This project aims to create a comprehensive digital imaging database in which the scanned skeletal material of South African individuals will be curated. The server for the database of non-living individuals will be stored at the South African Nuclear Energy Corporation (Necsa), while for living individuals in the respective hospital archival systems. Standard operating procedures and quality assurance guidelines will be created in order to manage access and ethical use of the digital database. The applicable data will be uploaded online for dissemination not only to partner Universities but also other national and international research groups following adequate ethical approval of research and author permission. Mobilities between South Africa and Europe and interdisciplinary research are envisaged to enhance research expertise and improve outcomes as well as expand material for more representative research findings.A digital collection of images is vital for improving education and expanding research in skeletal anatomy and human variation. The research will aid in medico-legal investigations for deceased individuals and medical research, either by creating new methodologies, or validating those already in use. Research will also be done by postgraduate students, and thereby increase the capacity of universities to train professionals. In some cases, scans will be used in undergraduate teaching, in order to create learning environments that are true to real life scenarios. The availability of skeletal collections of modern individuals, representative of the heterogeneous South African population, along with the advanced technology to create and curate 3D digital scans on skeletal material as well as on living persons, puts South Africa in the ideal position to successfully implement this project. The resulting database will be beneficial to training and research in higher education in South Africa and will establish partnerships with European countries.

Water has always been key for the development of human societies. Water is vital for life, to support human societies and well-being. Most of the oldest and larger cities around the world are settled around a river. Fresh water is vital for human life and has also proved to be crucial for the settlement of most economic activities such as farming, transporting, industries or quarries. Unfortunately these activities are in the basis of two big problems: firstly, the reduction of water flow level promoted by the needs of consumption of a growing population with an important impact on the streams’ life balance, and secondly, the degradation of water’s quality due to human usage. Such decrease in quantity and quality has important impacts in the biodiversity of rivers and streams, their riparian areas and catchments. These impacts have been particularly intense in the 19th century, during the industrial revolution, which waste waters , has been thrown into rivers or the sea. Despite the treatment performed in wasted waters nowadays, the rates of contamination are still much higher than those bared by the rivers ecosystems. Actually, rivers and other waterways are currently among the most degraded ecosystems on the planet, suffering higher biodiversity reduction rates than those occurring in terrestrial ecosystems. As water needs increase, in line with population density pressure and economic development activities, river ecosystems will continue to deteriorate if they are not managed in a sustainable way. This requires not only the involvement of authorities and other public agents, but also the active participation of citizens and all social and economic agents. In response to this, the Water Framework Directive (WFD) has established public participation as a requirement in the process of preparation and implementation of River Basin Management Plans. Raising public awareness and improving knowledge on the impacts of human activities in riparian ecosystems while defining efficient measures to change the course of its degradation is crucial. This project is developed in close collaboration with different political, social and economic agents who work together in mitigating the negative impact in rivers and contributing to improve life quality in Europe. It involves students from different learning levels (high schools and universities), local populations, authorities, NGOs working in environment and researchers from different subject areas. The Project follows three fundamental pillars: • Improving ecoliteracy through research and disseminating knowledge on aquatic ecosystems thus promoting positive and responsible habits • Promoting environmental volunteering through responsible research and innovation, engaging students, teachers and staff from higher education institutions • Fostering citizens engagement in the protection of water ecosystems by promoting awareness and knowledge. The LIVINGRIVER project aims at raising awareness, improving skills and competences and fostering initiatives to achieve more sustainable and healthy rivers by developing and disseminating resources and tools which resort on scientific research towards a well informed and consequent global action. The project will be structured around two main Outputs: O1 - E-book: Life in streams and their riparia The e-book will resort on visual graphic and multimedia materials: 3D and 2D animations, videos, pictures, drawings, etc, in order to better communicate the contents related to biology, ecology, specifically ecosystems and the water cycle and regarding the history of scientific research, river and water usage by men and civilisations, industrial, cultural and economic activities related to the river across time, making its use more attractive and at the same time, raising awareness of the natural beauty and richness of the rivers environment. O2 – Web Platform www.livingriver.eu The www.livingriver.eu platform will gather information related to the whole of the project, give access to pedagogical and other resources and provide a space for all stakeholders interested in the topic of the project — schools, universities, authorities, NGO’s, professionals and others — to share information, resources and ideas. It will also be the main tool for the project’s dissemination.

"Bullying and cyberbullying also occur beyond the school setting. The school is not the cause or the only place where it takes place, but the causes can be found in the various contexts in which life goes on during childhood and adolescence, such as family, school or neighborhood. That is why it was necessary for the From Peer to Peer project approach to be community, territorial and integral, if we wanted to act with coherence and effectiveness.The issues of bullying, violent relationships or disabling inside and outside schools leaked as cases specific in the education departments, and in other municipal areas of the different territories of the EU. In this sense, the European Union itself is worried about this problem and in 2013 adopted a declaration calling for a European day against bullying. However, in most cases of bullying, there is a situation in the schools of non-recognition, by passivity to name, generates a certain silence and justification for personal characteristics of those involved at all levels. This became a priority need on which to act.The loss of confidence in educational institutions to resolve the conflicts generated by the coexistence with the ""different"" (the martest, the fattest, the immigrant, the non-member of my group, etc.) led us to consider the need , if we wanted to make a significant change, to face this problem from a territorial (local, municipal, regional, national, European) and preventive approach, transcending the doors of each of the schools and generating a culture of teamwork and cooperation between all the parties involved. In this sense, it was necessary that there was cooperation at all levels, working with direct and indirect recipients. On the one hand, schoolchildren of different ages, families, teachers and local community, which have cooperated locally, and in each of the partner countries (Spain, Portugal, Belgium, Italy, Hungary, Romania and Greece), in the execution of the activities proposed in the project, and on the other hand, a cooperation at the international level, where entities of different nature have come to collaborate, such as town halls, schools, universities, associations of educational and research centers, regional governments and formative entities of non-formal training. In this sense, a cooperation was proposed at two levels, which have worked in an interrelated manner, where the conclusions and progress that have been generated at the international level have been likewise, applied at the local level through workshops, conferences, meetings, pilot projects, etc.From this maquila, cooperation at the international level has worked as a source of good practices, ideas and collaborative learning among the seven project partners, and as a supervisor of the activities that have been carried out at the local level, evaluating the initiatives, their success and the possible points to improve.The objectives established for the project have been:-Know first hand how the phenomenon of bullying is being managed in other European countries.-Compare the situation of school coexistence in centers of different countries.-Apply, as far as possible, the experiences learned in our centers.-Promote a positive and socializing education.-Improve school coexistence.-Contribute to the eradication of all types of violence in childhood.-Promote interdisciplinary and multicultural training for teachers and professionals in the field of education.-Make a baseline study of the phenomenon and its management in the different target territories.-To compile the best practices in different intellectual products that serve as a basis for pedagogical material at the levelEuropean.-Create a work methodology based on the best practices found at European level and applicable in the centersschool-Create pedagogical material that improves the capacity and the abilities of the teaching staff in the management of bullying, according to thenew technologies and communication channels.-Exchange of experiences of application of the programAs a result of international cooperation, the most important activities carried out have been:- The generation of an analysis on the situation of bullying in Europe and in the different participating countries, whose results have been reflected in various infographics;- The creation of a MOOC (Free Online and Massive Courses) that gathers the good practices of the partners on the subject, so that they can be transferred to other entities and professionals from all over Europe.- Completion of a specialized course in Leuven (Belgium) where representatives of partner organizations could deepen on the subject."

"The project proposal is connect to the promotion of initiatives, starting in primary school, for using ICT, the open educational resources and digital resources of cultural heritage for the improvement science learning. The Project aim is to promote a new ways of learning and teaching through innovative method, using technologies and open digital resources that can be non-formal content for design curriculo. It also proposed a new way for schools and museums cooperation;Teachers of primary and secondary school partners were involved in the project through the learning experience with students of their classes. The number of participants directly involved was higher than the number indicated in the proposal (up tp 700 students and 24 teachers).The Project activities:- State of the art analysis in the use of innovative practices in science education in country partners,- Define methodology of using technologies and digital resources for making learning units;- Design and development platform for to access and to re-use digital resources of cultural heritage in education field;- Design and development tool for making interactive and open educational resources.Oriented educational, research-technology and museum Partner analyzed the practices adopted by different countries connected to Science teaching, European Commission document and recommendations in educational field.They also discussed on some experiences of ""best practices"" to identify access modality, use and reuse of cultural heritage and the arrangements for making learner-centered teaching unit. The partner definde such as skills needed by teachers for working in an innovative way and therefore which practices for permanent professional development and experience sharing among different countries of the Union should be adopted.We had positive results related to: • Enriching teaching in the classroom through multimedia tools and use of cultural heritage with new approaches to the scientific disciplines for learning enhancing;• Propose a trail for reality perception by students as an open system in which you can draw and exchange information with the help of technology;• Constructivist theory application, improving relationship between different learning environment;• Develop relationships between schools, cultural institutions and in general between school, research and culture environment;• increase and stimulate students for Science learning.These Project goals were achieved: to share and exchange best practices and applications among school models of different countries; to enable the teachers training for designing learning activities cross-disciplinaries for improving a collaborative work to include scientific issues in different areas of the school curricolo. Important aims were innovative relationships between teachers and museum staff, the accessibility to resources as tools to enable teachers to create teaching units to be shared as OER ( Open Educational Resources), providing students formal and no formal educational content adopting a language close to that they use on every day. It was organized a final event with international Conference, Education and Museum-Cultural heritage and learning, on project topics, in order to present the results and to promote a discussion on project topics. The outcome documents by this event will contribute to dissemination and communication plan that provides information and content of Project activities for involving and stimulating stakeholders, national and international educational agencies to replicate experimental methodology and instruments for disseminating of ""good practices"" by teachers in collaboration with museum staff, sharing of open resources, improving the learning of sciences and increasing motivation of the students to choice of higher studies in science field."