 The project and the work we are presenting is the result of several projects we needed here in Barcelona and collaborating with some of them and just speaking because I'm able to speak English kind of, more or less. We'll present what we did. Now we are working on getting the data out of them, okay? So the general goals of these projects was to bring science, and in particular archaeology, to road neighborhoods, you know, that the city centre in Barcelona can be a bit raw, and also people with social needs here in Barcelona. So we developed actions for all types of public, from children to elderly, for the adults. And the main objective was to make inclusive activities for people that generally don't go to museums or don't engage with science or with archaeology. And in particular, people with disabilities and older adults and also newcomers. How we did it? Well, first, we engaged the participants in the activities. It wasn't just us speaking about something, they were part of it. We engaged also both public and private institutions because there are some collective working already with these groups of people, local charities or the city council. And then we built an interdisciplinary, well, one built the interdisciplinary team with researchers and psychologists, social educators and also journalists. While this, it shouldn't be necessary, isn't it? But it is, because although on the paper, everybody has the right to have access to the base culture of the panamanic and cultural environment and to higher education and reality, there are groups of people that don't have access, don't have really access to several things. And why is this? Because most scientific institutions, including universities and museums, when planning activities, they plan activities for children in school or for families, that in general is the medium class. It's not for everybody, and especially not for people with special needs because they need other things. So the result is that then, people with special needs to do that science is not for them because they don't engage with activity. And it's not because science is not interesting for them, it's just because the format of it is not suited. So here we are going to present three other projects specifically designed to involve people with different special needs. This includes people with disabilities, mental disabilities, especially, then older adults and then newcomers. So this is how we conceive the approach. We are researchers, and then we are working with different people, and then also with the local political institutions and social institutions here. As I said, we can't provide you with data about the benefits of it, but we are going to focus on how we did it. Now we are working on the questionnaires to have the quantitative data. Okay, the first thing in the first group are people with disabilities, with mental disabilities. We did several activities with them. One was to, was an archaeological exploration. So young people with Down syndrome were actively participating in an exploration. Smaller children were allowed to do the exploration, but the families were also there. And they will learn about archaeology and a number of things, because we work with the archaeologists on the side. It was amazing. It was an incredible experience for them, not only for the children, but also for the families who work with them. Their return was very, very good. And we were working with the association for the blood syndrome here in Castle learning. So a personal collaboration with them and also with the University of Barcelona. Other activities included workshops for different people. So we did conferences about prehistory and food in the past. And the key thing here is that when speaking about the Neolithic, it wasn't just Neolithic at all. We needed to try to bring a timeline, to explain, okay, we are here. Then we could go fast. Here is the Neolithic, and my shoulder is the polylipid, because there are concepts to ask them to difficult to understand and to please, time is difficult. So we brought a timeline and a hard timeline. So when speaking about lentils, we brought through lentils. So when speaking about animals, we brought animal siblings, because you can speak about sheep or cattle, but it's much easier to have a cattle and sheep or an animal, so I'm just like, okay, this is much, my shoulder, it's not a cure, okay. So it was very sensorial. And then they prepared a prehistoric menu for the families and friends. And also we participated in a guided visit to a Neolithic mine, where you can enter into the mine and touch the, wow, everything. The exposition is very sensitive, the sensorial as well. The other group, the second group, is the other older adults. Here, the activity was to create a group at home. And the interesting thing here is that the other people made the patterns. And they also did the dance, they allowed the performance. And fun was leaving them, so to create the album at the theater, the funny thing about it or the nice thing about it is that it created an international participation because the other people were creating the, they were doing the puppet show. And then the party for children and also the other, well, the diversity of public and the show in libraries, in six centers, school, setting residence, a lot of festivals, they were doing the show in different audiences. So it created this kind of thing of league between the older adults and all the rest of the participants, the sentence. Other activities included visits to museums, archeological sites, spring, archeologies. And then also conferences and comedy shows, archeology topics were covered. And also this adhesion thing, also with archeological tricks. The last work we are dealing with are new commerce. In this case, we were working with this operative, the same, and these work coordinators were following prehistoric cooking course because they are part of the diploma in order to have work after work, like in kitchens. So first they attended conferences of history foods when we were engaging with them. Then they were cooking products, they could give them history. And then they presented the cooking dishes to the research center and also the family and friends. The outcome of these is that it has been mentioned before the sense of belonging, the sense that you are bringing something to society, to colleagues or peers or family or... So again, the return was very positive. The feedback we got was very positive and was like, okay, when are we organizing the mix? So we are now working towards building this questionnaire to have the data to prove people this is working. And we need more of these activities in the neighborhood. A little by little, we can see that our activities are starting to have an impact. This is the Christmas decoration in one of the city centers here in Naval. So we are integrating with the social tissue here and also with the Christmas decorations here in Barcelona. The lights that you can see there. The reality comes from a picture of three of the researchers at the city. It was a local initiative, it was an ask, but we can't participate in an engagement with this. So if we want to be updated about the activities we're organizing, if I check this blog, or if I try to do fun, it's very quiet, but easy to answer. And well, we'd like to thank you for your attention. And also to all of the people here. Thank you. Thank you.