This Newton Fund project will be a colaboration between the University of Nottingham, Uk and the Universities of Talca and Concepcion, Chile. According the National Energy Strategy proposed by the Chilean Government in March 2012, the growing technological development in Chile has lead to the search of energy efficiency and the penetration of renewable energies and other generation systems to the electricity supply network. In this context, power converters play an important role for the management of electric energy, providing the interconnection between the generation and the distribution systems. This project will investigate new multi-modular power conversion architectures within such an integrated power interconnection system. Such architectures allow the grid interconnection of different types of generation and loads enabling a cost effective, clean and sustainable electrical transmission and distribution structure for Chile (which could also be extensible to the rest of South-America and even Europe) with improved power quality. Specific objectives of the proposal are small and lightweight multi-modular power converter structures to enable grid embedded generators. The development of advanced modulation and control algorithms are needed for conditioning in multi-parameter systems. The required control algorithms will be based on a study of the proposed embedded architectures and their behavior for different grid conditions such as low voltage, high harmonic content, voltage distortion, and frequency variations. Functionality of proposed converter architectures will be verified through hardware validation and testing. A smart electrical system as such should clearly address the two most important factors for secure, cost-effective energy: improving efficiency and maintaining supply.

A fundamental, and often successful, way of studying an abstract mathematical object is to consider methods of representing it in another, more concrete object. This is a powerful idea, and recent progress in algebraic representation theory and related areas has given rise to strong opportunities for the transformation of other fields. In particular, geometric and combinatorial phenomena initially specific to representation theory have emerged in many other fields, leading to effective new techniques and applications. Our team is at the forefront of these developments. The PI and the five CoIs have contributed to major advances in the past decade, with their expertise ranging from algebra, geometry, and topology to mathematical physics. This provides new ways to link algebra and geometry & topology. Examples include the categorification of the Grassmannian cluster structure, the McKay correspondence for reflection groups, the lifting of Lie-theoretic techniques to 2-dimensional category theory, with applications to topological physics, and the derivation of decomposition matrices of Brauer algebras from generalised Lie geometry. In all cases, the medium for interpolating between the theories is an emergent geometrical property which is not well understood. For the advancement of research, there is a strong need for explaining these phenomena and placing them in an encompassing novel paradigm. Our proposal hence seeks to understand and investigate relations between very different areas, and so to push on from there in a more systematic framework. This aim would benefit from a broad, holistic view of representation theory, embracing Lie theory, algebraic geometry, low dimensional topology and mathematical physics. Our team in Leeds is uniquely qualified to pursue this programme. Together with specialist collaboration of many mathematicians at our international partner institutions, we will address the current challenges, provide solutions to open questions and develop applications by establishing bridging to other fields. We are in a position to embrace the perspectives of both pure and application-driven mathematics, and with the potential, in the long term, for serving the needs of physical sciences, life sciences and engineering. This unification of perspectives requires a programme-level research structure and algebra is the right core platform for such an ambitious venture. Thus our proposal will push forward the mathematical state-of-the-art and will shape the future directions in the areas we touch upon.

This is a project-based on cooperation between 5 European and 10 Latinamerican universities. The main objective of the Project is to integrate social innovation in academic curriculum and learning environments in Latin American Universities to promote quality improvement in academic programs through fostering competence to solve regional social problems. This implies: 1. Design and apply educational models to promote competences on social entrepreneurship and social innovation amongst university students.2. Design and offer academic strategies to develop competences on social entrepreneurship and social innovation.3. Design valuable methodological tools for academic programs to improve understanding of the community`s needs and offer inclusive, sustainable solutions for detected problems.4. Design a monitoring system to evaluate curricular development on social entrepreneurship and innovation competences.5.Design and implement institutional policies and programs for administrative, academic and support management to promote social innovation in Latin American Universities.6. Create alliances between Latin American and European Universities interested in promoting social entrepreneurship.7. Support existing social incubators in participant universities to improve links between educational tools and students learning process to foster creativity and sustainability in social projects.With these activities, the Project will achieve short and long term impact at four different targets: institutions, teachers, students, external/Social Stakeholders. Then, the Project has some specific key indicators that serve to review the progress and the impact of the actions:1.Reporting the state of art of Social Entrepreneurship in participant institutions2.Guidelines of competencies on social innovation. 3.Toolbox for teaching social innovation including methods for working with different external stakeholders (NGO’s, Companies, Communities) 4.Selection and Confirmation of pilot courses and teachers that will implement social innovation methods or activities inside their courses. 5.Teachers’ participation in the training program on how to design and implement social entrepreneurship within selected courses during the pilot period.6.Implementation and monitoring of pilot projects7.Identification and early development of institutional support actions to enhance innovation and social entrepreneurship in HEI. 8.Results and impact of pilot projects To accomplish this, there are seven important moments or milestones in the project. 1.Kick-off meeting- Mexico (Starting Point, Clarification on Tasks & Expectations)2.Valencia meeting (Progress and Difficulties of the Project)3.Teachers online training (Expectations)4.Porto Alegre’s meeting (Satisfaction and Usefulness)5.Pilot’s implementation (Progress and Difficulties)6.Talca’s meeting (Results and Impact, this meeting changed from the city of Talca to Bgotá). 7.Final Meeting (Results and Impact)By now, we have passed through all the moments mentioned above covering 8 key indicators listed before. There were changes to some of the actions conceived at the beginning. These changes were discussed with the Steering Committee, as part of our internal quality measures; and later, were discussed with our Project Officer, to grant here authorization. The changes imply an improvement in the impact and the results of the project. The previously expected impact was: the implementation of a methodology in SI and SE in 20 pilot courses, 450 students implicated, 55 trained teachers, the reinforcement of social incubators in the participant universities with an impact in the communities, and the implementation of measures for the mainstreaming of social innovation. The final impact overpassed these numbers: 70 courses, 1614 students, 56 teachers trained.