The ability to observe the internals of an execution of a computer-based system is a fundamental requirement for ultimately ensuring correctness and safe behaviour. Within COEMS (Continuous Observation of Embedded Multicore Systems) a novel observer platform with supporting verification methods for software systems is created. COEMS tackles the issues of detection and identification of non-deterministic software failures caused by race conditions and access to inconsistent data. It gives insight to the system’s actual behaviour without affecting it allowing new verification methods. An efficient real-time access and analysis as a critical element for operating safe systems will be developed and validated by COEMS. Moreover, a cross-layer programming approach supporting failure detection will be proposed. COEMS aims at shortening the development cycle by considerably increased test efficiency and effectivity, by increased debug efficiency (especially for non-deterministically occurring failures) and by supporting performance optimization. COEMS improves the reliability of delivered systems, enabling software developers to identify, understand, and remove software defects before release, as well as improving efficiency of software for multi/many-core computing systems in terms of performance, real-time behaviour, and energy consumption. The two Global Players Thales Group and Airbus Group, both active in safety-critical domains, will validate the COEMS approach by suitable demonstrators, i.e. testing and debugging of real-world multicore applications. In addition to these two domains, we will address the domains of safety-critical medical applications, automation and automotive industry, as well as the Internet of Things. Technologically, COEMS will provide the world-wide first comprehensive online observation approach that is non-intrusive allowing improved testing and debugging. Altogether, COEMS will define a new state-of-the-art for software systems development.

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<< Background >>During the COVID pandemic many children's needs related with their learning process were forgotten due to the necessity of transforming normal in-person classes to online lessons, where the traditional method of teaching was imposed due to the lack of resources and tools, but also to the lack of other innovative pedagogies. This project addresses the needs for schools to focus on the multiple intelligences of children, learning how to create more active classrooms but using outdoor spaces, in which children have more freedom, but also allows the distances and the space necessary to assure the distance needed during the COVID-19 situation. Furthermore, active and green pedagogies place children at the centre of the education and learning process, taking care of their feelings and creating a more fluid communication that can be also used in virtual scenarios. Not only that, but these active and green pedagogies give the change to children to interact with a different classroom space, helping them develop Key competences at a different pace and integrating all the children in the different learning processes.In this case, the needs are closely related to some of the Erasmus+ priorities, that focus on the inclusion of children in the educational teaching methods, focusing on the diversity of learning processes and creating different learning spaces, scenarios and activities that will allow children to be included in the classroom. In order to do that, it is necessary to support the professional development of teachers, guiding them on how to implement this, following the requirements and the pedagogical plan of the school, as not all the teachers have been graduated from the same universities, neither have taken the same optional classes or trainings, nor the graduation period was the same for everybody having the same instruction about innovative pedagogies.<< Objectives >>GENERAL OBJECTIVE- GO1: Create inclusive schools to allow the equal learning of children having into account multiple intelligences.This is the general objective of the project that can be obtained by implementing active and green pedagogies with outdoor learning, creating a paradigm shift from traditional pedagogies. By creating different learning methods, using diverse activities and environments and allowing children to interact with their emotions it is possible to open the learning opportunities of all the children.To reach the general objective, the following specific objectives have been defined:SPECIFIC OBJECTIVES- SO1: Implement outdoor learning through active and green pedagogies in primary schools.In order to create more inclusive schools focused on multiple intelligences, there must be a change of traditional pedagogies to other types that have into account the complex learning process, Therefore, one specific objective to achieve this is to introduce active and green pedagogies in outdoor learning in primary conventional schools, focusing on children's needs and emotions and offering children the option for practicing different intelligences.- SO2: Support the professional development of teachers, educators and facilitatorsFor implementing active and green pedagogies, teachers need to be trained to understand what needs to be done and how. Through the project, there will be a special emphasis on guiding and accompanying teachers in the process of learning how to implement these pedagogies to improve the development of innovative teaching methods.- SO3: Improve the relation between children and environmentWhile including green pedagogies and outdoor learning in the schools children will be more in contact with nature, understanding its importance and the natural relationship with human beings. When understanding and being in contact with their environment, children will learn to take care of it and acquire practices that will support the climate change fight.<< Implementation >>In this project there are a total of three learning, teaching, training activities. These activities have as main target the associated partners staff working as teachers, educators and facilitators in the educational sector.The activity C1, called “Rethinking our classroom” and the activity C2, titled “Rethinking our learning spaces” have a main goal to support the professional development of teachers, contributing to expand their knowledge on active and green pedagogies, but also focusing on their concern on how to support children emotionally. These two activities will be based on the Project Result 1, based on the introduction and academical point of view for including active and green pedagogies, but it will also give the chance to the partnership to visit the schools that participate in the project and brainstorm, discuss and suggest how outdoor learning can be implemented in the school with the current resources.Regarding the third activity, C3 named “Real experience of outdoor learning”, the staff of the associated organisations will be able to visit an outdoor learning school that is part of the association, having a real example on how this is part of the daily teaching pedagogies of the teachers that work in this school, and how children are being evaluated,as well as understanding much better outdoor learning. Moreover, they will have the opportunity to discuss with the teacher of the outdoor school how they work, how they plan their classes, what type of resources they have or need, what are the essentials or basic elements to introduce outdoor learning in the classroom, etc.<< Results >>Within this project there are two project results (PR). The first one is the basis of the project and the start for teachers to understand how to implement outdoor learning through active and green pedagogies, with an emphasis on the emotional support of children. This PR1 will be published in the form of an e-book, to allow the access for the teachers interested in learning more about active and green pedagogies.Then, the project moves to a second phase, once the teachers know the theory, have participated in the c1 % c2 and have solved the doubts and questions that may have arised. Now, it is the time to put into practice what has been learned and move forward with the implementation of active and green pedagogies. The PR2 will focus on how to do it, in which the experts will give tips and advice to teachers, creating a short guide on how to create didactic units with outdoor education. Moreover, this output will include real didactic units created by the schools participating in the project, with different contexts and resources, to show as example that this can be done in diverse scenarios and situations and as a toolkit for other educators.Apart from this, the project will also create a project website, social networks in which the different partners will share the development of the project, lessons learnt, results and advice.

"Surveyor's Opportunities for Collaborative Surveying (acronym SOCS) is Strategic partnership initiative by four training organisations all providing qualification in Surveying. Three partners are VET-colleges: Helsinki Vocational College, FInland, Istituto di Istruzione Seconadaria Superiore ""Buontalenti - Cappellini -Orlando"", Italy and Berufskolleg Cuno2, Germany. Fourth partner is Western Norway University of Applied Sciences in Bergen, Høgskulen på Vestlandet. The need for SOCS arose from the fact that participating colleges all agreed that internationalisation is on too low level within land surveying VET, e.g. students' possibilities to do practical training periods abroad.Partnership group focuses on strengthening and sharing of key competencies in Surveying and enhancing internationalisation of the sector, in participating colleges and especially among their students and teachers. The project is based on idea of collaborative learning for students in transnational groups during four one-week workshops each having separate surveying-theme as content. Themes have been built to resemble working life processes of surveying, gathering of data and applying the data into practices used in surveying sector. Thus, in first workshop week includes also gathering of data which in used used in 3D-modelling in second workshop, among other goals of the workshops. Similarly in third workshop data is gathered and later on processed in fourth workshop. Each workshop has also its own specific contents on top of continuum of data gathering and processing. These contents focus on methods of gathering and processing data, various equipment and software used for different purposes in surveying in different countries. Furthermore, health and safety norms, measures and risks of surveying are included in each workshop's agenda as a generic topic, as these topics vary regarding to what line of work processes of surveying are dealt with in various themes. In order to enhance internationalisation and to improve preparations for surveying students' KA1-type of longer mobility periods/practical training periods abroad, participating students will build up 5-language surveying glossary (EN-FI-DE-IT-NO) of key concepts. During the four workshop weeks taking place in the project, each college will have 15 students participating in the project as each college will have 5 students per workshop week. Therefore students hosting their national workshop week will have to have the possibility to participate in one workshop abroad, and therefore total number of students per college sums up to 15. In all, during the process 60 surveying students will have possibility to participate in workshops. Number of teachers is more limited, as apart for HVL/NO all other partner college's surveying departments are quite small and rotation of participating surveying teachers has to be decided within colleges. According to plan there will be one surveying teacher going abroad with group of five students.Working process in workshops consists of theme-related pre-assignments that are processed in transnational smaller student groups and of practical training sessions both indoors (e.g. 3D-modelling of gathered data) and outdoors (e.g. gathering data with drones) and visits to surveying companies during the workshop weeks. Each workshop week is more or less a mixture of different learning methods, small transnational group work, discussions, comparisons, building up summaries and presentations, active hands-on-surveying work and company visits. All summaries and results of pre-assignments are saved to act as supportive learning material when preparing surveying students for longer practical training periods abroad. For participating teachers the project provides excellent possibilities to learn from other other colleges' colleagues their pedagogic approaches and methods, get to know different types of equipment and software/applications and how these are used in teaching / learning processes of future surveyors. Participation also consolidates co-operation between colleges and enables them to share other external surveying college and company contacts with each other, once again promoting and facilitating surveying students' practical training periods in another Member State.According to discussions taken place between partners, project facilitates boosting surveying students' internationalisation, especially when sharing the experiences and practices between colleges, sending and receiving surveying students becomes more appealing for all parties. Partners are also anxious to share their experiences with other, mainly national level VET-providers and with their EU-level already existing surveying colleges via dissemination of the results. Aim in the long run is to enhance and facilitate surveying sector's internationalisation in VET, and by sharing the experiences and recruiting more surveying VET-providers to the SOCS-network."

Despite the well-recognized benefits of physical activity (PA), 80% of European children do not meet recommended guidelines of at least 60 minutes of daily PA (Tremblay et al, 2016). A recent report stated that PA promotion among children in 49 countries was a ‘serious worldwide and European concern’ (Aubert et al. 2018). In response to this, the World Health Organization (WHO) highlighted school-based programs as a ‘best investment’ for PA promotion among children (GAPPA & ISPAH 2011). The PA strategy for the WHO European Region (2016-25) and the Global Action Plan on PA (2018-30) (WHO, 2016; 2018) both highlight the need to strengthen the training of education professionals while creating school environments that encourage children to be physically active. Schools present the only setting where children of all social, cultural and economic backgrounds can be supported to engage in PA for an extended period of time (Naylor et al 2009). Unfortunately, children spend most of the school day being sedentary (Holt et al, 2013); thus, classroom time consistently contributes to sedentary behaviours (Bailey, 2012). Schools are dynamic, complex systems where the core business is learning (McQueen et al, 2007). Therefore, it is exceedingly difficult to develop school-based PA programs that teachers support. Among the many reasons for this are competing demands between time for academic pursuits versus time spent in PA. Physically active learning (PAL) was designed to address this ‘tug-of-war’ between competing priorities. PAL is a pedagogical approach where pupils are physically active while learning academic content (Bartholomew et al, 2011). Although a young science, PAL has received widespread attention as it produces consistent increases in PA levels with a neutral or positive effect on academic performance (Norris et al 2015; Martin and Murtagh 2017; Daly-Smith et al, 2018; Singh et al, 2018). Moreover, unlike other school-based PA interventions (e.g. recess), PAL benefits all demographic subgroups (Bartholomew et al, 2018). The primary challenge for any school-based programme is how to achieve high levels of adherence and compliance from teachers and other school stakeholders. A reason for this could be that programmes are often developed and implemented using researcher-led push approaches that rarely involve teachers (Rutten et al, 2017). As a result, many teachers lack the capability, opportunity and motivation to embrace PAL (COM-B, Michie et al, 2011; Quarmby et al, 2018). To address this issue and ensure sustainable practice, high-quality open access PAL teacher training programmes are required. To achieve this, programmes should be created in cooperation with teachers (Norris et al, 2015). To recognize teachers as pivotal partners at the forefront of realizing this vision, we established a six-nation partnership, ACTivate. The main objective of ACTivate is to co-create, with teachers and other school stakeholders, an innovative European-wide open access PAL education programme, web portal and community of practice (CoP, see concept map, appendix).ACTivate consortium partners; Western Norway University of Applied Sciences (HVL, Lead organisation), Leeds Beckett University (LBU, UK), LIKES (Finland), Amsterdam UMCA (UMCA, Netherlands), University College Denmark (UCD), University of Porto (Porto, Portugal). Partners have substantial skills and experience to design and deliver the six intellectual outputs:1) report: core competencies for PAL teacher training and implementation programmes 2) report: outcome measures of importance to teachers3) an evidence-informed European PAL student and qualified teacher curriculum4) an open-access web portal and CoP to facilitate PAL adoption and implementation practice 5) two e-learning courses (e.g. MOOCs, videos) to enhance i) student, and ii) qualified teachers’ PAL capability, opportunity and motivation6) report: pilot the feasibility of the ACTivate online platform and e-learning coursesThe six intellectual outputs in ACTivate will facilitate the following (long-term) results, Increase the number of teacher training organisations across Europe that incorporate PAL within teacher training curriculumsEnhance the quality of PAL training for student teachers Enhance the quality of PAL qualified teacher training CPD courses Impact on the future development of teacher standards and training curriculumsIncrease primary school teachers’ capability, opportunity and motivation to adopt and implement PALIncrease the proportion of teachers implementing PAL and the frequency of deliveryCreate school environments that facilitate and activate the adoption and implementation of PAIncrease in the size and depth of PAL research networks Furthermore, pupils will be the end beneficiaries of the ACTivate project in the form of increased lesson time and school-based PA, increased enjoyment of academic lessons, and improved classroom behaviour and time on task.