Nowadays competence in mathematics is addressed as one of the most important issue for self-fulfilment at both social and personal level and numeracy skills are considered as one of the priorities for educational cooperation at EU level. It is a common pattern in classroom communication that teaching mathematics is characterized by the use of the textbook and by the teacher dominating the conversation by asking the questions and evaluating the students. This makes students passive and afraid listeners. However, there is a great consensus that cooperation creates learning; productive classrooms build on students participation and thinking. The purpose of “TIM - Theatre in Mathematics” project is to face the main obstacles in the way of teaching and learning mathematics at EU level. It aims to contribute to the ways to improve mathematics teaching and learning, in particular providing a new methodology - TIM Methodology - to teach mathematics using drama and theatre workshop. The project will be carried out by COREP - Social and Community Theatre Centre of the University of Turin (IT), Western Norway University of applied Science - HVL (NO), Technical University of Crete (GR), ASTA theatre company (PT) and DORS - Regional centre of documentation for health promotion (IT).It will develop the TIM methodology by deepening and combining two existing approaches: “Mathemart – Playing with mathematics in the theatre workshop” and “Process Drama - change of roles, perspectives, and role aspects in teaching mathematics”. Mathemart is a new approach that consists in teaching mathematics through Social and Community Theatre (SCT) methodology of the University of Turin. Mathemart uses SCT to get students involved in the game of mathematics by means of theatrical games and activities: an overall approach that includes mind and body, inborn creativity and engagement.This theatrical setting conveys a creative, playful and trusting atmosphere enabling students to freely explore without judging what they are doing, learning from mistakes in a sequence of trial and error. Process Drama, developed by the HVL University of Bergen, aims at changing the teacher dominated pattern of communication by introducing and exploring roles and role aspects (the sceptic, the curious, the authority, the mediator) to create more student active learning processes, emphasizing the ability to change roles and perspectives in a learning process with arguments more than just answers.TIM methodology will be built taking into account the 4 partner countries education systems in order to have a flexible and adaptable tool to each national and regional context. In the manual it will be described in his potential of adaptation to any context or level of literacy of the students within the range 8-14 years old. Other intellectual outputs:A TIM e-learning platform where to find in digital formats all the outputs of the project, to share and exchange digital learning resources related to the methodologyA theatrical conference about “The fear of mathematics” will be realized and shown to at least 600 stakeholders (teachers, insiders, etc..) One actor per country will be trained and will be able to spread the conference in his country.4 scientific articles about TIMThe main target group will include teachers and student teachers. A specific TIM training of teachers will be developed: 20 experts, 5 per country, will be trained to train teachers and at least 400 teachers will be trained in TIM Methodology. The project will focus on the teachers training in order to reach, as secondary target, the largest number of students thanks to the multiplier effect of the trained teachers. It is foreseen that in the first year after the end of the project at least 16.000 students in Europe will be taught mathematics also with TIM. After the project the group of 20 trainers will be able to continue the training of teachers in their own country with the support of the regional/national school offices already involved in the project. We expect, at the end of the project, to have resident trainings in TIM Methodology in the partners’ Universities and institutions.Other secondary and long-term targets will be the institutions, existing projects and associations involved in teaching mathematics: from the Universities to local schools, from European projects and networks to the local ones.The e-learning platform will be the virtual place where all these professionals can meet, exchange opinions, and materials using the repositories. It will be the place where it is possible to share knowledge about TIM.This will improve their way of teaching mathematics and will foster the creation of a community of professionals using TIM, exchanging knowledge and spreading the methodology and the tools among their networks. At that time, the benefits will be evident in the classrooms, as the quality of the teaching improves, the students will indirectly take profit by the project

The “I Feel Good” project is aimed to equip youth workers and educational leaders with creative methods which they can use during the activities related to the topics of health care and prevention measures. The overall aim of the project is to realize a long term non-formal education process at international level which will be able to empower the youth work that the partnership is realizing on field with young people coming from disadvantaged backgrounds and/or vulnerable groups, to raise their capacities to better perform and provide more useful services in the field of spreading the information about importance of physical and mental health, with the focus on COVID 19 and preventing measures of health protection, for the young people with which they work, to increase the competences of their youth/social workers to better include the different target groups in the social, cultural, and economic life of their communities and awareness of importance of health protection OBJECTIVES-Equip trainers, educators and youth workers with creative and innovative tools and methods to promote awareness for and provide information on health-related topics in their training or in any other context or initiative addressing young disadvantaged people.-Develop educational activities based on creative tools in the field of visualization and nonverbal communication, which will provide an attractive access to information on health prevention and education for young people, especially ones from disadvantaged groups;-To support innovation and quality of non-formal education in youth work acquiring and developing new methodologies, activities and competences;-To improve the youth work that our NGO’s are doing on field with young people coming from disadvantaged backgrounds and/or vulnerable groups in order to rase their awareness of important of taking care of mental and physical health and measures to keep ourselves healthy-To create educational videos/cartoons/white board scribing dedicated to health (mental and physical) and publication, dedicated to the methodology how to use creative tool in the activities dedicated to health protection-To reinforce the relationship among partners with the specific objective to plan and realize future projects under the framework of the Erasmus+ Programme using the knowledge and competences acquired during this project. TARGET GROUPS1.Social and youth workers (youth leaders, community workers, social/NGO activists) and educators (formal and non-formal educators, trainers, facilitators, pedagogues and teachers working with additional and vocational education), who actively work with international and intercultural groups, who want to rase the awareness of their target groups in the topic of heath care and wellbeing through different activities, based on such creative and innovative tools and methods as non-verbal communication, body language and visualization.. 2.The ultimate target group will be local communities, civil society, young people, especially ones who are with fewer opportunities or have different restrictions and they will be final beneficiaries of the project results.RESULTS OF THE PROJECT1. The participants and the partner organisations will increase their competencies in designing, facilitating and evaluating meaningful educational activities for young people in the field of healthy life style, importance of taking care of mental and physical health, prevention measures in the field of health care and wellbeing. This, in turn, will lead to higher quality in youth work, and to more and better opportunities for the target groups the partners work with and their local communities.2. At least 7 workshops, street performance, school lessons and etc, at the partner organization´s countries, in order to address the topic of physical and mental health, using creative tools, such as visuals, posters, videos, cartoons, performances, flash mobs, street performance and etc.3. At least 14 educational videos/cartoons/white board scribing dedicated to health (mental and physical)4. A TOOL KIT, consist of creative tools and methods, which can be used during educational activities with young people from vulnerable groups The tool kit will be translated to the national languages of partner organizations (Italian, Hungarian, German, Lithuanian, Greek, and Spanish)5. A publication with the set of recommendation on how to adapt NFE activities to the topic of health protection and well being Moreover, in will consist detailed explanation of sessions, implemented by the participants during the practice stage and their learning outcomes from them

ContextThe quality of paediatric services depends on the physicians’ job specific skills involving knowledge and practical abilities (hard skills) and also a series of soft transversal, personality-linked, intellectual skills and meta-skills (i.e. soft skills).Soft skills are likely to make the difference between the good and excellent pediatric health services, creating an error free, safer, and supportive environment for the pediatric patients and parents.ObjectiveThe project aims to identify the most important soft skills in the field of pediatrics, match them with the best teaching methods and strategies, and elaborate guidelines and materials for training the pediatricians’ trainers.Participating organisationsThe Softis-Pedproject involved: -6 contractual partners including training agencies, universities, and public institutions-62 lecturers from 11 different universities-187 residents working in the pediatrics sector-31 students from 6 different universities -26 associated partners including associations, no profit organisations, non-governmental organization, public bodies, universities, research institutes, companies.The target groups were directly involved in the carrying out of the project activities. The Softis-Ped project had a relevant impact on their needs as, starting from survey directly involving them, it produced training contents and tools to improve the soft-skills they use in their day life activities.Activity 1) Publication on Pediatrics Soft Skills NeedsThe project partners cooperate for the creation of a publication presenting the results of a research activity aimed at analysing the needs and expectations of the three main actors of pediatric health services: pediatricians, pediatric students, pediatric patients and their parents.Activity 2) Training Package for Pediatricians Professors and TrainersThe project partners created a training package addressed to lecturers and trainers in the field of paediatrics on how to assist pediatric undergraduate and resident students in developing and consolidating their soft skills for improving the quality of pediatric services. The training package has been developed in order to address the needs described in the phase 1 and it contains teaching resources for each identified soft skill and is available on the project portal. The online training courses offers the access to 5 modules:-Communication with Children-Communicating with Parents-Communication in a Multicultural Environment-Communicating with Peers-Communicating with Health Care StaffActivity 3) Joint Staff Training EventThe joint staff training event took place in Tirgu Mures (RO) for 7 days. Through the training, lecturers involved in paediatric education, acquired knowledge, skills and competence to make full use of the project results in order to be able to: - Transfer soft skills to their students through: emerging technology-based methods, tools and contents such as: podcasts, video tutorials on team-based learning, problem-solving, gamification, etc. - Foster and optimisation of paediatric education to better meet the specific current and future needs of infants, children and teenagers, medical employers and other stakeholders. Activity 4) – Training Package for PaediatriciansThe project developed a training package addressed to students, residents, medical practitioners in paediatrics on how to learn, develop and consolidate their soft skills for improving the quality of paediatric services. The training package has been developed in order to address the needs identified during the phase 1 and with reference to the teaching concepts developed in the phase 2. The activity also included the creation of a Multilanguage dictionary of medical terms contains simple definitions for diseases, instruments, medicines, and other health-related items in Arabic, Chinese, English, Italian, German, Romanian, Hungarian and Spanish.Activity 5 - Multiplier eventsThe project partners organized events addressed to lecturers, professors, students and paediatric practitioners using non formal education tools aiming at disseminating, promote and foster the use of the project results..ImpactAs far as the impact of the project is concerned, Softis-Ped project provided lecturers, professors, students and paediatric practitioners with the possibility to improve and further develop their soft-skills in order to better cooperate with their colleagues and offer an excellent service to patients and their relatives.

The UN 2030 Agenda for Sustainable Development is a data driven agenda, and the use of Earth Observation (EO) can make the SDG indicators’ monitoring and reporting viable, technically, and financially, and comparable across countries. SDGs-EYES aims at boosting the European capacity for monitoring the SDGs based on Copernicus, building a portfolio of decision-making tools to monitor those SDG indicators related to the environment from an inter-sectoral perspective, aligning with the EU Green Deal priorities and challenges. SDGs-EYES will establish an integrated scientific, technological and user engagement framework overcoming the knowledge and technical barriers that prevent the exploitation, combination and cross-feeding of data and tools from the Copernicus’s six core Services, its space-based and in-situ components, and other platforms and portals. SDGs-EYES considers three interconnected SDGs, on climate (SDG13), ocean (SDG14) and land (SDG15), to demonstrate through four Pilots the Copernicus potential for monitoring six indicators making part of the EU and national assessments: GHG emissions, temperature deviation, ocean acidification, marine eutrophication, forest cover change and soil erosion. Although focusing on the biosphere, these indicators are linked to other SDGs on socio-economic and (geo)political factors (e.g., human health, resources security, poverty, conflicts, displacements). Thus, an additional cross-goals indicator and Pilot will focus on vulnerable communities under cumulative climate extreme hazards. SDGs-EYES seeks to combine the science-informed (top-down) approach with a stakeholder-driven (bottom-up) approach to transfer scientific outcomes into easy-to-understand and easy-to-use actionable information in the context of SDG indicators’ assessment. Decision-making tools delivered by Pilots will be co-designed with users, to offer opportunities to regularly assess and refresh methodologies they adopt for monitoring and reporting.

"Context/background of projectMove your Hands for Dementia (MYH4D) project aims to support adult and senior educators in the extending and developing competences on educating dementia health literacy to adults and seniors. A more health literate dementia community is the first step to improve a more inclusive and equal “dementia friendly community”. Health literacy about dementia provides chances for engaging adults and seniors to face health and environment with more responsibility and capacity to make favorable choices to health and to improve quality of life of persons living with dementia and their family members. MYH4D consortium is composed by four public and private expertise partners involved in dementia (IT, BE, BU, SI) and four technical EDA/ICT partners (GR, ES, CY, IT).MYH4D Objectives Adults and seniors education about dementia aims to equip them with knowledge, know-how, skills and/or competences. Health and family literacy about dementia has got an impact at individual level in terms of personal, emotional, sociality, health and wellbeing learning advantages and an impact at social level in terms of implementing a more inclusive community. There is a wide range of evidence showing that poor health literacy limits a range of lifestyle choices and creates inside the society differences and inequalities. Improving inclusion of persons with dementia and increasing equity to access to public and private services mean answering to their needs inside the community: social needs (as cafeteria and restaurant), cultural needs (like museums, libraries, book shops, adult education centers...), health and wellbeing (gyms, parks, health services), primary needs services (supermarkets, bakeries, groceries...). With the addition of knowledges and competences about dementia the community could become more skilled, offering concrete opportunities and facilities to persons with dementia inside the society. The challenge for adult and senior educators as facilitators is to improve adult non-formal learning training about dementia, that is becoming an increasing social priority, also using open and distance e-learning. The hard months of corona virus is mandatorily pushing adults and seniors to discover day by day the enormous potentiality of open and distance e-learning. They are much more accessible and helpful than we have ever thought, disclosing plenty of opportunities to receive, to give information and to interact.Number and profile of participants; Target direct:- 100 adult/senior teachers and educators - 80 persons with dementia- 160 family caregivers- 20 EDA leaders - 20 policy makersTarget indirect:- 10.000 adult and senior informed by communications- 500 adults and seniors involved in dementia training courses and activities- 10 researchers- communicators (journalists/scientific communicators): 120 communications are expected - 100 stakeholders Description of activities; Results (I.O.)1) ""Be connected"" M.O.O.C. aims is to give instruments to adult and senior teachers to improve their competences on dementia in adult non-formal learning training about dementia health literacy. 2) Community of Practice (CoP) for adult educators aims to share ongoing adults/seniors learning training to persons with dementia and to family caregiver. CoP for persons with dementia and family members is to share life daily needs and solutions about Assistive Technology Initiatives/devices, gamification, good practices, local facilities.3) Guidelines for EDA leaders and for policy makers aim to improve sustainable educational strategies and policies about dementia.Methodology to be used in carrying out the projectMYH4D management is structured on the five major project management process groups: initiating, planning, executing, monitoring and controlling and closing. EFQM quality approach is provided to guarantee participate leadership, buy in and impact.Results and impact envisaged and finally the potential longer term benefits.Expected impact on direct target:1) To adult/senior teachers and educators- More skilled adult/senior teachers and educators about teaching about dementia and improving health literacy in adults and seniors and to to person with dementia and their family caregivers2) To persons with dementia and family caregivers - Improvement of e-health literacy of persons with dementia and quality of life3) To family caregivers- Improvement of e-health literacy and soft skills family caregivers4. EDA leaders and policy makers- Improvement of knowledge and strategic tools to develop dementia educational plans and integrated policyExpected impact on indirect target:5) To adults/seniors - A more health littered/inclusive society to persons living with dementia. 6) To researchers- Exploitations as articles/researches 7) journalists/communication agencies- Exploitations as popular communication to break stigma to dementia8) stakeholders- Reinforcing networking alliance"