DyeAnotherWay aims at providing Doctoral Candidates with the skills necessary to lead the textile and food industries into a greener future by developing new sustainable dyeing methods exploiting bacterial genetic resources in an innovation-oriented way using cutting edge technology. The co-operation between the professional textile industry, commercial suppliers of analytical and biotechnological services, and scientists from nine Universities from ten countries addresses urgent needs in the non-academic sector and scientific hotspots in microbiology, bioeconomy and the textile and food industry simultaneously. Bacteria-based pigments, are the common research platform in combination with a broad spectrum of disciplines ranging from microbiology, chemistry, biotechnology, biochemistry, molecular biology, and bioinformatics to textile processing and market research. This will, in the near future, make a range of fully characterised biogenic dyes commercially available to the industry for use in dyeing both conventional and new textiles, allowing the industry to wean itself off petrochemical dyes in an economically viable way. The dyes will potentially find application beyond the textile and food industry, thus allowing many fields to benefit from their low carbon footprint production and their compatibility with human and environmental health. The 12 Doctoral Candidates will obtain multi- sectoral training in the relevant disciplines. In addition, training in research management, communication/presentation, creativity and entrepreneurship will provide key transferable skills for public and private sector employment, thereby maximizing the impact on the research and training on the fellows’ careers. The diversity of dissemination and communication activities guarantees the DCs' exposure to stakeholders in every sector and will help shape the future of education in this field.

Over the last decades water governance has drastically evolved, progressively moving from a resource management silo approach to the Integrated Water Resources Management. The validation of innovative and cross sector governance is the forthcoming step to face the multi-dimensions societal challenges such as the climate change impact, population growth at the global scale and ensure a safe cross-sectorial water access and uses at the local scale. The next chapter of water governance still needs to be framed with the clear challenge of involving equally all the stakeholders including the citizen to allow transparency, inclusiveness, and accountability. The governance is foreseen as one major lever to support and orientate water policy and sectoral policies impacting the water sector. Water Energy Food Ecosystem (WEFE) nexus needs to be valued to embrace all the water uses in a sustainable manner across generations. The main objective of InnWater (Promoting social INNovation to renew multi-level and cross sector WATER governance) is to provide a set of digital tools and services (that will be gathered in InnWater Governance Platform) to support tailored multi-level and cross-sector water governance, associated with economic and financial mechanisms to support EU green deal transition while ensuring water systems sustainability. The InnWater project will deliver a governance assessment matrix, quintuple helix and citizen (trust) engagement framework, WEFE Nexus economic and resources allocation simulation including household water tariff and environmental costs, a self-sustaining governance community composed of 5 pilot sites in FR, UK, HU, SP, IT addressing different water challenges, a set of raising awareness and training tools, the identification of replication opportunities in at least 14 EU basins and a set of policy, regulation and economic recommendations to support EU policy implementation and new orientations.

The overall concept of INTERCEPT-T2D is to establish whether an inflammatory-mediated profile contributes to the onset of Type 2 Diabetes (T2D) complications, thus enabling the identification of patients most at risk of complications and the design of personalized prevention measures. T2D is a heterogeneous disease, which is an obstacle to the delivery of an optimal tailored treatment. Consequently, patients’ individual trajectories of progressive hyperglycemia and risk of chronic complications are so far difficult to predict. In this context, onset of diabetic complications represents the most important transitional phase of T2D development toward premature disability and mortality. Chronic systemic inflammation has been suggested to be a major contributor to the onset and progression of T2D complications. INTERCEPT-T2D will bring a new and clinically relevant dimension in T2D care considering at diagnosis inflammatory parameters that are of importance for the transition to T2D-related complications. The combination of state-of-the-art genomics and cell-biology technologies with targeted clinical interventions should lead to potent patients’ stratification. It should allow the identification and prognosis of a novel class or subclass of patients characterized by an “Inflammatory-mediated T2D” endotype. The project has access to the best-documented longitudinal human European cohorts of patients with T2D, with reliable clinical and biological data allowing to trace the transition and evolution towards organ complications. This, added to the exploitation of an extensive health data warehouse, will enable us to establish the inflammatory trajectory of citizens with T2D from diagnosis to the development of complications. To explore the ability to prevent the transition phase of T2D towards organ complications, INTERCEPT-T2D will conduct a phase II clinical trial with an anti-inflammatory therapy targeting NLRP3 Inflammasome activity in patients with T2D.

The project addresses the significant need for language teachers to receive training on how to teach with technologies. Although the number of training courses in this field has increased in recent months, the offer often focuses on specific digital tools or is limited to set activities aimed at developing a particular language skill.However, recent studies, carried out - among others - by project partners, show that teachers do feel a need for PEDAGOGICAL training in the field of digital language education. Furthermore, in the usual (face-to-face) context, teachers generally use technology either for course preparation or for sharing resources in class. Teachers are therefore lacking in digital skills when it comes to teaching entirely or partially (hybrid mode) online.The project will provide two training modules specifically aimed at language teachers which will show them how to design and implement (online or in hybrid mode) task-based language learning units that incorporate the use of digital technology.- The first module will enable language teachers and their trainers to familiarise themselves with our approach (namely the socio-interactional approach) and with real-world tasks. This perspective is in line with the action-oriented approach and further extends the typology of tasks established by the European Framework of Reference for Languages and by specialists in applied linguistics. These tasks are carried out on participative and collaborative sites (e.g. WikiVoyage) and allow learners to experience authentic communication including socio-interactional constraints, all the while developing their language and (inter)cultural competences as well as their digital literacy/citizenship and a critical perspective on the use of digital technology.- The second module will provide training in the design and implementation of tasks, including real-world tasks. The focus will be placed on pedagogical considerations when using a limited number of (free and open access) key digital tools.This section will be complemented by a set of task-based learning units for levels A1 to B2 in the following languages: English, German and French. These units will illustrate what is presented in the training modules and will be concrete examples of tasks with scenarios for their implementation online or in hybrid mode. They will particularly address the need of teachers who are looking for pedagogical units, which can be easily adapted to their own teaching context.Finally, in order to directly address the needs of language learners, the project will also include a guide showing them how they can contribute to participatory websites in the target language outside the language classroom. It will highlight how this communication experience can help them to develop their language skills as well as their digital literacy and citizenship.The target audience for the project includes the following groups: - higher education and secondary school language teachers,- (university) trainers of language teachers, who will be able to incorporate the project training modules in their own training content,- language learners at university or secondary school levels. It aims at promoting innovative practices for language teaching and learning through the relevant use of digital technology, as well as supporting learners and teachers in developing their digital literacy.The short-term impact of the project is skill development and enhanced autonomy amongst language teachers and their trainers. For learners, it aims at supporting the development of their autonomy, language and (inter)cultural skills as well as their digital literacy/citizenship. In the medium term, it aims at improving the quality of the language teaching and learning delivered online or in a hybrid mode.The project brings together specialists from various European institutions who will work collaboratively. They include researchers and practitioners in the field of language pedagogy and Applied Linguistics who are experts in task-based approaches, the use of digital technology for language teaching and learning, digital literacy/citizenship, language teacher training and language teaching and learning in higher education (in the context of language centres in particular) and at secondary school level. The project will be based on a critical and responsible use of digital technology, which will also be advocated in the training modules for teachers and the learner guide. All the intellectual outputs of the project will be the product of online and face-to-face collaboration between all the partners, each bringing their specific and complementary skills and knowledge.All the project outputs will be freely accessible in the form of open educational resources, in digital formats allowing for a high level of interoperability to ensure that the project is sustainable, widely used, and adaptable to various contexts (in L1 teaching and learning for example).