin and opinion, common understanding of rules of conduct).Indicative contents include:Current trends of disruptive digital communication: fake news, hate speech and cyberbullying phenomena, Philosophical and media theoretical foundations of communication and scientific argument, basic rules of respectful communication; the theory of multiple literacies; respect for diversity vs. methods for finding common ground; Communication in different systems: science vs. public discourse, differences in scientific disciplines; development of individual competences (with practical exercises; anger control and appropriate communication styles; success factors of effective science communication in University and Civil Society. Each module will have an introductory text of 10 p. plus teaching material (worksheet, presentation, explainer video) and the overall volume will equal 100 p. of written text.Result 3: Transmedia Learning Platform Content (Led by ISSBS): In order to widely communicate and transmit the findings of R 1 and to communicate the programme of R 2 to a unlimited audience of users in Universities and Civil Society the partners will create content for a transmedia platform which will feed a transmedia outreach strategy by the partners on the topic of respectful communication and dialogue within University and between University and the Civil Society. Snippet sized multimedia messages on Social Media, short videos for the use on YouTube, TikTok, Twitter, Instagram etc., produced to “go viral” to create a dominance of respectful attitudes as a standard of good practice and behaviour at universities and in Civil Society. The material and methodology is designed for sustainability: the consumers of the material will be invited and encouraged to become co-creators and the material is designed as a template for the production ofsimilar media within University seminars and in Civil Society activities. Therefore an impact far beyond the lifetime of theproject is expected. 60 learners trained and certified by ISSBS (Europass). Expert audience of 490 stakeholders involved and engaged in 8 multiplier seminars and one international conference Interim and final Evaluation report of outputs and outcomes for the information of the expert community and potential users from the target groups (30 p. + 60 p.)