unCoVer is a functional network of research institutions collecting data derived from the provision of care to COVID-19 patients by health systems across Europe and internationally. These real-world data allow for studies into patient’s characteristics, risk factors, safety and effectiveness of treatments and potential strategies against COVID-19 in real settings, and complement findings from efficacy/safety clinical trials where vulnerable groups, and patients with comorbidities are often excluded. The network will facilitate access to otherwise scattered datasets, and build computational and analytical platforms to streamline studies on risk characterisation, and prediction modelling using standardised pooled data derived from real life practices. It will fill data gaps, unify current initiatives and create downstream exploitation opportunities for researchers and public health strategies to optimise COVID-19 strategies and minimise the impacts of future outbreaks

As realized by all parties, increasing number of refugees, with their needs to be satisfied, leads authorities to take responsibilities all around the world. As the number of refugees and immigrants grow, the possibility of unmet physical and psychological needs increases. These vulnerable individuals may try to satisfy their needs by getting into risky behaviours like substance use, committing crimes etc. For solving the problems related to refugees, the Council of Europe published many recommendations. In 2011 the Council of Europe adopted the Recommendation on Probation [Rec(2011)13] about accessibility of health system, “Barriers to the accessibility of health services may have to be removed in order to help migrants find their way in the health system”. Also, in the same Recommendation [Rec(2011)13], it is said that “Consideration should be given to all available methods of reducing language barriers, including translation by telephone and video, face-to-face interpretation, the provision of “intercultural mediators” and helping migrants to learn the language of the host country.” Professionals in probation system give training on positive coping strategies to prevent re-offending among offenders. However, the system experiences difficulty in handling the refugee offenders because of the language barrier and the offenders do not have the access to the positive coping with stress trainings in their own language. Due to the privacy rules, the probation system cannot use the translation by telephone, video and other techniques which was recommended. In the recent years, psychologists are using virtual reality (VR) to treat many psychological disorders like anxiety disorders and develop some skills such as emotion recognition and regulation, communication and so on. Also, Fromberger et al. (2014) indicated that using virtual reality is beneficial due to high controllability of social situations and it has fewer barriers compared to imagination techniques. Besides, training of behavior in high‐risk situations without endangering others is a specific advantage of using VR for forensic surroundings. The aim of the present project is to close language barrier gap and provide rehabilitation for substance user refugee probationers developing a virtual reality programme to improve their coping skills (problem solving and emotion regulation skills). Substance use will be used as a sign of deficiency in coping skills; main focus will be on teaching coping skills rather than dealing with substance use behavior. The system provides a better adult learning opportunity by getting rid of the language barrier and the confidentiality rule will not be ruined. In addition to these advantages, the same VR scenario can be adapted to different languages therefore it is cost- effective. The technique could be used in a wide range of skills, therefore open to progress. The technique has a preventive power since the same scenario can be used in normal settings, too. The pilot study will be conducted on five substance user refugee offenders Turkey, Portugal and Romania. The service in the current probation systems are expected to be improved as a result of the project, and a decrease in the reoffending figures of the refugee offenders is expected since the coping skills will be improved with the newly developed VR application. The project’s specific goals include: 1. Needs analysis report on refugee offenders will be prepared by Ankara Probation Directorate. 2. A Literature review on teaching skills with the use of virtual reality will be conducted, and a proposal on the implementation methodology of using virtual reality in teaching skills to refugee offenders will be structured.3. Creation of a Virtual Reality(VR) software programme for refugee offenders, developing methodology of using VR technology in skill teaching and adapting the newly structured system into probation fields as a new methodology - A manual for scenario writing for VR will be prepared.- Contents will be prepared. - User’s manual for the use of VR scenarios will be prepared. - A virtual reality Model will be prepared to be used in the teaching problem solving and emotion regulation skills to refugee offenders.4. Delivering a training of the trainer course for probation experts on how to use newly structured virtual reality technology to teach the refugee probationers 5. Development of Virtual Reality Skills Teaching Pilot Programme - Pilot study of the VR model will be conducted in Turkey and Portugal. - Amendments and fine tuning of the programme will be done after the pilot sessions.

In order for SMEs to flourish, a winning concept which boosts competitiveness and shapes a sound business environment is vital. With 23 Million SMEs spread out all over Europe, this is influenced in many ways, not only from EU and National level but also from Regional policies. And to maintain a broad base of SMEs is very important for the economic tissue of a region and thus for its wealth and sustainability. The objective of this Proposal is to achieve a high level of mutual understanding between Finance sectors of civil society in Turkey and in the EU Member States, including the implications of Turkey’s EU membership, and Finance Management Training for SMEs by cooperation of Chambers of Commerce, universities, NGOs, SMEs, and EU partners. The specific objectives of the project are: On-the-job-training for new entrepreneurs in SMEs elsewhere in Turkey, Finland, Spain in order to facilitate a successful start and development of their business ideas. Exchanges of experience and information between entrepreneurs on obstacles and challenges to starting up and developing their businesses. To enhance market access and identification of potential partners for new and established businesses in other EU countries. To prepare Module for Financial Management Blended and On-line Financial Management Training for SMEs Networking by building on knowledge and experience from Turkey, Greece & Spain. Project will serve also following expected results by Finance Management Training for SMEs: By promoting the role and value of SMEs in the EU economy. Since Financial successfully managed micro and SMEs will be key actors in this initiative, transferring their knowledge and experience to other entrepreneurs between countries By raising competitiveness of European micro/SMEs, fostering the potential of newly established start-ups with the support of experienced entrepreneurs. By building a new collaborative space targeted to boost trans-sectorial and cross-cutting collaborations at international level, including commercial, technological and/or other co-operation By facilitating the internationalisation of the SMEs by fostering a network formed by entrepreneurs at European level, including all eligible countries in the programme There are 4 Transnational Meeting in the project: 1. Kick of Meeting in Afyon-Turkey, October 2017 2. Transnational meeting in Spain, May 2018 3. Transnational Meeting in Finland, September 2018 4. Closing meeting in Afyon, August 2019 There are 9 Training implementation in the project and 1. Afyon, 2 times 01.12.2018-30.07.2019 2. Istanbul 1 time 01.12.2018-30.07.2019 3. Usak 2 times 01.12.2018-30.07.2019 4. Ankara 1 time 01.12.2018-30.07.2019 5. 2 Training activities in Spain Valencia 01.12.2018-30.07.2019 6. 1 Training activities in Finland 01.12.2018-30.07.2019 5 Seminars. 1. Afyon 2. Usak 3. Ankara 4. Valencia 5. Finland There are 5 intellectual out puts in the project. 1. Quality Plan 2. 2 Training Modules 3. E-Platform 4. Web page

Studies showed that high father involvement supports children’s language and cognitive development, psychological well-being, social and emotional development. It was also indicated that high father involvement in education decreases early school-drop out- one of the main aims of European Union-, increase children's academic achievement, self-esteem, self-confidence and all developmental abilities. Traditional gender role of mothers attitudes leads pre-schools to overemphasize the involvement of mothers while spending insufficient effort to involve fathers. Although there are some efforts and studies, father involvement in early childhood programs is not widespread. Main objective of this project was to increase the visibility of father involvement in early childhood education. Therefore it was aimed to increase father involvement through increasing early childhood educators' awareness of the importance of father involvement and supporting all adults in early childhood education settings. Within this context, the purpose of the project was to provide resources for teachers to use while organizing father/parent involvement activities which supports high involvement of fathers. Başkent University from Turkey, Sticting Drio from Netherlands, University of Gothenburg from Sweden and Life Long Education Association from Turkey were the partners of the project.The aim of the project was reached through three main intellectual outputs: Father Involvement Guidebook , Father Involvement Activities Handbook and project web site/learning platform. The Father Involvement Guidebook was prepared to inform early childhood educators about the importance of father involvement and the ways to create a father-friendly early childhood settings and to help teachers provide parent education classes related to father involvement. Father Involvement Activities Handbook was prepared for teachers to include father-centered parent involvement activities in their educational programs. The web page/learning platform of the project was opened to share all information and the outputs of the project. The forum was opened in the project web site in order to initiate and increase the connection of teachers to share their information and activity suggestions or father involvement. By using social media devices such as Facebook, Twitter and Linkedin, project process and results were disseminated to public and relative stakeholders. All intellectual outputs were prepared in English and translated to Swedish, Dutch and Turkish. The main target group of the project was teachers, fathers, mothers and children. The effectiveness of the project activities on teachers, fathers and mothers were measured with pre and post analysis. The interviews were semi-structured with the pre-test questions focusing on the views and perceptions of father engagement in Turkish, Dutch and Swedish preschools, and the post-test questions focusing on change or improvement in parental and father engagement. The children were asked to talk about and draw the activities that they enjoy doing with their fathers/parents before and after project activities. The results showed an increase in father/parent engagement in the short term and positive perspective towards activities and implementation of some activities in future. Transnational meetings and online meetings were effective to increase collaboration and then quality of project. Long and short term learning activities provided opportunity for early childhood educators to observe good practices and enlarged their vision and knowledge of father involvement . Multiplier events provided the dissemination of the project outputs and possibilities to work with other stakeholders in this area. Public institutions, visual and written media, academicians and organizations are activated to get involved in the project. The teachers of preschools were informed about the project web site, social media and fliers. The media were informed about our work. With the project, an increase in early childhood educators competence of including fathers into early childhood education, increase in fathers' awareness the importance of their involvement, increase in mothers' knowledge on their own impact on fathers' involvement, increase in father-friendliness of early childhood education was obtained and this created an impact with father involvement in Early Childhood Education more visible in partner countries .The dissemination activities will continue in future in earlychildhood education programs in universities, in different preschools, NGOs and govermental organisations using project outputs. It is believed that produced intellectual outputs of this project will be used effectively in all European countries to increase fathers' involvement in early childhood education settings that will highly support the children’s development.

The project assumes cooperation in the adult sector. As part of the project, the team of sports coaches based on the objectives set out above, will jointly develop a program of sport and recreational activities. The new program will be tested during seniors activities (a total of 1620 hours of classes in three countries is planned). Improvements and improvements will be implemented on an ongoing basis. Organizations in the partner country will implement good practices in the field of senior work during international project meetings. In addition, partner organizations will create a digital network that will serve the current exchange of experiences and good practices. The final result of the project will be a publication presenting a program of classes developed and tested in partner organizations, which will serve as inspiration during the organization of sports activities for sports trainers.The results of the project (including publication) will be provided to employees of educational institutions and non-governmental organizations that conduct senior sport activities during informal contacts. The developed methodology of organizing and conducting sports activities will be an inspiration for sports trainers in the field of senior sport.