FEAST action will investigate the timing for the main celebration at Greek temples. The project attempts to overcome a gap in the current knowledge on the archaeology of Greek sanctuaries (specifically for the Magna Graecia) by applying an interdisciplinary approach to classical archaeology, that is skyscape archaeology. For most of Magna Graecia temples, there are no indication about when, in the year, the main celebration would have taken place. There, the epigraphical, historical, and archaeological evidence is very lacunose for the topic of festivals and calendars. Therefore, the method here proposed interlinks archaeology with astronomy, researching about the way ancient sanctuaries were built, by analysing the actual orientation that the founders gave to the monument during its foundation in relation to the sky. Temples will be surveyed according to standard topographical methods, with specific attention to the superimposition of strata and the diachrony of the phases of attendance. This research will focus on a chronological horizon that goes from the 8th to the 3rd century B.C., a broad spectrum which allows to discern any continuity and discontinuity in the topography of the sacred. In line with Europe priorities for an inclusive, green and sustainable development, FEAST action fit in the modern challenge of recovering the deep/intimate connection between people and the planet/the sky, while tackling most pressing global challenges of identity crisis of people/nations, focusing on the festivals as moments of community memory and identity building and on heritage sites as places of belonging (coherently with The New European Bauhaus EU mission). The fellowship at the Laboratory of Archaeometry at UOP would open up Dr. Cristofaro career by establishing the applicant as one of the few experts in the world in Skyscape Archaeology of the Classical World, as well as will enhance LA@UOP's international excellence in Archaeometry by adding a new field of expertise.

The current project proposal addresses two horizontal priorities: Innovative practices in a digital era and Supporting individuals in acquiring and developing basic skills and key competences. The project develops strategic partnerships between two universities and a research center. All the spheres of public life need security to exist and implement its processes threats and hazards for the individual, society and countries are becoming more diverse in nature, complexity and power of influence; the relations between the various spheres of public life are quite complicated so each one affects the security of the others and vice versa. Natural hazards affect large territories beyond the borders of the country and even continents as is the example with COVID19, which requires joint action involving people from several countries. The project will integrate the knowledge of three organizations from Greece, Bulgaria and England in order to build an online platform for education in Disaster Risk Management. The platform will include the best practices of the three countries and a collective research in European best practices in disaster risk reduction. In that context the main objective of our project is to develop a Disaster Risk Reduction intelligence gathering, prediction, detection and reaction platform for different hazards. The high level project objectives, which summarize the specific challenges of the work programme and corresponding directly to the Key Action priorities are:1.To develop e-learning platform for disaster risk reduction – Disaster Risk Management Curriculum for Students and educational and research e-resources. To develop and implement open education and innovative practices through online education in disaster risk reduction.2.To provide the communities with an open access resources for disaster risk reaction. It will integrate all the measures and procedures which should be undertaken by people when a specific hazard occurs. The AI will be used to develop Chabot to provide assistance for the citizens as well as general guidance for the measures which should be taken.3.Developing a game-based approach for acquiring and developing basic skills and key competences in disaster risk reduction by expanding the knowledge, skills and competencies in disaster risk management and disaster risk reduction of the citizens. DRR game will provide people all over Europe with the unique opportunity to obtain knowledge and practical experience related to the disaster risk reduction measures in a different, dynamic format. The creation of a simulation game, which aims to immerse the citizens in realistic situations and point them to the correct solutions, is a precedent for this kind of training in disaster risk reduction.Main target groups are: •Students – they will be provided with the opportunity to study in the Online Joint Master Degree: they will receive an up-to-date e-resources in the field of Disaster Risk Management; they will gain skills in DRM measures and procedures development and implementation; they will have access to the practical tools and the findings of academics from different countries. The quality of education will enhance their competitiveness at the labor market. The online education will ease the access to the Master Degree as it overcome the restrictions related to the geographic boundaries, cultural differences, disabilities, economic obstacles, health problems, etc.•Government authorities – will be provided with the best practices in the EU in their respective area of disaster risk management. Because of the language barriers and the lack of scientific knowledge and developed networking the employees in the respective agencies have no access to trainings into the disaster risk management. The project results will ensure them with adequate training in their language, good practices exchange and professional consultations. The gained knowledge will help them to implement their functions more effectively and efficiently. •Civil population – will gain knowledge how to react to the disasters, which measures and procedures to follow in a comprehensible manner or based on the game approach. That will result in their better reaction which could reduce the damages and help for the recovery. People will know how to react, who to contact, how to help which could save lives. •The game will address the need of disaster risk education of the age groups 14-30. As the younger generation could expand their skills for disaster risk reaction through the game approach.The project will provide possibilities for online learning. It will develop a one stop online and instant access to a wide variety of information and a library of resources about the disaster risk reduction in EU, which will enhance the knowledge and the ability of the citizens in EU to react effectively and efficiently to the different hazards.

"Today we live in a globalized world and are processing information from a wider variety of sources than ever before. Many are confronted with a flood of information with which they are sometimes overwhelmed or unable to handle or classify. This project under the theme #IMMUNE TO OPINION MANIPULATION shall help to discover fake news and political manipulation. Educators and young people need the skills to navigate potential pitfalls. Especially in the age of social media, manipulation is increasingly present. Misleading narratives become the basis for political opinion formation and debate. To curb this development and the threat it poses to democratic deliberation, political self-determination and freedom, it is crucial that educators have the knowledge and media literacy skills needed to counteract these threats through their teaching and in order to appropriately guide and train the young people they work with.Filter bubbles, nudging, social bots and algorithms are some of the aspects that play a role in manipulation. Ultimately, idea is to make the veil behind social media visible by posing the threats that come along with it. For example, the political significance of algorithmic models lies in the fact that they can influence social behavior to a significant degree without the user being aware. Companies such as GAFAN (as in Google, Apple, Facebook, Amazon and Netflix), which possess widespread and potent algorithmic models, can be ""governmental"" enterprises that at the same time are not subject to democratic control. Hence, manipulative technologies need to be viewed critically as they can lead to the targeted incapacitation of citizens and may even influence the results of elections. Being unchecked they can erode democracy and therefore the fundament of the EU.The general objective of this project is to address this challenge among educators through an innovative train-the-trainer format. The specific objectives are: -Providing youth educators(direct target group)with useful skills and action-oriented methods on how to develop the digital competence of young people (indirect target group/ end user beneficiaries)-Increasing understanding of how and why emotional manipulation works in social media communication, providing effective strategies and resources to help them counteract this -Increasing the media literacy of young people in an age of fake news and political manipulation on the Internet (and particularly in social media)The proposed project is meant as a kick-starter of a more extended endeavor across the EU. The train-the-trainer format will have an impact on different levels.For educators involved in the training as facilitators the impact will be:-Greater understanding on the importance of the power of fake news and political manipulation on the Internet (and particularly in social media) as well as its impact on active democratic participation-Concrete knowledge, skills and competences for identifying manipulative techniques (e.g. filter bubbles, nudging, social bots, and algorithms)-Access to innovative training contents, resources and materials-Increased network with an international group of trainersFor young people who are involved in testing the program during the pilot phase the impact will be:-Increased awareness of the power of manipulating emotionally and politically on the Internet (particularly on social media)-Improved knowledge to read between the lines-Increased competences to manage a media-saturated environment(particularly online/social media)-Increased skills to read critically and write in a wide range of message forms-Improved learning achievements and personal growth-Increased interest in being more active in society-Increased self-confidence to engage in social media activities-New contacts and network for further support and developmentFor the involved project partners the impact will be:-Increased level of cooperation with the project partners-Improved knowledge, skills and competences on media manipulation, tools to detect it, media literacy, critical thinking, and their connection to active (digital)citizenship-Increased knowledge on game-based educational methods-Increased knowledge, skills and competences with IT-based learning-Enriched experience with creative and innovative methods-Increased capacity to operate at EU/international level-Innovative and improved way of operating towards their target groupsFor other relevant stakeholders, such as educational non-formal institutions, training associations, etc. the impact will be:-Access to innovative and learner-centered learning methods and contents-Access to good practice examples on how to embed media literacy education into existing educational and training offersOnly by being informed of the structural conditions fueling its circulation, one can shape resilience against fake news and political manipulation for both the educators and young people."

Being able to demonstrate graduate employability skills (GESs) – practical, transferable, graduate level abilities over and above any specific discipline content – can lead to more positive career outcomes in graduates. To maximise their potential, students should start thinking about their skills, and their relevance for future career options, early in their degree journey so they can reflect on the importance of these, and identify areas for improvement (Bridgstock, 2009). However many students do not consider their GESs until after graduation, and lack aspirations, attitudes and confidence with respect to preparing themselves for future careers.Over the last 20 years there has been an upsurge of interest in using technology to engage with students to facilitate their learning. With the advent of web 2.0 technology and the evolution of smartphone use one emerging area is downloadable educational apps, although these are not typically used to engage students with co-curricular, or transferable skills. Apps have the potential to offer methods of learning highly consistent with modern theories of effective learning, which propose that learning activities should be active, situated, problem based, and interactive.Aims and objectives of the project: The aim of the proposal is to develop an app to allow students to plan, record and evidence the acquisition and development of GESs throughout their university journey. A downloadable app could provide an active, agentic approach to supporting students in thinking about GESs and self-development by using motivational, interactive exercises, achievable goal-based tasks, and inducing in users a sense of fun and self-actualisation patterns that will help to raise awareness of issues. As “digital natives” who have been brought up with digital technology and embrace universal smartphone use, students would find an app-based approach to GESs development highly attractive. The GES App fits well with current thinking about employability and careers, putting the student at the centre of their development and career decisions. The app will principally allow students, via interactive exercises, to track and evidence GESs they develop throughout their university career. Building up evidence from university modules, as well as recording skills they develop via co- and extra-curricular activities, will compile an interactive record, supported by notes of the activities through which these were developed, and the outcomes which can be used to evidence them. A focus on students’ own interests, strengths and weaknesses, will engage students and encourage them to think about their GESs from their arrival at university. This awareness will increase student focus on such attributes, allow students to identify and fill gaps in their skill set, and provide a resource they can use when they leave university and enter the job market.During the design phase of the project, tasks will include a literature review of GESs development resources; a review of existing digital GSEs resources; a user requirements analysis and design specification. Key activities during the implementation stage will be the development of the GES App and additional support materials, such as a pedagogical guide and videos. Piloting early prototypes of the app will determine acceptability and usability with a small number of end users. In addition a larger scale evaluation will be carried out on the final version to establish the value and effectiveness of the app in interesting and supporting students in both their awareness and development of GESs.Best practice case studies will provide further guidance about how best to use the app with distinct groups of students (e.g., diverse disciplines and locations). Dissemination activities to increase awareness and interest in the app amongst key stakeholders and interested parties will be carried out during the project: a project Web site will be established; newsletters distributed, dissemination events held for HE careers guidance practitioners and refereed academic & professional papers will be written.App design, development and evaluation will be an iterative process. Results of piloting of early app prototypes with a small number of end users will feed into the refinement of the final app. A larger scale evaluation of the final version of the app will establish the value and effectiveness of the app in engaging students with tracking and evidencing the development of their GESs throughout their degree programme.It is hoped that the GES App will contribute to enhanced potential for the continuous development of GESs, with students gaining more awareness of their abilities and taking responsibility for planning their own professional development. This will help them achieve success and satisfaction in their careers. It could potentially increase their career mobility and resilience in the global employment market and contribute to the European economy.

<< Objectives >>The specific objectives targeted by BENEFIT are: - Developed and evaluated framework for blended learning and evaluation practices for inclusive higher education - Establishing a Blended Learning Inclusive Module (BLINC) - Upgraded courses that follow blended learning and evaluation practices for inclusive higher education - Workshops for teaching and training staff (through the BLINC).<< Implementation >>The implementation of BENEFIT follows two horizontal and one specific priority based on digital transformation, innovative teaching methods, and creating inclusive HEIs. By ensuring quality management and coordination, the project activity consists of assurance framework, dissemination plan, various meeting agendas, including reports of progression and finalization. Three main outcomes are targeted through BENEFIT, divided into more than 15 separate components.<< Results >>BENEFIT will yield the following four results: - Report through BENEFIT European analysis, which will include statistics and trends for the current state of inclusive Higher education- Free E-tool for inclusivity (ETI) for usage to all HEIs, providing a framework and mechanisms for implementing inclusivity practices in Higher education- Blended Learning Inclusive Module (BLINC) targeting teaching and research staff at partnering institutions and learners with disabilities.