The low success rates of students in science courses and the negative attitudes and perceptions towards these courses are frequently mentioned in the science education literature.As a solution of this problem,out of school environments can provide important contributions as a complementary tool in formal education.In this project,it is aimed to develop an out-of-school curriculum for teacher education programs by following these steps:(i)finding out about different out of school learning environments,approaches and resources used in countries where out-of-school education has been successfully conducted over years,(ii) acquire and possess high-quality skills, competences,knowledge and skills related to strategies,methods and techniques that can be used in out-of-school activities,(iii) collaborate with partners to construct scaffolds which will help us to develop an out-of-school curriculum,and(iv) test and refine the curriculum first in Hacettepe University (the applicant university)(v) translate and apply the curriculum in participant countries.The curriculum will consist of following aspects:interdisciplinary connections, STEM education,using mobile applications,virtual museums,augmented reality, assessment.Although in service and pre-service teachers (PSTs) know some out of school environments such as science centres,they have difficulty in planning how to follow a methodological way in these environments and learning how to use them as a complementary tool in their teaching.As a result, these kinds of trips are often an ordinary sight-recognition visits.To overcome these deficiencies,teacher education programs need a structured curriculum which will provide pre-service teachers opportunities to experience and implement out-of-school lesson plans.The goal of this curriculum is to combine the theoretical background with applied activities by creating on-site learning environments. The theoretical knowledge will be developed via intensive collaboration with the input emerged from national and international out of school practices and examples given by the teacher trainers and project experts.In order to support theory with practice,pre-service teachers will create learning environments by choosing one of the out-of-school learning environments (e.g. planetarium,museum,zoo, etc.)The project will start with a need analysis collecting input from different stakeholders (e.g. academicians, teacher educators from formal (private school [Sınav Koleji] and public schools [Etimesgut District National Education Directorate]), and informal institutions (Muğla BİLSEM). The need analysis will inform us what teacher educators, pre-service and in-service teachers expectations are from a new curriculum, what they believe that is important to focus on out-of-school learning.The project will be carried out by four program member countries (Germany, Czech Republic, Slovakia, and Turkey) and three associated partners from Turkey. As a result, a common training content will be developed with the participation of each member. In this process, each country will hold a meeting and prepare a visit to out of school learning environments in that country. During these visits,out of school practices will be experienced in the European dimension.These meeting will facilitate to establish the theoretical infrastructure of out-of-school curriculum, and the team members will have access to reliable sources of information.The project will produce two major outcomes:(1)Out-of-School Learning in European Countries as an ebook,(2) The out-of-school learning curriculum for teacher education programs.To measure the effectiveness of the project; the quality of the out-of-school learning environments developed by PSTs during the implementation of the newly developed curriculum will be analyzed. Additionally, we will have different assessments for PSTs to help us identify how their ideas about out-of-school learning developed.These assessment tools include interviews during the course, documentation which presents PSTs’ experiences during the course (e.g. pre-service teachers’ journals),field trip evaluation form, lesson plan evaluation rubric, and course evaluation survey. Totally 7 partners will organize appropriate dissemination activities and meetings with relevant institutions.At these meetings, outputs of the project will be discussed in detail and detailed analysis will be carried out along with stakeholders in all participant countries.This last meeting of the project will host an Out-of-School Learning Conference including invited paper and poster presentations.The purpose of this conference is providing an opportunity for researchers to make connections with the practitioners and enable dissemination of the curriculum and the ebook.The project will be followed up on the webpage after the project ends with an emphasis on how the curriculum will be applied in different universities to ensure dissemination.

Frontotemporal dementia (FTD) has a debilitating effect on patients and their caregivers and leads to substantial economic costs. 15-30% of patients have familial FTD caused by known pathogenetic mutations. For the other 70-85% of patients, termed sporadic FTD, diagnosis is slow (~3.6 years) with frequent misdiagnosis due to clinical, genetic and molecular heterogeneity. Thus, there is great need for biomarkers for early diagnosis of sporadic FTD and its pathological subtypes. In PREDICTFTD, we will validate a set of biomarkers and create a diagnostic tool for early diagnosis of familial and sporadic FTD, which will facilitate tailored support and symptomatic treatments and care. We will apply several new approaches to achieve this: 1) we combine 11 geographically diverse cohorts of sporadic and familial FTD with retrospective and prospective longitudinal liquid biopsy samples and extensive clinical and behavioural data; 2) we are the first to use multimodal clinical and liquid biomarker data to train an AI-algorithm as a diagnostic tool for quick and early clinical FTD diagnosis; and 3) we implement a novel robust two-stage strategy for biomarker and AI algorithm validation, where phase I validates biomarkers and algorithms on a cohort of genetic and autopsied cases and phase II assesses biomarker value for diagnosis of sporadic FTD and at-risk pre-symptomatic mutation carriers. We will apply this two-stage validation strategy to address three critical clinical challenges: i) To distinguish sporadic FTD from (non-) neurodegenerative disorders that show significant clinical/symptomatic overlap, ii) To robustly detect FTD pathological subtypes in sporadic FTD and iii) pre-symptomatic identification of FTD onset. Thus, PREDICTFTD will transform FTD diagnosis, offering potential for early disease confirmation, guiding treatment decisions, facilitating patient recruitment for clinical trials, guidance of patients and caregivers, and enabling preventive measures.

SESASA aims at developing a “system of systems (SoS)” for assessing agricultural land-use-and-management-change scenarios and provide adaptive feed-back. SESASA will connect farmer responses to social, economic and climate changes at local scale with planning and policy instruments at national scale. SESASA will explore spatio-temporal opportunities to harmonize conflicts between arable farming, grazing and pastoralism. Our theoretical framework builds on social-ecological systems and considers systemic properties such as emergence effects that arise from a non-predictable amplification of management impacts on the availability of natural resources. Research/ innovation questions the project intends to address: 1. How can social-ecological-systems be operationalized in terms of smart modelling approaches and architectures to enable a highly flexible and low data demanding assessment of the performance of agro-ecological systems? 2. Which adaptation opportunities for arable farming, grazing and pastoralism – using scenarios – are most recommendable in different agro-ecological zones to minder food and water insecurity? 3. How can we transfer such an approach into decision making and consulting? Accounting local land-management practices in large scale simulations is indispensable for understanding complex social-ecological interactions and requires a highly integrative knowledge processing approach based, for instance, on graph-node theories to reflect the complexity of drivers, agents and nature-human interactions of agro-ecosystems. We suggest implementing a multi-disciplinary SoS including the models ECOSERV (France), GISCAME (Germany) and MOWASIA (Burkina Faso) + research on planning and management practices (Burkina Faso, Ghana), environmental assessment (Ghana, Germany) and perceptions of local experts and actors (Burkina Faso, Ghana). This ensemble will be implemented to explore multiple trajectories of agro-ecosystems at nested scales.