CCAM solutions face a significant challenge characterized by decreased societal demand due to their difficulty in effectively conveying their advantages within existing mobility systems and adapting to the diverse environments where citizens live, work, and conduct their daily activities. Diversify-CCAM has the clear objective to promote fair and accessible mobility in European regions by integrating cultural, geographical and policy aspects into the design, development and implementation of CCAM solutions. This initiative encompasses 6 European countries (Czech Republic, Greece, Italy, Germany, Spain, Sweden), collectively hosting 12 pilot sites dedicated to data collection and evaluation. In each country, there are two distinct areas under examination: one focusing on mobility of people within urban environments equipped with existing CCAM solutions and another focusing on mixed transport (people and small goods) solutions within rural or touristic areas primarily reliant on private cars. Diversify-CCAM will deepen our understanding of the diverse social contexts that influence the acceptance, adoption, and utilization of CCAM. Moreover, the project will study the surmount challenges and barriers hindering the effectiveness of shared services, especially in regions with unique geographical and cultural demands. The methodological approach involves the engagement of various user groups and stakeholders at the local level, extending their involvement to the European and international spheres through PAVE and our distinguished Stakeholder Board. This multifaceted involvement aims to positively influence public perception and reimagine the overall design and offerings of CCAM solutions. Ultimately, the project will develop a CCAM Diversification Tool (CCAM D-Tool) for transportation planners and a CCAM Diversity Observatory for the entire CCAM value chain, both focusing on achieving inclusiveness and equity within the European mobility ecosystem.

Big data applications processing extreme amounts of complex data are nowadays being integrated with even more challenging requirements such as the need of continuously processing vast amount of information in real-time. Current data analytics systems are usually designed following two conflicting priorities to provide (i) a quick and reactive response (referred to as data-in-motion analysis), possibly in real-time based on continuous data flows; or (ii) a thorough and more computationally intensive feedback (referred to as data-at-rest analysis), which typically implies aggregating more information into larger models. Given the apparently incompatible requirements, these approaches have been tackled separately although they provide complementary capabilities. CLASS aims to develop a novel software architecture to help big data developers to combine data-in-motion and data-at-rest analysis by efficiently distributing data and process mining along the compute continuum (from edge to cloud) in a complete and transparent way, while providing sound real-time guarantees. CLASS aims at adopting (1) innovative distributed architectures from the high-performance domain; (2) timing analysis methods and energy-efficient parallel architectures from the embedded domain; and (3) data analytics platforms and programming models from the big-data domain. The capabilities of the CLASS framework will be demonstrated on a real smart-city use case, featuring a heavy sensor infrastructure to collect real-time data across a wide urban area, and prototype cars equipped with heterogeneous sensors/actuators, V2I connectivity, and cluster support to present the innovative capabilities to drivers. Representative applications for traffic management and advanced driving assistance domains have been selected to efficiently process very large heterogeneous data streams in real-time, providing innovative services while preparing the technological background for the advent of autonomous vehicles

The frontrunner cities of Manchester (UK), Valencia (Spain), Wroclaw (Poland) and Wuhan (China) and the Fellow cities Brest(France), Zadar (Croatia) and Modena (Italy) are currently inhabited by 12.7 million people and sit at the heart of wider metropolitan areas which are home to 17.8 million people. All cities already experience flooding and heat stress, with projections for these issues to increase due to climate change and ongoing development. Working in complex, resource-constrained urban environments, the municipalities for each city have committed to delivering joined-up, cost-effective, smart solutions to address these and other urban challenges. They recognise that the cities of the future will need to achieve more with less resources and deliver genuine sustainable development that realises a broad range of social, economic and environmental objectives. Each city believes that nature-based solutions (NBS) are a critical part of this approach. GROW GREEN brings the partner cities together on the basis of these similarities but also their differences. Across the 6 European and 1 Chinese City they represent the range of different cities that are found across the world, and the different climate risks that they face. The cities will demonstrate a replicable approach for the development and implementation of city NBS strategies. The outcome will be more than simply demonstrating a methodology that works in the partner cities. GROW GREEN will provide the platform for a step change in the way that NBS are embedded in the long-term planning, development, operation and management of cities around the world. The project outputs will be promoted directly to replication cities globally to encourage them to develop and implement NBS strategies and action. These channels have been designed to create global demand for NBS and to promote European NBS products and services to meet this demand.

Logistics industry is facing continuous and significant challenges during the recent years. The trend is the adoption of intelligent services for increasing the performance of the provided systems and synchromodal operations. Transfers and deliveries can benefit from the use of novel business models that adopt the aforementioned intelligent services when the optimization of the use of shared resources is the core target and become the basis for the provision of a climate friendly infrastructure. The goal of synchromodal operations and the integration of heterogeneous logistics services is the reduction of current transfers in order to reduce the carbon footprint while securing the uninterrupted deliveries and the resilience to any disruptive event. TRACE targets to the aforementioned integration activities offering a universal platform with functionalities related to planning, scheduling, optimization and events management as well as the use of blockchain technology to facilitate the real time conclusion of smart contracts and financial operations, thus, becoming one of the first attempts to provide an ‘intelligent cover’ upon the current logistics frameworks. TRACE envisions real demonstrators in different European countries with different goals that start from transportations with the use of shared resources, the disruptive events detection and re-scheduling of transfers while concluding with the use of unmanned vehicles to automate the last mile deliveries. TRACE also proposes new transfer corridors, safe areas where unmanned vehicles can collect items towards the final destination and new (virtual) hubs. TRACE will perform studies related to the barriers towards the new logistics era, the new business opportunities, the requirements for the legislation and regulatory frameworks and expose the benefits of the proposed approach in terms of the reduction for energy demand and emissions while limiting the operational costs for logistics stakeholders.

'Children As Philosophers’ is a collaborative project between 8 partners from the UK, IT, DE, BG, RO and SE, including 4 schools, a training provider, a municipality, a foundation and an adult education/vocational centre. We have worked together to share experiences, learn new skills and develop new methodologies to support education and training aimed at improving the quality of education of both staff and children in early years and primary education. We believe that education in Europe is facing significant socio-demographic and economic changes, therefore educators need to be prepared to provide adequate training of children whose way of thinking, behaviour, preferences, expectations and learning styles are different from those of teachers. In doing so, we can support citizens to play an active role in democratic life and prepare our children in a world with new jobs that have yet to be created. Our role is to help children develop the skills needed to respond to advances in technology, changes in socio-demographic and cultural contexts. In turn, this will break down barriers to learning and prevent violent radicalisation by promoting common European values, fostering social integration, enhancing intercultural understanding and a sense of belonging to a community.In response to the increased importance being placed on an understanding of how the development of higher-level thinking skills, as part of a comprehensive communication education (at all levels), our project has addressed the main challenges of:* increasing key competences for children in order for them to fully participate in and contribute to a multicultural society* developing a robust and tangible methodology that employs methods to support development of basic skills through the use of enquiry-based philosophy skills and creative thinking techniques* equipping teaching and non-teaching staff with a range of skills, key principles and relevant methodologies.* improving literacy and language levels through participation in activities that have further developed metacognition and critical thinking, which had been identified as a key to develop children’s ability to question and to further develop their thinking of the world around them. Our shared project promotes and offers an innovative methodology within the practice of philosophy with children that addresses social inclusion specifically. We have worked together in evaluating the practice of philosophy as a useful tool that supports the development of critical and social skills in children and teenagers, favouring the implementation of a new form of collective action, inspired by values of peaceful living, respect, dialogue and debate. The practice of philosophy with children is also an important tool for developing strategies for peaceful conflict resolution, especially within a multicultural context. Through a structured approach of a mixture of 3 joint staff trainings, 2 pupils' exchanges, the development of several intellectual outputs, and over 290 dissemination activities, our strong collaborative approaches have led to the following concrete outputs:Publication of ‘good practice’ research following research into the teaching philosophy in early childhood and primary education (10 per country) in 6 languagesTraining guidelines in 6 languagesTraining package for educators in 6 languagesCollection of case studies from the implementation of the new techniques (detailed recording/documentation of implementation at local level) in 6 languagesTraining course outline for replication and sustainability of project results in 6 languagesA Project DVD available on several platforms in 6 languages3 Joint Staff Trainings (IT/RO/SE: 53 staff from 8 partners) & 2 Pupils' exchanges (UK and BG with 29 pupils and 15 staff - over 120 including those from the hosting organisations)3 Translational project meetings and 1 bilateral (48 staff funded & non funded)6 Multiplier events with approx. 150 participantsA Project website A searchable database containing approx. 116 adaptable activities to use for teaching in all 6 languages.The project has achieved both short and long-term benefits: • Enhanced teachers’ confidence in the use of the new and specific teaching methodology and cultural understanding • Enhanced teaching and learning to address specific local targets • Enhanced teaching and learning of digital competencies to address teachers own skills and performance • Internationalisation of teaching and learning through collaboration, observation and evaluation of models in other countries • Developed a strong EU focus to the organisations teaching and learning • A EU dimension embedded in the culture of each organisation and increased involvement in European activities.Key audiences reached through activities and dissemination are teachers, trainers, advisors, policy makers which are ensuring the results are integrated within a wider context.