Copper, a key cofactor for many life processes, is toxic at elevated levels, and its availability is strictly controlled inside cells. Therefore, it is a challenge to visualize copper availability in the tight copper-binding environment of the cell. We report a genetically encoded fluorescent copper(I) sensor based on the copper(I)-binding-induced conformational change of a copper-responsive transcriptional regulator, Amt1. The resulting reporter, Amt1-FRET, is ratiometric, highly sensitive (K(d) = 2.5 x 10(-18) M), and selective toward copper(I). Its measured high affinity to copper(I) confirms the extremely low copper availability in yeast since Amt1 senses the upper limit of cellular copper levels in yeast and activates copper detoxification genes. Amt1-FRET operates in the dynamic range of the cellular copper buffer in mammalian cells and can report dynamic fluctuations of the cellular copper availability within minutes of perturbation. Thus, Amt1-FRET visualizes the tightly controlled copper availability in mammalian cells.

Bu araştırmada, COVID-19 pandemisi döneminde öğretmenlerin sanal sınıflardaki derslerde yaşadıkları sınıf yönetimi sorunlarının ortaya konulması amaçlanmıştır. Karma yöntem araştırma desenlerinden yakınsayan desenin kullanıldığı araştırmaya çeşitli kademelerde görev yapan 381 öğretmen katılmıştır. Hem nicel hem de nitel veriler araştırmacılar tarafından oluşturulan çevrimiçi veri toplama formu aracılığıyla toplanmıştır. Elde edilen verilerin analizinde, kapalı uçlu sorulara ilişkin betimsel istatistiklerden yararlanılmış; açık uçlu soruların analizinde ise nitel veri analizi yöntemlerinden içerik analizi kullanılmıştır. Araştırma sonucunda, öğretmenlerin en yoğun olarak fiziksel düzen boyutunun donanım, yazılım bileşenleri ve plan-program etkinlikleri boyutunun öğretimin değerlendirilmesi bileşenlerinde sorun yaşadıkları görülmüştür. Öğretmenlerin deneyimledikleri sorunlardan bazıları dış ortam gürültüsü, internet bağlantısı, derse erişim, dijital içerik yetersizliği, etkileşim eksikliği, kısa ders süresi, ses iletimi, gizlilik ve güvenlik ve yazılımın uygun olmayan kullanımı gibi konularda kümelenmiştir. Araştırmanın sonuçları doğrultusunda uygulayıcılara ve araştırmacılara bazı öneriler sunulmuştur.

The purpose of this research is to examine the predictive relations between faculty's academic intellectual leadership, and communication, climate and managerial flexibility regarding scholarly practices in universities. For this purpose, the research was designed in correlational research pattern, and, to collect data, an online questionnaire composed of Organizational Communication, Organizational Climate, Managerial Flexibility Regarding Scholarly Practices and Academic Intellectual Leadership scales was sent via e-mail to faculty who work in different disciplines in Turkish public universities. The questionnaires responded to by 504 faculties were included in the data analysis, and then descriptive, correlation and regression analyses were performed. According to the findings, Managerial Flexibility Regarding Service Practices is a significant predictor for all dimensions of academic intellectual leadership; Managerial Flexibility Regarding Teaching Practices for only the Guardian dimension; Supported Structurally, a dimension of the organizational climate, for Ambassador and Acquistor dimensions. This result shows that faculty's perceptions about climate in universities and the managerial support for scholarly duties strongly affect their academic intellectual leadership. Therefore, to enhance faculty's academic intellectual leadership behaviors, university managers can initiate different mechanisms such as learning-teaching centers, media advisory units and sporting-social event bureaus besides research-based facilities. University managers should also generate a more positive work environment by encouraging academics to follow their scholarly interests and recognizing academics' various achievements with material and moral rewards within the institution.

Globalization being one of the most popular terms of recent years is considered as a factor changing the operation styles of the companies. Companies and universities opened up to the world with the globalization and as a result of it, they had the opportunity of being a world brand. Now, some companies have affiliated companies in almost every country. Well, if we think about time and place difference how do these companies lead the affiliated companies in various locations of the world? This question resulted in the new leadership approach, virtual leadership. The process of distance learning beginning with newspaper advertisement appears as virtual learning now. A number of companies and universities provide distance learning classes and in-service training in virtual platform via Internet. These trainings provided independently from time and space are conducted in a country and worldwide sometimes. If we consider individuals in different time and environments as virtual teams, dealing with these virtual teams is the duty of virtual leader. The purpose of this study is to examine virtual leadership perception of distance learning teams. Three trivets are in question for distance learning teams. The first one is the academicians lecturing the second one is the students and the third one is coordinator and technical support team. Perceptions of virtual leader of the said three groups were examined individually in this study. The major findings are about who the virtual leader is and what properties virtual leader should bear. The virtual leader is, anyone inside the team for academicians, manager for technical support team and teacher for students. The most important ability for virtual leader is communication skills. In this study, there are different perspectives about virtual leader and leadership at distance education teams.

The purpose of this study is to determine the impact of Peace Education Programme (PEP) that is applied to university students on their intercultural sensitivity. The participants of this study consist of 25 university students who took Peace Education course which was an elective course. This study is pre-experimental. Intercultural Sensitivity Scale developed by Chen and Starosta (2000) was used as data collection tool. Pre-test was applied to the students who chose this course before the programme started. Then, at the last week of the course, post test was applied. It was found out there was a significant difference between participants' pre-test intercultural sensitivity scores and post-test intercultural sensitivity scores (Z=-1.117; p=0.00<0.05). Also it was found out that there was a significant difference between participants' pre-test and post-test scores of interaction engagement (Z=-3.162; p= 0.00< 0.05) and their pre-test and post-test scores of interaction attentiveness (Z=-1.735; p= 0.00<0.05) which are the sub-dimensions of intercultural sensitivity. However, it was found out that there was not a significant difference between participants' pre-test and post-test scores of respect for cultural differences (Z=-0.948; p=0.07>0.05), their pre-test and post-test scores of interaction confidence (Z=-1.189; p=0.137>0.05), and their pre-test and post-test scores of interaction enjoyment (Z=-0.85; p=0.172>0.05) which are the sub-dimensions of intercultural sensitivity.