Prison art work is a type of work that requires different rules and possibilities in terms of establishing contact, freedom of movement, opening certain topics and thinking carefully on its ethical dimensions, as well as keeping in mind the professional obligation to keep information, that artists might receive or the insights they gain while working in prison space, confidential. Before they could start any artwork in prison space, artists involved in the project need to go through proper education. Through certain forms of education, artists need to understand that working in a prison space requires not only a different approach to work than the one they are used to, but also a different approach to the people they will encounter while working in that space. The reasons for this belief are found in the experiences of previous projects. Lack of familiarity with the way of working and behaving often causes the artist to be obstinate. That behavior then results in superficiality and inappropriate work. Resistance to learn something or apply something that they have been suggested has led us to think about the need to carry out a project where artists would undergo certain forms of education before working in prison.Continuing on all the facts, the idea has been developed to produce and publish two educational books (manuals) explaining and displaying different aspects of art work in the prison.Projects to promote education in prisons, through the search for professional associates, the exchange of knowledge and the dissemination of good practice, have been implemented in the European area for a long time. The reason for the transnational implementation of the project is the fact that both the applicant and the project partners will use the specific knowledge and expertise that each participant brings to the project.By educating the prison system's expert staff about this domain of artistic activity, which actually falls into the scientific field of medicine and we can say psychology, we are placing it in the area of one of the important lifelong literacy processes. This type of education is important because in this way the form of acting through the arts is more successfully embedded, on an equal footing with other skills (using art therapies and working with prisoners) in the penal / prison community. For artists, the effect we expect is to increase understanding of the needs of the community in which they perform the artistic interventions and to respond better to the needs of that community. The long-term effect is to increase artist interest in participating in projects related to prison systems.Following the implementation of the project at the partnership level, the results of the project will be used to: educate artists interested in the subject of painting and aesthetization of prison premises, educate employees in prison systems on the effects of art on behaviour and stay in prison, and educate students during their studies.All materials produced by the project will be fully available to the public as follows: the books will be uploaded to the ISSU database, where the HDLU places links to catalogs, which are then made available to the public for reading and download.We plan to update the books over time, in line with the progress of projects in prison systems and the experiences we will gain over time, and we also intend to supplement the books so that they can be applied to hospital facilities.The long-term plan is to create a catalog of interventions performed so far in short-text brochures, which can then be placed in hospital waiting rooms, so that patients can gain insight into the purpose of artistic initiatives.Brochures will also be developed for prison interventions and made available to prison systems to provide prisoners with insight and information on intervention projects and results.

The implementation of the project was based on the applications of two institutes, since Eszterházy Károly College (EKC) and Károly Róbert College (KRC) had merged during the implementation period and now functions as Eszterházy Károly University (EKU). Due to the changes and the difficulties with the administration, we extended the period of the project from the original 16 months to the maximum length. In case of Indonesia, the project wass designed to support the content and methodological internationalization of the English language Geography Msc course, to find common research areas and to enhance common research activities. The planned quantitative aims were party completed: in addition to 1-1 outgoing and incoming STA, 1 incoming STT and 2 incoming SMS, outgoing students mobility was also planned, however, no one applied for the declared opportunity therefore this mobility place has been transferred to the field of Visual Arts. We achieved the qualitative aims, due to the student and teacher exchanges; currently, we are working on launching a common research project entitled Climate change effects on agricultural production and mitigation strategies and we have just begun a new Erasmus+ mobility project between the UPN Yogyakarta and the EKU built on the results of the present project.The other specialization of the mobility with Indonesia is connected to fine arts. During the project among EKU and ISI Yogyakarta, there were several exhibitions in both institutions. Using the experiences of the present mobility project, EKU successfully prepared and registered the English language Visual Representation BA and the Graphic MA studies an ISI Yogyakarta initiated the registration of a double-degree programme in Fine Arts. During the project, 1-1 STA, 1 outgoing STT, 4 incoming and 4 outgoing SMS (3 BA and 1 MA) mobility were completed. In connection with Malaysia, the project aimed to create the Malaysian MBA studies in the EKU, MIT studies in Eger in every study field. This goal was overtaken by the changes of the national legal environment therefore, during the implementation phase, activities mainly focused on the possible collaborations. The planned STT incoming mobilities fulfilled, the colleagues of the Mathematic and Informatics Institution discussed with the specialists about opportunities of the common research and short-cycle trainings.With the Georgian Agricultural University, the aim of the planned mobility was to make the Georgian partner gain experience about the economic science studies offered to international students, to offer their students international experience, while the EKU would like to learn more about the educational methodology, the educational programme design strategy and the comprehensive training profile of the Georgian University. Due to the institutional merge and its administration, the implementation of the planned mobilities was completed in the last phase of the implementation period. As a result of this, outgoing student mobilities were not completed due to the small number (and eventual withdrawn) of applicants. At the same time, the outgoing SMS and the outgoing and incoming staff mobility plans were implemented, and after sharing the experiences, partners decided to submit another project in which they will concentrate on practical training of students in the field of economic and business sciences, tourism and agriculture.

CONTEXTRenewable energies (RES) play a key role in moving towards a low carbon economy, being one of the strategic priorities of EU, who urges European countries to obtain 20% of energy from renewable sources by 2020, and at least 27% by 2030. At the same time, the depopulation of rural areas (90% of the EU’s land mass) is a challenge for European societies. This demographic change is associated to the lack of opportunities, which causes the migration towards bigger towns.RES can be a driver for the employment generation in remote areas. From an interdisciplinary approach, IN2RURAL has been committed to support this transition through educational innovation.OBJECTIVESThe main goal has been to implement new educational practices to strengthen the employability of engineering students in the RES sector, specifically in the rural areas of Bacau (Romania), Castellón (Spain) and Gyöngyös (Hungary).The specific objectives have been:- To increase the relevance of the teaching-learning by strengthening the links between universities, SMEs, local governments and civil society organisations.- To identify which are the competences in the field of RES for rural development.- To strengthen at institutional level the internationalization, European dimension, project management and sustainability.- To bring the opportunities of Erasmus+ closer to rural habitants, promoting their active participation.- To improve the preparation of the engineering students for the professional world.PARTNERSThe partnership has been composed of universities with engineering studies and SMEs with expertise in RES. Namely:- Universitat Jaume I, Heliotec and UMANS (Spain)- Universitatea Vasile Alecsandri din Bacau and General Electric (Romania)- Karoly Robert Foiskola, Eszterházy Károly University and Geolin (Hungary)ACTIVITIESThe core activities carried out have been:- Intellectual outputs in the field of RES for local development** Study of prospective and training needs** Collaborators network** Open Educational Resources (OER) about the use of the virtual learning platform** OER and online courses of technical English and RES for local development** Case studies** Active job search open course** Final evaluation ** Guide about RES for small municipalities- Multiplier Events (3) to share the intellectual outputs- Blended mobility of six students to perform a real study case- Dissemination actions to increase the impact and sustainability- Internal meetings to monitor the project and to promote new synergiesRESULTS AND IMPACTThe students that have participated in IN2RURAL have increased their employability, specifically:- 30 students have augmented their English technical knowledge in the RES field- 30 students have improved their capacities on the use of biomass, photovoltaic and wind energy in rural areas- 12 students have developed a real study case, learning how to deal in a professional environment- 9 students have strengthened their skills for active job searching and entrepreneurshipRegarding the partner organisations, some of the benefits are:- More than 35 professors and technical staff have increased their competences to work in English and to teach in e-learning- Universities have improved the relevance of the teaching about RES, integrating a rural development approach and getting closer to the market needs.- Universities have increased their knowledge about active job searching and entrepreneurship- All the organisations have strengthen their transnational dimension and the skills to manage European projects- Both the universities and the SME have reinforced their contacts with local development actors, starting new collaborationsAdditionally, the awareness about the potential links among employability, RES and rural development has been increased among the population thanks to the intellectual outputs, the multiplier events and the news in media and social networks. LONGER-TERM BENEFITSThe sustainability of the project is based on:- The intellectual products are available in the project websites (http://in2rural.uji.es/ and http://in2rural.ub.ro/) and in UJI repository (goo.gl/d3fSYh). - The presentations of the multiplier events are accessible in the project websites and the videos can be seen in YouTube (goo.gl/9yBQKi) - The OER and online courses will be used in the partner universities- The curricula of the engineering subjects involved in the project have been updated to the specificities of the market and the rural development- New mobility agreements (KA1) have been signed among the universities- The results of the project are being presented in conferences and workshops, facilitating that other organisations can use them- New collaborations and initiatives have been started

The fast increase in complexity of technical artifacts, in particular of software systems exposes human society to increased risks. The immediate consequences of software failures range from small nuisances (blocked smartphone, laptop shut down, virus attacks), to big nuisances (failure of an online submission system just before the deadline, chaos in an airport due to failure of luggage handling system, breakdown of the electrical power for a whole region), to important loss of value (loss of a space rocket, after-sale replacement of millions of defect devices), and even to fatalities (failure of an antirocket military system, train or airplane crash). One of the main reasons for the more and more frequent failures of software systems (and in general of more complex systems including software) is the insufficient qualification of software professionals in Computational Logic and in Automated Reasoning, which makes them avoid the use of formal methods in the software production and verification process. In our experience, there exists a big gap between the learning offer from universities and the requests on the labour market. (Computational Logic is an interdisciplinary field at the intersection of Computer Science and Mathematics which studies the use of Mathematical Logic in computer algorithms and applications. Automated Reasoning is a topic in Computational Logic which studies methods and algorithms for reasoning in an [almost] mechanized way.)The development of reliable software systems is based on formal specification (what the system should do), formal implementation (how is the system realized), and formal verification (does the system what it should). For a proper realization of specifications, implementations, and of their verification, the software professional needs to apply Computational Logic knowledge and methods in order to construct and study the appropriate models, to find the necessary algorithms, and to refine their implementation until programs are produced; and needs to apply techniques from Automated Reasoning in order to test and verify the algorithms and the programs, possibly using specialized software tools.The main objective of the project is to improve the education of Computer Science students in fields related to Computational Logic, by creating innovative and advanced learning material that uses Automated Reasoning and by training a large number of academic staff in using this in a modern way. Consequently, this will increase the knowledge and skills of Computer Science graduates in Computational Logic, and this will have a positive impact on the safety and reliability of software. Thus indirectly the project objectives include the effects of increased software reliability: virus elimination, online safety, better detection of negative online phenomena (fake news, cyberbullying, etc.), and other.This goal will be achieved by the following activities:A1: ARC Book production as intellectual output containing the novel learning material (to address problems from real life, based on novel principles of problem based learning, and relevant to the labour market, to include current and future research directions, to develop advanced software tools and to make use of them),A2: Training of academic staff in teaching using the book, by 5 Training Events,A3: Training of students using the learning material, at the partner institutions (in approximative 21 courses over 4 semesters, more than 5000 students) and at ARC Summer School (20 students),A4: Evaluation of the learning material using the experience from the student courses and from the ARC Summer School,A5: Dissemination by the International Symposium on ARC (multiplier event), the ARC Page on the WWW, and the ARC Interest Group,A6: Management by the ARC Project Management Team and auxiliary personnel.Because of all these elements of innovation stated above and because experts in the field will develop the ARC book and the necessary tools, this project will revolutionize the process of teaching Computational Logic topics. Also, since the material will be open source and largely disseminated, we expect to have a significant national and international impact.Since Timisoara will be the capital of culture in 2021 and some of the activities of the project will be integrated in this event, our project will contribute to attract more academic staff to this event and will contribute to increase the visibility of the Erasmus+ activities for the general European public.

<< Objectives >>The project responds to the current need to incorporate interdisciplinary learning in education in order to prepare high school students and university students for real life and broaden their understanding of the world. It aims at providing teachers with learning materials with interdisciplinary content so that the teachers would not see time investment and lack of resources as major challenges and they would have resources of high quality ready to be used by them.<< Implementation >>The project contains activities related to different aspects of interdisciplinary learning. These include preparation of digital interdisciplinary learning materials of high quality, validation of materials in a unique international setting of COIL in which students and teachers of high schools and universities will collaborate, and creation of the virtual resource centre in which students and teachers will share their experience with interdisciplinary learning.<< Results >>Major project results will be four digital course books of interdisciplinary lessons which would interconnect the subjects of literature, art & culture, civic education and history. The newly designed materials will be validated in eight cohorts of COIL in which students and teachers of all partner institutions will be involved. The third major result will be the virtual resource centre where students and teachers will interact and share their knowledge.