The current European societies are experiencing an unprecedented crisis when it comes to social inclusion in general and the social inclusion of disadvantaged groups in particular. As many newspapers show, the same COVID-19 pandemic does not produce the same effects on the student… Read more population since, for example, only considering the use of online training, students of migrant origin have more problems if only because of the lack of personal computers at home. Many studies point the finger at the growing social exclusion of this group of persons trapped between school dropouts and menial jobs (very often in the deliveroo sector). According to OECD (https://gpseducation.oecd.org/revieweducationpolicies/#!node=41750&filt…), "Immigrant students are less likely to enrol in early childhood education programmes, tend to have more restricted access to quality education, leave school earlier, and have lower academic achievements than their native peers. Among adults, many highly-educated workers in their own countries face a higher risk of unemployment or end up in low-wage jobs that underutilise their skills, around half of foreign-born workers are employed in jobs primarily involving routine tasks, more prone to job loss due to automation. As a result, host countries forgo the potential of productive contributions that these immigrants could bring to their communities, especially in ageing societies". The Technical report by the Joint Research Centre (JRC), (Luxembourg, 2018), highlights that "Early school leavers become generally disadvantaged socially and economically in later stages in life, so that it is important to better understand the motivations for leaving school and provide adequate policy solutions" while identifying that "at the students’ level, the socio-economic background of students, their epistemological beliefs and grade repetition, while, at the school level, the most consistent factor is the school’s mean expected early school leavers rate. The school-environment thus appears to play a key role in shaping educational expectations". As the report points out, the school environment is indeed a central theme and it also allows us to introduce the topic of the whole-school approach. From this point of view, one of the most interesting experiences is that coming from the "Schools for Health in Europe Network Foundation" (SHE) that is a network of health promoting school professionals from 33 countries in Europe and Central Asia. The network is supported by the WHO Regional Office for Europe and the European Commission (https://www.schoolsforhealth.org/). The network promotes the whole-school approach which recognizes that all aspects of the school community can impact upon students’ health and wellbeing, and that learning and health are linked. SHE recommends focus on six components in order to seek to achieve a whole-school approach, and here as for this project, we highlight: 1) "School social environment relates to the quality of the relationships among and between school community members, e.g., between students and students and school staff. The social environment is influenced by the relationships with parents and the broader community" and 2) "Community links are links between the school and the students’ families and the school and key groups/individuals in the surrounding community. Consulting and collaborating with community stakeholders will support health promoting school efforts and support the school community in their health promoting actions". Educators, youth workers and, especially, schools teachers, often complain about training and tools lackness and how often, when it comes to students of migrant origin, the emphasis is placed on teachers' skills mainly on intercultural competence, which is important but not enough. Due to this reason, the "Whole school Approach" for Youth with migrant background" (WAY) project aims at: 1. To produce a very first research paper on the whole-school approach adapted to education to students with migrant background that will be published in the "Health Promotion International"; 2. develop the methodological guidelines for the training of teachers, educators, youth workers with regard to whole-school approach to education to students with migrant background; 3. supporting of 60 teachers, educators, youth workers in developing the whole-school approach to education to students with migrant background. While in the long term WAY project aims at: 1. promoting the social inclusion of people coming from a migrant and low socio-economic background; 2. reduce the early school leaving for students of migrant origin. The importance of funding WAY project lies in the the potential of the whole-school approach aimed at reducing the school dropout of children of migrant origin. Carrying it out at TRANSNATIONAL LEVEL offers, besides, the possibility to strengthen the strategic European dimension of the consortium.

Neuroticism is a non-pathological personality trait established as a risk factor for emotional problems, but the cause of this relationship is unclear. The proposed project aims at making steps towards clarifying this effect from an evaluative learning perspective and at… Read more raising West University of Timisoara (UVT) as a leading contributor to this topic. UVT has a proved potential for excellency but needs to upgrade its research practices in order to further translate it into actual scientific excellency. In this regard, a collaborative network will be set with two internationally-leading research institutions: University of Milan Bicocca (UNIMIB) and Ghent University (UGENT). In order to reach the overarching aim, we set three specific objectives. The first goal is to increase the scientific profile of early-stage researchers. This will be reached through direct knowledge transfer and peer learning (facilitated through joint research activities, advanced training, summer-schools, and short-term mobility), and by enriching their publication portfolios with impactful scientific outputs. Furthermore, we aim at strengthening UVT’s research excellency on the chosen topic by increasing the international visibility and reputation of the early-career and mid-career researchers. This will be reached through network enriching activities (e.g., expert meetings with top scientists on the topic) and through disseminating the scientific results to the international community (e.g., presentations at international conferences and publications in international We direct our effort towards a better understanding of the learning mechanisms through which people react less adaptively. The focus will lay on how neuroticism shapes evaluative conditioning or attribute conditioning, two classes of conditioning whose relationship with neuroticism is still unclear. Based on this research, we aim to gather more cues to explain why neuroticism is considered a risk factor for emotional problems.

Children around the globe acquire language and with it the human ability to communicate complex thoughts. This project develops a new linguistic theory to explain language and its acquisition. Our central hypothesis is that language radically compresses thought structures to… Read more sound or sign. While current theories assume a parallel between thought and language or meaning-preserving transformations, we assume that thought is mapped to language by only realizing some pieces of conceptual representations. Adult language is hyper-efficient at compressing information. For this reason, Leibniz and many others over the last 300 years have been unable to agree on the primitives of human thought. We predict that child languages are a better mirror of the human mind. Our initial evidence suggests that children are not able to compress conceptual representations as efficiently as adults. Sometimes children produce more material than adults, leading to so-called commission errors, which have never been systematically investigated. Furthermore, comprehension is easier for children when there is a one-to-one match between language and thought. To test our central hypothesis and specify how conceptual structure is compressed into language, we carry out a series of at least twelve targeted language acquisition studies on a global scale. We have recruited collaborators for more than 50 languages from 21 different language families, two sign languages and two creoles to carry out our studies. With this data, we can formulate a complete formal model of the semantic primitives, their combination into conceptual structures, the morphological compression mechanism, and the acquisition process within our model. To accomplish these goals, we rely on insights from formal semantics, generative syntax, distributed morphology, and several other linguistic frameworks. As part of our work, we also create the first open, global research collaboration to conduct language acquisition studies.