Although they have the potential to improve the economic and environmental sustainability of biorefineries, oxidative enzymes have not experienced a complete breakthrough yet in the biobased industries. This is mainly caused by the high cost and long time associated with traditional enzyme engineering methods such as directed evolution. SMARTBOX will develop an advanced computational engineering platform specifically for oxidative enzymes, which can automatically screen for improved enzyme variants with minimal human intervention. This is achieved by implementing several innovations into current computational screening methods, most importantly machine learning, which allows to train the algorithms with experimental results. As this significantly improves computational predictability, the time and costs associated with oxidative enzyme engineering will be reduced 10-fold compared to state-of-the-art (SOTA) directed evolution methods. Relying on the advanced engineering platform, SMARTBOX will develop the one-enzyme conversion of HMF into FDCA and intermediates, and the one-enzyme conversion of lignin monomers into a potential biobased building block for polycarbonates and vanillin. By adopting a 1-enzyme FDCA production process, the associated production costs and carbon footprint are expected to decrease significantly compared to SOTA chemical oxidation methods. The unique feature of SMARTBOX is that reductive catalytic fractionation (RCF) will be used to selectively produce specific lignin monomers from biomass in near theoretical yields. The structural similarity of the resulting monomers with the SMARTBOX building blocks allows the development of high-yielding processes with only one enzyme. Due to the smart combination between oxidative biocatalysis and RCF, the production of bio-aromatics will proceed with higher yields than the state of the art.

Joint project for the modernization of educational programs in climate engineering, regional priority for Russia and China, national priority for Azerbaijan.3 AIMS IN EACH COUNTRY:Reduce skills gaps on intermediate levels (construction site coordinator, design technician) by improving the employability of students and by perfecting corporate executives.Professionalize teaching programs in line with the Bologna Process and the European Qualifications Framework (EQF) and relocate them partly into companies.Create a professional Bachelor accessible in distance learning for the energy and environmental performance of buildings and a lifelong training program.ACADEMIC KEY PARTNERS:- CNAM Paris- GIPFIPAG - CRVEP - UNINETTUNO- AGCNAM - Universidad de Sevilla- HTWK Leipzig - Azerbaijan Technical University- Harbin Institute of Technology- North-Eastern Federal University - POLITECNICO DI TORINO- UNIVERSITA DEGLI STUDI DI PAVIA- Siberian Transport University- Tuvan State University- Irkutsk State Technical University - Far Eastern Federal University- The state institution of vocational education Yakut Municipal Civil Engineering- Dalian University of Technology - BEIJING UNIVERSITY OF TECHNOLOGY- Azerbaijan University of Architecture and Construction- Sumgayit State University- Ural State Mining UniversityEXPECTED RESULTS:3 regional strategic action plans.25 teachers professionalized in the EU.3 job descriptions, 3 professional Bachelors, programs, course content and digitized teaching resources available for distance learning.3 poles of excellence, resource centers and three technology platforms for energy efficiency in buildings.3 didactic cyberspaces.480 students and 150 employees trained on site or by distance learning.3 double diplomas or joint degrees.An action plan for sustainability.

In most African countries, there is need for revitalizing HEIs to deliver agricultural science curricula that will produce graduates with requisite skills for employment, job creation and agricultural development. AgriENGAGE aims at strengthening HEIs to provide excellent training programmes in agricultural sciences responsive to evolving labour market demands of stimulating agricultural transformation and enhanced agricultural sector competitiveness. The specific objectives of the project are: availability of updated agripreneurial and Community Engagement Training programmes at HEIs; enhanced teaching compentences in business development services and community engagement in HEIs’ academic staff; students skilled in demand driven agripreneurship, agribusiness development services and community engagement and enhanced collaboration between HEIs and industry. The project is envisioned to upscale the hands on approach to agricultural science teaching by skilling staff and students through reviewing existing curricula and developing modules in agripreneurship and community engagement, training staff and students in community engagement and agribusiness development services and working with farmers and industry. Moreover the project will conduct agribusiness clinics, farm attachment, entrepreneurship and community engagement challenges to build the skills of students in entreprenurship and community engagement. This will enhance academic staff pedagogical skills to deliver curricula for agripreneurship and Community engagement, strengthen students’ skills in agripreneurship, business development services and community engagement as well as enhance collaboration between HEIs institutions, farming community and industry. The target groups in AgriENGAGE are students, academic staff and the higher education institutions. Indirect target groups like farmers and employers will benefit through ability of graduates to work with farmers and industry to transform smallholder en

"CONTEXTEU warns that ""employment of STEM skilled labour is increasing and 7 million job openings are forecast until 2025"". However, students have lack of interest in STEM, especially in social science students in high schools, where the use of ICT tools is very limited to support their educational strategy. On the other hand, already in 1998 the Committee of Ministers of the Council of Europe underlined the relevance of Cultural Heritage Education. However, still in 2015 more than 90% of Europe’s heritage has not yet been digitized.Therefore, more emphasis should be placed on bringing the two lines together, making more interesting for social science students introducing ICT tools, like GIS, in their curricula and applying those efforts to a practical issue like the support to digitalize the historical heritage. Moreover, the hydraulic heritage has a special importance, because students will learn its social and educational value and its contribution to local development and economic growth, and the decisive influence of the water on the development of human settlements throughout human history. In this context, H2OMap takes on 3 priorities:P1:Innovative practices in digital eraP2:Increasing the levels of achievement and interest in STEMP3:Social and educational value of cultural heritageOBJECTIVESBy joining these priorities, H2OMap general purpose is to promote the use of new educational methodologies using ICT and STEM to increase the quality of education, analyse water resources and value hydraulic heritage, as well as the ethical and civil responsibility which all have to protect. To achieve this goal, 5 specific objectives have been defined:-OBJ1 (Target Group 1. Priority P1): High school (HS) students improve their ICT skills knowledge and their possibilities of use in both technological and social sciences-OBJ2 (TG1.P2): HS students increase their interest in STEM in cultural, environmental, geographical and other contexts-OBJ3 (TG2.P1): HS teachers learn innovative educational methodologies in digital era related to ICT skills and innovative practices-OBJ4 (TG3.P3): Project participants learn to value and appreciate the hydraulic heritage of their regions- OBJ5 (TG4, TG5. P3): Hydraulic heritage is valued and appreciated by stakeholders and citizens as a tool to enhance local developmentPARTICIPANTSRegarding partners, there are 3 universities (UJI, UA, UNIPV) and 4 HS (IES Penyagolosa, ISTF, AECM, AEN3) from Spain, Italy and Portugal: 40 students, 15 teachers and 15 Professors or researchers. The project includes stakeholder participants, such other HS, public administrations and patrimony and ICT associations.In this way, 5 target groups have been distinguished: HS students (TG1), HS teachers (TG2), project participants (TG3), stakeholders (TG4) and citizens (TG5).ACTIVITIES AND METHODOLOGYH2OMap follows this structure:1) Beginning:-Signature of bilateral agreements and preparation of the activities2) During project:-Management: meetings, monitoring reports, etc-Development of 3 intellectual outputs: methodological guide (O1); e-learning course for teachers (O2) and educational multiplatform for hydraulic heritage mapping (O3)-Completion of LTTAs for students: 1st year in Spain (C1), 2nd in Italy (C2) and 3th in Portugal (C3)-Dissemination activities: multiplier events, website, news in media, meetings either stakeholders, etc3) Closure: final evaluation and road map for future joint projectsRESULTS AND IMPACTThe main tangible results are the intellectual outputs (O1, O2, O3) that develop tools and the teacher training needed to apply ICT and STEM in the classroom with an innovative methodology for students to improve these skills.Regarding intangible results highlight: -High schools: incorporation of digital and ICT technologies in curricula (OBJ1.P1), promotion of STEM through inter-disciplinary education (OBJ2.P2) and development of innovative learning ICT materials for teachers (OBJ3.P1)-Partners: Awareness of the social and educational value of hydraulic historical heritage (OBJ4.P3) and an increase in the internationalisation of the organizations-Stakeholders and citizens: creation of a new sensibility towards sustainability, heritage, culture and water, raising awareness of their responsibility as citizens to take care of it (OBJ5.P3) and developing recommendations to policy makersPOTENCIAL LONG TERM BENEFITSHO2Map incorporates transferability actions so that its impact lasts beyond the project, achieving the following long-term benefits:-Better ICT and STEM skills of the HS students that will facilitate their integration into the labour market-Updated educational multiplatform (O3) with interactive maps of the hydraulic heritage of some areas of Spain, Italy and Portugal that can be used to promote local development and tourism, especially in small inland towns-Free access materials for teachers (O1,O2) with innovative methodologies in ICT and STEM"

The proposed project aims at combining quantitative, corpus based research with qualitative research on language typology and language change. In particular, I plan to provide a thorough description of verbal valency and of valency-changing categories in Old Indo-Aryan along with their development in Middle and New Indo-Aryan. The main tasks of the research are: (i) creation of an online free-accessible data base of early Old Indo-Aryan verbs based on data extracted from the Rgveda; (ii) a description of the diachronic development and balance of the different intransitivity markers in Indo-Aryan ranging from Old Indo-Aryan up to New Indo-Aryan. The data base of early Old Indo-Aryan verbs will provide a template for annotation of valency-changing categories in other texts. It will also contain data concerning the token and type frequency of verbs and verb forms. The diachronic analysis of the valency-changing categories in Indo-Aryan will be performed on a selection of verbs, and will serve as a basis for the typological study of these categories in a new perspective, particularly, for uncovering the stability of some categories and the expansion of some others, and thereby for determining what is constant in dynamic processes. The innovative and challenging character of the research is determined by its threefold perspective: (i) it will provide freely accessible resources for research on valency-changing categories in Old Indo-Aryan in their synchronic and (partly) diachronic aspects; (ii) together with similar works on other ancient Indo-European languages, it will offer a basis for the reconstruction of the Proto-Indo-European syntax; (iii) evidence from Indo-Aryan offers a possibility to study different features and developments within a group of related categories (passive, causative,etc.), being of particular relevance for a typological diachronic study of these categories.