The main goal of M4F project is to bring together the fusion and fission materials communities working on the prediction of microstructural-induced irradiation damage and deformation mechanisms of irradiated ferritic/martensitic (F/M) steels. M4F project is a multidisciplinary one, were both modeling and experiments at different scales will be integrated to foster the understanding of complex phenomena associated to the formation and evolution of irradiation induced defects and their role on the deformation behavior. In addition, an attempt to reduce the gap between the materials science activities as model and experiments, and the needed inputs on design codes will be included

"School education is the most important educational period, when students create learning mechanisms, construct knowledge and develop basic skills and acquisition methods. The quality and the effectiveness of school education is of strategic importance in all countries and a top priority in the EU agenda. Efficient school education is of strategic importance for development, the economy and the society and is considered necessary more than ever before for schools to offer students innovative and efficient learning procedures based on Information and communication technologies (ICT) that attract their interest. Advanced and innovative ICT technologies, web 2.0 tools, social media and 3D virtual reality are emerging technologies and several studies point out the important role they can play to assist both teachers in teaching but also students in learning more efficiently in entertaining and cooperative way. However, studies on European level point out that a big percentage of teachers and school educators may lack the necessary digital skills. Indeed, the findings of many EU studies indicate that teachers have a strong desire to integrate ICT into education but they encounter many barriers. The major barriers are the lack of confidence, lack of opportunities, lack of competence and lack of access to resources. In these studies, teacher skills, competence and accessibility to quality resources are the critical components of technology integration in school education. Teacher skills on new digital, social and ICT technologies are reported to be mediocre and their lifelong learning training on new technologies, in most cases is missing. It is considered necessary more than ever before to assist teachers and enhance their digital skills on the use of new ICT technologies and the utilization in their learning procedures and in their courses for the best benefit of students learning.In this context, the VRACE proposal has been designed specially in order to contribute to one of the most important strategies promoted by the EU Commission for increasing the educational outcomes of school education. The VRACE proposal has been designed specially in order to give a correct response to one of the most important strategies promoted by EU Commission for increasing the educational outcomes of school education. In this spirit, VRACE project aims to assist teachers in learning how to efficiently utilize innovative digital, ICT technologies like virtual reality and Web 2.0 tools and social technologies in their school courses in order to assist students' learning and their knowledge construction and cooperation. The project will initially develop a concrete training framework and e-courses targeted to school teachers, to train them on how to successfully integrate various necessary and efficient digital technologies in their school education. In this line, a virtual learning environment will be formulated and a wide spectrum of courses, roadmaps and good practices that will offer advanced training procedures to teachers on European level. In addition, the environment will also be offered to school teachers participating in the pilot activities to prepare and include their own courses as well as interested teachers after the end of the project. The platform will also be offered to school teachers participating in the pilot activities to prepare and include their own courses as well as interested teachers after the end of the project. Students will be involved in various piloting activities to collect feedback and improve the Methodology and e-courses.The partnership includes five participants from five countries. Coventry University is the coordinator of the project and the main technological partners of the project are the Computer Technology Institute (Greece) and the University of Turku (Finland) both having experience with using Virtual Reality in education. CTI will have an active role in the development of the Virtual World and provide valuable content for Courses. The National Research Council (CNR) of Italy, with it's ""Istituto de Tecnologie Didattiche"" has extensive experience in the area of applying ICT in education and will have a major role in the pedagogical methods applied. The CCOV (CZ) has expertise in applying ICT in education as well as the formulation of innovative courses at all levels of education and will be an important content provider for the e-courses.The results of the project will include i) Studies/reports/roadmaps on ICT in school education in European level, ii) Courses and guidelines for teachers on integrating ICT in School Education, iii) 3D game-based virtual reality platform.Teachers using project's results will improve their ICT skills and offer more efficient and attractive learning procedures to students. The project will have a great impact on National and European level, it will bring great added value to the school education and enhance its efficiency."

Widely recognised as one of the most ecologically significant areas of the world, the Amazon region is under threat by interconnected crises: climate change, extractive industry and pollution, poverty, malnutrition. Crisis in the Amazon spells crisis for the rest of the world: playing a pivotal role in the regulation of global climate patterns, maintaining the Amazon rainforest's ecological dynamics is a crucial aspect of halting runaway global heating. Central to this is the safeguarding of rainforest biodiversity, to ensure ecological resilience to climate shocks. Having actively maintained and enhanced Amazonian biodiversity over millennia before the Spanish Conquest of South America, indigenous communities excel as stewards of biodiversity, yet they are still marginalised and discriminated against. Most approaches aiming to overcome this marginalisation and discrimination are aimed at improved inclusion into the national political, economic, education and health systems. While intentions may be laudable, many of these approaches are not indigenous-led, and may have consequences of eroding indigenous lifeways, ancestral practices, and the very worldviews which have supported indigenous relationships with the forest and its more-than-human inhabitants. Conducting collaborative research with indigenous organisations to support their self-organised strategies of resilience and cultural resistance, is not only a matter of social justice, but constitutes an active safeguarding of the Amazon's bio-cultural diversity in a time when the world needs them most. At the heart of many indigenous Amazonian societies lies the chakra - the traditional forest garden, or more specifically a complex network of cultivated forest spaces. Recently, the chakra has been heralded as a solution to the dilemma between environmental and economic sustainability and initiatives are underway to promote the chakra as emblematic of sustainable production methods. This new market orientation, however, overlooks the spiritual and cultural centrality of the chakra to indigenous lifeways: as the basis for good health, a space where social bonds and community relations are created and maintained and where much intergenerational transmission of knowledge unfolds, including through songs and a very literal 'speaking with plants'. The chakra, as central constituent of many Amazonian lifeways, as sphere of interaction between human and forest beings, space of entanglement of 'culture' and 'nature', is an ideal entry point into exploring indigenous cultural resilience to and overcoming of crises through a revitalisation of ancestral knowledges and practices. Arising from ongoing dialogue with indigenous organisations over several years, this project brings together a partnership of academic and indigenous researchers to understand and harness the potential of the chakra for indigenous communities' responses to the challenges posed by interconnected crises in the Amazon region. Concomitantly, the project seeks to strengthen indigenous communities' capacity for self-advocacy, to document, analyse and communicate in their own voices the issues affecting their lives and potential solutions thereto. Working together with three Napo Runa communities (Kichwa of the Upper Napo River) in Ecuador, and three Urarina communities of the Chambira Basin in Peru, the project uses participatory video and other methodologies which overcome literacy barriers and centre indigenous communities as key knowledge producers in the research process. Knowledge exchange events will foster cross-cultural connections. Led by a steering committee consisting of academic investigators and indigenous organisations, the project will produce video libraries, documentaries, scientific articles, a methodological toolkit and a policy brief to bring indigenous Amazonian research on cultural resilience to multiple audiences.

This research seeks to contribute to peaceful resolution of the current 'Anglophone conflict' in Cameroon. The so-called 'Anglophone crisis' in bi-lingual Cameroon is an internationally neglected conflict between government security forces and armed separatist groups calling for an independent state in the two Anglophone regions of South-West and North-West Cameroon. What started in October 2016 with peaceful protests led by 'lawyers in wigs and teachers in suits' to protect the English legal and education systems against francophone assimilation, subsequently degenerated into a civil war as separatist groups emerged in 2017 following government repression of the mass protests. However it is the civilian population in the Anglophone regions that has borne the brunt of the conflict, with almost daily local reports of violence and atrocities, yet which oft remain hidden from general awareness and scrutiny. Reports indicate over 12,000 people killed, 750,000 displaced, and hundreds of villages destroyed. Moreover, 700,000 children are out of school, with 80% of schools closed. A June 2019 human rights report documents killings, rape, kidnappings, torture and unlawful imprisonment. There is an urgent need for ending the violence and resolving the conflict, and this research is oriented to that objective. It does so innovatively by giving voice to those civilians most affected by the conflict, namely internally displaced persons forced to flee their homes and those who remain in the conflict zones, known locally as 'ground zero'. This is important as such voices have hitherto been completely ignored and excluded from any official dialogue. Through participatory arts-based methods such as collage-making, the research will document and report on their diverse experiences and perspectives, highlighting in particular those of women and young people. The current conflict has a long history, with its roots embedded in the colonial period as well as in post-independence events. The research thus includes a historical dimension to facilitate full understanding of the historical context and to draw lessons that can help provide solutions to the conflict. In addition, language, culture and identity are central to the conflict, notably the alienation of 'anglophone Cameroonians' as a distinct linguistic and cultural group, leading to the initial peaceful protests in 2016. Therefore the research uses sociolinguistic analysis to understand the cultural, identity and linguistic elements of the conflict, and explores linguistic strategies to help resolve the conflict. At the time of writing, official dialogue aimed at conflict resolution had failed. The government's 'Major National Dialogue' in October 2019 was criticised for excluding key actors, not only separatist groups but also peaceful civil society groups, and the war intensified following the failed dialogue. Calls for more 'inclusive dialogue' have come from Catholic bishops and the Swiss government, offering to mediate peace talks. However, such external calls remain top-down and elite-driven and continue to exclude those civilians most affected by the conflict. There is an urgent need for the views of Anglophone civilians on conflict resolution to be heard locally, nationally and internationally. This research aims to enable that through its outputs, while simultaneously addressing the historical, linguistic and cultural dimensions of the conflict. The project collaborates with key humanitarian NGOs that operate at 'ground zero' and who provide a further conduit by which the voices within affected communities can be expressed to the wider world. The research project thus includes a capacity building element aimed at strengthening the network of civil society organisations working for peace in Cameroon, and at enhancing their ability to bring the voices of most-affected people into the public domain and to influence future dialogue for peace.