Investigation of genetic diversity of the white grouper [Epinephelus aeneus (Geoffroy Saint-Hilaire, 1817) ] by using microsatellite markers

This study aims to detect the genetic diversity of economically important white grouper, the fish that has been announced as near threatened in the Red List issues of the IUCN. The tissue samples, used in the study, have belonged to the individuals of Epinephelus aeneus, captured and sold around Antalya, Iskenderun, Fethiye, Izmir and Istanbul regions of Turkey by fishermen. The DNA samples, isolated from the tissues were multiplied by microsatellite markers, marked by FAM dye. After determining the allele sizes by Peak Scanner, the frequency analyses of these sizes were processed by Poptree, PHYLIP, Treeview and Arlequin programmes. Regarding the results, the genetic diversity of E. aeneus has well been detected to be considerably high and exposed no bottleneck effectBu tez çalışmasında, IUCN’in Kırmızı Listesine göre, soyu tehdide yakın olarak sınıflandırılan, yüksek ekonomik değere sahip beyaz lahoz balığının (Epinephelus aeneus) genetik çeşitliliğini tespit etmek hedeflenmiştir. Çalışmada kullanılan doku örnekleri; Antalya, Ġskenderun, Fethiye, Ġzmir ve Ġstanbul bölgelerindeki balık satıcılarından toplanan Epinephelus aeneus bireylerinden alınmıştır. Örnek dokulardan izole edilen DNA’lar, FAM boyası ile işaretlenmiş mikrosatelit markörler yardımıyla çoğaltılmıştır. Alel büyüklükleri, Peak Scanner programı kullanılarak belirlendikten sonra, bu büyüklüklerin frekans değerlerinin analizleri, Poptree, PHYLIP, Treeview ve Arlequin programları ile yapılmıştır. Elde edilen sonuçlar doğrultusunda, E. aeneus türünün genetik çeşitliliğinin oldukça yüksek olduğu tespit edilmiş ve dar boğaz etkisinde olmadığı görülmüştü

The objectives of disaster education from teachers’ perspectives

This study aims to examine teachers’ judgments on the objectives of disaster education regarding basic three aspects; clarity, measurability and attainability. A 3-point Likert-type scale was developed, and completed by 142 teachers who participated in several in-service trainings about disaster education. Descriptive statistics were carried out to analyze the data. Results of this study revealed that there was no single objective that teachers perceived as clear, measurable and attainable at one hundred percent. So, there is an urgent need to do a comprehensive list of learning objectives in a way that they are perceived clearer, more measureable and attainable for the purpose of achieving a well-qualified disaster education including all domains of disaster education, namely cognitive, affective and psychomotor

SNUPN deficiency causes a recessive muscular dystrophy due to RNA mis-splicing and ECM dysregulation

SNURPORTIN-1, encoded by SNUPN, plays a central role in the nuclear import of spliceosomal small nuclear ribonucleoproteins. However, its physiological function remains unexplored. In this study, we investigate 18 children from 15 unrelated families who present with atypical muscular dystrophy and neurological defects. Nine hypomorphic SNUPN biallelic variants, predominantly clustered in the last coding exon, are ascertained to segregate with the disease. We demonstrate that mutant SPN1 failed to oligomerize leading to cytoplasmic aggregation in patients’ primary fibroblasts and CRISPR/Cas9-mediated mutant cell lines. Additionally, mutant nuclei exhibit defective spliceosomal maturation and breakdown of Cajal bodies. Transcriptome analyses reveal splicing and mRNA expression dysregulation, particularly in sarcolemmal components, causing disruption of cytoskeletal organization in mutant cells and patient muscle tissues. Our findings establish SNUPN deficiency as the genetic etiology of a previously unrecognized subtype of muscular dystrophy and provide robust evidence of the role of SPN1 for muscle homeostasis

Reflective practice for professional development: a guide for teachers

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Öğretmenlerin yansıtıcı olma durumlarının niteliği ve kritik olay analizi aracılığıyla yansıtmalarındaki nitelik değişimin incelenmesi

This embedded mixed methods research is an investigation to explore the current status of teachers’ reflections and the role of the guided reflective practices through critical incidents analysis in the development of teachers’ reflections and their teaching actions. To address this purpose, a multi-case study design is embedded in the survey study. The study involved a sample of 236 teachers from 66 public elementary schools in Ankara that are selected through cluster random sampling. From the sample, ten teachers volunteered to become a study group. This study is carried out between 2017 and 2019 through utilizing multiple sources, including the Vignette-Based Assessment of the Quality of Teacher Reflection Instrument (VBAQTRI), semi-structured interview schedules, reflective journals, video records of reflective discussion sessions, field notes and memos. Descriptive statistics, content analysis, within and cross case analysis are used to analyze the data. Overall, findings of the survey v study suggest that teachers generally relied solely on pedagogical preferences and instructional related issues used to accomplish predetermined objectives. Their reflections are limited to their thoughts about lack of students’ engagement and students’ disruptive behaviors. In the multiple-case study, teachers’ reflections indicated growth over time and as the study progressed deeper reflections are evidenced in reflective discussions compared to the reflective journal writings. This combination of findings highlights that the current status of the quality of teacher reflection is evidence-based, and indicates a significant impact on how teachers engage in guided reflective practices through critical incidents analysis and what they take away from them through empowering their instructional decisions and actions.Karma yöntem araştırma deseni kullanılan bu çalışmada, öğretmenlerin yansıtıcı olma durumlarının niteliğini incelemek ve kritik olaylar analizi aracılığıyla yansıtma temelli rehberliğin öğretmenlerin mesleki gelişimlerine ve yansıtıcı olma niteliğine katkılarını ortaya koymayı amaçlamıştır. Bu amaç doğrultusunda, Ankara ilinde bulunan ve küme örnekleme yöntemi ile seçilen 66 devlet ortaokulunda çalışmakta olan 236 öğretmen tarama çalışmasına dâhil olmuştur. Bu öğretmenlerden 10 kadın öğretmen gönüllü olarak çoklu durum çalışmasına katılmıştır. Veri toplama aracı olarak, Vinyet Tabanlı Öğretmen Yansıtma Niteliğini Değerlendirme Anketi, yarı yapılandırılmış görüşmeler, yansıtıcı günlükler, yansıtıcı tartışma toplantılarının video kayıtları, saha notları ve araştırmacı memoları kullanılmıştır. Toplanan verilerin analizinde betimsel istatistikler, içerik analizi ve durum içi ve çapraz durum analiz yöntemleri kullanılmıştır. vii Tarama çalışmasından elde edilen bulgular, öğretmenlerin çoğunlukla rutin ya da teknik düzeyde yansıtma yaptıklarını işaret etmektedir. Dahası, öğretmenlerin öğretim süresince alınan kararları ve bu kararların öğrenciler üzerindeki etkisini göz ardı ettikleri ve çoğunlukla kendi davranışlarına odaklandıkları ortaya çıkmaktadır. Çoklu durum çalışmasından elde edilen bulgular ışığında ise, genel olarak, öğretmenlerin yansıtmalarının niteliğinin zamanla olumlu yönde değişim ve gelişim göstermiştir. Bir başka önemli bulgu ise, öğretmenlerin sözlü olarak yaptıkları yansıtmalarda yazılı olarak yaptıkları yansıtmalara göre daha derin ve üretken oldukları görülmektedir. Sonuç olarak, bu bulgular öğretmen yansıtmaları ile ilgili olarak kavramsal önermeye önemli bir katkı sunmaktadır. Ayrıca, bu çalışma ile kritik olaylar analizi içeren yansıtıcı uygulamaların öğretmenlerin mesleki karar verme süreç ve eylemlerinde onları güçlü kıldıkları sonucuna varılmaktadır.Ph.D. - Doctoral Progra

Okulda öğretim programı ve program dışı etkinlikler yoluyla afet eğitimi : karşılaştırmalı örnek olay çalışması.

The purpose of this research study is to examine formal disaster education implemented in elementary schools, and to investigate how disaster education taking place in the schools through extra-curricular activities raise awareness of and build the capacity of students; and teachers to prevent and respond appropriately to disasters. Participants of the study were 251 students at 5th grade level through 8th grade level in SchoolA implementing both curricular and extra-curricular approaches in disaster education and 95 students at 6th grade level through 8th grade level in SchoolB implementing only curricular approaches, and 6 teachers working in SchoolA in Kocaeli. An open-ended questionnaire developed by the researcher, and semi-structured interviews with three students from and six teachers in School Awere used for data collection. The qualitative data were analyzed through content analysis, and quantitative data were subjected to descriptive statistical analysis. The results revealed that students who went through both curricular and extra-curricular activities had higher awareness about disaster-related issues, vital safety-related actions were well known by those students, and major household preparedness and mitigation measures against, particularly earthquakes, were more adopted compared to the students who participated in only curricular disaster education. The conclusionshave implications for disaster education through extra-curricular activities on immediate outcomes such as awareness, personal preparedness, home-based preparedness, and encouragement of child-parent communication.M.S. - Master of Scienc