Europe-China Dialogue: Media and Communication Studies Summer School (Switzerland)

Europe-China Dialogue: Media and Communication Studies Summer School 2016
Lugano, Switzerland (July 4-10, 2016)

After the successful experience in 2014 and 2015, China Media Observatory of Università della Svizzera Italiana (USI) in cooperation with School of Journalism and Communication of Peking University, will operate the THIRD edition of Europe-China Dialogue: Media and Communication Studies Summer School from July 4 through July 10, 2016. For the first time, this summer school will be hosted in Europe (the first two were in China). In 2016 we will convene in Lugano, a beautiful city located in the Italian speaking region of Switzerland.

The program is open to the full variety of academic work from the field of communication and media studies for young scholars, PhD students, and master students who have strong academic interests. The summer school should especially interest scholars with a background in international communication studies, intercultural communication studies, Chinese/European media studies and culture/language studies. It aims to bring together researchers from Europe, China, the United States and other countries or regions in order to debate contemporary issues in media, communication, political economy and cultural studies in the background of a new world power structure in the making.

Inspired by the ECREA Doctoral Summer School, this summer school will bring together highly qualified and well-respected professors from Europe, China and the United States. These scholars will present and discuss their recent research and engage participants in a highly supportive international setting where young scholars can also present their own ongoing work, receive feedback on their current or future research projects from international experts, and meet students and academics from other countries, establishing valuable contacts for the future.

The deadline for the abstract submission is May.1 2016, and there will be only 20 seats available this summer. Please find more details about the summer school in English and Chinese.

All the submissions should be sent to China Media Observatory.

CFP Creative Europe Refugee Integration

Call for proposals EACEA 12/2016 – “Support for refugee integration
Deadline: 28 April 2016

One of the main objectives of the Creative Europe programme is to foster, safeguard and promote European cultural and linguistic diversity. At a time when Europe is receiving an extraordinary number of refugees, supporting European Union Member States in tackling this situation is a key priority of the EU. In November 2015, the Education, Youth, Culture and Sports Council of Ministers have reaffirmed that intercultural dialogue through culture and the arts plays an important role to integrate refugees. Culture and cinema can bridge gaps and improve mutual understanding between the population of the host country and the refugees. In this context, the European Commission has revised its work programme for 2016 to include specific measures supporting the integration of refugees and encouraging mutual understanding between refugees and host populations in Europe. For the purposes of this call for proposals, the key protagonists will be creative and cultural operators.

The general objective of this call for proposals is to support cultural, audio-visual and cross-sectorial projects aiming at facilitating the integration of refugees in the European environment, enhancing mutual cultural understanding and fostering intercultural and inter-religious dialogue, tolerance and respect for other cultures. The specific objectives of this call are to establish transnational cultural and audiovisual projects that can:
• help refugees socialise and express themselves without necessarily speaking immediately the host country language.
• be learning platforms in a wider sense, fostering respect and understanding for diversity, intercultural and civic competencies, democratic values and citizenship.
• give EU citizens the opportunity to discover, learn from and understand the values and cultures of refugees and – in the process rediscover and enrich their own.
• support the showcasing and co-creation of cultural and/or audiovisual works across Europe.
• offer the possibility of collaboration with organisations in other sectors in order to stimulate a more comprehensive, rapid, effective and long-term response to this global challenge

The total budget earmarked for the co-financing of projects is estimated at EUR 1,6 million. Each grant will amount to between EUR 100.000 and EUR 200.000 representing maximum 80% of the eligible budget. The remaining amount of at least 20% of eligible costs must be secured by the applicants (partnership). The Agency expects to fund around 8 to 12 projects. The Agency reserves the right not to distribute all the funds available.

Artistic and other Creative Practices as Drivers for Urban Resilience (Portugal)

Artistic and other Creative Practices as Drivers for Urban Resilience
September 5 to 7, 2016
Museu Municipal de Espinho, Portugal

Thematic area(s) of the course
Artistic and creative practices, urban resilience, urban sustainability

Course description
Urban sustainable development requires enhancing urban resilience. In this Summer School, we look at resilience as a space for translocal bottom-up learning, emerging artistic-cultural-ecological approaches or as a ‘Space of Possibilities’. Resilience for us is openness, possibility, emergence, creation, non-structuration, art, praxis, mutual learning and doing . . . It is not a 10-point governmental program to be implemented (e.g., early warning, knowledge transfer, etc.).

Several key characteristics of resilience (redundancy, diversity, learning modes, and self-organization) can potentially be fostered in urban neighborhoods through creative practices entangling natural and cultural resources and processes such as “ecological art” and “social practice” interventions, “urban gardening” projects, autonomous social-cultural centers fighting against gentrification, and artivist actions that question unsustainable city planning and societal behaviours. However, how far does the potential of such practices reach? When and how do they scale up to wider urban institutions as drivers of transformations, fostering systemic innovations? What limits and challenges do they encounter? How far do they foster urban resilience towards sustainability as a transformative search process of fundamental change, or are they coopted into neoliberal urban development? What recurrent processes and structures can be observed across different contexts? And how can we learn from these in order to support transformative processes?

The summer school, conceived as an extended workshop, will explore comparative insights across different urban initiatives and projects. We invite researchers, artists, and practitioners to address together several sets of questions and reflect on their empirical research, previous project experiences, and expertise from different cities. Insights emerging from the workshop will inform, and be informed by, the ongoing international comparative research project/network “Culturizing Sustainable Cities: Catalyzing translocal learning and advancement of emerging artistic-cultural environmental approaches”, initiated by the Center for Social Studies at the University of Coimbra, Portugal, and the transdisciplinary research project “The City as Space of Possibility” at Leuphana University Lüneburg, Germany. In addition, insights from the summer school will be disseminated through Cultura21, an international network of cultural practitioners, researchers, and others (e.g., cultural policymakers) who are focused on advancing cultures of sustainability.

Participants
Researchers (multidisciplinary), graduate students and post-docs, artists, and practitioners working with community-based artistic and sustainability/resilience initiatives

During the pre-registration process, applicants are asked to submit [HERE] a brief statement on the relevant project(s)/initiative(s) with which they are involved, and why they want to attend the summer school. These statements will be reviewed as part of the participant selection process. Deadline: Sunday, May 1, 2016. All applicants will be notified of selection process results by Monday, May 16, 2016.

Researchers responsible
Nancy Duxbury (CES) and Sacha Kagan (Leuphana University Lüneburg)

Core Team
Nathalie Blanc, Le Centre national de la recherche scientifique (CNRS), France
Hans Dieleman, Universidad Autónoma de la Ciudad de México, Mexico; Cultura21
Nancy Duxbury, Centre for Social Studies, University of Coimbra
David Haley, Manchester Metropolitan University, England
Verena Holz, Leuphana University Lüneburg, Germany
Sacha Kagan, Leuphana University Lüneburg, Germany; ESA RN2; Cultura21

Registration
Earlybird rate (by May 31): € 150
Late rate from June 1: € 165
Fee includes: Summer School registration and materials | Welcome BBQ or dinner on Sept 5 | Lunch on Sept 6 and 7 | Breaks (5)
Accommodation and dinner on Sept. 6 at own cost.

Maximum number of registrations: 25 | Minimum number of registrations: 20

Getting to Espinho
Espinho can be easily reached by train from Porto – Campanhã station. Details of train schedules and prices.

Summer school organized by Centre for Social Studies (CES) at the University of Coimbra, in collaboration with the ESA (European Sociological Association) Research Network Sociology of the Arts and its 9th Midterm Conference being held in Porto September 8-10, 2016. The insights generated at the summer school will be shared in a workshop at the Midterm Conference.

Scientific projects relating to the course
“Culturizing Sustainable Cities: Catalyzing Translocal Learning and Advancement of emerging Artistic-cultural Environmental Approaches” – Nancy Duxbury, CES
“The City as Space of Possibility” – Volker Kirchberg, Ute Stoltenberg, Ursula Weisenfeld, and Sacha Kagan, Leuphana University Lüneburg, Germany

This is a self-funded, non-profit Summer School

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International Conference on Journalism & Mass Communications (Singapore)

5th Annual International Conference on Journalism and Mass Communications
JMComm 2016
10-11 October 2016
Singapore

Conference Theme
“JOURNALISM, MEDIA AND MASS COMMUNICATION IN THE AGE OF INFORMATION”

Mass media is seen in nearly every facet of our daily lives and technology is constantly altering the way we live. The technology boom that has been felt around the world has forever changed communication as we know it and has greatly impacted our personal and professional lives. Presently, the media as a vehicle of social change influence appearance, language, family, status, politics, and religion.

Certain differences exist between information, entertainment, and communication in today’s society, particularly in relation to mass media. These various media interactions have converged in our current society in a number of ways and have impacted social relations through the way we communicate with one another. Educational implications require an understanding of the complex world through interdisciplinary scholarship, critical viewing, new values, and an examination of the impact of the mass media.

With all the new technology, digital tools and connectivity, one of the most interesting fallouts has been the intensification of social connections… connecting the world as a single place, and creating a greater awareness of opinion, bias, and raw news. The intersection of globalization, communication, and journalism defines an important and growing field of research, particularly concerning the public sphere and spaces for political discourse.

Full paper submission deadline: 25 April 2016

Refugees, Germany, Willkommenskultur and Intercultural Communication

Guest PostsResponse to Dominic Busch’s guest post by Peter Praxmarer

I find myself in almost full agreement with what Dominic Busch writes.

In particular, I find his reflections on language in what he calls “internal social discourse,” pertinent and well taken. Also, the fact that “the cultural argument” has been hijacked by the far right and the national populists, in our times, is not surprising. This would, by the way, merit a little more research: attention to the culture of others has more often than not been a child of animosity, enmity, hostility, rejection if not outright war, as the history of exclusion, but also of conquest, colonialism, imperialism, and domination in general, amply testifies. As we (should) know, the very idea of “intercultural communication” as a more or less independent field of study, research and practical application was born during WWII, as part of the “war effort” of the US (viz. Leeds-Hurwitz). From this, also, stems the particular and sometimes incongruent vocabulary of the field, which is utterly US-social-science-lingo dominated, with some inroads from languages which still claim their droit de cité in the global social science supermarket (or, more benignly stated, the Global Republic of Letters), e.g. French and German. The field of study called intercultural communication became less war-related only later (but not everywhere), when  nation- and culture-crossing processes and constellations other than war started to play a more important role in the modern world-system (to follow Immanuel Wallerstein’s still pertinent terminology, preferring it to the shallow term “globalization”) – but it has kept its very peculiar vocabulary, at least in the mainstream.

Aside from that, while reflecting upon the present discourse on refugees in Germany and the “cultural” problems of the more or less autochthon residents (the “Old Germans”, as Busch cites a fellow professor in his piece) with them, it is worthwhile also to reflect on the position of the very term Kultur in Germany. In Germany, and not only during Nazi times, there has long existed an attitude which was described as Am deutschen Wesen mag/soll die Welt genesen, meaning that German culture is the remedy for all other (cultural) ills, all over the world. The Allied Propaganda posters, both in WWI as in WWII, took up this cultural theme. Thus, e.g., US War Propaganda during WWI showed a Mad German Brute holding a club with written Kultur on it, or an US Sleeping Beauty by the name of Civilization, calling every man, woman and child to war  – these and similar illustrations were meant to convey that deutsche Kultur is not so peaceful as other civilizations. In historical perspective, one has to agree. Looking into what was done in the name of German Kultur and how Kultur was used during WWII and before, would just confirm the very xenophobic and worse essence of it, inhumanely and most horrendously. (Caveat: Allied war propaganda is not presented here as an authoritative source, but only to provide a stark illustration of the use of the cultural argument; and many other than German “cultures” and “civilizations” certainly also have their share in war, conquest and violence-in-the-name-of-culture, epitomized, e.g., by “The White Man’s Burden” or the “mission civilisatrice”.)

Therefore, and also in view of the fact that the populist right wing and nationalistic parties have been able to hijack the term “culture” for their purposes, it is so good to see how civil society in Germany has constructed a new culture which is not national or völkisch, nor aggressive or expansionist, but welcoming: Willkommenskultur. In addition, even the counterpart to civil society, the German state, not least through its Chancellor, is, to varying degrees and for various reasons, in favor of taking in refugees, as is, again for still other reasons and purposes, the economy and a great part of the media. A beautiful page in the otherwise not always so beautiful book of contemporary Europe. And also a great example of (co-)constructed (inter-)culture, as well as of the fact that  “culture” never stands alone and cannot be meaningfully explained without taking into account history, society, economy, the polity, as well as, in our day and age, the many influences and experiences of mediated virtual reality in all its forms.

Yet, I also want to mention a point of potential disagreement with what Busch writes, regarding the role of Intercultural Communication Studies and Research. It is certainly true that the term “culture” has been critically evaluated, and the field is rapidly moving away from an essentialist and relatively static position to a more constructivist interactional and dynamic view of culture, in very simple terms privileging “communication” and “inter” over “culture”. However, by and large the main concern of intercultural communication research has been predominantly either relatively elite or middle-class or strictly utilitarian, covering, e.g. management or other professional groups, hospitals, schools, the military, police, development cooperation, etc. Relatively rarely concerned with, e.g., social integration per se (if not in special trainings for social workers, etc.), or with social integration from below (viz. the reference to Conflict Discourse Ethnocentrism in Busch’s text). In other words, the field has been center- and middle-class- or elite-focused, and not periphery- and non-elite, and where non-elite, then mostly only in terms of social management of deviations from norms or dangers from (culturally defined) others. This has also impacted our methodology: we have not always tried to understand, but we have been “overstanding”, as Raimon Panikkar so masterly phrased it already a quarter of a century ago. This is exacerbated when interculturalists (have to) jump on data-driven “fast science” jets instead of cultivating philosophy-fertilized “slow science” gardens, since this leaves no time to reflect either on the cui bono question or on participative methods or more sophisticated research questions than the ones required and funded by the global social science marketplaces – and it most certainly does not give a voice to those directly researched upon and with. Also for these reasons (conceptual, exemplified by “culture”, as well as methodologically), I would argue, we have so little to say when it comes to refugee crises, or to horrorism/terrorism, or to many other social “problems”. One reason why “the cultural argument” has been so successfully hijacked by the right and the nationalists, could therefore probably be that the interculturalists have far too long worked – even if engaging in what Busch calls a “sophisticated” debate – with a de-historisized, de-socialized, de-materialized, de-economized, de-politicized and overly value-oriented and psychologized concept of culture (and communication, for that matter). In other words, if one wants to understand (parts of) social reality in terms of culture and communication (and “inter” dynamics and processes), one has to look at it as what Busch calls, following Michel Foucault a “Dispositiv” (“dispositif” or “apparatus” in Foucault’s terminology). Likewise, it is necessary to overcome the “Unbearable Lightness of Communication Research”, as The International Communication Gazette tellingly titles its forthcoming 2016 Special Issue.

This critical look at the field is of course not meant to belittle the many initiatives of academic interculturalists in Germany, of which “Helfern helfen” of the intercultural campus of the Interkultureller Hochschulverband is but one. Or the numerous other initiatives undertaken by people who have studied intercultural communication and want to put their knowledge to good use; not to forget all those who practice sustainable – and sustained — intercultural communication in their daily dealings with the Stranger, the Migrant, the Refugee, the Other. It is simply a call for more “social” intercultural communication studies – more social in more than one sense.

Download the entire post as a PDF.

U Utah Asia Campus job ad (Korea)

Non-Tenure Track Assistant Professor (Lecturer) at University of Utah Asia Campus

The University of Utah’s Department of Communication invites applications for one to two non-tenure track lecturer positions in Communication beginning July 1, 2016, for appointment at the University of Utah Asia Campus (UAC) in Songdo, Korea. Songdo, Korea, is about an hour southwest of Seoul and close to the Incheon International Airport. The UAC is a campus of the University of Utah. All non-language courses are taught in English.

Lecturers will teach courses from the following list of courses offered at the UAC: Analysis of Argument, Principles of Public Speaking, Introduction to News Writing, Theoretical Perspectives in Communication, Intercultural Communication, Introduction to Media Business & Ethics, Visual Communication, Digital Journalism, Video Production, Principles of Advertising, Cross Cultural Documentary Communication, Visual Editing, Strategic Communication Theory & Practice, Magazine Writing, Mass Communication Law, PR Cases & Campaigns, and Media Ethics. An abbreviated description of these courses may be found online.

Successful candidates will be excellent teachers. The standard annual teaching load for lecturers at the UAC is 4/4. Qualified applicants will have a Ph.D. in Communication (A.B.D. candidates will be considered) or a terminal degree in a closely related discipline or interdisciplinary program and a record of, or demonstrated potential for, teaching excellence.

Formal review of applications will begin April 8, 2016 and will continue until the position is filled. Applicants must submit a cover letter highlighting teaching experiences and credentials, a CV, a writing sample, evidence of teaching excellence, and a list of three references. Apply online.

Questions about the position may be directed to Kent A. Ono, Department Chair and Search Committee Chair.

Watershed Professor of City Futures (University of the West of England job ad)

Watershed Professor of City Futures
University of the West of England, Bristol – Film & Journalism
Closing date: 31 March 2016

An ambitious university, UWE Bristol is committed to advancing knowledge, inspiring people and transforming futures.

The Faculty of Arts, Creative Industries and Education is seeking to appoint a Professor who will investigate the inter-relationships between Bristol’s citizens, its public spaces, and the digital creative interventions allowed by the context of ubiquitous and pervasive computing. Embedded within the city, in dialogue with partners and projects, the post-holder will bring an insider vantage-point to a critical examination of the practices and impacts of digital media in the city region and beyond.

The Watershed Professor of City Futures will be based at the Digital Cultures Research Centre in the Pervasive Media Studio, within UWE’s City Campus, but will engage in an interdisciplinary dialogue across the University. The postholder will work closely with the Watershed’s digital innovation processes, including the Playable City initiative and the growing international network of partners in that project.

The Digital Cultures Research Centre (DCRC) enables, supports and promotes world-leading research into innovative creative practices – economies, pleasures, publics – in a context of rapid digital transformation. We study the application, practices and politics of emerging technologies; we critically reflect on their ethics, values and aesthetics.

The current focus of the DCRC is on four broad research themes: Playable Media, Future Documentary, The Automation of Everyday Life and Creative Economy. 2015/2016 sees the Centre hosting research seminar series on Cultural Value and the Anthropocene, and holding the fourth i-Docs Symposium – the UK’s only conference on interactive documentary. The Rooms festival marks the culmination of the REACT project, with evaluation and publication underway. Meanwhile, a new MA in Creative Producing is in development for 2016, in collaboration with Pervasive Media Studio.

If you would like an informal discussion, please contact Peter Rawlings.

Salary details:
UWE Bristol operates a competitive merit pay scheme for its professors which can significantly extend the baseline salary.

Grants for Conflict Mitigation and Reconciliation (USAID)

FY 2016 Conflict Mitigation and Reconciliation Programs and Activities (Global Reconciliation Fund)
Agency for International Development
Deadline: April 25, 2016
Amount: Upper $1,500,000USD, Lower $100,000USD

The United States Government, as represented by the U.S. Agency for International Development (USAID), Bureau for Democracy, Conflict, and Humanitarian Assistance (DCHA), Office of Conflict Management and Mitigation (CMM), invites applications for funding from qualified entities to carry out activities that mitigate conflict and promote reconciliation by bringing together individuals of different ethnic, religious, or political backgrounds from areas of civil conflict and war in the following countries: Bosnia-Herzegovina, Burundi, Colombia, Liberia, Macedonia, Papua New Guinea, Philippines, Rwanda, Senegal (including cross-border programming with Guinea, Guinea Bissau, and The Gambia), Sri Lanka, Uganda and Zimbabwe.

see also:
US Aid People-to-People Peacebuilding

Media & Environment: Teaching in/about the Anthropocene

Teaching Media Quarterly
Call for Lesson Plans: Teaching Media Quarterly Vol. 4, No. 2
“Media and Environment: Teaching in/about the Anthropocene”
Submission deadline: Earth Day, April 22, 2016

Teaching Media Quarterly seeks lesson plans that ask students to critically engage with the complex relationship between media and the environment. We ask for submissions that explicate the role of media discourses and media technologies in light of growing concerns about an array of environmental issues including, but not limited to, climate change, drought, food justice, resource extraction, and migration. We encourage pedagogical perspectives informed by research and activism that examine the natural sciences, journalism, materiality, popular culture, and cultural studies within the context of environmental thought.

We invite submitters to consider the following potential topics as inspiration:
– Media technology and their material consequences
– News media and climate change/justice
– Representations of nature and/or environmentalism in popular culture
– Green and environmentalist media
– Greenwashing and corporate communications
– Advocacy campaigns produced by students and/or social movements

Teaching Media Quarterly Submission Guidelines
All submissions must include: 1) a title, 2) an overview (word limit: 500 words) 3) comprehensive rationale (using accessible language explain the purpose of the assignment(s), define key terms, and situate in relevant literature) (word limit: 500), 4) a general timeline, 5) a detailed lesson plan and assignment instructions, 6) teaching materials (handouts, rubrics, discussion prompts, viewing guides, etc.), 7) a full bibliography of readings, links, and/or media examples, and 8) a short biography (100-150 words).

Please email all submissions using the TMQ.Submission.Template (2) (.docx) in ONE Microsoft Word document.

Review Policy
Submissions will be reviewed by each member of the editorial board. Editors will make acceptance decisions based on their vision for the issue and an assessment of contributions. It is the goal of
Teaching Media Quarterly to notify submitters of the editors’ decisions within two weeks of submission receipt. Teaching Media Quarterly is dedicated to circulating practical and timely approaches to media concepts and topics from a variety of disciplinary and methodological perspectives. Our goal is to promote collaborative exchange of undergraduate teaching resources between media educators at higher education institutions. As we hope for continuing discussions and exchange as well as contributions to Teaching Media Quarterly we encourage you to visit our website.

CFP WFI Student Grants for Social Justice

Call for proposals
Villanova University’s Waterhouse Family Institute for the Study of Communication and Society (WFI) is pleased to ANNOUNCE OUR NEW STUDENT GRANT PROGRAM for 2016/17, and OUR INAUGURAL CALL FOR PROPOSALS (DUE APRIL 22, 2016).

The WFI—endowed by Lawrence Waterhouse, Jr., and housed within Villanova University’s Department of Communication—was founded on the principle that students, scholars, activists, and practitioners of communication have an important role to play in the creation of a socially just world. In addition to our WFI Research Grant program, which supports the work of Communication scholars engaging questions of social justice, we are pleased to announce the creation of a program geared to undergraduate students interested in engaging Communication and social justice!

This program was inspired in the Summer of 2014 by a proposal designed and directed by three Villanova undergraduate alums (who, at the time, were ineligible for our existing faculty research grant program). Moved by the proposal, the WFI provided a grant of $12,660 to Lauren Colegrove, Andrew Balamaci, and Nashia Kamal to assist them in continuing to build on the relationships they had established through Villanova’s (WFI-funded) Social Justice Documentary Film Program. They proposed to teach journalism and reporting skills to the high school students at Heritage Academy in Essiam, Ghana, and, further, to help the school establish a newspaper for their students. Going even further, two of these remarkable young Communication activists are now working on a project in Bangladesh for Summer 2016!

So if you know of any students who are innovative, creative, and passionate about social justice—and who would be able to do great things if only they had the budget and opportunity—then please encourage them to submit a proposal to the new WFI Student Grant Program. Proposals are due no later than Friday, April 22, 2016.

Beginning in 2016-17, the WFI will award up to $10,000 to support an undergraduate student-driven project that demonstrates an innovative connection between communication and social justice.

These projects:
–       must center upon undergraduate (not graduate) students in Communication, although faculty may be involved as advisors and/or instructors of record;
–       must meaningfully connect Communication students to the creation of social justice;
–       must be primarily carried out during Fall 2016 and/or Spring 2017.

Although we do not limit our grants to a specific area of Communication, or particular kind of communication advocacy, all projects supported by the WFI have two things in common: they draw upon and engage topics central to the study and practice of Communication, and they specifically engage communication in terms of its impact on the world around us, its ability to create social change.

WFI Student Grants are available to project leaders who are full-time undergraduate students enrolled in good standing at any US institution of higher education. Awards will be no greater than $10,000 for the 2016-17 academic year. These funds may be applied to the acquisition of resources or equipment, technology, travel, event planning, and/or any other appropriate project related expenses. However, these funds may not be used to provide or supplement faculty or student salaries. Funds will be available beginning in July 2016, for use throughout the 2016-17 academic year; again proposals are due no later than April 22, 2016.

For more details on the WFI and this grant program—including specific information on the grant application requirements and proposal submission—please visit: http://www1.villanova.edu/villanova/artsci/communication/wfi/studentactivities.html

Questions concerning eligibility, or the nature of projects we support, please contact the Director of the WFI, Dr. Bryan Crable.