We present a new digital reassembly method for ancient pottery based on 3D models of ceramic fragments and precise measurements of their thickness profile. The methodology achieves accurate re-assemblies with minimal expert interaction and it is verified in hand-made ancient pottery replicas, as well as in real ancient fragments (sherds) collected from archaeological excavations.

Informatics studies the representation, processing, and communication of information in natural and engineered systems. The central notion is the transformation of information - by computation or communication. Informatics, broadly speaking, is impacting all branches of knowledge, all human exploration, experience, and understandings of the world.
Cultural Informatics encompasses all areas in which the application of information technologies will and might impact human culture. Indeed, in the last two decades advances in the areas of information management, internet technologies and human computer interaction have greatly influenced the protection and promotion of cultural diversity and cultural expression. These advances present many significant opportunities in terms of culture production, experience, dissemination, and comprehension but also pose major challenges such as, intellectual property rights, privacy protection, and affordability of and access to cultural information.
At the same time technology as a cultural artefact, is not culturally neutral and may come to symbolize a host of different values driven by underlying assumptions and their meaning, use, and consequences. Therefore its adoption is dependent upon the cultural characteristics of the social groups within which they are developed and used.
This talk attempts to outline the relationship between IT and culture. Drawing from current research it takes a holistic view aiming to shed light in the trans-disciplinary nature of Cultural Informatics.

Çocuk Gibi Bak (See Like a Child) is a student initiated project aiming to build awareness about hate speech against children refugees and change the attitudes of university students. Disregarding the fact that they are children, they face with speech that offends refugees. By giving out the message see like a child ‘Çocuk Gibi Bakʼ, students from Izmir University of Economics urge target audience, which mainly consists of their peers, to see a child as "a child" only. The message also encourages them to view the world through children’s eyes. The project has started in 2017-2018 academic year and today it still goes on. Within this period, students organized many activities such as ‘Drawing and Printing T-shirtʼ, Children Chefs, and Photography workshops, Street Games Festival, photo exhibitions. They also contacted 29 universities in 5 Cities, where the refugee population is high, by presenting the project in-person. Students worked with many NGOs, municipality authorities, press, and opinion leaders collaboratively through the whole project. This enabled them to gain more information, data, training and access to wider audience. Moreover, the provided content and joint events helped students to gain more local support, viewership and engagement. All these efforts brought success and admiration to the project, which was rewarded with the first place in the Facebook Peer to Peer Global Digital Challenge, in Washington DC.
Recently, the project received a fund from Turkish National Agency for Erasmus+ KA3 Structured Dialogue Programme. With this grant, Dialogue Week was organized, in which various events were held with the participation of university students from Turkey, Portugal, Spain and Greece, as well as decision makers, representatives of partner institutions and refugee children over the age of 13. During the Dialogue Week, participants were informed about the experiences of refugee children with partner presentations, interacted with refugee children through games and workshops, informed each other about good and bad practices in their countries, and prepared a report to be shared with decision makers through roundtables.
From educational perspective, the project is not only important for creating impact on community but also students’ cognitive, social, and individual outcomes. By presenting this project, I would like to emphasize the impact of social responsibility experience on university students’ personal development empowering them to make a change in society. This kind of service learning courses help students to internalize what they have learned so far both as competent and responsible communicators while developing and implementing such a local campaign. Beyond this major contribution, it also enhances students’ participatory skills leading them to become world citizens. At the end of the presentation, student conceptions of outcomes via semantic networks of free associations will be provided.