Mating type idiomorphs of Pyrenophora teres in Turkey

Pyrenophora teres f. maculata (Ptm) and Pyrenophora teres f. teres (Ptt) causes spot form and net form of net blotch diseases of barley, respectively. Although both forms of P. teres are morphologically similar, their symptoms and genetic background differ. In this study, 175 single spore (109 Ptm and 66 Ptt) isolates obtained from different regions of Turkey were evaluated for their mating type distribution and prevalence. Fungal isolates of both forms were verified using species-speci.c polymerase chain reaction (PCR) primers. For mating type determination studies, duplex PCR was performed using MAT-specific single nucleotide polymorphism primers. Sixty and 49 of 109 Ptm isolates were found as MAT1-1 and MAT1-2 types, respectively and 43 and 23 of 66 Ptt isolates were found as MAT1-1 and MAT1-2 types, respectively. These results show the possibility of sexual reproduction among the Ptm isolates in Turkey and Ptt population of Central Anatolia, Turkey. However, the overall pattern of Ptt isolates did not support the sexual reproduction hypothesis in Turkey. Sexual reproduction in the life cycle of P. teres is important since it could lead to genetic and pathogenic variation. As a result of new sexual combinations more virulent pathotypes of P. teres may occur

Thirty Years After Michael E. Porter: What Do We Know About Business Exit?

Although a business exit is an important corporate change initiative, the buyer’s side seems to be more appealing to management researchers than the seller’s because acquisitions imply growth, i.e., success. Yet from an optimistic viewpoint, business exit can effectively create value for the selling company. In this paper we attempt to bring the relevance of the seller’s side back into our consciousness by asking: What do we know about business exit? We start our exploration with Porter (1976), focusing on literature that investigates the antecedents of, barriers to, and outcomes of business exit. We also include studies from related fields such as finance and economics.1 Through this research we determine three clusters of findings: factors promoting business exit, exit barriers, and exit outcomes. Overall, it is the intention of this paper to highlight the importance of business exit for research and practice. Knowing what we know about business exits and their high financial value we should bear in mind that exit need not mean failure but a new beginning for a corporation

Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance.

In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the 'new normal.' Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative¿to improve formal education at a distance in schools and universities in the future