<< Background >>Resilience is the capacity of human beings to face adversity, to adapt and overcome tragedies, traumas, threats or severe stress. Being resilient does not mean not feeling discomfort, emotional pain or difficulty in the face of adversity (death of a loved one, serious illness, loss of a job, financial problems, etc.), but adopting a positive attitude towards it. Resilience involves a series of behaviours and ways of thinking that anyone can learn and develop as another area of their education. So, resilience could be taught, learned and trained (Robertson et al., 2015).Interest in resilience has fluctuated over the last half century, but it is now emerging in many fields of research for several reasons. On the one hand, there is a widespread alarm about the increasing threats from natural and technological disasters, pandemics, terrorism and political conflicts around the world (Masten 2014, 2021). For a year and a half, we have been suffering a serious global pandemic (COVID-19), in which we are observing and checking that an attitude of overcoming and resilience in the face of these adversities will help to manage and confront each situation with a greater positivity. Furthermore, we can observe how this resilient management of situations is mainly benefited when we develop experiences in areas such as the arts, performing arts, culture and physical activity (Cepero, 2020).As far as we concern, resilience has not been explicitly worked to forge the personality of individuals in educational fields. Thus, we find the need to establish training on resilience which helps the participants in this study, students and teachers, to face problems, have a critical and positive attitude and overcome any adversity. Therefore, it is necessary to work on resilience in the development stages that precede the consolidation of our students' personalities, hence the present project is focused on higher education, specifically at the university, although with a vision of extrapolation to the whole society of Europe and the World.Therefore, a Pilot Study is proposed with an Intervention Programme based on artistic, scenic, cultural and physical-sports activities, in order to go in depth in the improvement of resilient factors, constructs and attitudes, by measuring the impact of this programme on this aspect of the personality, aimed both at teachers and students.The expected results will involve the creation of means that provide tools for overcoming situations such as the one emerged by COVID-19, with the aim of develop a programme for the dissemination of good practices in university teachers and students (RESUPERES SPREAD. RESUPERES Workshop-Seminar, creating new audiovisual tools which able the online formal education of resilience [Website, App, Toolkit, multimedia products]) through a RESUPERES Pilot Study, as well as the creation of the I RESUPERES International Congress. However, one of the most ambitious results is the creation and implementation of a RESUPERES subject, which develops resilience in the university context, within the different university degrees. Supporting a subject that helps students of any degree to develop resilience capacities and competences, such as self-concept, self-esteem, teamwork, leadership, etc., which will accompany them in all the stages of their life. Subsequently, it will be extrapolated to all levels of the educational community at a European and international level.<< Objectives >>*General Objective:The main aim of this project is to analyse, design and evaluate an Intervention Programme in the educational context of Higher Education, developing the constructs of resilience, such as coping, self-concept, self-esteem, leadership, etc. and based on competences within the areas of health (body expression, inner gymnastics, mindfulness, yoga, physical education and sports), the digital and communication world, the performing and visual arts and culture, which generate resilient behaviour patterns, as they are considered important areas in the development of this construct. Furthermore, it has the aim that it can be extrapolated to the different stages of training, for both teachers and students, considering this concept as a capacity that will help them to face the adversities that will accompany them throughout their lives, due to the current urgency that leads us to emphasise the capacity for resilience in education.*Specific Objectives:To achieve the proposed general objective, this is broken down into more concrete and specific objectives related to Intellectual Outputs (O), Multiplier Events (E) and Activities (O):1. To identify resilience factors present in the classroom for students and teachers, suitable for resilience development in Higher Education (HE) (E1, C1).2. To establish European resilience updating and recycling (M1). Sharing of European scenarios. Characterisation of each department of the university involved in the project, analysis of needs in each country, similarities and divergences (E1).3. To develop a system for assessing the resilience capacity of students and teaching staff, as a consequence of their evolutionary process, social context and as an effect of the activities proposed from the cultural, artistic, narrative, dramatic, communicative, digital challenges and physical-sports activity and health perspective, which are proposed in this project. To evaluate the reliability, validity and sensitivity of these areas and resilience factors (O1, E1, C1).4. To design and create a RESUPERES Manual in Higher Education (O1).5. To implement a website, as a multilingual e-learning platform, for online training (O2).6. To design, apply and assess an implementation plan of activities such as Soft Skills, Coping Strategies, etc., focused on the improvement of resilient competences, using both internationalisation (5 European universities) and work from different areas (cultural, artistic, virtual, communicative, dramatic and sports activities), as a Pilot Study (C2 to C6, RT5).7. To create and disseminate intellectual outputs for the resilience development: digital platform, resilience toolkit, videos, virtual tutorials, etc. (O2, O3, O4; E1 and E2, M1, 2, 3, 4, 5 y 6)8. To create an App RESUPERES, to develop the resilience with autonomy, which serves as a support and methodological resource for Resilience training in Higher Education (O3).9. To evaluate the global effect of the programme (in the whole educational community), create an itinerary and therefore a subject for the development and improvement of resilience in university educational contexts (O4, M5).10. To develop and implement a RESUPERES subject in each of the participating universities, and evaluate the implementation of the RESUPERES itinerary in the partner universities (C7 to C11).11. To disseminate all the results provided by the RESUPERES Project, with the aim of establishing a RESUPERES itinerary in Higher Education (M5, M6, E2).<< Implementation >>The implementation of the project will be developed in 3 phases that organise the development of the transnational meetings (TM), intellectual outputs (O), multiplier events (E) and all the complementary activities (C): - PHASE 1. PREPARATION AND LAUNCH. Project Management, Preparation and Initiation: The Transnational Meeting (TM) 1. Kick-Off, Empezamos! (Spain) will establish the general basis and agreement for the success of the project workflow. The first output of the project will be the RESUPERES Manual (O1) which will be addressed to the consortium, students and teachers involved as well as to local associations and the deadline has been set as 05-22 coinciding with TM2 (Italy). In addition, Activity 1, Updating and Recycling, will take place in Phase 1. Resilient Trends in Current European Contexts (C1). - PHASE 2. RESUPERES PILOT STUDY. Phase of test and previous experience of our intervention: In this phase TM2, 3 and 4 (Italy, Serbia and Norway) will take place, with the aim of developing the RESUPERES Website (O2) and the RESUPERES APP (O3), which will be used to carry out the Pilot Study (C2) with target teachers and participating students in the project as well as the local associations with which the pilot study will be carried out. This Phase 2 will have a period of one year (05-22 / 05-23) and in this period of time the delivery of O2 and O3 will be carried out and the multiplier event 1 (E1), RESUPERES Workshop-Seminar, will be developed to disseminate the results obtained in this phase. - PHASE 3. RESUPERES SUBJECT IMPLEMENTATION. Implementation Phase of the RESUPERES Intervention in the form of an academic subject. In this Phase 3 the TM5 (Spain) will be carried out with the objective of planning and starting the implementation of the subject RESUPERES (C3) with the students and teachers involved, as well as the local associations where some small practices will be developed. Likewise, in this Phase 3, the RESUPERES Subject (O4) will be obtained as an intellectual output with a implementation period from 10-23 to 02-24, where a last TM6. We Did It! (Portugal) will be established together with the I International RESUPERES Congress.- PHASE 4. RESUPERES FINAL ASSESSMENT.There will be a final evaluation, regardless of the continuous evaluation (iterative) conducted during the whole project lifecycle. In particular, these items will be assessed from the point of view of the management team:• Quality assurance methodology completed and defined• Deviation of plans and timeline• Definition of milestones• Annual Cost of Work Performed• CPI (Cost Performance Index)• Deviation of net present value (NPV)• Deviation of planned break-even time• Productivity Increases• Deviation from the initial Syllabus<< Results >>RESUPERES, promotes a change in European education and training policies, therefore: 1) Regarding to Students-Teachers: Developing bigger and higher expectations; assessing obstacles, diversity as a challenge; creating opportunities for active participation, educational actions aimed at promoting thoughtful practices aimed at cultural decentralisation and the deconstruction of prejudices and stereotypes, making students aware of the existence of other ways of thinking in relation to their own, associated with their own cultural model, that should not be perceived as absolute. 2) In the classroom: Resilience training; support for students and teachers; coexistence, orientation and help plans. Satisfaction with the future profession, improvement of competence. Encourage young people to overcome, to improve and work harder and acquire ethical agreement, with the creation of a supportive and respectful atmosphere, opportunities to socialise; mitigation of academic absenteeism. A pleasant environment where good mood prevails; Teaching ways to combine laughter and learning; showing affection, valuing, supporting, respecting, listening, etc. 3) In the academic institution: Finally, through this project, it is intended to identify and model specific good practices for building a resilience culture, leading to the establishment of theoretical models that guide the actions of resilience management in educational institutions. Develop a resilience toolkit for the educational community. 4) In European and global society, the need for a resilient society, which fights against nationalism and European fragmentation, due to limit situations such as the one we are currently dealing with (COVID-19).Innovative research contributions should focus on the following aspects:- To provide a resilience management model that helps universities to guide their actions for educational success.- Identify the measures that are relevant for its incorporation into an integrated resilience model and that require an implementation at different levels of intervention: STUDENT-TEACHER, CLASSROOM, UNIVERSITY and ACADEMIC COMMUNITY.- The expected results will entail the creation of a programme for the dissemination of good academic practices, the creation of new audiovisual tools (websites, apps, multimedia, toolkit) that will result in an increase in their resilience ability, and the strengthening of the online teaching system, in which we are absorbed.The benefits that can be derived from this project can be classified as the following:A) Benefits related to scientific interest: Manual, articles, congresses, thesis, etc. about the development of implementation plans for resilient activities.B) Benefits related to the practical interest: applied research as formative itineraries, subject, App, Web..., as knowledge acquisition in the improvement of the quality of life of our recipients, through the acquisition of resilient attitudes that allow them to overcome periods of crisis based on economic, social or dramatic phenomena such as terrorism, pandemics (COVID-19), or loss of loved ones.C) Creation of a set of activities based on artistic and creative tasks and physical activity for health, which provide resources to face everyday adversities.D) Advances in online teaching and training, currently in demand in HE.E) Use of positive technologies designed and structured to enhance the quality of the learner experience in order to feel good.F) Design of a programme of dramatic expression, multicultural, audiovisual communication, as a working tool in group dynamics.G) Creation of a resilient intervention programme in charge of physical-sports activities, health, inner gymnastics, etc., that help us to feel healthy, happy, etc.

The DEFI project, based on the collaboration between French and Italian specialists in gender history, labour history, urban history and history of law and family, proposes an interdisciplinary study of the economic roles and labour activities of women in four major cities of early modern Italy: Venice, Florence, Naples, Palermo, which represent different social, economic and political realities. The project intends to enter into dialogue with research on Northern Europe and to question, from a gender history perspective, the model of the ‘Little divergence' proposed by economic historians and recently revisited by research on women's economic activities in the Netherlands in the medieval and early modern periods. It is based on a set of comparable sources in the four cities (archives of welfare institutions and notarial sources, supplemented by city-specific sources) studied for three periods: 1- central decades of the sixteenth century, (reconfiguration of the Italian economy in the context of the beginning of the ‘marginalisation’ of the Mediterranean, development of the luxury industry in Florence and Venice and reorganisation of the ports of Naples and Palermo); 2- central decades of the seventeenth century (epidemics and economic crises); 3- last decades of the eighteenth century, (culmination of a multi-century process of proto-industrial development that calls into question the urban dominance). The databases produced will be made available to the scientific community, in an open access research approach. Research seminars, a doctoral training week, an international conference in France and participation in international symposiums will allow the project's results to be promoted, which will be published in English and French.