Canine leishmaniasis is among the most important vector-borne parasitic diseases of dogs. This study will focus on investigating the feasibility of a non-invasive methodology for the diagnosis of canine leishmaniasis in dogs via the analysis of non-invasive volatile samples emitted by dogs’ breath and hair, employing analytical methods and a system composed of different chemical gas sensing devices.

Recent studies (McKinsey 2013; Trendence Institute, 2013) highlight that in Europe, 74% of education providers were confident that their graduates were prepared for work, but only 38% of youth and 35% of employers agreed: the 27% of employers reported that they have left a vacancy open in the past year because they couldn’t find anyone with the right skills. This means, that even when the jobs are available, young people often is not suitable for these positions. The link between Education and the labour market should be addressed, and career services in higher education can play a major role in improving the transition between education and labour market. In facts, high quality career guidance is a key component in the effort to help individuals into learning and work and to assist them to sustain employment and reach their full potential. However, this will require a re-thinking of the career service as it is in the majority of higher education institutions in Europe, that should include- An improved general provision of guidance for career, that cannot be left at the very end of the study path of the students;- A stronger relation with the labour market, as stressed within the Modernisation of higher education agenda;- Reference standards for quality assurance that include all mentioned aspects and are integrated to the overall QA system of the institutions in Europe.This should lead to- Improved placement results;- Increased retention rates, following the improved relationships with employers and the community, therefore providing qualified graduates in specific programs and fields that will increase job opportunities for students;- Stronger recruitment and enrolment, as universities able to ensure enhanced employability of their students are able to attract more students.The perceived need is therefore the establishment of quality assurance standards for career services, that encompass all aspects here above mentioned, therefore quality standards, organisational implications, university relations to the labour market, and implies an improved dialogue and understanding between concerned players.The members of the consortium, which include universities, experts in guidance in higher education, networks of students, will work in QAREER to collect different points of view of the main players in the field (guidance professionals and QA reference persons at HEI, students, employers), to define quality standards for career services at HEI, to draft the guidelines for their integration into HEI, to test them in real settings in the countries of the consortium, consult and involve further universities of Europe within the process, to establish a community of experts able to support these processes, and deliver the Guidelines for QA of career service in Higher Education in Europe (QACS).

Bovine tuberculosis, caused by Mycobacterium bovis and other members of the M. tuberculosis complex, is a serious global disease with significant impact on animal health, public health, and international trade. This study will focus on investigating the feasibility of a non-invasive methodology for the diagnosis of bovine tuberculosis in cattle. Our approach will be based on the detection via volatile organic compounds of the disease fingerprint in several non-invasive samples, employing analytical methods and chemical sensing devices.

"<< Background >>According to the White Paper on Artificial Intelligence (AI) of the European Community it is necessary to develop skills needed to work in the field of AI and to adapt the educational systems of individual European countries. The report of the CULT (Committee on Culture and Education) committee before the European Parliament on the application of AI in education makes a thorough analysis of the need to train professionals to develop and apply intelligent approaches in various areas of modern business and services. Based on these strategic documents, two main directions in the application of AI in school education can be identified: - Formal study of the basic algorithms of classical and ""modern"" AI as a separate discipline or within other disciplines. - Introducing students of different educational levels and forms with the applications and capabilities of artificial intelligence. Artificial Intelligence (AI) is currently a key priority for the European Commission. As indicated in the published “White Paper on Artificial Intelligence: A European approach to excellence and trust” given the global competition, a solid European approach is needed, which will build on the European strategy for AI presented in April 2018. It should be highlighted that children today live in the age of artificial intelligence. It is estimated that by 2022, there will be 58 million new jobs in the area of artificial intelligence. Thus, it's important that the youth of today are both conscientious consumers and designers of AI. All people and especially school students are already leaving through the smart technologies embedded with AI logistics. It is very important for school students as the future generation who will develop and apply AI to begin to understand it from early age, building also the necessary competence to support its growth.<< Objectives >>The objectives of the FACILITATE-AI project is to support school teachers(the facilitators of learning) in developing an inquiry base and evidence-based understanding of the complexities and principles of AI, the algorithmic creative thinking, and how these can be integrated in the school students’ learning process for promoting creative problem solving, adaptability to change, and progressive design through a STEAME interdisciplinary approach . In doing it is planned to :1. Support school “facilitators for learning” in their understanding of AI use in everyday life.2. Prepare school teachers to develop competence for becoming good facilitators of learning AI to their students, considering applications, strengths, and weaknesses, in line with Digital Competence Framework 2.0 and Digital Education Framework. 3. Contribute to the Enhancing of digital skills and competences for the digital transformation, which requires basic digital skills and competences from an early age such as good knowledge and understanding of data-intensive technologies, such as artificial intelligence4. Support teachers and students in developing problem solving skills, computational thinking and design thinking involving AI tools and methods.SUPPORT THE NEEDS OF TARGET GROUPS:The main target audience of the project is the teacher group facilitating the learning of students of grades 7-12, including initial and in-service teachers and teacher trainers. In the consortium countries and in most European Countries, teacher training does not provide knowledge and competences in using digital tools and AI-based technologies.<< Implementation >>Activities an listed as an outline of milestones of the two-years plan shown below: YEAR 1M1: Partnership Agreements signed, preparation work for Results- Work Plan M1: 1st ONLINE MeetingM2: Physical Kick-off Meeting 1, CyprusM2: Work Flow plan by the coordinator and action plan by the Results leaders M2: Project Image developmentM2-3: Web design structure Indicators of progressM2+: Dissemination Plan elaborated and understood by all M4: 2nd ONLINE MeetingM4: Start of R2M6: C1 EventMonth 10: Physical Project Meeting 2 , BulgariaPublication of the AI Education ObservatoryElectronic Dissemination Newsletter R2 progress implementation Social Network development Dissemination actions EvaluationM8: 3rd ONLINE meetingM12 Interim Report YEAR2R1 finalizationR2 implementation/piloting M12: 4th ONLINE MeetingM13: Start of R3Electronic Dissemination Newsletter M15: ME in GreeceM15: 5th ONLINE MeetingM16-20: Progress on R3M17-20: Production of a PITCH video M18: C2 EventElectronic Dissemination Newsletter M18: ME in GreeceM19: R2 finalization EvaluationM19: ME in Poland M19: ME in Italy M20-24: Promotion activities Electronic Dissemination Newsletter M20: Begin Exploitation planM21: 3rd Physical meeting, in RomaniaM22: ME in BulgariaM22: ME in PortugalM22: ME in ItalyM21-M24 Translations of R3 & EvaluationM21-M24 Sustainability and Promotion M22-M24 PublicationsM23: 6th ONLINE MeetingM23: ME in Cyprus, Final Press conferenceM24: Final release of R3<< Results >>As AI is quite dynamic and is changing often, the aim is not just to create a rigid curriculum and a rigid content text for it. AI is analysing data, it communicates data, it puts them into smart algorithms to produce tangible results that can measure something new, it creates machine learning processes to imitate human thinking. However, thinking of humans is changing according to its environment and is very dynamic so we need to teach school students how to adapt to their environment and how to use data and critical thinking from their environment. So creating an innovative project is to create a Dynamic AI Curriculum (D-AI-C) and an Information Smart System(ISS) for supporting teachers to be adaptive and informed about updates on AI issues and tools that can use to train school students. RESULT 1. AI Teaching Guide for teachers facilitating the learning of students in grades 7-12 1.1 Pedagogical and Learning Framework for teacher facilitators (PLF)1.2 National Reports with related practices 1.3 AI Dynamic Curriculum Design and Format 1.4 Learning and Creativity Plans for the use by teacher facilitators of learning In Parallel: Short Term Training activity 1: Creating Learning & Creativity Plans for AIRESULT 2. Training Course for Teacher Facilitators of learning in AI-STEAME+ education2.1 PLF Competences for teacher facilitators transformed into Modules. 2.2 Additional Modules focusing on the facilitation of the learning of AI by schools students 2. 3 A Training Programme (minimum 3 days) with 3 modules per dayIn Parallel: Short Term Training activity 2: Implementing the developed course so more partner participants are trained with the project results, validate the modules through the practice implementation and create module videos to be used in Result 3. RESULT 3. Dynamic Online Learning Environment with OER on AI in interdisciplinary STEAME+ school subjects with a set of Blueprint Policy Recommendations3.1 Design the Learning Environment with existing tools like Moodle to set up a platform accessible to teachers and students. 3.2 Development, piloting, validation and publication 3.3 Blueprint Policy Recommendations for European Education Authorities.Additional Deliverables include:D1. Dissemination Plan and implementation ResultsD2. Contingency Plan D3. Quality Assurance and Evaluation PlanD4. Exploitation Plan with a webspace for continuous development , updating, support, networking and sharing D5. FACILITATE-AI Symposium within the annual EUROMATH & EUROSCIENCE Pupils Conference. D6. FACILITATE-AI Course Certification Programme, promotion and administrationD7. Inter-institutional National level: partnerships with other local or regional schools or Pedagogical Institutes, cooperating as Associate Partners in the use of the Blueprint Policy Recommendations for European Education Authorities.D8. Production of a FACILITATE-AI PITCH VIDEOD9. Progress Reports: Every 3 months each partner will submit a progress report including time sheets and other related documents. D10. Progress and Final Reports as required by the funding agency.D11. Consolidated Dissemination Spread Sheet Report: Each partner will keep a dissemination spread sheet log reporting all dissemination activities related to the project and will be shared with all the partners every 3 months.D12. Creation of the project’s logo and visual identity.D13. Project Website and Social Media pages.D14. At least 4 Newsletters.D15. Creation of the AI Education Observatory"

"It is widely accepted and documented through studies and references that school students lack Competences and skills at the completion of the cycle of their school studies. As one of the key factors that can develop competences and skills in school students is the known project based learning activity. In the last 15 years we have seen the development from STEM to STEAM and now to STEAME (Science, Technology, Engineering, Arts, Mathematics and Entrepreneruship) becoming the subject set that is considered through interplay the kinetic energy for producing the creators and innovators of the future under the digital age. The catalyst in making this a reality are the subject teachers in service and the future student teachers through their initial training at the university level. The project ""STEAME Teacher Facilitators Academies"", will support the change to the future schools with main actors the teacher facilitators as the future professionals and experts of learning change.The STEAME Teacher Facilitators Academies will support the professional development and build a community of service and student teachers. Working together as co-creators for the sustainable development between teacher education providers with impact on the evolution and quality of education in Europe and the continuous professional development of teachers, the project aims to set the groundfor future schools.The main innovations by this project include:1. STEAME Teacher Facilitators Competence Framework for student and serving teachers2. STEAME Teacher Facilitators Learning Modules/Workshops/Webinars3. International Sharing Observatory for STEAME Learning Facilitators4. Development of the STEAME Facilitators Community of Practice/Mentoring and Certification Programme5. Policy Recommendations – European Federation of STEAME Teacher Facilitators AcademiesThe basis for the above is the experiences and innovations from projects that the project partners bring and join forces."