Imagine if tumor growth would be reduced and then kept in a minimal and safe volume in an automated manner and in a personalized way, i.e. cancer drug would be injected using a continuous therapy improving the patient’s quality of life. By control engineering approaches it is possible to create model-based strategies for health problems. Artificial pancreas is an adequate example for this, where by continuous glucose measurement device and insulin pump it is possible to improve diabetes treatment. Gaining expertise from this problem, the current proposal focuses on taming the cancer by developing an engineering-based medical therapy. The interdisciplinary approach focuses on modern robust control algorithm development in order to stop the angiogenesis process (i.e. vascular system development) of the tumor; hence, to stop tumor growth, maintaining it in a minimal, “tamed” form. This breakthrough concept could revitalize cancer treatment. It is the right time to do it as some investigations regarding tumor growth modeling have been already done; now, it should be refined by model identification tools and validated on animal trials. The benefit of robust control was already demonstrated in artificial pancreas; hence, it could be adapted to cancer research. The result could end with a personalized healthcare approach for drug-delivery in cancer, improving quality of life, optimizing drug infusion and minimizing treatment costs. This interdisciplinary approach combines control engineering with mathematics, computer science and medical sciences. As a result, the model-based robust control approach envisage refining the currently existing tumor growth modeling aspects, design an optimal control algorithm and extend it by robust control theory to guarantee its general applicability. Based on our research background, validation will be done first in a manually controlled way, but then in an automatic mode to propose it for further human investigations.

As machines can perform an increasing range and variety of tasks, individuals will need to put more focus on developing the skills that humans excel at, such as social emotional skills or creativity. While the importance of social emotional skills will increase in the future job market, they are highly valued by employers at present, too. Motivation to perform, good communications skills, the ability to work in a team, flexibility/adaptability are frequently mentioned among the required skills of the optimal applicant. With the exception of jobs that require high level of specific technical knowledge, employers often focus more on the presence of positive attitudes and soft skills as they treat these skills less trainable. They also have less capacity to develop these skills in their employers.In the framework of our innovative OPENSEL project, partners from Hungary, the Netherlands and Malta collaborate to create three Massive Open Online Courses (MOOC) for higher education students developing social emotional skills that are highly relevant for employability: presentation skills, teamwork skills, stress management skills. The presentation skills development MOOC (IO1) will cover topics such as: creating a presentation about a topic (including: ways of creating an interesting, convincing script about the topic, structuring and designing slides, interacting with the audience, delivery of presentations of different lengths), and presenting oneself during job interviews.The teamwork skills development MOOC (IO2) will cover topics such as: listening to the other person and to take the other’s perspective, communicating effectively/assertively, ability to adhere to group norms/rules, conflict resolution techniques and approaches.The stress management skills development MOOC (IO3) will cover topics such as: recognising own emotions and beliefs/interpretations, recognising own needs and motivations, identifying and modifying maladaptive thinking patterns, techniques for managing stress and building resilience.The MOOC development process will start with a joint staff training and will be closed by local multiplier events and an international final conference in Budapest. Our target groups are higher education teachers, trainers, mentors and their students. We also make the courses available for secondary school students (through ROC), to companies and to any interested other parties (anyone can join the courses free of charge if they register to them during the registration period).The project is innovative, as there are no similar MOOCs that are available for either the students of the participating partners. There are no similar complex online courses in these fields that are offered free of charge to the public. Compared to existing MOOCs/online courses (in other topics) offered by the partners, instead of the standards practice of recording lectures and turn them into video lessons, we will create many short videos that are specifically designed to illustrate different aspects of the selected topics. They will include dialogues between trainers about the most important issues, interviews with experts on the topics, visual demonstrations, role plays.The project fulfills real needs in both the training field and the industry. By the soft skills trainings the training portfolio of the partners will expand, the students will get useful and valuable knowledge and the companies will have employees with broader competences.These competences can be applied not only in the corporate environment, but also - such as stress management - ensure a better balance between working and family life. The long-term impact of the development is that the curricula developed in the project will form an integral part of education at all levels, and it will contribute to the better employability of the students as well.

NICE - Network for Inter-Institutional Cooperation in Entrepreneurial Education is a project created to support the school education through activities supporting entrepreneurial competences among secondary school students. ECo is understood as an ability to use opportunities and ideas and transform them into values for others. The core of ECo is creativity, critical thinking, problem solving, initiative, persistence, ability to cooperate towards to plan and manage projects with cultural, social or commercial value. Business skills are based on creativity containing imagination, strategic thinking, problem solving, critical and constructive reflection in the frame of developing creative processes and innovations. It is required to have skills both to work individually, and in teams, to mobilize resources (human/stuff) and persist in performing the activity. It also includes ability of decision-making dealing with finance - decisions about costs and values (EC, 2018 – recommendations on key competences). The key area is to support the skills mentioned above and this is where the partners of the project (universities from 4 different countries) aim their activities. Although the universities work with university students, thanks to the cooperation with secondary schools and this project, they can work with and influence also SS students. Activities can be represented mainly as: •Development and realization of lectures in economic sciences (finance, management, accounting, marketing, business economics) •Development and realization of competitions for secondary school students in economic topics•Cooperation among educational activities •Organization of university activities aimed at secondary school students (e.g. open days) The primary target groups of the project are secondary schools students. The secondary target are secondary school teachers and also academics/teachers at universities. 4 partner universities will start cooperation with at least 20 secondary schools and develop activities for at minimum 1000 secondary students. There will be 4 major dissemination activities for 120 participants.The objectives of the project mainly are:•Promote entrepreneurship,•Provide secondary students with knowledge of soft and hard skills, that will help them to develop their entrepreneurial competences,•Develop a handbook and manual on available online tools and their use, •Facilitate the creation of a cooperating network from secondary schools and universities in the participating countries,•Facilitate networking and sharing of knowledge, experiences and best practices,•Develop a platform to support entrepreneurial education through specific scenarios that will be developed.•Promote digital competencies and their use among secondary school students.The objectives of the project will be achieved through the development of the following intellectual outputs:1.NICE IO1: NICE Library of educational lectures and practical tasks2.NICE IO2: Creation of competition in the area of entreprenurial development3.NICE IO3: Portfolio of on-line tools usable for organization of international competition

<< Background >>“The Commission strongly supports a human-centric approach based on the Communication on Building Trust in Human-Centric AI”EC, COM (2020) 65 final, Brussels, 19.2.2020, p.4Hedy partnership includes 5 partners/countries, coming from different geographical areas (central, southeast and southwestern Europe), related to different socio-historical and cultural backgrounds, core business and type of organisations. Join HE Engineering and Technology entities (Obudai/HU and UPC/ES), a Research-action, HR consulting & education and training provider (AidLearn/PT), a consulting NGO focused on applied science (AI) (BAEHF/BG) and a SME international quality assurance body (ACEEU/DE). Hedy interdisciplinary team provides the perfect framework for innovation, once combining creativity, variety and expertise.Background: The digital is invading our world, with technology being used in all dimensions of life, from education to work, health or governance. Knowledge and skills development is now a lifelong process, demanding growing digital literacy. But for some members of society, such as ‘digital natives’, using technology is natural, but this is not necessarily the case for the non-native digital adults (the so-called digital immigrants). How do we ensure that every citizen develops the necessary skills to remain included in an increasingly digital society? And how achieving fairness rather than amplifying inequalities?Assuming that AI will transform the labour market, it is relevant to imagine the education system in a world where work is not a central factor in life or where jobs, as we knew them, do not exist. What would be the role of education? How could we organize it? What would be its aims and what needs would it address?And nothing better than proposing the use of technologies to raise awareness of life in the digital age and to develop skills to enjoy the benefits but also face the challenges that this new age offers. This is the leitmotiv of Hedy which, in its own title, provides tribute to Hedy Lamarr, an Austrian actress and inventor (1914-2000), co-creator of wireless communications technology, adopted to control torpedoes during World War II and currently still used in mobile networks, Bluetooth devices and Wi-Fi.<< Objectives >>Hedy stands for being a free and accessible source of information regarding the digital technologies of the 4th industrial revolution (Industry 4.0), namely Artificial Intelligence (AI), by enlightening its possible positive future applications, whilst clarifying the possible impacts, including threats to the European Convention of Human Rights (ECHR) and democracy, being of “utmost importance that AI is discussed and that the public is informed if we are to embrace whatever opportunities it creates in a manner that is human-centred, ethical, secure, and true to European values” (EC, 2020).Hedy’s main goal is to offer a comprehensive and shared view of how AI is affecting our lives and reshaping our socio-economic, cultural, and human environments by promoting critical reflection, self-based learning and debate on these issues.This goal to be reached by some specific objectives:To establish Hedy theoretical framework by building up the project position about the topic: life in the AI EraTo spread out the awareness of main developments and future AI impacts, by offering the Hedy MOOCTo collect a set of tools to be used flexibly in AI related activitiesTo provide concise and easy-to-read guidelines for the best use of the assets producedTo create a solid foundation for ensuring the usability of the Hedy results by a wider community of practice networkTo provide the target audience with open educational resources in AI related topics.Target Groups: HE providers (learners & professors), civil society organisations and AE & VET providers (learners & staff)<< Implementation >>The activities to be implemented fall in five main areas:1) Coordination and Management;2) Monitoring, Evaluation & Quality Assurance;3) Dissemination;4) Exploitation, Sustainability and Impact5) Development of Hedy resultsThese activities will be performed to reach the project goals:Joint activity at Kick-off meeting for making a shared visionTransnational & regular face-to-face and virtual project meetings plus online collaboration toolExternal feedback evaluation about the Results; multiplier eventsResearch into R1, R2, R3 and R4Group interviews, phases for the evaluation of the ResultsPartnership agreements are signed between the Coordinator and partnersQuality management guideDissemination planProject visual identity elements<< Results >>The Hedy results:Booklet: Essay defining the Hedy position on Life in the AI Era and the rational for that positionToolkit: Collation of influential AI audio-visual related tools, including films & expert talks, of which five to be produced under HedyMOOC: a massive open online course to promote extensive knowledge, critical reflection and debate on AI and its key impact on society (business, governance, skills and daily life), covering the main and future progresses of AIGuidelines: easy-to-read guidelines for: 1) use the MOOC; 2) further use of Toolkit; 3) create a MOOC for the first time. Plus, a Glossary with AI related key terms.To underline finally, as a relevant outcome, the Hedy Community of Practice Network, to be built throughout the life of the project, based on an interactive section (blog) at the Hedy website, that will remain available at least 5 years after the end of the financing period and with free and open access to all.It will be possible to share news, upload visual assets or documents on the achievements made on the way for a better and more critical awareness of the digital society in which we live in.IMPACTLocal & regional: The adoption of the Hedy materials by adult learners will result in their better awareness of life in the AI Era and to face with greater confidence the challenges it presents, while improving their digital literacyNational: Partner countries will benefit from raising the number of adult learners to use the countless AI applications with greater confidence. Hedy MOOC will be an easy and free way for AE providers to enrich/update their offerEuropean: Results will be widely applicable, available in 7 languages and can be used beyond the countries involved in the Hedy.