The development of polymer nanocomposites is very significant because of the strong improvement of the final properties and in particular, the reaction to fire of the materials. The objective of ARCHIFLAME project is to develop textile structures composed of polyamide 6 (PA6) nanocomposite fibers with enhanced flame retardant properties. Attention will be focused on the fibers nanoarchitecture control during the extrusion process. In fact, to ensure the nanoparticles (NP) dispersion, one must act at the NP/polymer interface during the elaboration of nanocomposites materials. Among the different methods that can be considered, the one retained in this project is the grafting of components at the NP surface. After a first step of selection of the coupling agents (CA) that can ensure a good compatibilization between the NP and the polymer matrix, the functionalization of NP will be achieved. Moreover if the presence of the unique NP is not sufficient to bring acceptable flame retardant (FR) properties, FR agents will be added in the systems. The influence of the type of NP, specially the aspect ratio, as well as the nature and quantity of CA and FR compounds on the nanoarchitecture (fillers dispersion and orientation) will be studied. The control of this nanoarchitecture depends not only on the above mentioned parameters linked to the chemistry of the system but also on the parameters related to the extrusion/melt spinning process. Thus, experimental conditions such as temperature, speed of the screw, draw ratio of the fibers… have to be taken into account because they affect the morphology of the end material. Various PA6 nanocomposite fibers will be realized varying the “chemistry/process” parameters and the mechanical and flame retardant properties of the samples obtained in this way will be evaluated. The use of several characterization techniques such as scanning electron microscopy (SEM), transmission electron microscopy (TEM), nuclear magnetic resonance (NMR)… will allow the observation and the quantification of the dispersion quality while studying the nanoparticules orientation inside the fibers. All the information derived from the different analyses will be joint and relations between morphology and flame retardant properties will be established. Then, the selected optimal experimental conditions will be applied to obtain high-performance material. The approach followed all along the project will be validated on the lab scale with the production of fibers but also knitted structures that will be submitted to mechanical and fire tests. A more fundamental study will complete the project to understand the physical and chemical mechanisms involved in the improved flame retardant properties. In the frame of this project, a new collaboration between the laboratory “Materials Science and Engineering” of the University of Beijing and the laboratory “Unité Matériaux et Transformations” (UMET UMR/CNRS 8207) of the University of Lille will be established. The expertise of the two groups, chemical engineering on one hand and materials functionalization to achieve enhanced properties on the other hand will be combined to conduct the project. The dissemination of the results will be done through publications and communications but industrial applications can also be considered.

Electrochemistry enables direct conversion between electrical and chemical energy with high efficiency, and is a key to achieving net zero. An exciting electrochemical technology is the hydrogen-oxygen (H2-O2) fuel cell that produces electricity at high efficiency with only clean water as the byproduct. A green and sustainable route for H2 production to support this technology is water electrolysis using renewable or excess electricity; however, it is an energetically uphill process involving the hydrogen evolution reaction (HER) at the cathode and the oxygen evolution reaction (OER) at the anode. Whilst the 2-electron HER is relatively facile, the 4-electron OER is particularly sluggish and requires noble metals (Ir, Ru) as catalysts under acidic conditions. Nevertheless, recently significant progress has been made (including some adventurous work by the applicant and their collaborators) towards more efficient OER under alkaline conditions, where non-noble metal catalysts such as transition metal (Ni, Fe) layered double hydroxides (LDHs) were effectively used. Notably, for water electrolysis to be used to store (as H2) a substantial portion of the world's energy, water distribution issues will arise as vast amounts of purified water will be needed. On the other hand, seawater is the most abundant aqueous electrolyte feedstock on Earth, but its implementation in the water-splitting process presents many challenges, especially for the anodic reaction. The most serious challenges in seawater electrolysis are posed by the chloride anions (around 3% NaCl in seawater by weight). Under acidic conditions, the OER equilibrium potential (1.23 V) is only slightly (130 mV) lower than that (1.36 V) of the chlorine evolution reaction (ClER); and OER as a 4-electron reaction requires a high overpotential while ClER is a facile 2-electron reaction with a kinetic advantage, thus CIER can compete with OER. However, in alkaline conditions, the equilibrium potential of OER is significantly shifted lower, e.g., 0.40 V at pH=14; while that of ClER does not change so much (1.36 V) but now the hypochlorite (ClO-) formation from chloride oxidation reaction (ClOR) must be considered as the latter has a relatively lower equilibrium potential of 0.88 V at pH=14; clearly now there is a significant difference of 480 mV in potential domain for OER to work before ClOR occurs. Within the above context, this exciting project aims to draw together the nascent work on new catalysts (including surface structures and layers) for the OER anode and HER cathode, the anion exchange membrane, membrane-electrode-assembly and reactor system development, in order to determine the feasibility of formulating low-cost and high performance (active and durable) electrodes and membrane-electrode-assemblies (MEAs) for a cost-effective and scalable seawater electrolyser for sustainable hydrogen production with the maximum resource and energy efficiencies. The proposed work is highly ambitious and high risk, as seawater electrolysis is very attractive but extremely challenging, ranging from competitive chloride oxidation to corrosive environments, which require highly selective electrocatalysts together with good stability at material level, and well-engineered electrodes and interfaces to facilitate mass transport (gas bubble removal) to enable high current density to be sustained at reactor level. However, if this feasibility research is successful, it will be extremely rewarding as it opens a new paradigm for low cost, large scale, and truly sustainable green hydrogen production for delivering sustainable net zero for the UK and beyond.

<< Background >>In the aftermath of COVID-19, remote working has become the norm, and graduates now need an even wider range of skills which traditional classrooms and domestic internships don’t always emulate. Working in multiple time-zones, within global multi-cultural teams, and only ever meeting colleagues through online technology are just some of the challenges which require a new type of global graduate. Transversal skills including leadership, collaboration, innovation, digital, green, organisation and communication skills are critical. The disruption from COVID-19 also presents unprecedented opportunities to develop more inclusive approaches to internships and international experiences, to level the playing field for students with special needs, from underrepresented groups or with caring commitments.The Global Innovation Teams model will allow students to complete technology internships and projects by working together virtually on real world challenges, guided by experiencedInnovation Brokers, industry mentors and academic mentors in order to develop transversal skills (collaboration, digital and green). The model will be designed in collaboration withindustry professional, blended learning experts and remote learning experts. The model will be dynamically evaluated every academic semester. The idea for GI Teams was brought tolight during the workings HubLinked Knowledge Alliance (which included 5 of the GI Teams partners) wherein the Global Labs model, a collaborative project-based teaching/learningmodel, was developed and the need for a similar model for internships emerged.This partnership includes 7 HEIs from 6 different countries around the world (Ireland, France, Sweden, Slovenia, China, South Korea). All the partners are located at the center ofrelevant ICT hubs and have a consolidated history of engaging industry partners in work-based curricula.The Project will have direct impact on students that will benefit from an internationalization at home experience and enhanced curricula. Companies, voluntaries, NGOs, researchgroups and/or charities (industrial partners) will be impacted as well: they will benefit from direct relationships with young talent early in the recruitment pipeline, they will expand talent recruitment to international locations, they will be able to access a low-cost, low-commitment and structured way to prototype ideas. Moreover, the partnership will promote sharing resources and knowledge on how to deliver quality online and remote education and upskill teachers/lecturers to deliver high quality remote teaching.After the Project, the Global Innovation Teams modules will be mainstreamed in all the European partners’ institutions and will be accessible to all the partners’ students. It is expected that the Project will have an impact on other HEIs in the involved regions and that our model for virtual internships will be adopted by other institutions.This partnership believes it is crucial to equip education and training systems to face the challenges presented by the sudden shift to online and distance learning caused by the spread of COVID19, including safeguarding the inclusive nature of learning opportunities. The aim of this partnership is to address the issues posed by COVID19 collectively to develop a shared understanding beyond national borders. During the COVID19 emergency all partner organisations have implemented online and distant learning tools in order to cope with this unprecedented situation, we believe it’s now time to share the acquired experience and design innovative curricula in order to create graduates that are not only capable of adapting to similar situations, but that were specifically trained for it.<< Objectives >>The objectives of the Project are linked to specific needs:1. Design a model for virtual internships. This is needed to HEIs as a response to COVID19 and the need to deliver quality education through online/virtual means. The model willdirectly impact students that need to be supported in adapting to online/distant learning without missing valuable educational experiences. The model will: include blended teaching/learning; be work-based; incorporate several digital technologies, both online and offline; be designed in a safe and responsible way. We aim at designing the model reducingthe risks related to digital tools and online teaching/learning as much as possible or promote awareness on the inevitable risks.2. Transferability. Transferability is one key objective of the Project. On the completion of the Project, the Global Innovation Teams modules will be mainstreamed in all the Europeanpartners’ institutions. It is expected that the Project will have an impact on other HEIs in the involved regions and that our model for virtual internships will be adopted by otherinstitutions.3. Upskill of staff. Academic staff needs to be trained in adapting to online/distance learning and to deliver their lectures in a safe and responsible way. The Project will upskillteachers/lecturers on: (i) the use of digital tools and methods for quality education; (ii) the use of hybrid (blended, virtual, physical) teaching; (iii) the use of collaborative teaching; (iv)the use of work-based teaching, (v) how to teach Digital Ethics topics in order to teach and promote safer and more responsible use of digital technology.4. Upskill of industry professionals. On-site internships have been suspended in most organisations in the past 7 months. We aim at training industry professionals on how to run virtual internships, act as mentors and help students personalize their training experience.5. Inclusiveness by design. Developing innovative practices for online/remote teaching it’s also a great opportunity to develop more inclusive approaches to internships andinternational experiences, to level the playing field for students from underrepresented groups, with caring commitments and with special needs.6. Strengthening the partnership and the industry network. TU Dublin has bilateral agreements with each partner in the Consortium. The Project aims at creating new connectionsbeetween the partner institution, specifically share and expand a network of industry partner that can provide projects for project/work-based modules and share knowledge on blended and distant teaching/learning.<< Implementation >>Global Innovation Teams will:- Design a Global Innovation Teams format. Global Innovation Teams will be a structured learning experienced within an international team of students tasked with working on a substantial technology-driven innovation challenge. The GI Teams model will be designed to help learners develop their transversal skills in a multidisciplinary international multicultural context.- Implement at least 4 Global Innovation Teams modules in 4 European HEIs.- Provide guidelines for HEIs on how to implement Global Innovation Teams in their institution.- Accredit a CPD module for teachers and industry mentors focused on how to run a GI Teams module.<< Results >>The key results from Global Innovation Teams are outlined as follows and linked to the main Project’s objectives.1. Design a model for virtual internships. This objective will be achieved design and implementing the Global Innovation Teams model. Global Innovation Teams is a model that will allow students to complete technology internships and projects by working together virtually on real world challenges, guided by experienced Innovation Brokers, industry mentors and academic mentors in order to develop transversal skills (collaboration, ethical, digital and green). The model will be designed in order to: include collaborative teaching/learning, include blended teaching/learning, work-based teaching/learning, provide an internationalization at home experience for students, be delivered fully online. The model will be piloted in TU Dublin (IO1) and subsequently implemented in each European institution (IO2). Students from each institution (European and non-European) will be able to join the modules. Each module will involve academic coordinators and industry mentors of any other partner institution. The model will be mainstreamed in the partner institutions after the end of the Project. By implementing similar modules in the partner organisations and exchanging staff, our Project also aims at strengthening the cooperation and networking between the organisations while implementing an innovative format for online/remote internships.2. Transferability of the model. Transferability is one key objective of the Project. On the completion of the Project, the Global Innovation Teams modules will be mainstreamed in all the European partners’ institutions and will be accessible to all the partners’ students. It is expected that the Project will have an impact on other HEIs in the involved regions and that our model for virtual internships will be adopted by other institutions. The Global Innovation Teams Experience result (IO3) is inherently connected to this objective. The report will contain a reflection of our experience and guidelines for HEIs who might want to adopt the model in their institutions. Expected results linked to this objective are also Multiplier and Dissemination events.3. Upskill of staff. We will deliver a CPD Staff Training programme to support teachers/lecturers in adapting to online and remote teaching. The specific aims of the training will be to uspkill them on: (i) the use of digital tools and methods for quality education; (ii) the use of hybrid (blended, virtual, physical) teaching; (iii) the use of collaborative teaching; (iv) the use of work-based teaching, (v) how to teach Digital Ethics topics in order to teach and promote safer and more responsible use of digital technology.4. Upskill of industry professionals. A short version of the CPD Staff training will target industry professional in order to upskill then in Early Talent Mentoring.5. Inclusiveness by design. Developing innovative practices for online/remote teaching it’s also a great opportunity to develop more inclusive approaches to internships and international experiences, to level the playing field for students from under-represented groups, with caring commitments and with special needs. We will design the GI Teams model in order to support inclusiveness.6. Strengthening the partnership and the industry network. It is expected that this Project will strengthen the cooperation between the partner organisations and expand each institution’s network of industry partners. To achieve this objective Transnational Project Meetings might include visits to industry partners and other networking activities. A dedicated mailing list will be created were the Project’s participants will share relevant info and ideas for the Project or future projects. Expected results to achieve this objective also include dissemination activities and Multiplier Events to be hold online or in the Participant Organisations country.

Among the biggest challenges in the COVID-19 outbreak are the lack of triangulation of clinical, epidemiologic and immunological information for evidence- based response strategies. Our overriding ambition is to overcome this deficit through field studies and implementation research in specific populations early enough to already serve in the response to the current outbreak. Four technical work packages (WP) address the four main objectives: To provide real-time clinical data to improve risk assessment and response, deploying an established mHealth Surveillance Outbreak Response Management and Analysis System (SORMAS) in Nepal, Ivory Coast, Ghana and Nigeria; countries likely to be affected more intensively than the EU.(WP I) To implement differential serolomics (multiplex serology) for population serum samples from Germany and Nepal for investigating pre-existing cross or partial immunity against COVID-19 and impact on susceptibility.(WP II) To apply comprehensive modeling, sampling and artificial intelligence on data from the first two work packages in order to assess predictors for severe outcome, transmission dynamics and intervention effectiveness.(WP III) To measure and improve quality of epidemic containment measures through implementation research in countries particularly vulnerable to the COVID-19 epidemic, in order to tailor effective and efficient control measures to health systems realities in Nepal and Ivory Coast, and to reduce the intensity of importation into the EU. (WP IV) We combine a) an accelerated ad-hoc outbreak response to address the urgency and b) a sustainable strategy to serve beyond the current public health threat from COVID-19. Software maturity, established networks, pre-approval investments and interdisciplinary expertise among partners - including first hand from China - shall generate first findings within weeks, such as validated criteria for high-risk groups, effectiveness of contact tracing, set-up serolomics platform.