<< Objectives >>The main objective of GrapePRODIGI project is to assess a learn-in-practice education platform in the related topics of remote sensing, digital mapping, smart sensors and high precision farming for grapevine growers. The platform will include a pilot vineyard managerial system for clearer understanding and organized roadshows will ensure the high level attainment for stakeholders. By the platform farmers will get fit-for-purpose knowledge on how to engage digital tools in viticultural practice.<< Implementation >>As a first step the project will clear out stakeholders knowledge and needs about digital tools in agronomy. By evaluating the feedback a tailored education content will be created including a pilot vineyard managerial system to demonstrate tools in practice for learners. For the pilot vineyard management system smart sensors will be used to measure current datasets increasing the functionality of the knowledge provided. The impact of the project will be strengthened by a professional roadshow.<< Results >>As a result of the GrapePRODIGI project a better understanding will be visualized in stakeholders mind about possible digitalization and smart tools in viticulture, which directly give them benefits in management, economy and decision making. Using a pilot system learners can easily understand the possibilities and barriers of digital vineyard management. In wider exploitation regional policy makers can gain the contribution of farmers to assess digital dataset for their strategy making activity

The fast increase in complexity of technical artifacts, in particular of software systems exposes human society to increased risks. The immediate consequences of software failures range from small nuisances (blocked smartphone, laptop shut down, virus attacks), to big nuisances (failure of an online submission system just before the deadline, chaos in an airport due to failure of luggage handling system, breakdown of the electrical power for a whole region), to important loss of value (loss of a space rocket, after-sale replacement of millions of defect devices), and even to fatalities (failure of an antirocket military system, train or airplane crash). One of the main reasons for the more and more frequent failures of software systems (and in general of more complex systems including software) is the insufficient qualification of software professionals in Computational Logic and in Automated Reasoning, which makes them avoid the use of formal methods in the software production and verification process. In our experience, there exists a big gap between the learning offer from universities and the requests on the labour market. (Computational Logic is an interdisciplinary field at the intersection of Computer Science and Mathematics which studies the use of Mathematical Logic in computer algorithms and applications. Automated Reasoning is a topic in Computational Logic which studies methods and algorithms for reasoning in an [almost] mechanized way.)The development of reliable software systems is based on formal specification (what the system should do), formal implementation (how is the system realized), and formal verification (does the system what it should). For a proper realization of specifications, implementations, and of their verification, the software professional needs to apply Computational Logic knowledge and methods in order to construct and study the appropriate models, to find the necessary algorithms, and to refine their implementation until programs are produced; and needs to apply techniques from Automated Reasoning in order to test and verify the algorithms and the programs, possibly using specialized software tools.The main objective of the project is to improve the education of Computer Science students in fields related to Computational Logic, by creating innovative and advanced learning material that uses Automated Reasoning and by training a large number of academic staff in using this in a modern way. Consequently, this will increase the knowledge and skills of Computer Science graduates in Computational Logic, and this will have a positive impact on the safety and reliability of software. Thus indirectly the project objectives include the effects of increased software reliability: virus elimination, online safety, better detection of negative online phenomena (fake news, cyberbullying, etc.), and other.This goal will be achieved by the following activities:A1: ARC Book production as intellectual output containing the novel learning material (to address problems from real life, based on novel principles of problem based learning, and relevant to the labour market, to include current and future research directions, to develop advanced software tools and to make use of them),A2: Training of academic staff in teaching using the book, by 5 Training Events,A3: Training of students using the learning material, at the partner institutions (in approximative 21 courses over 4 semesters, more than 5000 students) and at ARC Summer School (20 students),A4: Evaluation of the learning material using the experience from the student courses and from the ARC Summer School,A5: Dissemination by the International Symposium on ARC (multiplier event), the ARC Page on the WWW, and the ARC Interest Group,A6: Management by the ARC Project Management Team and auxiliary personnel.Because of all these elements of innovation stated above and because experts in the field will develop the ARC book and the necessary tools, this project will revolutionize the process of teaching Computational Logic topics. Also, since the material will be open source and largely disseminated, we expect to have a significant national and international impact.Since Timisoara will be the capital of culture in 2021 and some of the activities of the project will be integrated in this event, our project will contribute to attract more academic staff to this event and will contribute to increase the visibility of the Erasmus+ activities for the general European public.

Prison art work is a type of work that requires different rules and possibilities in terms of establishing contact, freedom of movement, opening certain topics and thinking carefully on its ethical dimensions, as well as keeping in mind the professional obligation to keep information, that artists might receive or the insights they gain while working in prison space, confidential. Before they could start any artwork in prison space, artists involved in the project need to go through proper education. Through certain forms of education, artists need to understand that working in a prison space requires not only a different approach to work than the one they are used to, but also a different approach to the people they will encounter while working in that space. The reasons for this belief are found in the experiences of previous projects. Lack of familiarity with the way of working and behaving often causes the artist to be obstinate. That behavior then results in superficiality and inappropriate work. Resistance to learn something or apply something that they have been suggested has led us to think about the need to carry out a project where artists would undergo certain forms of education before working in prison.Continuing on all the facts, the idea has been developed to produce and publish two educational books (manuals) explaining and displaying different aspects of art work in the prison.Projects to promote education in prisons, through the search for professional associates, the exchange of knowledge and the dissemination of good practice, have been implemented in the European area for a long time. The reason for the transnational implementation of the project is the fact that both the applicant and the project partners will use the specific knowledge and expertise that each participant brings to the project.By educating the prison system's expert staff about this domain of artistic activity, which actually falls into the scientific field of medicine and we can say psychology, we are placing it in the area of one of the important lifelong literacy processes. This type of education is important because in this way the form of acting through the arts is more successfully embedded, on an equal footing with other skills (using art therapies and working with prisoners) in the penal / prison community. For artists, the effect we expect is to increase understanding of the needs of the community in which they perform the artistic interventions and to respond better to the needs of that community. The long-term effect is to increase artist interest in participating in projects related to prison systems.Following the implementation of the project at the partnership level, the results of the project will be used to: educate artists interested in the subject of painting and aesthetization of prison premises, educate employees in prison systems on the effects of art on behaviour and stay in prison, and educate students during their studies.All materials produced by the project will be fully available to the public as follows: the books will be uploaded to the ISSU database, where the HDLU places links to catalogs, which are then made available to the public for reading and download.We plan to update the books over time, in line with the progress of projects in prison systems and the experiences we will gain over time, and we also intend to supplement the books so that they can be applied to hospital facilities.The long-term plan is to create a catalog of interventions performed so far in short-text brochures, which can then be placed in hospital waiting rooms, so that patients can gain insight into the purpose of artistic initiatives.Brochures will also be developed for prison interventions and made available to prison systems to provide prisoners with insight and information on intervention projects and results.

<< Background >>One of the biggest challenges of recent years and the near future is to tackle the serious problems caused by global warming. In addition to the high vulnerability of agro-ecosystems, mainly caused by rising atmospheric carbon dioxide level, climate change will inevitably have an impact on all levels of human life. Climate change issues are increasingly present in our daily lives and there is a growing societal need to raise awareness by increasing information and up-to-date knowledge about global warming. This is particularly true in those areas (natural, economic, social, traditional and cultural) where climate change has complex impacts. Viticulture has a tradition in Europe going back more than 2000 years. In 2016, there were 3,678,212 hectares under vines across Europe, which means that almost half (49.3%) of the total area under vines is located on the old continent. The European wine classification system, AOP, DOC, PGI, PDO, etc., guarantees the uniqueness and quality of wines from a specific terroir. The high added value, uniqueness and typicity of the wines are very closely linked to local conditions, including environmental (e.g. climate, soil) and human factors (technology, traditions). A number of wine brands rooted in this background have so far developed across Europe, but the European wine sector is also facing a number of challenges: strong and growing competition from the New World, stagnating or slowly declining vineyard areas and, finally and perhaps most importantly, the increasing impact of climate change. Climate change mitigation and adaptation is one of the most challenging issues for agriculture, including vitiviniculture. Climate change will undoubtedly have the greatest impact on the vine and wine sector in the coming years. In traditional wine regions, for example, more frequent extreme weather events are expected, including uneven rainfall, heat waves and droughts. Furthermore, existing problems such as drought in Mediterranean regions will worsen in the near future. Likewise, the emergence and migration of new pests is also partly driven by the changing climate. Given the complexity of climate change problems, there is a strong need for high-level cooperation across Europe to mitigate the negative impacts of climate change. While global warming phenomena can be observed across Europe and the world (increased temperatures and extreme weather events including droughts, floods, high UV radiation, etc.), there may also be specific local problems that require tailored adaptation. Therefore, joint thinking and sharing of good practices and knowledge will facilitate adaptation processes in many traditional wine producing countries in Europe. The project aims to promote cooperation between different European universities in the field of viticulture and oenology. The main objective of the cooperation is to equip students with state-of-the-art knowledge and to enable them to respond adequately to the future challenges of climate change in the wine sector. Students participating in these courses (and using the newly developed e-learning platform in both national and English) will be able to develop their knowledge in order to mitigate the negative effects of climate change both at global and local level. This is a common need for all stakeholders in the wine sector, including wine producing countries, research and education institutions, students (the professionals of the future), local businesses and policy makers.<< Objectives >>The main objective of the project is to create and strengthen cooperation between European institutions in the field of education through the improvement of teaching materials, the development of an e-learning platform and common curricula for summer courses, and the sharing of best practices. The project focuses on high quality activities and practices to mitigate the negative impacts of climate change. The project will provide a complex approach to improve the effectiveness of knowledge transfer on the interactions between viticulture and climate change. Therefore, the planned activities of the cooperation will respond to the common needs and priorities of viticulture and wine education. In particular, the objectives are:- Support for transnational education systems and mobility. The project aims to improve cooperation between several European universities/institutions. The common e-learning platform will provide participants with the opportunity to provide high quality education. This innovative e-learning platform, together with best practices and summer courses, will provide an effective methodology for both teaching and learning. - It enriches students' knowledge with up-to-date information on general aspects of climate change. - Enhance students' knowledge of the characteristics of traditional wine regions and the specific interactions of partner countries with climate change. A deeper understanding of the trademarks, wine-making philosophies and cultural heritage of these regions will ensure an appreciation of the different local (environmental and human) factors that influence them. Knowledge of each other's precious heritage will help to increase students' sense of responsibility to protect it. - Achieving environmental and climate goals. The project is based on the importance of acquiring knowledge and understanding the impact of climate change in the traditional wine regions of the partner countries. The aim is not only to increase knowledge of the regional impacts of climate change, but also to learn about environmentally friendly technologies to maintain economic production.- To develop students' digital competences by providing e-learning opportunities through an e-learning platform and state-of-the-art e-learning materials.Specific objectives:SO1 - Arranging, establishing and assessing existing learning materials to facilitate the knowledge of students regarding climate change and targeted traditional wine regions of the partner countries. Specifying the importance of the variety of environmental factors (climate, soil) and human factors (grape growing and wine making technologies) as the background of the unique product of the region. Describing existing and possible technologies/solutions and best practices to mitigate the negative effects of climate change (fitting to the local characteristics).SO2 – Creating e-learning materials regarding climate change and its specific interactions with wine regions. Creating a digital forms of best practices. SO3 – Establishing an e-learning platform for teaching, training and studying with customized pedagogical contents for the students.SO4 – Organizing summer courses and creating common curriculums for students. Presenting the best innovative practices to buffer the negative effects of climate change.<< Implementation >>The implementation of the project will involve a number of activities related to its technical content. These activities fit in with the main work programmes and tasks of the project. These tasks and work programmes are. 1. Assessment of relevant educational programme elements related to climate change issues and wine regions.Firstly, the project will assess the available knowledge, innovative technologies used, best practices and existing educational materials of the targeted wine regions on climate change issues and specific regional interactions. The assessment of available educational material will include specific information/knowledge on traditional methods, specific environmental conditions, emblematic wine products, varieties, specific socio-economic background, etc., relevant to the wine region concerned. Part of this educational material will form the core of the technical content of the e-learning material. 2. Creation of new e-content Based on the results of the first main activity, the project plans to create appropriate digital educational material providing specific and general multidisciplinary knowledge on the subject. The project will maintain a problem-focused approach, recognising the knowledge, education and training requirements of viticulture and winemaking. The planned e-learning materials and pedagogical content: - increase general knowledge about climate change and its impacts on the wine sector- improve knowledge of the different traditional wine regions of Europe and their interaction with climate change- stresses the need for sustainability in quality wine production- increase knowledge on the use of technologies to mitigate the negative effects of climate change3. Create an e-learning platform to provide new learning opportunities.Educational materials developed by partner institutions will be adapted to e-learning format. The e-learning platform will provide a range of learning opportunities and will be available for self-training and self-monitoring, as well as short videos, webinars and podcasts on best practices. The platform will also provide a forum for users to discuss specific topics. Using the platform will enhance users' digital competences and skills. 4. Modify and test the online self-learning training materials to make the results of the project more widely available at EU level. This user-friendly facility will motivate students to self-educate and to acquire relevant competences, knowledge and problem-solving skills related to climate change and vitiviniculture interactions 5. Adapt the educational material of the e-learning platform to the different educational and training programmes of the participating institutions. Each institution will use the results of the project in their own educational programmes. The e-learning material will be part of the programmes, either as a separate course or integrated into existing courses. 6. Creating new curricula for summer courses on climate change and vitiviniculture, taking into account the specificities of traditional wine regions. Design and organise related summer courses with this new content.<< Results >>The expected outcomes and outputs of the project are:1. The project will foster cooperation between European universities/institutions in the field of education and research on climate change issues. Large scale insights are essential to mitigate the negative impacts of climate change, but also knowledge of local specificities will contribute to a common reflection on ways to tackle different problems. 2. The development of state-of-the-art educational material and its online implementation, providing general knowledge on climate change and its interactions with viticulture and winegrowing. This material also includes the specific background of the different wine regions, including human and environmental factors. Learning about each other's cultural/traditional/social backgrounds will help to promote joint thinking and work within Europe. 3. Improving the mobility of students and teachers between European countries. As with the previous idea, this helps to learn about different cultures and ways of thinking.4. The user-friendly e-learning platform developed as part of the project will provide students with an effective learning opportunity. This platform provides opportunities for self-learning and improves users' digital competences.5. Curricula for summer courses. The syllabuses contain a brief description of the course topics and can be part of the personalised learning material. Together with the e-learning material, they provide an opportunity for the participating institutions to develop, where possible, joint educational programmes at different levels. 6. This outcome of the project will provide participants with the opportunity to learn about existing technologies and practices to buffer the negative impacts of climate change on viticulture and winegrowing. 7. Finally, an important expected outcome of the project will be the strengthening of students' environmentally friendly mindsets and attitudes. In addition to problem solving and collective thinking, the use of environmentally friendly technologies is essential for a sustainable environment.

The focus on the quality of education and related to it teacher competences and teacher education is a vital and broadly discussed issue not only in the Central European region but in many countries all over the world. One of its aspects is practical training of will-be teachers and introduction of novice teachers into their profession which in much extent depends on the quality of their supervising teacher, i.e. mentor teacher. As practical experience show, though the position of mentor teacher is legislatively recognized in many countries, the mentor teachers are in most cases not adequately trained for this position. Out of the countries from which the institutions involved in the project are, mentors have been supported within their life-long professional development in Hungary only. The partners in the project are 6 HEIs from 4 countries: SK - Constantine the Philosopher University in Nitra and J. Selye University in Komarno, CZ - Ostrava University and University of Economics in Prague, HU - K. Eszterhazy University in Eger, RS - University of Novi Sad. All the institutions have long-lasting experience and expertise in teacher training and communication with mentors responsible for teaching practice of will-be-teachers and induction phase of novices. Analyses of the gained experience have shown that appointing mentors is done ad hoc and they lack any support or training to perform well in this position. That is why the partners have decided to tackle the topic of mentor training and use their expertise as well as share the experience of Hungarian colleagues with the issue. Realizing the crucial role of mentors in the process of teacher training and education, while running the project, the project partners intend: -to support mentor teachers professionalism and equip them with relevant mentoring knowledge and skills, thus to make them more self-confident about their role, -to increase the level of their mentoring competencies and understanding of their importance,-to develop an innovative modular mentor training programme for face-to-face and self-study implementation,-to design and develop mentor training materials in five languages (EN, SK, CZ, HU, RS) reflecting the modular programme,-to run teaching practice of will-be-teachers and induction phase of novices in professional environment and make them more trainee friendly, -to increase the quality of practical training of future teachers,-to increase motivation and ensure willingness of young teachers to stay in the teaching profession, -to strengthen the profile of the teaching profession. In order to achieve the above stated objectives, the project partners will make sure the relevant measures are taken within the life of the project and conditions for their fullfillment are created in their respected institutions which will provide the trainings in future. This task requires:-to design an innovative modular curriculum for a mentor-teacher training course, i.e. to design and agree its content and topics addressed and modes of its delivery,-to develop training materials in compliance with the designed curriculum and make it accessible in the national languages (SK, CZ, HU, RS) of the project participants and in English,-to make aware the target groups (existing and prospected mentor teachers and school head teachers) of the project about the interim project outputs and elicit the discussion about them in order to increase their relevance and quality, and make them as tailor made as possible for the intended stakeholders,-to make subject methodology teachers and other teaching staff (willing to be involved in the course delivery) in their institutions knowledgeable about the project objectives and outputs and train them in short-term staff training events,-to design CPD modular training programme in compliance with national legislation and submit it for accreditation to the relevant legislative body,-to advertise the programme and use the developed materials in the face-to-face trainings, and for self-study of mentors. The intellectual outputs developed within the project life will be accessible on the project website not only for the project partners but also for wider community of educators and other interested public also beyond the life of the project. They will serve as the basis for multiplier events with project stakeholders who are expected to disseminate the information about the otputs to staff and experts involved in education. The developed materials will have long-lasting impact on the target groups of will-be-teachers mentors and novice teachers mentors especially after the life of project when the institutions deliver the accredited CPD training programmes for mentors and when the mentors being aware of the project results and outputs start using the materials displayed on the project website for their self-study, thus raising their self-confidence and quality of young teachers competences.