The project will deliver urban food system transformation via Bauhaus Bites (BB) Food Environments, co-created and demonstrated in 7 cities at different levels of societal readiness, their transferability discussed with sister projects and European/global networks, and the results summarised in a Playbook for broad adoption. Bauhaus Bites Food Environments are urban and peri-urban ecosystems that commit to implementing sustainable healthy diets, amplified by the New European Bauhaus, and fortified with Nature-Based Solutions, ensuring that the transformed food environments of tomorrow are sustainable, inclusive and beautiful. By merging the key perspectives of European and global strategies such as the Farm to Fork and FOOD 2030 strategies, the Planetary Health Diet and the Planetary Health Diets with the New European Bauhaus values and principles, Bauhaus Bites offers a unique approach not yet seen in food system transformation projects, that will reimagine these food environments together with local, culturally diverse communities, customised to meet their needs, and anchored in social meeting spaces that carry meaning for them. The project will co-create BB Food environments in 3 Trailblazers (Birmingham, Fundão, Zagreb) and 4 Twins (Murska Sobota, Ostend, Palermo, Sarajevo) with different geographies, sizes, demographic challenges and societal readiness, boost mutual learning through a Community of Practice, document their added value with science-based indicators to inform high-level policy-making, test them for transferability with European/global networks, and summarise the learnings, guidelines, methods and examples in a Playbook. The BB approach will be based on inclusive participation and co-creation, including city and regional authorities, community- and business-driven initiatives, and inhabitants and end users of the food environments.

"The AIM OF PROJECT is development and implementation of innovative Didactic Module “Management of heritage site” consisting of the Syllabus for the course, Didactic Materials and Educational Role-Playing Game. The module will be used in educating students in the fields of study related to heritage protection at the universities participating in the project. Introduction of gamification in the didactic process will enable students increasing soft skills required at the labour market, in particular creative thinking, ability to work in a group and ability to effectively resolve conflicts.In the contemporary heritage protection – very wide field comprising a large part of the cultural environment – the biggest and the most difficult task is proper management of historical objects. Modern management of historical objects, apart from conservation and technical problems, has to include, amongst others, organisational, financial, legal, functional and promotional issues. Heritage protection is most often associated with a number of restrictions, rules and prohibitions, i.a. limiting the possibility of modernisation of the monument, limiting the owner's right to use the historic object, forcing owner to incur additional costs and limiting possibility of the use of historic site. The sum of these problems in practice leads to conflicts between conservation authority and owners and users of historical objects. Thus, management of historical buildings is a complex activity carried out in conditions of permanent conflict - management and protection of the monument is thus conflict management.An essential element of education of people who will undertake activities in the field of monument protection is therefore to prepare them for conflict management, which accompanies the work of a monument conservator, designer, and administrator. It is therefore necessary not only to acquire specialist skills and substantive knowledge about heritage protection but also about management and communication.The present system of education of architects, construction engineers, archaeologists – specialists most often involved in heritage protection, does not prepare for such activities. Practical knowledge of various methods and strategies of conflict management (e.g. cooperation strategy, negotiation strategy, mediation) will prepare students (future specialists) for more effective protection of monuments, and at the same time for functioning in a competitive labour market.PARTNER UNIVERSITIES:• Politechnika Lubelska, Poland• Politecnico di Milano, Italy• Universidade da Beira Interior, PortugalNON-ACADEMIC PARTNERS:• Muzeum Kresów w Lubaczowie, Poland• Unione Fiorentina Museo Casa di Dante, Italy• Municipio do Fundao, PortugalPartnership is complementary, each partner brings significant added value to project. INTELLECTUAL OUTPUTS:• O1 Didactic module ""Management of heritage site""• O2 Interdisciplinary Handbook on Heritage Protection, Management and Communication• O3 Role-Playing Educational Game ""Management of heritage site""• O4 EduKIT - A Guide on Educational Role-Playing Game “Management of heritage sites”• O5 3 Cooperative Role-Playing Games: ""Management of Orthodox Church complex in Radruż, Poland"", ""Management of Dante's House in Florence, Italy"" and ""Management of Taborda Falcão de Elvas manor house in Fundão, Portugal""TRAINING ACTIVITIES:• Gamification in didactic process - study visit and workshop in Italy aimed at acquiring knowledgeand specific know-how from experiences and good practices from foreign countries, relevant for thecurrent job and the professional development of persons participating in this training.RESULTS EXPECTED ON PROJECT'S COMPLETION:• Educational offer of Partner universities adjusted to current requirements of labour market - the Module ""Management of heritage site"" and Role-Playing Educational Game introduced into the curricula offered• Academic staff of Partner universities using gamification in didactic process• EU universities introducing the module ""Management of heritage site"" and Role-Playing Educational Game into the curricula offered• Intensive courses and Role-Playing Educational Game “Management of heritage site” offered by non-academic for professionals in field of heritage protection• Permanent cooperation network• Continuous transfer of knowledge, experiences and good practice• Strengthened research capacity of Partner universitiesProject will contribute to implementation of modernization agenda of HE through:• increasing attainment levels to provide the graduates and researchers Europe needs• improving quality and relevance of higher education • strengthening quality through cross-border cooperation.Achieving project results will contribute to development of relevant and high-quality skills and competences not only in the countries participating in the project, but also in the entire Europe."

The main objective of the project Gaming Clusters Across Multiple European Regions (GAME-ER) is to research how video games clusters emerge, develop and sustain themselves, with particular focus on local and regional clusters. Based on this research, GAME-ER will formulate a series of policy and practical recommendations which will compose an Interactive Methodological Toolkit. These recommendations are aimed especially at local and national policy and decision-makers, with the intent to help them bootstrap Cultural and Creative Industries clusters, or strengthen existing clusters in their regions or cities. Much of existing research on video game clusters concentrate on clusters outside Europe, or on European clusters in capital or large metropolitan cities (such as Helsinki or Hamburg). However local and regional clusters also are key drivers of innovation, growth and cohesion and GAME-ER will fill the gap around the limited knowledge we have about them. To achieve its ambitious objective GAME-ER a core component will be a comparative analysis of six local and regional clusters in five European countries, which include France, the Czech Republic, Italy, Scotland and Portugal. These clusters have been selected because of their different levels of maturity, and their specificities such as the concentration of human creativity or companies. Moreover GAME-ER will conduct a Europe wide analysis of the spatial organization of the European video games industry/ecosystem, with focus on local and regional clusters. Through this research the project will formulate policy and practical recommendations using a participatory approach and working with policy makers and the industry. The project is organised in six Work Packages, with 3 dedicated to research clusters and one focusing on building the project Toolkit. The project includes 16 partners from 9 countries, with expertise in social sciences and humanities, policy making, the third-sector, business and innovation.

The Echoes of the Past –Heritage Futures. Vocational Education and Training in Post-Industrial Sites (ECHOES) project combines two essential and complementary areas. On the one hand Education and Training and on the other hand Culture and Heritage. If we came to analyse all these areas individually we would soon find various aspects that they have in common. Living in society requires knowledge, the human capital that is passed from one generation to the next one. In order to progress it is important to know and learn with previous experiences. What better way to make progress for the coming generations than contribute to the safeguard of Europe’s cultural heritage? With the ECHOES project we set out to do that through Education and Training by selecting a specific area in the field of Cultural Heritage – the post-industrial landscapes. But why post-industrial landscapes? First, is because landscapes are important to mankind. We live in landscapes, we express ourselves through landscapes, and we transform landscapes… Second, is because the Industrial Revolution was responsible for significant changes in the landscapes and in the way people lived and live until today. A third reason is that when industries finish their useful cycle the industrial landscapes risk simply disappearing. Not only the factories that were built (with all the types of machinery inside) but with it all the social, cultural, economic, and technological conditions that drew out of industrialisations processes. Losing all these references is the equivalent of losing knowledge and a countless number of experiences.ECHOES promotes excellence in industrial heritage education and training, by producing vital knowledge for unemployed people, like ex-workers of industrial units that have recently been closed, school teachers/trainers lacking heritage educational skill, trainers of people with special and professionals working with post-industrial heritage and landscapes. During the project implementation (2015-2017) the ECHOES consortium produced a set of educational material to support professionals, teachers and trainees in active and continuous learning activities using post-industrial heritage and landscapes as a valuable and active trough educational resource:- The ECHOES Methodology Handbook, an overview recommendations and good practice guide on heritage education in post-industrial landscapes.- The ECHOES eLearning Web Quests, a series of web quests setting training tasks according to specific needs of the target groups - The ECHOES Curriculum, for training courses that make use of the industrial heritage as it’s main educational resource.- The ECHOES Competences Matrix, with the specification of level (EQF), learning outcomes linked to the training tasks of the Echoes Quests. - The ECHOES educational resources are all available for use in the ECHOES Open Educational Platform at http://echoes-vet.eu/ The ECHOES partnership is a joint initiative made up of six partners fromfour different countries:Fundação Robinson, Portalegre, Portugalhttp://www.fundacaorobinson.pt/ Elderberyy AB, Hägersten, Swedenhttp://www.elderberry.nu/ Instituto de Soldadura e Qualidade, Oeiras, Portugalhttp://www.isq.pt/ Stadrarchiv Dornbirn, Dornbirn, Austriahttps://stadtarchiv.dornbirn.at Municíoio do Fundão, Fundão, Portugal https://www.cm-fundao.pt/ Culture Coventry Trust, Coventry, United Kingdomhttp://www.culturecoventry.com/

Silvopastoralism is a common practice in Mediterranean socio-ecological systems, characterized by the presence of extensive livestock in forest areas. Consumption of vegetation from woodland ecosystems supplies goods and services to the society, such as high-quality food products or the management of forest biomass and the associated risk of wildfires. In the Mediterranean basin revalorization of silvopastoralism is particularly strategic, given the region is shaped by unmanaged forests under an increasing vulnerability to wildfires due to climate change. Because of this, a growing number of public administrations are implementing grazing livestock experiences for the control of forest understory fuel. At the same time, the number of farmers practicing extensive livestock is decreasing all over Europe. For this reason, in recent years professional education centers under the denomination of Shepherd Schools have been created, with the aim of training youngsters, originally or not from the agrarian sector, in the development of extensive farming projects, economically viable and adapted to 21st-century market needs. Nevertheless, low development of training in silvopastoralism for wildfire risk management has been detected, theoretically and practically. This project is born with the mission of generating a cooperation network between Shepherd Schools, shepherds, and administrations, for the exchange of good practices in silvopastoralism development. More specifically, the project targets designing and implementing a study module about silvopastoralism for the Shepherd Schools, and share successful experiences from the participating regions. A consortium with 15 members has been built, from France, Portugal, Spain, and Germany, including 5 academic members (shepherds and farmers schools) and 10 non-academic or lifelong partners. The methodology to apply is based on integrating the knowledge, expertise, and experience of all the partners with the objective of shaping a study module applicable in agriculture training centers. The methodology pursues the challenge of collecting and adding theoretical contents and practical cases, drawn from the international exchanges and the diversity of partners during short training programs, integrating different views and approaches to silvopastoralism and the management of landscapes and wildfires. The main expected result of the project is increasing the available training offer in silvopastoralism, promoting, therefore, the growth of its practice in forest fire risk contexts. At the same time, it is expected to increase professional farmers' skills and capacities in silvopastoralism based land management, and to analyze and document innovative public-private mechanisms fostering an interest on silvopastoralism, as a multifunctional tool with great benefits for society.