Check out more on the project’s website at this link 

HERIT

The AMeLiE project addresses the issue of hate-speech online, starting from providing innovative tools for educators, so as to have a widespread and participatory methodology and new generations of teachers trained to actively involve the youngest in this common goal. The aim of the project is in fact to train teachers and representatives of school communities (school principals, digital operators, but also family representatives) on the specific methodology proposed, which provides, in line with the Digital Europe program, to take a step forward also in the field of digital citizenship, going beyond basic IT skills and focusing on the formation of advanced media literacy skills for those in educational roles.

Social project to raise awareness against the use of hostile language. The Manifesto of non-hostile communication is a commitment of shared responsibility to create a respectful, civil and secure network. Written and voted by a community of over 300 communicators, bloggers and influencers, it is a paper with 10 principles useful for redefining the style with which to be online. The Manifesto of non-hostile communication for companies is a tool that defines a few simple rules that allow to establish a transparent and sincere dialogue between companies and customers.
The Parole Ostili Academy promotes awareness on the language we use on social media in order to activate a change in people's communicative behaviors where virtual is real and real is virtual.

Born in 2012, Invasioni Digitali aims to stimulate the active participation in cultural heritage by the citizens of every Country with a bottom-up approach. Promoting culture, the beauty of the territories and history through the use of the internet and social media are the founding objectives. To date we have organized more than 2000 events in Europe, Australia, United States, India, with more than 50,000 participants in person and thousands online.

The project scales up the Digital Invasion methodology, which was developed in Italy. The methodology improves the digital and communication skills of cultural operators, helping them become promoters to and engage citizens in the valorization of cultural heritage. It also works to improve the digital skills of citizens involved (from the youngest to the elderly) by using new technologies to promote and valorize a cultural point of interest.

ALL Ladies League (ALL) is our She-for-She movement for uniting the women of the world as ‘sisters beyond borders’; Women Economic Forum (WEF) is our conference platform for women’s greater visibility, voice, and recognition as we speak, share, connect and collaborate for our ‘business beyond borders’; SHEconomy is our e-commerce platform for both goods and services by women entrepreneurs for energising our “e-commerce beyond borders’ ; and WICCI is our industry and business chamber for ‘advocating policies beyond borders,’ for empowering our influence on policies and decision-making.
In particular, WEF has held 41 editions globally from 2015-2020, eminent dignitaries and thought leaders have spoken on our WEF platform, including Heads of States, Nobel Laureates, Royalty, Ministers, Mayors, Businesswomen, University Presidents and Professors, Judges, Industrialists, Ambassadors & Diplomats, Celebrities, Entrepreneurs & Youth.

3D #DigitalInvasions was a pilot experiment that took place in Sicily in 2015. We involved engineering students from Palermo and Catania Universities in planned invasions in the Antonino Salinas Archaeological Museum (Palermo) and the Archaeological and Naturalistic Park of Santa Venera al Pozzo in Acicatena (near Catania). Students created 3D digital replicas of several archaeological works. They used image-based techniques to obtain 3D textured models of an object, sourced from an appropriate photo dataset taken from cameras, smartphones and tablets. The 3D models were then given to the involved public administrations.

During these first two 3D Digital Invasions editions we developed the belief that our approach could also be applied to other sectors of cultural heritage, using technology to spur innovation in museums. We were also interested in exploring how students were able to develop a sense of identity and affiliation to the cultural heritage they worked on. They spent a lot of time capturing the images, giving them the chance to observe, study and understand a piece of art, rather than quickly take a photo and pass to another. This approach aimed to allow them to be personally involved in a specific process to create user generated content and increase an artwork’s cultural value in its own context.