"The BRAMIR project addressed two important European concerns: The ageing of the population and an increasing dependence on immigration to meet current and future labour-force requirements. While there is considerable variance with regard to the speed and immediacy of these changes within and between Member States, they will impact all countries in the not too distant future. Immigration has become a 'normal' part of life in Europe. The challenge for Member States moving forward is to enhance migrant integration into host country society and economy and efforts being made to attract workers from non-EU countries need to go hand in hand with measures to ensure social cohesion and equal treatment. The BRAMIR project therefore proposes a mutually beneficial arrangement affordingseniors an opportunity to remain active contributors to society while addressing the growing migrant integration problems, such as: - Information gap: Migrants experience a lack of knowledge about their new social and civic systems. - Network gap: Although immigrant organizations try to build or solidify networks within immigrant communities they do little to tie these organizations to groups outside of the immigrant communities. The project enrolled new possibilities for seniors to become ""qualified"" volunteers to support the development of key civic and social competences within the established and growing migrant communities.The BRAMIR consortium consisted of 9 partners representing 8 Member States and brought together a wide range of expertise. Included was also an associated partner from Switzerland. The aim of the partnership was to develop and implement a multi-layered andragogic framework design for the target group comprising older workers approaching retirement and recent retirees. The framework incorporates a bespoke train-the-trainer curriculum; a suite of psychographic profiling tools; an induction programm, an e-learning portal, a digital toolbox of appropriate teaching resources for redeployment of the senior target group as volunteers to support the development of key civic and social competences and a Policy Paper for authorities and political institutions.All training resources can be accessed through the project website www.bramir.eu. The most resources developed are available in English, German, French, Czech, Greek, Finnish, Italian and Romanian."

<< Objectives >>LEADER AI aims to:-raise awareness about the role of Learning Analytics (LA) and AI for personalisation of learning in HE, considering ethical issues-develop hands-on resources for the adoption of AI-based and data visualisation tools for personalised learning in HE-build the digital and pedagogic competences of HE faculty and staff in customising their teaching using AI-based and data visualisation tools -improve the supply of high quality digital learning opportunities in HE<< Implementation >>LEADER AI will develop a Toolkit with practical guidelines, scenario-based training, and an Interactive eLearning platform with digital resources on how HEIs can use AI-based and data-driven tools and approaches for personalised instruction. Pilot implementation of these activities will take place, while a Committee will be established to support the success of the project. Promotional activities, events and a final european conference will further disseminate the project’s results.<< Results >>Main results:-Improved competences of HE faculty and staff to integrate data visualisation and AI-based tools to personalise teaching, assessment, support-Toolkit with a collection of guidelines, case studies, and practical checklist-Scenario-based training with pilots for hands-on skills-E-learning platform with MOOC, tutorials, and in-action demo of tools-General awareness raising throughout EU concerning the role of analytics and AI in education-Setup of a project dedicated committee

The importance of low carbon energy sources in the efforts against rapid climate change makes nuclear energy part of a sustainable energy mix. Although there have been years of experience feedback with water cooled reactors, fundamental improvement, particularly regarding intrinsic safety and reduced nuclear waste generation is possible using advanced nuclear designs. Heavy metal cooled systems such as the lead fast reactor (LFR) combine the advantages of a fast reactor system that reduces waste with the intrinsic safety related properties such as the high boiling point, chemical inertia and improved heat transfer. ANSELMUS responds to the Horizon-Euratom -2021-NRT-01-02 call ?Safety of advanced and innovative nuclear designs and fuels. Its objective is to contribute significantly to the safety assessment of heavy-liquid-metal (HLM) systems, in particular ALFRED and MYRRHA as these are included in the roadmap for the development of advanced systems in Europe. It will use the maturity of both designs to create two detailed phenomena identification and ranking tables (PIRT) that identify all verification and validation needs and are used for further safety evaluation. The project will also experimentally validate key safety related sub-systems including the safety rods, failed fuel pin detection and the coolant chemistry control system. We also will improve the validation of numerical models describing the fuel assembly through experiments and simulations and work on reactor safety monitoring and inspection of HLM systems focusing on high temperature vessel inspection. Moreover, ANSELMUS will look into the societal impact of HLM reactors by assessing the integration of LFR in a mixed energy landscape, including economical aspects, and by addressing social and ethical considerations of advanced nuclear technologies. Finally, a dedicated effort will be put into education and dissemination towards all stakeholders including policy makers and the general public.

“Sticks and Stones may break my bones, but names will never hurt me”. We are all familiar with this phrase. It is a common retort that parents and guardians would teach to children to prepare them for the school yard, where they may experience verbal bullying. The phrase means that while physical injury could have a lasting impact; insults, name-calling and saying unpleasant things would not affect the child’s emotions, confidence or sense of self-worth. Today, we know that this is no longer true. While children are still threatened and victimized by the ‘sticks and stones’ style of physical bullying; these ‘names’ that they are called do indeed cause hurt and have a lasting impact on their emotional and mental well-being and development. Name-calling is particularly damaging to young children, because it attempts to ‘define’ them, creating a negative self-image in their own minds, especially during these formative years of childhood when they are emotionally vulnerable. Repeatedly being called derogatory names can chip away at your self-esteem and sense of self-worth. Anyone who has ever been bullied in school can recall the symptoms – the anxiety, the sick-feeling in your stomach, the desperate need to find a reason not to go to school today; the emotional strain of feeling confused and ashamed of being the one who was picked on; and the over-whelming sense of relief when the school day ended, or the summer holidays beckoned, and you got a reprieve. These days however, home is not the safe haven that it once was for victims of bullying. With the penetration of social media into every facet of our lives came the dawn of a new day for school bullies, and the invention of cyberbullying. Through instant messaging and social networking, cyberbullies now have 24-hour access to their victims; only cyberbullies can be anonymous and relentless. Cyberbullying is no longer an emerging threat to school pupils; it is a reality for many school children across the world. The anonymity that the perpetrators of cyberbullying can enjoy online is what makes this a ‘faceless evil’, and difficult for children and parents to tackle without the support of the school community. While parents and teachers tell children not to talk to strangers online and make them aware of ‘stranger-danger’, the real threats posed to them by cyberbullies could be far closer to home. A study published by the American Sociological Association in 2016, found that youth cyberbullying is dramatically more likely to occur between current or former friends than between students who were never friends; and that girls are twice as likely as boys to victims of cyberbullying. Bullying among children is a significant public health concern that affects school communities globally. According to the last Ipsos International Study, 44.7% of parents with children aged 6-10; and 56.4% of parents with children aged 11-13 reported that their children were victims of some form of bullying; 82.8% of these bullying events occurred in school; with 19.2% also occurring online through social media. This study found that one-fifth of all bullying occurs through social media; with a further 11% occurring through online game platforms. Research also shows that bullying can start among children as young as 3, when they begin to interact with other children their age in pre-school. Indirect bullying – where children pair off and exclude others – is common at this age, and most common in young girls; with boys engaging in more physical bullying activities from the age of 7 or 8 (Haber, 2015). However, most bullying interventions only occur when children enter primary school. It is therefore necessary to educate parents about bullying, so that they can intervene from an early age and support their children to overcome these behaviours. Parents also have a key role to play in developing the resilience of their children, to be able to cope with instances of bullying.Today, most anti-bullying interventions are predominantly school-based, however research tells us that for an anti-bullying strategy to be effective, a ‘whole-school approach’ is required. It is for this reason that Sticks’n’Stones will develop a ‘whole-school’ programme for primary schools to empower pupils, teachers, school leaders and parents to tackle bullying and create healthy and safe school communities. This ‘whole-school’ model will include interactive pedagogic resources to be used in the classroom with children aged 8-12 years; CPD modules for primary teachers and leaders to complete and targeted digital resources and workshops for parents. With this approach, the project team believes that the Sticks’n’Stones project can have an impact on reducing the incidence of bullying in the primary schools where the project will be piloted.

Within the film industry, gender inequalities relating to biased representation and pay are arguably systemic and pervasive, according to Ivana Katsarova, in a briefing to the European Parliament in 2018. Between 2012 and 2016 just 19.6% of films were directed by women. In addition, Katsarova points out, roles that are traditionally associated with women, such as editing and costume design, are seeing a female over-representation while women are under-represented in areas such as sound, image and music. For over a decade the European Parliament has consistently encouraged the dissemination of films directed by women while the European Commission now measures the participation of women in key roles of projects receiving support under Creative Europe’s Media strand. Sweden leads the field in national regulatory policies and this has resulted in critical acclaim being achieved by Swedish female filmmakers over of the past decade. The representation of women in film projects can be gauged by a test known as the Bechdel or Bechdel-Wallace test. A film passes the test if if features at least two women talking about something other than a man. Every Star Wars movie, the entire Lord of the Rings Trilogy and all but one of the Harry Potter movies fail the test. Gender bias has been shown to begin with the script. A 2017 research piece sampled 1000 scripts and showed that male characters had over 37,000 pieces of dialogue compared to just 15,000 for females. There were also 4,900 male characters as opposed to 2,000 female. This was hardly surprising when one considers that male scriptwriters were found to outnumber female by 7-1.A study from Le Lab – Femmes de Cinema – identified a geographical divide in Europe between north and south. Sweden, Germany, the Netherlands and Austria had the highest percentage of gender equality in film while Spain, Portugal, Italy and Greece performed most poorly. Eastern European countries fell between both groups.Eurimage stats reveal that 2015 found just 29% of creative roles occupied by women with just 27% of eligible projects having a female director. In addition, the average budget of funded projects was 40% less where a female director was involved and female directors were paid 23% less than males. Although film schools are seeing almost as many women (44%) graduating as men, the average proportion of female directors in the industry is under 20%. “The sheer scale of gender inequalities is such that awareness-raising actions alone seem unlikely to bring about substantial change,” warned Katsarova. “It appears therefore essential that proactive solutions be proposed to start redressing the imbalances with the aim of achieving a widespread and lasting improvement.”There is a real recognition across Europe of the inequality with in the film industry and a genuine desire to remove this historical, entrenched bias. For young women, with an eye to a future within the industry, it is crucial that equality is embedded into their reality. There are a number of issues that need to be addressed to encourage and copper fasten the resolve of women to tear through the celluloid ceiling. The Women In Film Industry (WIFILM) project seeks to address a number of issues highlighted by women in film themselves as being major contributing factors to their low representation in this industry sector which has an annual global budget of in excess of 100 billion dollars.WIFILM will develop a curriculum comprising 5 short-form 'taster' courses that outline the key administrative, creative and technical roles and positions in the film production process; a case study library of successful women in film will be developed for use as an active guidance resource; an in-service training programme will be developed for VET tutors; and a WIFILM MOOC and Community of Practice.