The project came out as a practical answer to the context of the ageing population in EU. The needs of the beneficiaries targeted and then involved in the project showed that qualified medical assistance for palliative medicine in the partner countries was scarce and in many situations palliative health-care assistants acquired basic knowledge and skills on the job. The need to train qualified medical staff to meet the growing demand of assistance in the field of palliation in EU is a must. How to do this in a qualified, standardised way and with knowledge and skills aligned to the most recent research findings in the field was the practical challenge to be met and jointly answered in the project by the EU partnership. The project created a very comprehensive interdisciplinary MOOC which offers 20 fundamental palliative medicine procedures. Each procedure has a description that follows a standardised approach, with videos to illustrate how the procedure is being done, including the communication that accompanies the performance of that procedure and with a linguistic unit that practices that specialised communication flow. The 20 procedures with the videos and the accompanying linguistic units are available in 6 EU languages: DT, EN, FR, IT, ES, RO.The interdisciplinary approach is definitely an innovation where the medical content is fertilised by the linguistic approach; due to the inter-disciplinarity proposed by this resource, combined knowledge and skills from the medical and linguistic fields ensue plus specialised communication skills in the domain of palliative medicine are practise.The MOOC approach was a total innovation for all the countries involved in connection to the specialised field of palliative medicine. Added to this the pedagogy specific to technology-enriched education is a first applied to resources from the domain of palliative care. Collaborative learning and evaluation of knowledge and skills, networking and constructivism at the basis of introducing and practising skills for palliation through the MOOC resources and techniques are innovatively applied to a vocational field much indebted otherwise to classic teacher-centred approaches. The project covers the following specific objectives:- Promote stronger coherence between different EU and national transparency and recognition tools and ensure that skills are recognised across borders by identifying, defining and standardizing the palliative medical and nursing skills, which allow students across Europe to be active participants in clinical routine after their first year of medical studies.- Improve the level of key competences and skills, with particular regard to their relevance for the labour market (everyday medical practice), through strengthened cooperation between the world of education and training and the world of work; - Improve the teaching and learning of languages and promote the EU's broad linguistic diversity and intercultural awareness- Develop innovative and multidisciplinary approaches to teaching and learning and eLearning materials which support students both during their skills training and their practical module- Foster quality improvements, innovation excellence and internationalisation at the level of education and training institutions, in particular through enhanced transnational cooperation between education and training providers and other stakeholdersStarting with a partnership of 9 partners from 4 countries having complementary significant expertise and experience both academic (medical: P1, P2, P5, P6; linguistic & training: P3, P8, P9) and in the world of work (P4, P7); the project addresses and have a consistent impact on its direct target groups: - Lecturers & students in Medical Universities- (Foreign) in-service medical staff - Social assistants or other staff dealing with palliative care (hospitals/hospices/homecare)- Language teachers/trainers in medical institutions- Volunteering bodies - Educational centres- Companies active in social corporate responsibilityMain project results are:-Specialized research of medical literature and practice about palliative care in Romania, Italy, Spain and Belgium-Guide of 20 Medical Procedures in 6 languages, topics covered are: Catheterisation; Paracentesis; Automatic syringe; Bed transfer; Conspiracy of silence; Active listening; Communicating news; Spiritual assessment; Nutrition; Oral care; Patient bath; Pain assessment; Pain prescribing; Burn out syndrome; End of life care; Terminal phase; Prevention Ulcer; Awareness level; Patients’ network; Caregivers’ needs.-20 videos with simulation of palliative care procedures-120 language units for 6 languages-2 MOOCs in the fields of palliative care and medical communication-7 Educational Toolkits published on hard copies with DVDs (319 copies)-Project website - http://medlang.eu -1.469 people directly involved by the project activities and other 320.000 reached

Major depressive disorder, dementia, anxiety disorders, and substance abuse affect a substantial part of the European older population. Over 70% of Europeans reside in cities, and this percentage will increase in the next decades. Urbanization and ageing have enormous implications for public mental health. Cities pose major challenges for older citizens, but also offer opportunities for the design of policies, clinical and public health interventions that promote mental health. The overall aim of the MINDMAP project is to identify the opportunities offered by the urban environment for the promotion of mental wellbeing and cognitive function of older individuals in Europe. The project will advance understanding by bringing together longitudinal studies across cities in Europe, the US and Canada to unravel the causal pathways and multi-level interactions between the urban environment and the social, behavioural, psychosocial and biological determinants of mental health and cognitive function in older adults. Specifically, the project will (a) assess the impact of the urban environment on the mental wellbeing and disorders associated with ageing, and estimate the extent to which exposure to specific urban environmental factors and policies explain differences in ageing-related mental and cognitive disorders both within as well as between European cities, (b) assess the causal pathways and interactions between the urban environment and the individual determinants of mental health and cognitive ageing in older adults, (c) use agent-based modelling to simulate the effect of urban environmental, prevention and care policies on the trajectories of mental health and cognitive ageing across cities in Europe. Knowledge will significantly contribute to future-proof preventive strategies in urban settings favouring the mental dimension of healthy ageing, the reduction of the negative impact of mental disorders on co-morbidities, and maintaining cognitive ability in old age.

"Context/background of projectMove your Hands for Dementia (MYH4D) project aims to support adult and senior educators in the extending and developing competences on educating dementia health literacy to adults and seniors. A more health literate dementia community is the first step to improve a more inclusive and equal “dementia friendly community”. Health literacy about dementia provides chances for engaging adults and seniors to face health and environment with more responsibility and capacity to make favorable choices to health and to improve quality of life of persons living with dementia and their family members. MYH4D consortium is composed by four public and private expertise partners involved in dementia (IT, BE, BU, SI) and four technical EDA/ICT partners (GR, ES, CY, IT).MYH4D Objectives Adults and seniors education about dementia aims to equip them with knowledge, know-how, skills and/or competences. Health and family literacy about dementia has got an impact at individual level in terms of personal, emotional, sociality, health and wellbeing learning advantages and an impact at social level in terms of implementing a more inclusive community. There is a wide range of evidence showing that poor health literacy limits a range of lifestyle choices and creates inside the society differences and inequalities. Improving inclusion of persons with dementia and increasing equity to access to public and private services mean answering to their needs inside the community: social needs (as cafeteria and restaurant), cultural needs (like museums, libraries, book shops, adult education centers...), health and wellbeing (gyms, parks, health services), primary needs services (supermarkets, bakeries, groceries...). With the addition of knowledges and competences about dementia the community could become more skilled, offering concrete opportunities and facilities to persons with dementia inside the society. The challenge for adult and senior educators as facilitators is to improve adult non-formal learning training about dementia, that is becoming an increasing social priority, also using open and distance e-learning. The hard months of corona virus is mandatorily pushing adults and seniors to discover day by day the enormous potentiality of open and distance e-learning. They are much more accessible and helpful than we have ever thought, disclosing plenty of opportunities to receive, to give information and to interact.Number and profile of participants; Target direct:- 100 adult/senior teachers and educators - 80 persons with dementia- 160 family caregivers- 20 EDA leaders - 20 policy makersTarget indirect:- 10.000 adult and senior informed by communications- 500 adults and seniors involved in dementia training courses and activities- 10 researchers- communicators (journalists/scientific communicators): 120 communications are expected - 100 stakeholders Description of activities; Results (I.O.)1) ""Be connected"" M.O.O.C. aims is to give instruments to adult and senior teachers to improve their competences on dementia in adult non-formal learning training about dementia health literacy. 2) Community of Practice (CoP) for adult educators aims to share ongoing adults/seniors learning training to persons with dementia and to family caregiver. CoP for persons with dementia and family members is to share life daily needs and solutions about Assistive Technology Initiatives/devices, gamification, good practices, local facilities.3) Guidelines for EDA leaders and for policy makers aim to improve sustainable educational strategies and policies about dementia.Methodology to be used in carrying out the projectMYH4D management is structured on the five major project management process groups: initiating, planning, executing, monitoring and controlling and closing. EFQM quality approach is provided to guarantee participate leadership, buy in and impact.Results and impact envisaged and finally the potential longer term benefits.Expected impact on direct target:1) To adult/senior teachers and educators- More skilled adult/senior teachers and educators about teaching about dementia and improving health literacy in adults and seniors and to to person with dementia and their family caregivers2) To persons with dementia and family caregivers - Improvement of e-health literacy of persons with dementia and quality of life3) To family caregivers- Improvement of e-health literacy and soft skills family caregivers4. EDA leaders and policy makers- Improvement of knowledge and strategic tools to develop dementia educational plans and integrated policyExpected impact on indirect target:5) To adults/seniors - A more health littered/inclusive society to persons living with dementia. 6) To researchers- Exploitations as articles/researches 7) journalists/communication agencies- Exploitations as popular communication to break stigma to dementia8) stakeholders- Reinforcing networking alliance"

The UN 2030 Agenda for Sustainable Development is a data driven agenda, and the use of Earth Observation (EO) can make the SDG indicators’ monitoring and reporting viable, technically, and financially, and comparable across countries. SDGs-EYES aims at boosting the European capacity for monitoring the SDGs based on Copernicus, building a portfolio of decision-making tools to monitor those SDG indicators related to the environment from an inter-sectoral perspective, aligning with the EU Green Deal priorities and challenges. SDGs-EYES will establish an integrated scientific, technological and user engagement framework overcoming the knowledge and technical barriers that prevent the exploitation, combination and cross-feeding of data and tools from the Copernicus’s six core Services, its space-based and in-situ components, and other platforms and portals. SDGs-EYES considers three interconnected SDGs, on climate (SDG13), ocean (SDG14) and land (SDG15), to demonstrate through four Pilots the Copernicus potential for monitoring six indicators making part of the EU and national assessments: GHG emissions, temperature deviation, ocean acidification, marine eutrophication, forest cover change and soil erosion. Although focusing on the biosphere, these indicators are linked to other SDGs on socio-economic and (geo)political factors (e.g., human health, resources security, poverty, conflicts, displacements). Thus, an additional cross-goals indicator and Pilot will focus on vulnerable communities under cumulative climate extreme hazards. SDGs-EYES seeks to combine the science-informed (top-down) approach with a stakeholder-driven (bottom-up) approach to transfer scientific outcomes into easy-to-understand and easy-to-use actionable information in the context of SDG indicators’ assessment. Decision-making tools delivered by Pilots will be co-designed with users, to offer opportunities to regularly assess and refresh methodologies they adopt for monitoring and reporting.

Nowadays competence in mathematics is addressed as one of the most important issue for self-fulfilment at both social and personal level and numeracy skills are considered as one of the priorities for educational cooperation at EU level. It is a common pattern in classroom communication that teaching mathematics is characterized by the use of the textbook and by the teacher dominating the conversation by asking the questions and evaluating the students. This makes students passive and afraid listeners. However, there is a great consensus that cooperation creates learning; productive classrooms build on students participation and thinking. The purpose of “TIM - Theatre in Mathematics” project is to face the main obstacles in the way of teaching and learning mathematics at EU level. It aims to contribute to the ways to improve mathematics teaching and learning, in particular providing a new methodology - TIM Methodology - to teach mathematics using drama and theatre workshop. The project will be carried out by COREP - Social and Community Theatre Centre of the University of Turin (IT), Western Norway University of applied Science - HVL (NO), Technical University of Crete (GR), ASTA theatre company (PT) and DORS - Regional centre of documentation for health promotion (IT).It will develop the TIM methodology by deepening and combining two existing approaches: “Mathemart – Playing with mathematics in the theatre workshop” and “Process Drama - change of roles, perspectives, and role aspects in teaching mathematics”. Mathemart is a new approach that consists in teaching mathematics through Social and Community Theatre (SCT) methodology of the University of Turin. Mathemart uses SCT to get students involved in the game of mathematics by means of theatrical games and activities: an overall approach that includes mind and body, inborn creativity and engagement.This theatrical setting conveys a creative, playful and trusting atmosphere enabling students to freely explore without judging what they are doing, learning from mistakes in a sequence of trial and error. Process Drama, developed by the HVL University of Bergen, aims at changing the teacher dominated pattern of communication by introducing and exploring roles and role aspects (the sceptic, the curious, the authority, the mediator) to create more student active learning processes, emphasizing the ability to change roles and perspectives in a learning process with arguments more than just answers.TIM methodology will be built taking into account the 4 partner countries education systems in order to have a flexible and adaptable tool to each national and regional context. In the manual it will be described in his potential of adaptation to any context or level of literacy of the students within the range 8-14 years old. Other intellectual outputs:A TIM e-learning platform where to find in digital formats all the outputs of the project, to share and exchange digital learning resources related to the methodologyA theatrical conference about “The fear of mathematics” will be realized and shown to at least 600 stakeholders (teachers, insiders, etc..) One actor per country will be trained and will be able to spread the conference in his country.4 scientific articles about TIMThe main target group will include teachers and student teachers. A specific TIM training of teachers will be developed: 20 experts, 5 per country, will be trained to train teachers and at least 400 teachers will be trained in TIM Methodology. The project will focus on the teachers training in order to reach, as secondary target, the largest number of students thanks to the multiplier effect of the trained teachers. It is foreseen that in the first year after the end of the project at least 16.000 students in Europe will be taught mathematics also with TIM. After the project the group of 20 trainers will be able to continue the training of teachers in their own country with the support of the regional/national school offices already involved in the project. We expect, at the end of the project, to have resident trainings in TIM Methodology in the partners’ Universities and institutions.Other secondary and long-term targets will be the institutions, existing projects and associations involved in teaching mathematics: from the Universities to local schools, from European projects and networks to the local ones.The e-learning platform will be the virtual place where all these professionals can meet, exchange opinions, and materials using the repositories. It will be the place where it is possible to share knowledge about TIM.This will improve their way of teaching mathematics and will foster the creation of a community of professionals using TIM, exchanging knowledge and spreading the methodology and the tools among their networks. At that time, the benefits will be evident in the classrooms, as the quality of the teaching improves, the students will indirectly take profit by the project