The close cultural and economic links that exist between the United Kingdom and Canada provide a number of opportunities post-Brexit for the investigation of how the two countries may be able to expand their existing trade relationship. According to Statistics Canada1, in 2017 the total trade between Canada and the United Kingdom amounted to approximately 27 billion Canadian dollars making the United Kingdom the 4th largest single trading partner for Canada, after the United States, China and Mexico. Future policies for expanding trade between both countries can benefit from the opportunity to consider a Circular Economy approach. A Circular Economy is an economic exchange that integrates social, economic and environmental sustainability. Instead of the traditional linear economy of extraction, production, distribution and consumption with significant waste generated in the process, a Circular Economy leads to energy savings and waste elimination by reducing, recycling, remanufacturing and upcycling production. Encouraging trade relationships designed to create a Circular Economy for both trading partners will contribute to their own sustainability goals. However, the measures required for such a transformation may challenge existing social, institutional, and technological norms. In this context, understanding the balance between costs and benefits becomes increasingly important to justify changes. Researching to find the gaps in our current knowledge of trading relationships and the impact of a Circular Economy approach will assist in determining what that balance might be and what future measures should be taken.

Context/background:The continuous wave of refugees arriving in Europe nowadays confront us with the need to make choices that go beyond the current emergency and implement systematic policies for resettlement and inclusion of refugee youth. European Union recently put into action several initiatives aimed to support the efforts of EU countries to integrate refugees in education systems. In this framework, the role of early childhood services and schools (and especially teachers), in collaboration with community services and NGOs, is vital to ensure widespread and effective educational support to refugee children. Objectives:To do so, European early childhood education (EC) services and schools have to develop deeper knowledge of the complex needs of refugee pupils. Research emphasises that a holistic educational approach can ensure effective enrolment and transition of refugee youth, and that teachers play a key role in implementing it. However, this poses a professional challenge to teachers, as Refugee Education (RE) cannot be considered just as a variation of the usual intercultural education programmes. Consequently, both future and in-service teachers need to receive specific training and continual professional development to cope with the new tasks involved in RE. Stemming from well-grounded experiences developed in countries with a longstanding tradition on RE, our proposal aims to design, implement, and disseminate an effective transnational training programme on RE addressed to preservice and in-service teachers. The project will create the following outputs:- Report of understanding and resources in the field of refugee students’ education;- Bank of existing good practices in RE teaching;- Self-assessment tool addressed to map the dimensions of RE learning and participation in EC services and schools;- Training programme addressed to improve teachers' skills in RE as a part of their initial and continuing professional education courses;- RE toolkit (Bank of good practices + Self-assessment tool + Training programme) aimed to spread and further develop RE in other EU countries;- Laboratory of social development in RE, through the creation of an online collaborative and interactive platform and circulation provided through the RE Observatory, to ensure networking and continuing support for RE teaching improvement programmes.Number and profile of participants:The consortium is made up of 5 partners from 5 different countries and includes both countries in Central Europe (Austria) and Northern Europe (Denmark, Iceland, Norway, and the UK). It comprises HE institutions with extensive experience of both the object of this project and running international programmes. The research partners have staff with experience of successfully developing national and international projects in relation to RE. Moreover, each partner has significant managerial experience in a wide range of national and international projects related to educational research, policies and management, inclusive education, social analysis, and tutoring and guidance. The consortium is coordinated by the University of Aarhus, whose main line of research focuses on inclusive education, specifically on the tutoring, access and retention of disadvantaged students. University of Aarhus has collaborated to the design of several projects in relation to these topics in the last 5 years. Our proposal is also endorsed by several stakeholders in each partner country: nurseries, kindergartens, primary, lower secondary, and upper secondary schools, as well as health and social services and NGOs.Description of activities, methodology, short description of the results and impact envisaged, potential longer term benefits:The project is based on an articulated workflow of activities that implies: − Carrying out a deep analysis of the different understandings of RE− Creating a bank of existing good practices in RE teaching− Developing a self-assessment tool for mapping RE learning and participation needs− Designing and testing a training programme to improve preservice and in-service teachers’ skills in the field of RE− Building a RE toolkit (Bank of good practices + Self-assessment tool + Training programme) to be disseminated and further developed in other EU countries− Creating a Laboratory for social development in RE (Online interactive platform + Observatory) to ensure networking and continuing support for teaching improvement programmes for RE.The desired impact at both local and international levels is double: 1) to increase the ability of EU countries to integrate refugee youth in education systems and ensure their skills development; and 2) to improve the quality and increase the volume of multilateral cooperation between Higher Education institutions, EC services, schools, and community stakeholders, creating a network able to further, also in the long run, the development of the social dimension of RE in Europe.

Mary II is arguably the least well-known of Britain's world-famous group of regnant queens-yet her situation is both interesting and unique, deserving of both greater academic research and public awareness. This project aims to explore Mary II's mutable and conflicted identity using documentary, visual and cultural evidence from her life, and through the study of key heritage sites connected with her, including Kensington and Hampton Court Palace (Historic Royal Palaces) and the Queen's House (Royal Museums Greenwich). The study of Mary's visual identity will include her extensive legacy in terms of painted portraits, reflecting her life's trajectory, which has never been assessed together or thoroughly evaluated (National Portrait Gallery). This study of Mary II will therefore bring together three heritage organisations under the REACH Consortium theme of 'Identities, Ideologies and Heritage Narratives'. Part of Mary's uniqueness stems from being part of Britain's only joint monarchy-yet that has also meant that being forever linked to her husband, as 'William and Mary', her own identity has been subsumed in her partnership and it has been assumed that her husband, as the 'front man' of the pair, was the only one who was engaged in significant (political) activity. Mary's unique path to the throne, by effectively usurping her father's crown, is also worthy of greater investigation-while narratives tend to focus on the political aspects of the Glorious Revolution, further scrutiny of the personal, familial and dynastic impact of this transition is needed. This again is deeply connected to issues of identity and ideology in terms of the way that Mary constructed her image, and was presented, as a Protestant heroine, despatched as bride to bolster the northern European Protestant alliance, before returning home to save Britain from the rule of her father and the fledgling Catholic dynasty he was creating with Mary of Modena. It will also be vital to investigate Mary's dynastic and national identities in order to understand how she represented herself as a foreign consort during her time in the Low Countries, and as native born queen regnant on her return to Britain, in order to avoid being alienated as foreign or 'other' during either period. While her time abroad exposed her to cultural Continental influences which can be seen in her architectural projects at Kensington, Hampton Court and Greenwich, and in her collections, it was important that she constructed her identity which would be perceived as that of a thoroughly Stuart and British regnant queen. This project will examine the construction of Mary's identity from her childhood onwards, looking at her early education and the expectation on her as a potential heiress. Her early years will also be explored with consideration of how her religious ideology was formed and how the impact of personal relationships, shaped her identity in the long term. By working with researchers at Het Loo, and the Royal Collection in The Netherlands the project will examine the formation of her identity as a foreign consort during her years in the Low Countries and assess the impact of Continental influences on her later cultural projects in Britain. The (re)construction and projection of her identity during her reign will be investigated using a wide range of material, from the output of the dynamic print culture of the period, to economic sources such as her privy purse accounts, to assessing her collections, her dress, and portraiture, as well as a consideration of her extensive architectural and garden projects at Kensington and Hampton Court, and the role she played in the shaping the royal palace site and gardens at Greenwich. By bringing together such a varied collection of sources, the project will be able to create a far clearer picture of Mary's life and reign, and her contribution to the new style monarchy of the late seventeenth century than has hitherto been achieved.

Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.

Europe is facing important challenges such as cultural complex diversity in classrooms, early school leaving and disadvantaged backgrounds for some children. Quality early childhood education and care (ECEC) can be a bridge to tackle these challenges. Not only children’s presence in ECEC is important but also their level and quality of active participation and engagement in the social and learning activities of early childhood provision.HangingOUT! is an ambitious project that investigates the possibilities to use 'every' outdoor environment as a way to deal with the mentioned challenges. Eleven complementary strategic partners and different associated partners from five different countries (BE, LT, PT, UK, DK) want to give students, ECEC professionals and parents the confidence, tools and support to explore and create possibilities and experiments with different outdoor educational practices.Our HangingOUT! project has 4 objectives:(1) To further develop the professionalisation of educators in ECEC within our transnational network by strengthening the confidence of teachers and responsible adults in going outdoors.(2) To enhance the quality of ECEC through implementing and recognizing innovative pedagogies in outdoor education.(3) To discover the opportunities of different outdoor environments (from city streets to mindscapes and from forests over factories to school grounds) while recognizing the wide variety in local, cultural and ecological contexts by experimenting with concrete educational practices.(4) To install a culture of cooperation and co-creation between the different partners and stakeholders in early childhood education and care; deepening on the educational context of each country (care and education, formal and informal education, different stages in education,…).To reach our goals we will establish 6 associated local networks between a HEI and 2 field partners (pre-schools, kindergartens, organisations, ...). Each local network has its own focus depending on the interest, needs and expertise of the partnership: children's participation, diversity, 0-3 year old and ICT. Via this way of working we bring together a lot of expertise, co-create with the different stakeholders and have an impact that is really sustainable.The associated networks meet semi-annual F2F and online to share expertise, ways of seeing and knowing and experiment with each other's outdoor practices. Connected to the F2F meetings are international weeks where we can share and discuss our outputs and expertise with students and other lecturers from the different strategic partners and more broadly with all interested members of the Comenius Association, a European network of teacher training institutes of which all HEI's are longtime partners.The strength of working within the local networks in Belgium, Portugal, United Kingdom, Denmark and Lithuania is the diversity and quality of the intellectual outputs it will generate; 7 intellectual outputs in total. Ranging from an innovative GoPro-video database where we will gain insights in interactions between children and the material environment that can be used by teachers, parents but also policy makers, architects, etc. Over the development of inspirational flash cards showing children’s autonomy and that foster inclusion through outdoor activities. To an App that searches for (learning) opportunities in the outdoor environment (urban and rural), bridging the gap between the digital and natural environment. Or collecting outdoor inspiration for children aged 0-3 years old, overcoming the 0-3 yo & 3-6 yo divide in ECEC in many European countries.HangingOUT! has been conceived and designed with long term sustainability in mind. The consortium has the strong intention to integrate the outdoor topic in HEI curricula. This will ensure that what is implemented during the Hangout! project lifetime will endure and strengthen the profile of future ECEC professionals who will critically adopt an outdoor approach as the new normal.The dissemination and exploitation will be extended beyond the duration of the project. The transnational knowledge exchange between HEIs will be promoted and maintained beyond the completion of the project through the online platform including links to the local websites of the different partners. The project outputs will be further developed beyond the lifetime of the project and will be made available using Creative Commons licence.