<< Objectives >>Bodies and associations that work with the settled migrant community and with transiting ones tackle language communication problems in an improvised and limited manner. This gives rise to serious consequences: from inadequate efficiency of the services to the stress and inefficiencies borne by the operators.The aim of the project is to introduce the stakeholders to a communication thatis oriented to facilitate the communication with the migrant community and mitigate language barriers.<< Implementation >>Project meetings, calls, document sharing are the commonly used means to share information along the projects. Produce, distribute questionnaires to the local organisations involved and analyze their feedbacks.As a result we will gathered all feedbacks in order to produce a Manual of the good practices.During the project we will constantly involve all the stakeholders according to the principle of inclusion.We also monitor each stage of the project and disseminate the results obtained.<< Results >>Here a detailed list of the expected results:_increased awareness of the stakeholders with respect to the interlinguistic communication needs_development of a questionnaire _development of a unique working method to analyze the needs_possibility to apply the questionnaire in a large number of cases _implementation and dissemination of the manual of the good practices

<< Objectives >>The main project objective is to reduce the environmental footprint of ICTs used by companies in partner countries.To do this, the project wants to achieve the following concrete objectives:- To improve awareness of companies on the benefits of sustainable use of ICTs- To improve the knowledge, skills and competencies of managers, workers and companies on how to implement ICTs in a more sustainable and effective way.<< Implementation >>The following activities will be carried out: 1. Production of the Green Digital Toolkit2. Organisation of Green Digital Workshops to be attended online by 15 workers and company managers3. Organisations of Green Digital Launch Conference with at least 20 participants in each partner country.All the project activities will aim at supporting companies in implementing ICT sustainability practices and raising awareness on the topic.<< Results >>The project will produce the following results: - The Green Digital Toolkit will consist of supporting materials and tools for companies aiming at implementing effective ICT sustainability strategies.- The Green Digital Workshops will provide workers and managers with knowledge, skills and competences for more sustainable and effective use of ICTs in companies. - The Green Digital Launch Conference will promote the project results and raise awareness about ICTs’ environmental sustainability.

<< Objectives >>The EUMind-School project aims to:Generate a new awareness in high school teachers on the value and opportunities associated with European planningTo improve the level of knowledge and competence on European planning already starting from high schoolEncourage active teaching through innovative teaching methodologies based on Design ThinkingEncourage interactions between schools to encourage the emergence of joint initiatives at transnational level<< Implementation >>The project includes the activities:- Co-generation and implementation of the Toolkit for teachers and school management staff and consisting of digital training modules aimed at exploring all the stages of formulating project proposals to complement the school's educational offer.- Testing and validation of the Toolkit aimed at verifying the effectiveness of the training modules in the field and therefore validating the entire tool by teachers and school managers.<< Results >>The main result of the project is a platform that contains:three training modules, presented in 4 different languages and in a creative and interactive waya form for the realization of the project ideaa list of digital tools for remote co-designa web-forum for sharing between schools also functional to peer-review6 schools will be involved and at least 4 teachers will be trained per school. The students trained, in turn, will be about 480.

<< Background >>2021 must be the year for climate action – “the make it or break it year,” said United Nations Secretary-General António Guterres at the launch of WMO’s report on the State of the Global Climate 2020 which highlighted accelerating climate change indicators and worsening impacts. “This is a frightening report. It needs to be read by all leaders and decision�makers in the world,” Mr Guterres told journalists. “This report shows that 2020 was also another unprecedented year of extreme weather and climate disasters. The cause is clear. Anthropogenic climate change -- climate disruption caused by human activities, human decisions and human folly,” he said. “It is therefore important to invest in adaptation. One of the most powerful ways to adapt is to invest in early warning services and weather observing networks and hydrological services,” he said. Traditionally, STEM subjects have been regarded by some students as slightly more abstracted from day to day life when compared to humanities-based subjects. However, with the growing coverage surrounding climate change, younger generations are rapidly becoming aware of the relevance STEM subjects hold in everyday life. The climate crisis has brought science, technology, engineering and maths (STEM) subjects to the fore amongst younger generations – with millions of young people marching globally, asking the world to listen to Greta Thunberg and “unite behind the science”. As a result, we are seeing young people becoming increasingly aware of climate related issues.<< Objectives >>The Climax project Partnership brings together partners from across education, research and the wider STEM sector to support the delivery of climate change related school curricula and activities in formal and informal education settings. It aims to enhance educators’ subject knowledge and understanding, so that lessons are based on scientific evidence, and increase students’ understanding of the science and implications of climate change. The project will provide climate change stem courses, opportunities for schools to engage with STEM working within climate change settings, and STEM enrichment opportunities, such as competitions and challenges. The project introduces exemplary explicit teaching strategies as enacted by a school STEAM teacher. Through a -lesson climate change STEAM program, data will be collected to explore explicit teaching strategies. Data from teacher interviews and class observations will also used to identify and describe how this STEAM teacher will offer students opportunities to solve real problems in their community. Examples demonstrating three stages of STEAM education: understanding context presentation, performing creative design, and experiencing emotional touch are provided. STEAM programs will be presented with realistic issues arising from the community students belong to and that explicit teaching strategies that will give give students the opportunity to achieve core competencies and scientific literacy. The project will provide a piloting and implications about the need for systemic teacher training and professional development for STEAM education. The project is designed for teachers andschool students aged 8-16 years old.<< Implementation >>PR1 Toolkit for teachers and students Main activities are: A1 - a preliminary common background definition on climate change; A2 - a common definition of the methodology and the regional action plan (stem course and curriculum for teaching students about climate change) A3 - a regional assessment on regional awareness and existing actions in all partner's regions educational institutions - A4 - Transnational online workshops to train and directly improve the skills and competences of teachers about climate change awareness educational methodology A5 - Preparation of an online platform will be implemented for teachers experts and students. this platform will host training materials and tutorials that will be part of the toolkit (PR1) A6 - Each project partner will implement a piloting in regional schools PR2 Guidelines A7 Feedbacks and data from piloting will be collected, elaborated to validate the toolkit and create the guidelines (PR2). Project results (PR2 and PR2) will be then disseminated on: project partners website, eTwinning - advertised in social networks and websites.<< Results >>The project foresees two project results: PR1 a toolkit to implement and replicate the stem course for teaching students about climate change (PR1) and the guidelines to implement a curriculum for teaching students about climate change (PR2). Teachers and students will understand what climate change is and how we can mitigate it, will learn how to bolster knowledge of the subject, learn the difference between weather and climate, and investigate the causes and effects of climate change, learning about how the climate is affected by both geological and human factors.Moreover beneficiaries will l understand how to collect and interpret data from the Earth Observation satellite and other resources , using it to develop projects that engage and inspire students to investigate and communicate local climate issues and solutions. Teachers will work with other teachers to develop practice, how to develop a research question using data, and how to organise findings using the relevant scientific terminology. Topics covered will be: What is climate change? How climate change is measured using satellite data. How it will be possible to mitigate climate change. By the end of the course, teachers and students will be able to: Describe what climate change is and what it is not and improve subject knowledge of how space technology is used in climate science; Identify misconceptions within your class and approaches to teaching the science of climate change; Produce a plan to support students to undertake a climate change investigation; Apply the techniques used by scientists to collect and analyse data on climate change within the classroom; Evaluate the use of climate change and related careers as a context to teach science across the curriculum.

"<< Background >>Obesity is one of the greatest public health challenges of the 21st century. Its prevalence has tripled in many countries of the WHO European Region since the 1980s, and the numbers of those affected continue to rise at an alarming rate. In addition to causing various physical disabilities and psychological problems, excess weight drastically increases a person’s risk of developing a number of noncommunicable diseases (NCDs), including cardiovascular disease, cancer and diabetes.Overweight and obesity are important public health problems in the European Region. (WHO, 2018) Globally, 38,3 million of children are overweight (with an increase of 8 million more overweigh children in 2017 than in 2000) and in Europe nowadays 1 child out of 3 is obese (Unicef). “COVID-19 could potentially amplify one of the most worrying trends in the WHO European Region – growing childhood obesity,” said Dr Hans Henri P. Kluge, WHO Regional Director for Europe. Weight excess is one of the major risk factor for chronic non-communicable diseases such as type 2 diabetes, hypertension, cardiovascular diseases, metabolic syndrome, orthopedic problems, cancer etc in adulthood. Moreover, overweight and obesity have also an important psychological implication, as a matter of fact they could alter body perception and reduce self – esteem with repercussions on soc life. The prevalence of overweight shows a negative gradient based on soc position across Europe. Overall, children belonging to a lower socioeconomic status show the highest prevalence of obesity .Since 2013 during the “Vienna Declaration on Nutrition and Noncommunicable Diseases in the Context of Health 2020” among the objectives to promote healthy lifestyle in order to reduce the noncommunicable diseases, among which obesity, it was underlined the role of the implementation of effective programmes to promote healthy diets, to encourage physical activity and to prevent childhood obesity. Information about healthy eating habits should be done even before birth, during pregnancy, until arriving at a proper nutrition education in the family and in the school environment for children.There is a series of studies that focus explicitly on the association between social exclusion and obesity. The aim of the present project is to riser awareness on the importance of healthy nutrition using the STEm approach and fight social exclusion associated with obesity.Finally the project will focus on the role of food as a form of cultural heritage and the importance that cultural knowledge holds for understanding food choices and consumer preferences.Real-world implications of project-based learningcan excite students and can increase class participation. Integrating useful experiential and problems-based learning into specific situations can enhance understanding. This is particularly important and useful when dealing with subjects that are notoriously difficult for students to understand. design courses to best integrate project-based learninginto a curriculum in order to increase long term understanding. The project will shows that in order for students to gain full mastery of concepts, they have to be motivated to learn the material. Stealth project approach is to use food as a tool to encourage learning in nutrition, and also microbiology, chemistry, biology, health science and math. Stealth project will use hands-on lessons that allow for interdisciplinary learning in STEM subjects.<< Objectives >>Nutrition is a critical part of health and development. Although the effects of obesity on children's physical health are well documented, the social consequences of obesity are less well described and may not be addressed in intervention programs. Weight bias may take several forms. It may result in teasing and discrimination and may affect employment and educational opportunities.Healthy peopl learn better and are more productive. Moreover The project employs ethnographic and historical approaches to compare different avenues of food heritage-making. The comparative perspective is crucial to allow for a differentiated understanding for why and how food and culinary heritage have been increasingly promoted. The research interrogates the role of food heritagisation in the negotiation of past and present identities, in the integration of social groups into the global economy, and in the attribution of value to people and substances involved in this process.The crucial point on which the project is focusing is an educational path, therefore, is that of the relationship between what we are and what we eat: if, as supported by the medical scientific tradition, there is such an intimate connection of causality, this certainly known from an early age to become a basic competence of the individual. It cannot be said that interventions in schools aimed at promoting good nutrition have been missed, but evidently they have not proved to be completely effective, given that the statistics speak of an increase in childhood obesity, which in turn becomes a prerequisite for the onset of corneal diseases in adulthood, with the natural deterioration of health and the associated costs for European health systems.In this sense the project is addressed to supporting individuals in acquiring and developing basic skills and key competences by the means that it aims to ""stimulate critical thinking in consideration of the cultural and / or environmental context. The project has a specific focus on the relationship between nutrition/ health discrimination and cultural . The context in which the project moves is that of food education in schools. Through Stem experiences the students acquire awareness of what is food, in the perspective of strengthening the abilities of individuals to consciously determine their food choices, with advantageous consequences in health and antidiscrimination sense.But the project aims to be innovative not only in relation to the content, but also with regard to the methodology and tools used, and in this sense it can be addressed to the promotion of an open education and innovative practices in a digital era. The methodology focuses on STEM approach. The educational contents will in fact be re-elaborated by the children through the language of computer programming in the digital environment, accompanying them in the development of small ICT ""artifacts"" created through the scatch.com platform (or other equivalent), through which to express their vision, personal and reworked, of the relationship between what we are and what we eat. The piloting will create the bases for a STEM curriculum to guide children and families to understand what is healthy nutrition. One of the project goal will be to empower school teachers and operators to become a catlyst for health literacy at the early school level to act as a leverage of interaction with the families and the social environment as a whole: thus the action can be addressed also to support teachers in developing innovative<< Implementation >>The project will implement two main project results: 1) PR1 Toolkit for teachers and students concerning Steam methodology for Healthy nutrition awarenesss and food food as cultural heritage the toolkit includes experiment guide forschool teachers and for students, digitalized products. Main activities are: A1 - a preliminary common background definition on Healthy nutrition and traditional food; A2 - a common definition of the methodology and the regional action plan (stem course and curriculum for teaching students about Healthy nutrition awarenesss) A3 - a regional assessment on regional awareness and existing actions in all partner's regions educational institutions - A4 - Transnational online workshops to train and directly improve the skills and competences of teachers about Healthy nutrition awarenesss and educational methodology A5 - Preparation of an online platform will be implemented for teachers experts and students. this platform will host training materials and tutorials that will be part of the toolkit (PR1) A6 - Each project partner will implement a piloting in regional schools. PR2 Guidelines for Healthy nutrition awarenesss and food food as cultural heritage A7 Feedbacks and data from piloting will be collected, elaborated to validate the toolkit and create the guidelines (PR2). Project results ( PR2) will be then disseminated on: project partners website, eTwinning - advertised in social networks and websites.<< Results >>The principal expected results of the project, to achieve through the development of the project results s, are the implementation of (PR1) a Toolkit for STEam methodology for heALTHhy nutrition awareness - Food as cultural Heritage and (PR2) - Guidelines/handbook for replicating the integrate nutrition training path STEam methodology for heALTHhy nutrition awareness - Food as cultural Heritage.The main outcomes will be:• An stem innovative form of strategic nutrition education;• innovative edutainment nutrition tools for school pupils (aged 8 -14) and families and in general for all stakeholders• Educational nutrition food as cultural heritage contents • • Change of attitudes of people in order to create a healthy nutrition education mentality• Innovative training methodology (edutainment innovative tool based on the combination of APP and workshops) in the school system and for policy makers• To support nutrition education among children• Promoting healthy eating habits among children sharing traditional food heritage in the regions• Developing national guidelines to introduce how to educate to nutrition in the schools• Support teachers and families to educate to nutrition. Nutrition education is not just learning about foods and nutrients, but learning what to do and how to act to improve nutrition. • Influencing decision makers to implement policies which promote nutrition education in the schools.• Teachers trained on contents about nutrition and on a new methodology to transfer the contents to the pupils- insert nutrition in the school curriculumExplain the importance of trying new foods.Explain the importance of choosing healthy local and traditional foods and beverages. Identify a variety of healthy snacks. Identify the benefits of drinking plenty of water. Describe the types of foods and beverages that should be limited. Describe the benefits of eating breakfast every day. Describe how to keep food safe from harmful germs. Describe body signals that tell a person when they are hungry and when they are full.provide tools and train teachers to replicate easy Stem Food Science Experiments for Kids. While many factors contribute to childhood obesity, like genetics, metabolism and lack of exercise, adopting healthy eating habits can be effective at preventing the condition. The project's food science experiments will explore concepts like calories and fat to encourage students to make healthier food choices."