Preterm births are the major cause of infant mortality in both developed and developing worldwide countries and one of the main concerns of public health systems. Very low birth weight infants and new-borns who suffer severe acquired diseases, congenital malformations or rare diseases face similar burdens and challenges. Altogether can be referred as “high-risk neonates”. These neonates have to spend long periods at Neonatal Intensive Care Units (NICUs) and, even so, they are at risk of developing short- and long-term health problems. This fact provokes suffering (e.g. anxiety, stress or trauma) to high-risk neonates’ parents and stressful situations, including burn-out, to NICU clinical staff. To overcome this, a Family Integrated Care (FICare) model that involves parents as primary caregivers in NICU teams has been recently developed with very promising results. RISEinFAMILY, a 52-months research project, aims to undertake an implementation study of the FICare model to make it suitable to all environments (no matter the country or the NICU) and set it as the new international standard of neonatal and family care. A geographical, social and cultural diverse consortium composed of 12 partners from 4 high- (ES, NL, UK, and CA), 2 middle- (RO and TR) and 1 low-income (ZM) countries will scale-up and adapt the FICare model for the first time in Europe, Africa and Asia. About 2800 infants will be assessed and clinical staff and families from at least 1600 high-risk neonates trained and educated for enrolling in 7 pilots worldwide (5 in non-FICare and 2 in FICare NICUs). Using mixed-methods research, the project will assess the impact of RISEinFAMILY in infants’ health (during NICU admission and after discharge), families and healthcare professionals experience from a psychological perspective and the socio-economic sustainability. Project outcomes will be promoted for stakeholders’ engagement and an appropriate strategy for exploitation of results will be defined.

CONTEXT AND BACKGROUND OF THE PROJECT:This project was conducted successfully as a response to the important tendency, marked in various reports of EU28 that by 2050 the number of physically disabled adults in Europe will have doubled to 40% of the total population or 60% of the age of youth (16-29) population. This project offered a unique opportunity for young people with disabilities to participate in peer mentoring activities. Youth peer mentoring is the process of matching peer mentors (selected among the same age of their mentee) with young people with disabilities who need to gain real work experience. This special and novel form of mentoring is providing a role model that can serve as a good practice example by the mentee. This goal has been accomplished through structured non-formal communication, mentoring which this project has implemented via a mobile application for peer mentoring implementation for Android device. In this setting, a young peer mentor (trained by youth workers) met the youth with disability at educational environment to ensure transition to workplace. This was conducted in the form of a one-on-one peer support including virtual sessions which captured the difficulties for those with mobility impairments which are disabled by the chances to move due to inaccessibility of the environment. During one-to-one peer mentoring the youth with disabilities were able to build self-confidence and social skills while also learning work habits, team work and communication with colleagues as well as gaining professional competencies. REACHED AIMS AND OBJECTIVES: - Developed novel youth peer mentoring pedagogy which was used by youth workers to train youth peer mentors to support youth with disabilities - Developed training tools and mobile app for distance peer mentoring guidance for youth mentors and youth mentees with disabilities - Strengthened collaboration among youth organisations, local authorities, chambers o f commerce, universities, NGOs and SMEs and organizations devoted to support employment of youth with disabilities - Fighting against social isolation and stigmatization towards people with disabilities - Opens new horizons for the efficient use of free time of youth. DEVELOPED INTELLECTUAL OUTPUTS are:IO1: Youth Peer Mentors Pedagogy Framework - The guide consists of definition and concept of Youth Peer Mentor’s Framework, explanation with regards to the main principles of mentoring and with an introduction to the youth peer mentoring process. IO2: Job inclusion guidebook for young mentors - This guide served as a primary resource for individuals designing mentoring programs for youth, including youth with disabilities, in the transition phase to adulthood.IO3: Impact assessment youth peer mentoring tool - This guide presents the possibilities of assessing a project or programme, namely whether and to what extent the different objectives of the project have been achieved. Such assessment is considered as an evaluation of the project. IO4: Mobile youth peer mentoring application to facilitate distance mentoring guidance for youth with disabilities (Android based) - it allows distance youth peer mentoring communication in a safe environment. The mobile application ensured that people with different disabilities can all interact with the mobile application, using the supported Android assistive technologies. The mobile application is available in English, Bulgarian, Turkish and Romanian at Google play: https://play.google.com/store/apps/details?id=com.mypeermentor.mobile All outputs are available in English, Bulgarian, Turkish and Romanian languages at project website: https://www.mypeermentor.eu/intellectual-outputs and also uploaded onto Erasmus+ results platform. PARTICIPANTS IN PILOT IMPLEMENTATION OF THE PROJECT:In the youth mentoring process overall 351 people have participated - 172 mentors and 179 mentees with disabilities (Turkey 114 Mentors and 113 Mentees; Bulgaria: 22 Mentors and 32 Mentees; Romania: 36 mentors and 34 mentees). REACHED IMPACT:Young mentors and mentees said that through this mentoring program they improved their personal qualities, soft skills and interpersonal skills. This peer mentoring program demonstrated a positive impact on the life of Turkish, Bulgarian and Romanian young people involved in the project, both mentors and mentees. Young mentors have understood the problems of young people with disabilities and have learned how to guide and to help them. The mentors encouraged and supported young mentees in their academic and other needs and goals for their growth. In general we may conclude that the pilot phase was finalized successfully and the indicators listed in the pilot plan were reached. Based on the feedback and comments we may conclude that MyPeerMentor outputs are useful, well structured, comprehensive and practically oriented.

"The COVID-19 pandemic has limited the collective creativity because most of the artistic and cultural activities in Europe and elsewhere have been interrupted. On the other hand, the current epidemic has caused social stigma and it has caused the physical and social isolation of people with fewer opportunities.In this context, our project aims to propose innovative solutions to access and develop artistic and cultural initiatives for all. We will create and implement a digital and inclusive platform, designed for dynamic information, training, networking and support for creative initiatives. The ""Multiculti ART"" platform is also part of the development of smart cities in terms of art and culture. It will make activities, visits, meetings and collective creativity possible for youngsters from various backgrounds and by reaching the various citizens of our communities. We will focus on networking (especially among youth), and the creation of tools for the development of creative, artistic and cultural skills. By following this orientation, we wish to anchor the basis of intelligent, artistic, cultural and creative cities with the commitment of diverse and complementary partners.Our 24 months strategic transnational partnership project will be lead with 4 NGO from France, Greece, Belgium and Turkey. It includes the following activities:1- Kick-off meeting in France, gathering all partner’s project manager, to establish the roles, modalities and methods of implementation for this project.2- Preparation and implementation of a survey to identify the expectations and needs for the various stakeholders (organizations, local citizens, artists, local representatives) regarding the development of skills, the accessibility to artistic and cultural activities, as well as benefiting from the smart city in the fields of art and culture.3- Creation of the platform ""MULTICULTI ART"" to develop a diversified network (institutions, associations, local authorities, cultural companies, artists, local decision-makers and youth), with an easier, clearer and dynamic information circulation about local cultural activities. This platform will also support initiatives in the artistic and cultural field. It will be the basis of the smart cities (in art and culture) for the involved communities.4- Creation of E-learning trainings accessible on the platform as micro-learning about social entrepreneurship in this field. 5- Creation of an interactive map (GIS) to promote and visualize the information related to cultural and artistic events, activities and initiatives which take place in the communities of the consortium members.6- A training course in Turkey for artistic and cultural educators from the institutions/ organizations, as well as for cultural stakeholders from the city halls, to develop their digital and pedagogical skills, in order for them to become co-administrators of the platform and e-mentors for the beneficiaries.7- Creation of a mini-tutorial, as an interactive video, which helps anyone to understand the advantages of the artistic and cultural smart city, and use efficiently the platform, contribute to it, and to its dynamism and durability.8- Creation of a promo-video of the platform ""MULTICULTI ART"" to increase the numbers of users.9- a remote mid-term evaluation meeting, with all partner’s project promoter, to share feedbacks and results, and to adjust the following parts of the project in consequence, in order to reach our objectives.10- A seminar in Belgium involving 2 local elected representatives, the participants of the previous training course, one active youth of our platform, from each partner community, and the person in charge of the project from each partner. The seminar aims to increase their engagement for the development and promotion of the platform, to support local and artistic initiatives created by the platform’s beneficiaries, and to acheive a cooperation plan for a better implementation of the smart city in terms of art and culture via the platform.11 – To carry artistic and cultural local initiatives/creation implemented by the young active members of the platform, in their local community. These initiatives will be referenced on the GIS map.12 – A dissemination event organized locally by each partner, to promote the platform and the concept of smart city in terms of Art and Culture. Each partner will organize a local event and promote as well the initiatives set up by local citizens, beneficiaries of the platform.13– An evaluation meeting in Greece, which will lead to a cooperation plan co-conceived with the partners, in order to ensure the sustainability of the project."

"Traditional teaching methodologies mostly the lecture style teaching, with power point presentation are being used widely; but have been found ineffective and boring both for the students and teachers. Besides, students are in the state of passive learning, their critical thinking, problem solving and entrepreneurship skills do not improve with this traditional teaching/learning activity. Those adverse outcomes may cause serious consequences especially in health sciences and dental education when teaching goals could not be reached just by providing theoretical knowledge to the students. Research and dental literature grow tremendously day by day, introducing new technologies, methods, materials that require proper hand skills to be applied. However, by traditional teaching teachers could only have the chance to show those techniques, methods and their applications to students by power point presentation that is not acceptable anymore. Students have to possess problem solving and critical thinking skills to select the most appropriate information for the sake of their patients. However, we encounter problems with our students, when they start clinics to treat patients. We observe that most of the students do not rely upon their skills and knowledge, unconfident, could not recognize and select appropriate equipment to be used. Those outcomes inevitably are not related solely with the students but also with teachers/trainers as well. Time has come, even passed to change our teaching methods and adapt innovative teaching methods integrated with information communication technology (ICT) . When searched in the literature and read the policy documents both on higher education and dental education we came up with the idea of preparing this proposal aiming to bring innovation in teaching/training by inclusion of the ICT use, to implement a new pedagogical models enabling students to take the responsibility of their active learning. In this project we developed “Flipped Classroom Model” (FCM) teaching/training course for teachers/trainers in dental education by exchange of knowledge, experience and good practices. The reason of choosing Flipped Classroom Method is because flipping the class reverses the traditional class setup: students acquire basic content outside of class mostly through videos produced and posted by teachers and then work together on application oriented activities, to improve their hand skills, discuss on the topic for a better and deep understanding. The objectives of this project are to introduce this innovative teaching/training model to dental teachers/trainers, empower the target group to integrate ICT tools into teaching and training and empower students’ (indirect target group) active learning, critical thinking skills, problem solving skills, communication skills by implementing FCM in teaching/training.To reach this objective, 5 universities from Turkey, Belgium, Italy, France and Denmark with key persons all experienced in dental education produced ""course syllabus and learning outcomes"", ""a teacher's guide to flipping the classroom"" and ""videos on flipping the classroom"". Results were disseminated throughout the project life time, partners prepared their courses by FCM and implemented to their own courses. The results will be promoted even after ending of the project."

WHO defines health as not merely the absence of diseases and disability; health is complete well being in physical, psychological and socially. Health literacy (HL) is people’s social and cognitive skills which determine the motivation and ability of individuals to gain access to understand and use information to promote and maintain good health.According to 2009 UNESCO report 776 million world population and currently %50 of US adult population don’t have the basic HL. In a recent study conducted in 8 European countries using European HL survey, %47.6 population have inadequate and problematic HL score; HL is related to use of health services as well. People with low HL use preventative health measures like breast cancer screening facilities and flu vaccinations less frequently. There is also relationship people having low HL and increased number of health clinic visits and hospitalization. Low HL is also a factor for people using emergency health care services more than average. Inadequate HL have individual as well as economic impact on the resource of the nations.Self efficacy (SE) is optimistic self beliefs how one could cope with difficulties one may face. If individuals are aware of their responsibilities in preserving and promoting their health and carry out their duties of self care they could cope with their health problems. SE scale developed by Schwarzer et all. is not specific to any area but can determine general SE reliably.There were six partners; Gazi University was the coordinator, members of Department of Public Health at the Medical Faculty carried out project tasks. Because of its expertise and resources in health promotion, the public health department led the project during all the project tasks. Ankara National Education Directory had public education centers this improved the public adult education opportunities of the project. Since Governorship of Ankara is the principal governor of the province and provincial health department; they helped to increase public awareness of health literacy and they facilitated reaching wider health and educational positions within the city and nationally. ISIS Sozialforschung worked with disadvantaged and elderly group which helped to increase HL awareness among those who had low HL. OMNIS worked with immigrants and disadvantaged groups who were generally need more uplifting in HL. BDA worked with general population and helped creating social policies. Main Project ActivitiesCreation of web page (OER platform); the project web page shared all the information and findings of the project and its activities. HL education materials were provided on the web page in project partner countries languages.HL and general self efficacy level in partner countries were determined, based on these results, literature search and health services an evidence based need analysis was carried out. Based on the need analysis a HL education program and its contents, materials and methods were developed, then applied and evaluated on 400 adults.An education program with contents and evaluation to improve education skills of the educators for the general public in HL was developed, applied and evaluated; 12 educators participated. Dissemination activities, multiplier events were organized to increase awareness about HL for the general public and health policy setters.After adult HL education programs and awareness activities, HL score of the target groups were increased significantly. The developed materials in HL for the educators and the general public based on the need analysis were the first of its kind in Europe. The project added and complemented the works of partners by including HL in their portfolio who were already active in related areas; and promoted the HL level of their population.HL has become the main working areas of Gazi University project group; the project web page will be active and updated for years to come. Gazi University will continue providing HL education for the general public and for its graduates with the developed educational materials of the project. Gazi University introduced HL courses at the graduate level during the project; a new higher education project is under preparation for implementation of HL courses in curriculum at national and European level. National partners are still collaborating in HL related areas, since international partners are non governmental and in adult education they will provide HL materials and activities in their future endeavors.The project groups work started during the project with Turkish Ministry of Health in HL education is continuing. The ongoing work will result application of project outputs at national level. HL is a contemporary issue in Turkey, Europe and world wide; HL has potential implications in preserving and promoting health at many levels in our countries. This project has been an exemplary health literacy project at national and European level and received positive feedback.