High energy collision events (proton-proton, lead-lead etc.) create the quark-gluon plasma (QGP), a state of matter in which the micro-second old universe existed. Distribution of particles created in these events help understand the properties of QGP. Experiments (e.g., the LHC at CERN) have given rise to many theoretical and phenomenological studies attempting to describe particle (hadron) production, which follows a power-law distribution, using statistical models. Hadron spectra generated in high-energy collisions are described by nonextensive distributions in the transverse momentum space represented by two parameters, the nonextensivity parameter q and temperature T. The nonextensive distributions approach the Boltzmann-Gibbs distributions in the limit q approaching 1. The nonextensive distributions, widely used in the phenomenological studies, can be calculated from statistical mechanics using constrained maximization of a generalized nonextensive entropy. The project GLITTER concentrates on these distributions and is divided into two parts: theory and phenomenology. In the theory part, the analytical form of the most generalized nonextensive transverse momentum spectra without an existing procedural arbitrariness will be calculated using nonextensive statistical mechanics for a simple harmonic oscillator. Also, a nonextensive model for an anisotropic medium will be proposed for arbitrary energy using the Mellin-Barnes representation. In the second part, phenomenological implications of these models will be explored using the ROOT programs that will be set up using the expertise of the supervisor's group. The project will propose analytical nonextensive models generalizing existing results and leading to reduced computation time. It will also clear the ambiguity regarding the usage of various forms of nonextensive distributions, will offer a firm basis for the studies in the field, and will generate many updated information about the properties of QGP.

<< Background >>BACKGROUNDThe project's approach is based on the mission to improve people's health through better eating habits and physical activity. According to WHO, NCDs (non-communicable diseases) are mainly caused by hypertension (high blood pressure), overweight/obesity and hyperglycaemia. Nutritional approaches are of paramount importance in the management of NCDs. We also know that in Europe 40% of the adult population is overweight or obese, and worldwide there are more than 2.1 billion people who are overweight (The Lancet, 2017) with an increasing trend in developed countries. And finally, there are also those pathologies associated with bad eating habits and sedentary lifestyles(Mozaffarian, 2014).Diet and physical activity have a decisive influence on people's health and we even know that applying correct dietary and active lifestyle guidelines improves the state of health with the same effect as a pharmacological treatment (WHO, 2013). In economic terms, the impact of overweight alone, according to OECD data, is estimated to account for 10% of health spending. A dietitian is a person who applies the science of nutrition to the feeding and education of groups of people and individuals in health and disease. With the previous described scenario, the role of the dietitian becomes increasingly valuable as a health professional. NEEDSN1: PROVIDE A RESPONSE TO THE INCREASING HEALTH ISSUES RELATED TO HUMAN NUTRITION.Considering the ‘pandemic’ of diet-related health issues around the globe that nobody is cutting down, the dietitian sector must be promoted. Skills in human nutrition are crucial since they are the basis of good health practices. Educators must provide specific insights and tools in order to enhance diet and physical activity orientations to dietitian learners. N2:TO HAVE ACCESS TO PRACTICAL DIETETICS EDUCATION.The practical education in HEIs is not as good as it should be. Practical education is complex, difficult to organize and physical workplaces offering clinical internships are very scarce, while this is and has always been a large part of the dietetics work field. Even more, this practical education must be also granted equipping the HEIs to face the challenge of online learning, breaking barriers of distance and the improvement of digital skills of all the professionals, also the dietitians. We need to fill the gap of skills in dietetics as practical skills and digital competences.N3: IMPROVE INTERPERSONAL SKILLS OF DIETITIANS AND LEARN FROM THE GENERATED INTERACTIONS.Frequently new knowledge acquisition is better reached as a social practice. Besides, proper learning of how to become a successful dietitian it is still more relevant when the interaction with patients is a critical issue. This is so, considering the difficulty of following a diet treatment without a proper connection dietitian-patient. It is also critical for the professional to build an environment of trust taking into account the coaching activity of dietitians. Coaching is very relevant and it is also connected to the need of learning from the interactions, where may appear the experiential learning approach.N4: PROMOTE THE THIRD MISSION OF THE UNIVERSITY: SOCIAL RESPONSABILITY It is necessary to give protagonist to the third mission of the University: its social responsibility related to solve community problems and promote students’ social commitment. N5: ALIGN EDUCATORS, HEALTH SYSTEM AND POLICY-MAKERS TOWARDS HUMAN NUTRITION HEALTHThe health and education systems must promote healthy eating the prevention and as curative it is necessary to act with nutritional therapies. Dietitians make a valuable contribution to the preservation of health but there is still few data over the critic issue of professional-patient interactions.Furthermore, changes in HEIs often need clear motivations. This situation also takes places in the current move towards digital education. Both barriers must be broken with evidences.<< Objectives >>In light of the enumerated circumstances and needs, we want to improve the spreading of knowledge in human nutrition, we want to promote students’ social commitment and we aim to fill the gap of specific skills in dietetics education: practical skills, interpersonal/coaching skills and digital competences.In this sense, it is convenient to produce digital tools to extend concepts as Experiential Learning and develop a Community Service/Service-Learning into our training centres. From the general perspective, our project is expected to contribute to the improvement in human nutrition education, especially, among HE students, as future healthcare professionals and also among Dietitians, through an effective method of experiential learning. The priority in any effective training programme should be placed on the development of a proper environments for active learning and real-based scenarios.The project aims at covering the gap of practical competences considered as a critical issue for all healthcare professionals. Possible solution goes through early interaction between potential patients and the educational system in non-critical situations. Thus, common training will be complemented with real practice, which includes individual and collaborative work, very different from traditional training assignments, since it will connect people with learners. This DIGITAL LEARNING ENVIRONMENT BASED ON EXPERIENTIAL LEARNING with individuals and the generation of a VIRTUAL PATIENT BASED ON ARTIFICIAL INTELLIGENCE are the cores of our innovative proposal. As additional benefit from the project, we will introduce digital tools that open chances of SOCIAL RESPONSIBILITY as it will be possible to help individuals with assessments and advices on their diets. Here we introduce the Community-Service/Service-Learning approach.SERVICE-LEARNING is an “educational proposal that combines learning processes and community service in a single well-articulated project where participants learn by working on real needs of the environment in order to improve it (…) an innovative pedagogical approach that integrates meaningful community service or engagement into the curriculum and offers students’ academic credit for the learning that derives from active engagement within community and work on a real world problem. Reflection and experiential learning strategies underpin the process and the service is linked to the academic discipline” (McIlrath et al., 2016, p. 5). In the context of Community-Service/Service Learning, we also introduce some transversal aims of this approach, we appoint special considerations to individuals with social/economic obstacles or event health problems, elder people and some the promotion of Mediterranean Diet and SUSTAINABLE EATING. GENERAL OBJECTIVEThe general objective of this project is the improvement of the practical trainings in Dietetics Education and the promotion of a community/service-learning approach related to nutrition and healthy habits as a social responsibility of the university. In order to reach this aim, we pursue to develop and validate innovative training digital products oriented to facilitate interactive learning experiences in the education field of dietetics.SPECIFIC OBJECTIVESSO1: to produce practical scenarios of EXPERIENTIAL LEARNING around the most relevant clinical cases and general practice of the community dietitian.SO2:to produce educational technologies for training practical and INTERPERSONAL SKILLS in health issues related to dietetics.SO3:to increase SOCIAL RESPONSIBILITY of the higher education institutions giving response to the third mission of the University and promoting healthy and sustainable eating habits.SO4:to promote and better ALIGN EDUCATION IN DIETETICS with the health systems and policy-makers<< Implementation >>As an OVERALL VISION of the activities to implement during the project, we are considering this sequence:Year 1Digital tool co-design and training materials collection.Digital tool development: self-learning tool with digital patient (avatar).Year 2Digital tool co-design: trainer’s toolDigital tool development: trainer’s toolPiloting of Result 1 with learners in Dietetics: self-learning tool (all HEIs)Multiplier event (online)Year 3Piloting with learners in Dietetics and potential patients: trainer’s tool (all HEIs)Data analysis Report on recommendationsSyllabus developmentMultiplier eventsThe project pursues long term impact by providing HE lecturers and health system institutions with innovative tools in order to spread the practical knowledge on dietetics. It is of special interest to raise awareness on these fields influencing on the health of European citizens. The institutions of the consortium, which sum 105.000 HE students, may guarantee:1) A consolidated expertise in leveraging on education and relationships within the dietetics sector.2) Innovative approach in designing and developing new ways of teaching.2) Ensure the participation of students and dietitians in the piloting of learning activities.3) Combined HE training approach and social interest when implementing the Results.1) Involve partners and participants that may be potentially reached by the project.In order to organize the planned actions, the project activities are organized into four WPs: WP1. PROJECT MANAGEMENT (Lead: UNEAT Period: M1-M36 ) WP1.1 Project coordination and reporting WP1.2 Project contingencies and conflict resolution WP1.3 Quality assurance WP1.4 Sustainability and Exploitation of project results WP2. COMMUNICATION AND DISSEMINATION (Lead: PÖL Period M1-M36) WP2.1 Dissemination plan and communication media WP2.3 Communication and dissemination activities WP2.4 Project website and social media WP3 DEVELOPMENT OF RE1 and RE2 (Lead: UVa Period: M1-M18 and M13-M26)Digital Lab for Education in Dietetics (self-learning tool)- 3.1 Creation of clinical case studies focused on dietetics.- 3.2 Functional analysis of the digital tool for self-learning.- 3.3 Technical specifications.- 3.4 Development and technical validation of a prototype.- 3.5 Evaluation of the self-learning tool and update of the tool.Digital Lab for Education in Dietetics (service learning and trainer’s tool) - 3.1 Functional analysis of the digital tool.- 3.2 Technical specifications.- 3.3 Development and technical validation of a prototype.- 3.4 Development of pilot training activities.- 3.5 Assessment of pilot training activities and update of tool for trainers.WP4. DEVELOPMENT OF RE3: Multiplier toolkit (Lead: PÖL Period: M26 – M36)4.1 Data analysis and preliminary report on lessons learned4.2 Report on recommendations for dietetics education addressed to trainers and managing boards.4.3 Report on recommendations in dietitian’s professionalism addressed to policy makers.4.4 Syllabus elaboration<< Results >>The main proposal of this project is the development and testing of innovative training digital products oriented to facilitate interactive learning experiences and offer efficient tools that contribute to Dietetics Education.As tangible results, we are expecting the project to provide THREE MAIN RESULTS:R1. DIGITAL LAB FOR EDUCATION IN DIETETICS (SELF-LEARNING TOOL)This Result will consist on an educational digital software application that will provide students in a HE level a practical course on Dietetics education without a supervision. The same tool will be useful for dietitians who wants to improve his/her skills. In the first part, the digital tool will present to the student different scenarios (real-based cases of patients) in order to generate an experiential learning experience. Focus themes: obesity, eating disorders, diabetes, oncology, nephropathy, gastrointestinal symptoms. Target future professionals: Clinical dietitian.In a second part, the digital tool will introduce an interactive virtual patient build on Artificial Intelligence. Focus themes: overweigh, obesity. Target future professionals: Community dietitian.One possible use of this digital tool will be in an unsupervised mode, and the learners will not be dependent on supervisors. For enrolled learners, for instance in HEIs, the learners will be able to get supervision within the digital training tool. R2. DIGITAL LAB FOR EDUCATION IN DIETETICS (SERVICE-LEARNING AND TRAINER’S TOOL) Digital Lab for Education in Dietetics will be a trainer’s tool focused on the Dietetic Care Process (DCP) related to a Community Dietitian. In the lab, the learner will be able to interact with individuals (potential patients) in a supervised mode due to the teaching staff. In order to perform his/her learning paths and real experiences, the learner will have access to some digital tools as a dietetic assessment tool or a diet generator. The main focus themes will be overweight, obesity and physical activity as the target is to teach future professionals acting as community dietitians.The digital tool, on the basis of DCP and the different scenarios he/she will find, will generate different challenges to the students in order to evaluate the user’s performance and also provide recommendations according to each specific situation.In this Result, the project introduces several innovations through two key technological elements: service learning and Artificial Intelligence. R3. MULTIPLIER TOOLKIT The Multiplier Toolkit will consist on a set of documents dedicated to incentive and facilitate the use of the digital tools generated by our project. This toolkit will be composed by: 1- Report and awareness materials: the rationale behind our new method with recommendations on dietetics education including international journal articles. 2- Syllabus: guideline to implement the digital tools within the curriculum of other European HEIs and training centres.These results will have a SIGNIFICANT BENEFIT for the student, the lecturers, the university and the communities.Some of these Results will contribute in the HE European context considering that are aligned with the European Dietetic Action Plan (EuDAP) 2015-2021 (European Federation of the Associations of Dietitians (EFAD): - “.. establishing the effectiveness of dietitians in the delivery of better health through improved nutrition”.- “use dietitians as educators and experts in community and clinical settings to advise the general population, other health professions, authorities (for example ministries, health insurance companies), mass media and industry”.Furthermore, we may highlight the DISSEMINATION RESULTS and the actions for SUSTAINABILITY: - The project’s website (updated at least every 3-months). - Social media (updated at least every 2-months). Impacts: 7800.- Newsletters and multimedia content (from M4 each 4 months). Impacts: 510- Sustainability and Exploitation Plan.

Financial literacy among the adult population remains one of the unsolved questions in European Union. As per recent statistics, more than half of the adult population of certain EU countries (Poland, Romania, Portugal, Spain or Italy) is financially illiterate (https://howmuch.net/articles/financial-literacy-around-the-world). Financial literacy and entrepreneurial intention are interrelated, as explained by Trunk and Dermol (2015). It is widely accepted that effective entrepreneurship is impossible without proper competences in finances, which are essential for correct financial decisions making(Calcagno, Alperovych, & Quas, 2019). It also helps to reduce entrepreneurial risk aversion level (Riepe, Rudeloff & Veer, 2020).Besides that, effective entrepreneurship tackles other relevant problems in EU as youth unemployment, social inclusion and equal opportunities. As one of the solutions, entrepreneurial education should be enhanced and extended to more groups. Considering that its main goal is to create financially literate entrepreneurs since it improves the economic security of all (Arthur, 2018), it is urgent to create and spread specific better trainings in such critical areas as financing management. It will surely improve the capacities for self-employment, to face the current socioeconomic crisis and contribute in a certain manner to the domestic economies. [Arthur, C. (2018). Financial Literacy and Entrepreneurship Education: An Ethics for Capital or the Other? The Wiley Handbook of Global Educational Reform, 435-465.]In this context, only students of business in HEIs/VET/adult education have access to entrepreneurial financial education. Specific courses, although available, are usually too short, too theoretical or rather expensive. Even more, this access should not be limited to face-to-face trainings, and must be extended online and granted to cope with the challenge of online learning, and prevent the practical education from being the first to close in pandemic periods.Considering all this, the main proposal of this project is to create digital interactive tools that will help the end-beneficiaries (potential and current entrepreneurs) to develop skills and acquire necessary practical knowledge to effectively apply for funding and manage their financial situation.From the general perspective, our project is expected to contribute to the improvement in financial literacy, especially, among HE students, as potential entrepreneurs, through an effective method of learning by doing. The project aims at covering the gap of practical financial competences considered as a critical barrier for entrepreneurship. Possible solution goes through cooperation between financing actors and educational sector. Thus, common training will be complemented with real practice, which includes individual and collaborative work, very different from traditional school assignments, since it will connect funding agents (banking professionals, investors, mentors and similar) with entrepreneurs and students. This DIGITAL LEARNING ENVIRONMENT BASED ON COLLABORATIVE LEARNING with financial agents is the core of our innovative proposal. Besides that, the project will deploy actions to empower HE teachers and entrepreneur coaches. Thus, the project will reach the following segments of people: university students, entrepreneurs, teachers, start-up incubators, financial agents for an estimated total of 840 direct participants and 14600 additional reached online.The main project activities will be oriented to the production of four intellectual outputs:1) Practical cases in entrepreneurial finance for training purposes.2) Digital Simulator for entrepreneurial finance (trainer’s tool). 3) Digital Simulator for entrepreneurial finance (self-learning tool). 4) Report on recommendations for entrepreneurial finance stakeholders and policy makers.The project implies cooperation of different type of organizations. The HE institutions and Banking/Financial sector will collaborate closely to ensure that we use appropriate content. Representative institutions will incorporate the tools into their trainings and will disseminate the project results properly. Entrepreneurial institutions will support the outputs creation attracting the attention of practitioners and professionals in the entrepreneurial field.The project pursues long term impact by providing HE lecturers, VET/adult training providers and Entrepreneurial institutions with innovative tools in order to spread the practical knowledge on entrepreneurial funding. It is of special interest to raise awareness on the different alternative sources of funding besides the traditional bank loans, such as crowdfunding, business angels, capital venture and so on, and offer current and future entrepreneurs practical training since it will also generate significant impact measured over time.

Context and background of projectThe pandemic of 2020 due to Covid-19 is stressing the crucial competences of sanitary staff and rescuers involved in emergency psychology interventions. To deal with the humanitarian emergency is a new community priority to face. An answer is improving an European systematic VET education within the framework of Psychological Early Intervention to strengthen accessibility and expertise in the field, which can increase the professionalism of care provided by psychologists, psychotherapists and psychoanalysts. Psychological Early Intervention helps people involved in a humanitarian emergency to stimulate their coping and inner resources as well as those of their close circle. It is direct to individual, social and professional targets, helping communities going back to normal after disasters or critical events. ObjectivesSupporting opportunities for psychologists, psychotherapists and psychoanalysts and for their VET trainers in acquiring and developing key clinical competences in Psychological Early Intervention to support health and wellbeing in direct and indirect victims in in humanitarian emergencies.Methodology to be used in carrying out the projectPsych.E.In. management is structured on the five major project management process groups: initiating, planning, executing, monitoring and controlling and closing. EFQM quality approach is provided to guarantee participate leadership, buy in and impact.Number and profile of participants:Direct targets are:1) 1.500 Psychologists, psychotherapists and psychoanalysts2) 375 Trainers of Psychologists, psychotherapists and psychoanalysts Indirect target are:3) 4.000 persons of society population4) 300 Sanitary (physicians, nurses...) and rescues personnels (policemen, firemen, first aid triage staff...) 5) 500 Psychology undergraduate University students 6) 20 VET organizations in charge of training sanitary and rescue targets.7) journalists and communication agencys8) 10 researchers/professors in the Emergency field9) 10 policy makersDescription of activities;Tangible Results (Intellectual Outputs)1 - I.O. 1 M.O.O.C. aims is to develop clinical psychologists, psychotherapists and psychoanalysts in an emergency trans-theoretical prospective as well as VET trainers of psychologists, psychotherapists and psychoanalysts with interactive methods (using videos, cases analysis, exercises, peer evaluations). Clinical competences, teaching competence, coordinating and networking skills in emergency are provided. M.O.O.C. is a VET e-learning training that matches psychological professionals learning needs, especially in the time of 2020 emergency, with standardize learning paths with clear phases and steps that make them very usable and declinable in emergency contexts.2 - I.O. 2 Toolkit aims to offer an easy self training to psychologists, psychotherapists and psychoanalysts and their VET trainers for personal debriefing after Psychological Early Interventions.The purpose is to take care of the mental health of psychological staff preventing burn out, distress and consequences of vicarious trauma.3 - I.O. 3 Case studies aim to develop description of multiplier settings in Psychological Early Intervention and the multiplier intervention approaches in Emergency. Case studies will offer a systemic matrix of expertise in which each learner could recognized the best interventions for contents and specific target psychological demand.Intangible resultsConsortium will improve common language and networking with VET organizations and other stakeholders in Emergencies. Individual mental health and community resilience will be improved by qualified Psychological Early Intervention. Special attention is set to fragile population as children, women in pregnancy, seniors and rescues. Health care and rescues staff competences to deal with victims in humanitarian emergency will be improved. Expected impact on direct target:1) More clinical skilled psychologists, psychotherapists and psychoanalysts 2) More VET educational skilled trainers of psychologists, psychotherapists and psychoanalysts Expected impact on indirect target:3) To persons of society population- Improvement of mental health and resilience in coping trauma in humanitarian emergencies. 4) To Sanitary and rescues personnels- Improvement of knowledge and competences to deal with victims in emergency- Improvement of mental health and resilience in coping vicarious trauma and distress in humanitarian emergencies. 5) To Psychology undergraduate University student- Improvement the curricula on Psychological Early Intervention6) VET organizations- Improvement common emergency framework, language and networking7) journalists - Exploitations as divulgative communication 8) To researchers- Exploitations: articles, researches9) policy makers- Improvement endorsement with local, national and European stakeholders

The project proposes the development and validation of a European approach based on a digital platform for the support of teacher practice for schoolteachers in transition. The platform will be a virtual common environment for teachers in transition (pre-service teachers or students, newly qualified teachers, beginning teachers or in-service teachers), school-mentors, HEI teachers and continuous education trainers. This project benefits from the methodology of Problem-Based learning (PBL) and the development of a reflective practice guided by a trainer/mentor and shared with a Learning Community.During the project lifetime, the partnership will: 1. Define a European approach for the transition period from pre-service to in-service including the definition of roles for the actors and involved institutions.2. Develop and validate a European digital platform for teacher transition integrating an international Learning Community, a reflective process methodology for school teachers and a repository on study-cases. 3. Raise stakeholders’ awareness (teachers, mentors, learners, economic, politic and social actors) of the potential of a common model for teacher’s practical training in EU countries.The target groups participating during the project will be: 1. In-service newly qualified primary and secondary school teachers (> 300)2. Pre-service teachers: HEI teacher students (>250)3. Higher Education Teacher educators (>35)4. Primary and secondary school mentors (>250)5. Continuous education trainers (>50)6. Primary and secondary experimented school teachers (>100)7. Policymakers in education (>25)As a result of the project, a new model of practical trainings will be developed and supported on a digital platform, ready for teachers in transition in order to follow up their personal challenges with the Learning Community and useful for teachers during their tutoring process considering the involved institutions (HEI,continuous training centre,school).