"A modern phenomenon that has been recorded in recent years is internet addiction Disorder (IAD). Internet addiction is described as an impulse control disorder, which does not involve use of an intoxicating drug and is very similar to pathological gambling. Some Internet users may develop an emotional attachment to on-line friends and activities they create on their computer screens. Internet users may enjoy aspects of the Internet that allow them to meet, socialize, and exchange ideas through the use of chat rooms, social networking websites, or ""virtual communities."" Similar to other addictions, those suffering from Internet addiction use the virtual fantasy world to connect with real people through the Internet, as a substitution for real-life human connection, which they are unable to achieve normally. Internet addiction has become one of the main problems that European secondary school students are facing so our community has to deal with the source of the problem and its impacts. There is a tentative need to investigate the phenomenon and its impacts to all partners’ countries. Log On Back to Life project aimed to cover a number of gaps concerning the phenomenon of addiction to the internet and detect others that arose from the social research of the project and form the recording of the phenomenon. The project anticipate contributing to the scientific approach to the diagnosis of the factors that lead to addiction and help in the development of policies leading to prevention and treatment of the phenomenon in all its aspects, as they have been emerged from the scientific research so far. Through the activities of the project, participating organizations, especially those involved with education had the opportunity to study in depth the phenomenon of students' addiction to the use of the Internet and its impact. Participating organizations had the chance through the project activities and results to highlight those initiatives, educational methods and activities leading in both timely and valid revelation of the problem and in the proposal for implementation of all those policies and scientific methods to effectively address of the problem. By the end of the project participating organization offered special training and information sessions to both their teachers and staff and to their students regarding Internet addiction Disorder (IAD) in terms of identifying, preventing and dealing with the phenomenon by using the dedicated material and analysis that will arise as project’s results and by using the special eplatform of the project developed for this kind of activities. Special mention should be made on: •the social research carried out in the framework of our project using specially designed questionnaires by specialized scientists. The questionnaire was based on already developed and internationally recognized relevant questionnaires, (such as The Internet Addiction Test (IAT), which is one of the most utilized diagnostic instruments for Internet addiction), but has been a customized version of these, according to the requirements and needs of our proposed project •the Reference Handbook on Assess, prevention and Treatment of Internet Addiction developed in the framework of our project. The Handbook is not be a simple document (e.g pdf) file but also an ebook available for all kind of mobile devices (e.g laptops, tablets, smartphones etc). Special mentioned should be made in the new approaches of prevention and treatment proposed under the framework of your project and be included in the handbook • the new cooperative methodology for the assessment and prevention of internet addiction of Secondary school students. The methodology focused on non pharmacological interventions as these methods cannot be applied in the school environment in an easy way. The methodology was based on the concept of cooperative learning in which students and teachers form discussion teams in order to explore a significant question or create a meaningful project. The project has been the starting point and an opportunity for academic exchange between partners and the associated partners, highlighting the benefits of the Internet, as well the risks arising from abnormal use of the internet. Through the planned activities of the project had an integrated as possible knowledge of the effects of the use of new technologies, for shielding and empower of secondary school students regarding early diagnosis and addressing of the problem."

<< Objectives >>The C-ROADS project aims to untap the potential of grassroots solutions to tackle climate change and achieve climate justice trough community-based participatory research methods. The project will combine a range of formal and informal methods of learning and social development with visual narratives using photovoice, game-based learning with the objective to boost community participation at a local level towards climate action and justice.<< Implementation >>C-ROADS will develop a climate change advocacy path with seven learning areas to both test the competences of individuals about climate change and their level of commitment on a local level; compelling them to take action. The project also foresees escape rooms, online crash course, national photovoice processes and thinks thanks forums to engage individuals, in local communities, in tracking, registering and discussing the effects of climate change and reflect on climate justice.<< Results >>The C-ROADS main outcomes will be:-A multilingual advocacy learning path (digital platform)-A didactic APP with seven personalises training pathways-A set of seven digital didactic escape rooms-An online crash course for adult educators-A hands-on guide on the on the use of visual methodologies -A set of six photovoice processes in local communities-Six think thanks events

"Disasters vary in types, causes, and consequences, they may result from natural causes.During the last decades, natural disasters caused by different factors pose a serious threat to life, property, and infrastructure in ways of material damage, economic losses, causalities and emotional well-being of humans for many parts of Europe.The natural disasters have disproportionate effects on people with disabilities like blind, deaf, persons with reduced mobility and their family caregivers.Specific reports from 2004 to 2014 showed that persons with disabilities suffered from natural disasters 2-4 times more than non-disabled people (Report on 2011 disaster of Japan). The UN Convention on the Rights of Persons with Disabilities (CRPD), in its articles 11 and 322, requires that persons with disabilities benefit from and participate in disaster relief, emergency response and disaster risk reduction strategies. Underlining the legal obligations enshrined in the UN Convention on the Rights of Persons with Disabilities, particularly with regard to Article 11 requesting the States Parties including international humanitarian law and international human rights law, to take all the necessary measures to ensure the protection and safety of persons with disabilities in situations of risk, including humanitarian emergencies and natural disasters.Aligned with UNCRPD, European Disability Strategy 2010-2020: a renewed commitment to a barrier-free Europe which is aimed at raising awareness of the needs of persons with disabilities, including accessibility, in the area of emergency and humanitarian aid, as well as promoting the rights of people with disabilities and their families in the external action of the EU and the Member States. Also with the the drafted resolution on EU Disability Strategy post 2020, priorities to be effective in fostering meaningful inclusion and participation of persons with disabilities and their caregivers has been set.However, ""Living with Disability and Disasters"" global survey conducted by (UNISDR) in 2014 and scattered evidence reveal that PwDs still have no significant representation in building resilience to disasters and only a small percentage of respondents are aware of disaster management programmes in Europe and majority express desire to be included in these programmes. Within the given context, EMPOWER project aims to empower people with disabilities through effective disaster management; raise awareness of persons with disabilities and their caregivers about the increasing risks of disasters; to make PwDs and their caregivers better prepared for natural disasters through training contents and accessible learning materials on the accessible learning hub; support the caregivers in the disaster management processes; increase the knowledge and awareness of authorities and policy makers responsible for disability and disasters, volunteers in civil protection and professionals working with PwDs; to build a culture of disability and disasters in community-at-large; to mainstream disability into disaster management cycle.The target groups of this project are persons with disabilities (35 in online testing) caregivers(140 in pilot trainings), volunteers/professionals working in the field of disability and disasters, NGOs, local/national authorities, first responders. (160 in project activities; focus groups, round-table meetings, validation and valorization workshops)The following project outputs will be developed to achieve the foreseen results by focusing on ""earthquakes, fires, floods, and pandemics"".IO1 European Reference Framework on Effective Disaster Management for CaregiversIO2 Training Content on Effective Disaster Management For Caregivers of Persons with DisabilitiesIO3 Accessible Learning Hub with Accessible Learning Materials for Persons with Hearing and Vision ImpairmentsIO4 Disability-Inclusive Disaster Management Reference HandbookIn order to empower PwDs through effective disaster management, a participatory and holistic approach has been planned in the development and implementation of the project activities and outputs. That's to say that all interested parties persons with disabilities, formal and informal caregivers, authorities and policy makers will be actively engaged in the project through focus group meetings, round-table meetings, questionnaires, validation and valorization activities, pilot trainings and online testing.EMPOWER will have a direct impact on raising awareness about disasters, better preparedness of caregivers and people with disabilities for disasters, empowerment of people with disabilities through effective disaster management, resilience of PwDs to disasters, mainstreaming disability into disaster management. The envisaged impact will be development of high-quality and disability-inclusive disaster management trainings, developing disability-inclusive strategies and policies, as well as more accessible learning resources in Europe"

One of the seventeen Sustainable Development Goals is “sustainable production and consumption” that includes all related stakeholders including raw material supply system, manufacturing, distribution, service and disposal. Sustainable food products will provide environmental, social and economic benefits while protecting public health, welfare, and environment over their entire life cycle, from the extraction of raw materials to final disposition. The food industry is a powerhouse for the global economy. In order to succeed in the sustainability applications for the food sector, it is of great importance to bring standardization on the main pillars of sustainability, especially on environment with globally accepted standards on integrated resource and chemical management together with waste and emission prevention. UN associated offices and related stakeholders in food industry has combined economic growth with respect to planetary boundaries. Reconciling World development with Earth sustainability can be explored with Sustainable Development Goals so that global economic development can be achieved within human health and ecological health.Manufacturing processes in food sector lead to generation of various types of wastes, secondary products, by-products that has to be utilized in an integrated way. Regarding the content of the project, one of the main focus points is external reusability and recyclability applications for by-products. This will be provided through industrial symbiosis guide covering all the details of external management of production waste in upgraded applications of environmental management applications with a special emphasize on cleaner production. Environmental problems generated in a local area can easily scale up to a regional problem, which brings the need for collaboration on a wider, regional basis. As food production is one of the largest manufacturing sector in Turkey, food industry has an important role on national economy and increasing its export potential steadily. Within this frame, food producers from different countries need to collaborate to sustain their international market. Moreover, they need to sustain their product quality and production quality in terms of supply chain management. Considering the Sustainable Development Goals and Paris Agreement, countries have already agreed on reduction of carbon emissions. However, the dependence of the global food system on fossil fuels contributes to GHG emissions and may increase input costs to the extent that they become unaffordable. Project partners will contribute as multidisciplinary team of researchers with their established knowledge in their field. The nested structure of this project will contribute to the growing body of research in integrated waste management opportunities.For this concern, in order to develop a bridge with the aforementioned issues and successful application of zero waste management in food sector in the partner countries; a pollution prevention ladder stage based approach is planned to be used in the training contents. The pollution prevention ladder gives an overview of several environment oriented activities pursued in business. The scope of the project will cover external and internal reuse-recycle-repair-rethink-reduce options for integrated waste management system with the main target of efficient zero waste application.This project has 9 partners from 6 countries. Applicant organisation is İstanbul Provincial Directorate of Environment and Urbanisation. Governorship of İstanbul (TR), Boğaziçi University(TR), ENAİP LOMBARDİA(IT), MANRA(ES), Media Creativa(ES), Latvia University of Life Sciences and Technologies(LVA), Exponential Training & Assessment Limited(UK), Kaunas Food Industry and Trade Training Centre(LT) are project partners. This partnership will create following outputs:1)IO1: Comprehensive Framework on Waste Management Applications in Europe and A Comparative Report (on Current Legislation)2) IO2: Waste Management Skills Defined in Food Sector and the Training Curriculum (EQF4); 3) IO3: Training Content For Waste Management in Food Sector;4) IO4: Enriched Educational Materials and E-learning Platform; 5) IO5: Industrial Symbiosis Guide6) IO6: White Paper: Recommendation Paper on Waste Management in Food SectorIn terms of project management, we will have Quality Management Plan(including assessment tools and risk management plan) and Dissemination Plan. We will realize 1 LTT short-term staff training as well as 5 TPMs. Moreover, 6 MEs will be held to disseminate project results.

The recent COVID-19 crisis has just confirmed how important is to improve the capacity of our societies to develop innovative solutions to overcome the current challenges. SOCIAL INNOVATIONS are new social practices that aim to meet social needs in a better way than the existing solutions, resulting from working conditions, education, community development or health. These ideas are created with the goal of extending and strengthening civil society. Fostering the creative capacity of the citizens is key to make it possible and the education systems in Europe, including Adult Education (AE), have a key role to play on it. CREATIVITY is more obviously found in young children than in adults because of alignment of intellectual conformity, which in turn suppresses their creative potential. As a result, it is crucial to strengthen our efforts to foster the creativity of the adult learners. Developing innovative tools and andragogical methods in AE designed to foster creativity applied to Social Innovation would be an optimal solution to meet both objectives and needs.Creativity is not only a mental action of individuals but also a social process. COLLECTIVE CREATIVITY is in fact a necessary quality in any innovative process which requires cooperation between groups or individuals. Collective Creativity reflects a qualitative shift in the nature of the creative process, as the comprehension of a problematic situation and the generation of creative solutions draw from – and reframe – the past experiences of participants in ways that lead to new and valuable insights. COLLABORART project gathers 7 entities experts in AE, social innovation, Cultural and Creative Industries and educational technologies from France, Ireland, Greece, Turkey and Spain. They have worked together in collaboration with an extensive network of national and European stakeholders, identifying KEY AREAS OF INTERVENTION to foster Collective Creativity for Social Innovation in AE. The main conclusions of this analysis indicate that:- GAMIFICATION is one of the most appropriate and recommended methods to foster collective creativity applied to define citizen-based solutions for social issues. Nevertheless, not all teachers are necessarily aware of what gamification can entail and how it might enhance their students’ learning.- ARTS and CULTURE enhance the potential of creativity and social innovation, and may perform effectively as both a cohesive and a net-working social factor, answering various human and social needs, and to improve quality of life and wellbeing. - Adult educators require competencies and resources to make full use of the DIGITAL technologies for VIRTUAL online and distance learning The AIM of CollaborArt project is to address the above identified needs and challenges by developing the competencies of AE teachers, TARGET USERS of the project, to foster Collective Creativity for Social Innovation of the adult learners, TARGET BENEFICIAIRES, through Art-based virtual Gamification. Adult learners will be trained to identify real life problems and to provide solutions collectively in collaboration with stakeholders. They will learn how to apply collective creativity to co-design and implement social innovative solutions based on culture and arts, thanks to the creative skills acquired through virtual gamified scenarios. To this aim, the project will co-design and co-create the following set of innovative OUTPUTS:- ECVET Curriculum in Art-based virtual Gamification to foster Collective Creativity for Social Innovation (IO1)- Multilingual eLearning Platform (IO2)- Gamification App (IO3)- Guide for validation, certification and accreditation (IO4)CollaborArt will involve 83 AE teachers (28 from partners’ staff /30 experts involved / 25 participants in pilots). The project will also directly involve and benefit 125 adult learners that will participate in the pilots. 435 stakeholders will be directly involved at local, regional, national and European level and the project will reach a minimum audience of 1000 recipients through the dissemination activities.The project will have a positive impact in: (i) partners and other AE organizations in Europe, developing innovative solutions to foster Collective Creativity for Social Innovation; (ii) AE teachers, extending and developing their competences in Art-based virtual Gamification to foster Collective Creativity for Social Innovation, (iii) adult learners, accessing to education and training opportunities tailor made to their needs; (iv) stakeholders, accessing to innovative solutions to foster Collective Creativity for Social Innovation through AE. The project will apply EU frameworks (DigComp) and instruments (ECVET, EQAVET and Europass) to promote and boost transparency, recognition and mobility of adult educators in Europe, with the active support and cooperation of a network of key associated partners and relevant stakeholders.