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This study aims to evaluate the impact of a distance professional development course, within the framework of the Preschool Situational Self-Regulation Program (PRSIST), on the knowledge, beliefs, and skills of early childhood education teachers about self-regulation skills. One of the qualitative methods, the case study, was preferred for the current study. The research was conducted with 5 early childhood education teachers, working in a city in middle Anatolia, Turkey. The teachers attended the synchronous distance professional development course 1 day a week for 5 weeks. The total duration of the five sessions was 120 minutes. Interview forms, reflective journals, and documents were used as data collection tools. As a result of the research, it was found that the course had positive impact on teachers' knowledge, skills, and beliefs about self-regulation skills.

The aim of this research is to determine the effect of teacher autonomy on dedication to the teaching profession according to teacher perceptions. The research was designed in the causal relational survey model to determine the relationship between teacher autonomy and dedication to the teaching profession. The study population of the research consisted of 475 teachers working in primary schools in the city center of Bolu, and feedback was obtained from 318 teachers. Teacher Autonomy Scale and Teaching Profession Scale were used as data collection tools in the research. Parametric tests were used in my research because the data showed a normal distribution. According to the results of the research, although it is a positive result that teachers' autonomy is at a high level in the dimensions of scale total, teaching process, and professional communication autonomy, it is a remarkable result that it is at a medium level in the dimensions of curriculum autonomy and professional development autonomy. Teachers' perceptions of dedication to the profession are high in all dimensions, including commitment to the profession, devotion to students, and self-sacrificing work on the total scale. In general, there is a positive, moderate, and high level significant relationship between the whole and dimensions of the teacher autonomy scale and the scale of dedication to the teaching profession. Teacher autonomy is a significant predictor of commitment to the teaching profession. Teacher autonomy scale sub-dimensions: the scale of dedication to the teaching profession significantly predicts the dimensions of commitment to the profession, dedication to students, and selfless work.

The purpose of this study is to determine the prediction level of teachers' psychological empowerment perceptions on their job satisfaction and organizational citizenship behaviors. The research is designed in the relational survey model. 400 teachers working in primary schools in Bolu, Turkey participated in the study and out of 356 teachers participating in the study voluntarily, 314 scales were delivered back and evaluated. Psychological Empowerment Scale, Job Satisfaction Scale and Organizational Citizenship Scale were used as data collection instruments. The findings indicated that teachers' perceptions of psychological empowerment were moderate in self-determination, and high in other dimensions and the whole scale. The moderate level of teachers' perceptions of job satisfaction and organizational citizenship is a striking and concerning result. When teachers do not have high level of job satisfaction, their performance will decrease, and it will be difficult for these teachers to exhibit organizational citizenship behavior. In the study, that the teachers' perceptions of psychological empowerment affect both job satisfaction and organizational citizenship behaviors necessitates the importance of psychological empowerment in increasing teachers' job satisfaction and organizational citizenship behaviors. In this sense, it is an important finding that teachers' job satisfaction and organizational citizenship behaviors will be increased by means of them having self-determination over their work, increasing their competence, making them influential by allowing to think, talk about and intervene the incidents that occur in the school, and ensuring their participation in work-related decisions. The finding indicating that teachers' perceptions of psychological empowerment play an important role in increasing their job satisfaction and organizational citizenship behavior reveals the authenticity of the research.

This study advances the understanding of climate projection variabilities in the Nemunas River, Curonian Lagoon, and southeastern Baltic Sea continuum by analyzing the output of a coupled ocean and drainage basin modeling system forced by a subset of climate models. A dataset from a downscaled high-resolution regional atmospheric climate model driven by four different global climate models was bias-corrected and used to set up the hydrological (Soil and Water Assessment Tool, SWAT) and hydrodynamic (Shallow water HYdrodynamic Finite Element Model, SHYFEM) modeling system. This study investigates the variability and trends in environmental parameters such as water fluxes, timing, nutrient load, water temperature, ice cover, and saltwater intrusions under Representative Concentration Pathway 4.5 and 8.5 scenarios. The analysis highlights the differences among model results underscoring the inherent uncertainties in projecting climatic impacts, hence highlighting the necessity of using multi-model ensembles to improve the accuracy of climate change impact assessments. Modeling results were used to evaluate the possible environmental impact due to climate change through the analysis of the cold-water fish species reproduction season. We analyze the duration of cold periods ( °C) as a thermal window for burbot (Lota lota L.) spawning, calculated assuming different climate forcing scenarios and models. The analysis indicated coherent shrinking of the cold period and presence of changepoints during historical and different periods in the future; however, not all trends reach statistical significance, and due to high variability within the projections, they are less reliable. This means there is a considerable amount of uncertainty in these projections, highlighting the difficulty of making reliable climate change impact assessments.

Abstract Background Advancements over the past decade in DNA sequencing technology and computing power have created the potential to revolutionize medicine. There has been a marked increase in genetic data available, allowing for the advancement of areas such as personalized medicine. A crucial type of data in this context is genetic variant data which is stored in variant call format (VCF) files. However, the rapid growth in genomics has presented challenges in analyzing and comparing VCF files. Results In response to the limitations of existing tools, this paper introduces a novel web application that provides a user-friendly solution for VCF file analyses and comparisons. The software tool enables researchers and clinicians to perform high-level analysis with ease and enhances productivity. The application’s interface allows users to conveniently upload, analyze, and visualize their VCF files using simple drag-and-drop and point-and-click operations. Essential visualizations such as Venn diagrams, clustergrams, and precision–recall plots are provided to users. A key feature of the application is its support for metadata-based file grouping, accomplished through flexible data matrix uploads, streamlining organization and analysis of user-defined categories. Additionally, the application facilitates standardized benchmarking of VCF files by integrating user-provided ground truth regions and variant lists. Conclusions By providing a user-friendly interface and supporting essential visualizations, this software enhances the accessibility of VCF file analysis and assists researchers and clinicians in their scientific inquiries.

Objective: This single-center study aimed to assess the incidence and predictors of carotid artery Xact stent fractures (SF) and their impact on in-stent restenosis (ISR) during long-term follow-up. Methods: A cohort of 108 patients (97 males, median age 69.4±8 months) who underwent Xact stent placement for internal carotid artery stenosis between 2013 and 2021 and were diagnosed with SFs through fluoroscopy in 2022 were included. SFs were categorized as types I-V based on fracture characteristics. Follow-up included duplex ultrasound examinations to assess stent patency. Results: The average follow-up duration was 49.2±24.3 months, with ISR observed in 10 patients. Twenty-three SFs (21.3%) were identified: type I (5 patients), type II (7 patients), type III (3 patients), type IV (6 patients), and type V (2 patients). Calcification and stent length significantly predicted SFs (p

The aim of this research is to examine the relationship between the power types used by school principals and the power distance perceptions of teachers. The population is composed of the teachers in Mugla (Turkey) and Tamale (Ghana). The sample is made up of 384 teachers from Mugla and 407 teachers from Tamale. The data used in this research were collected using Power Type Scale and Power Distance Scale, both of which were developed in schools. In the analysis of the data, descriptive statistics were used in determining teachers' views of the power types used by school principals and the teachers' power distance perceptions. T-test was used in determining the differences in opinions and perceptions regarding the power types and power distance according to the demographic variables considered in this study. In the statistical analysis made; 0.5 was chosen as the significant value. According to the findings of the research, Mugla and Tamale principals exhibited the same order of preference in the power types they employ. Mugla principals and Tamale principals used reward power and legitimate power respectively at statistically significant levels. Regarding power distance, Tamale teachers' perceptions in all the dimensions of power distance were higher than Mugla teachers' perceptions at statistically significant levels. In both Mugla and Tamale samples, power types used by principals were found to be very good predictors of teachers' power distance perceptions.

The purpose of this is to determine the relationships between teachers' quality of work, job satisfaction, and turnover intentions. The relational survey model with quantitative research design was used for the study. The sample of the study composed of 368 teachers working in primary schools in the central district of Bolu, Turkey. In the study, the scale of teachers' quality of work; the scale of the turnover intentions and the scale of job satisfaction were used. Parametric tests were used in the research as the data were suitable for normal distribution. According to the findings, teachers' perceptions of the quality of work are moderate in the whole scale in terms of career satisfaction, stress in work life, working conditions, and work-family life balance dimensions and weak in terms of self-control over the work higher than the overall well-being. It is significant that teachers do not have enough self-control over their work. The fact that teachers' perceptions of job satisfaction and turnover intentions are moderate should be considered although the intentions of teachers to leave work are not high. There is a strong positive relationship between all dimensions except for the whole scale of teachers' quality of work and the dimensions of stress in work life and job satisfaction; a moderate negative relationship between the dimensions of stress in work life and job satisfaction; a high level of negative relationship between the scale of quality of work and all dimensions except for the dimensions of stress in work life and the turnover intention; a positive high relationship between the dimensions of stress in work life and turnover intentions. The quality of work and all dimensions are the predictors of job satisfaction and turnover intentions.

This research aims to determine the effect of school administrators' empowering leadership behaviors on teachers' organizational citizenship behaviors. The research population designed in the scanning model consisted of 465 teachers working in primary schools in the city centre of Bolu, and feedback was obtained from 336 teachers. Data were collected using the Empowering Leadership Scale and Organizational Citizenship Behaviour scales. Since the data showed normal distribution, parametric analyses were performed. According to the research results, teachers' perceptions of school administrators' empowering leadership behaviors were high in the scale total and the dimensions of responsibility and support. In contrast, it was medium in terms of empowerment. Teachers' perceptions of organizational citizenship are high in all dimensions, including the total scale of cooperation, sportsmanship, conscientiousness, and civic virtue. There is a positive and highly significant relationship between the total score of the empowering leadership scale and the dimensions of empowerment, responsibility, support, and the total score of the organizational citizenship scale and the dimensions of cooperation, sportsmanship, conscientiousness, and civic virtue. The empowering leadership scale total score and its subdimensions significantly predict the total score of the organizational citizenship scale. According to teacher perceptions, it is noteworthy that school administrators' empowering leadership behaviors are at a moderate level in the dimension of empowerment. Teachers should be empowered within the framework of their responsibilities and participation in the decision process regarding getting things done to increase the empowering leadership behaviors of school administrators to a high level in the empowerment dimension. Schools can delegate important tasks to teachers. In addition, this situation shows that school administrators trust teachers. It can create an environment where teachers can make their own decisions about the job and how it should be done without explaining the job they will do. It would be beneficial for school administrators to exhibit empowering leadership behaviors for teachers to show more effort by exhibiting organizational citizenship behavior.

As a qualitative research method, case study was used in the research carried out to investigate the causes of conflicts in schools, levels and type of conflict, effects of conflict, methods used to solve conflicts. 40 teachers working in 3 elementary schools, 2 middle schools and 2 high schools in Yeniçaga district of Bolu, Turkey which constituted the research group of the study, were determined using the criterion sampling technique within the scope of convenience sampling and purposive sampling method. The data were collected through interviews and semistructured interview form and analyzed with content analysis. A medium-level conflict in schools will yield positive results in terms of individual and organizational aspects and therefore increase the effectiveness of schools when considering the positive effects and consequences of conflicts in schools. However, since the increase in the level of conflict can lead to negative individual, interpersonal and organizational outcomes, both teachers and school administrators at schools should have a broad knowledge of conflict and good conflict management skills. In addition, conflict information will minimize the individual, interpersonal and administrative reasons that reveal the conflict. The current study finds the following important and striking results: teachers' weariness and tiredness as a result of conflict, burnout, unwillingness to work, decrease in work efficiency and performance, decrease in organizational commitment, stress and anxiety, loneliness, unhappiness, cynicism, decrease in motivation, unwillingness to come to school, wanting to leave school, disappearance of ethical behaviors, withdrawal, and anger. Besides, one of the most important results of the study is to reveal some elements such as effective communication, fulfillment of duties and responsibilities in a timely manner, organizational fit, behavior of teachers and administrators in accordance with the rules of professional ethics and business ethics, teamwork and cooperation in schools which have no conflict.

The aim of this study is to determine the leadership roles of school administrators based on teachers' opinions. The participants of this case study, one of the qualitative research design, were 180 teachers working in 5 elementary schools, 4 secondary schools and 4 high schools in Bolu province in the 2020-2021 academic year. The data were collected using an interview form consisting of semi-structured questions and analyzed using the descriptive analysis method. The findings of the study indicated that the leader manager should be an ethical, facilitating, empowering, instructive, innovative, motivating, supportive and visionary manager. In accordance with the results of this study, it is recommended that school administrators should have an ethical character that exhibits impartial, reliable, fair, constructive, patient, courageous and democratic behavior.

ABSTRACT Objective: To investigate color change and surface roughness of resin-based composites treated with a surface coating agent. Methods: Forty specimens were prepared from each resin [G-ænial Posterior (microhybrid composite/GP) and SDR flow+(bulk-fill composite/SDR)]. Following baseline color and surface roughness (Ra) measurements, the specimens were randomly divided into 4 groups (n=10) according to surface coating agents [(Permaseal, Biscover LV, Prebond SE, and control group]. Following the application procedures, color and roughness measurements were repeated. The specimens were discolored for 144 hours in a coffee solution, renewing daily. Final measurements were performed. Color change values (∆E00) and Ra were calculated. Surface topography was determined using scanning electron microscopy. Two-way analyses of variance, Tukey’s post-hoc test and Student t-test were performed, with a p1.8) and perceptible (PT>0.8) discoloration. The highest discoloration was observed for Permaseal and Prebond SE in terms of ΔE2 and ΔE3. GP-Biscover LV, SDR-Prebond SE combinations showed the lowest and clinically acceptable (AT0.05). GP-Permaseal and SDR-Prebond SE combinations were exhibited less surface roughness. Conclusion: A bulk-fill composite is more prone to discoloration than a microhybrid composite. At each period, the bulk-fill composite exhibited greater surface roughness than the microhybrid composite. Biscover LV showed more acceptable results in terms of color stability and roughness than other surface coating agents (Permaseal and Prebond SE). Keywords: Sealant, Permaseal, Biscover LV, Prebond, Discoloration, Roughness Farklı Yüzey Örtücü Uygulamalarının Rezin Bazlı Kompozitlerin Yüzey Pürüzlülüğü ve Renk Stabilitesine Etkisi: SEM Çalışması ÖZ Amaç : Yüzey örtücü ajanı ile muamele edilmiş rezin esaslı kompozitlerin renk değişimi ve yüzey pürüzlülüğünü araştırmak. Yöntemler: Her rezin materyalinden [G-ænial Posterior (mikrohibrit kompozit/GP) and SDR flow+(bulk-fill kompozit/SDR)] kırk numune hazırlandı. Başlangıç renk ve yüzey pürüzlülüğü (Ra) ölçümlerinin ardından, numuneler yüzey örtücü ajanlarına [(Permaseal, Biscover LV ve Prebond SE] ve kontrol grubu distile su olacak şekilde rastgele 4 gruba (n=10) ayrıldı. Uygulama işlemlerinin ardından renk ve pürüzlülük ölçümleri tekrarlandı. Numuneler, günlük olarak yenilenen kahve solüsyonunda 144 saat boyunca renklendirildi. Son ölçümler yapıldı. Renk değişim değerleri (∆E00) ve Ra hesaplandı. Yüzey topografisi, taramalı elektron mikroskobu kullanılarak belirlendi. İki yönlü varyans analizleri, Tukey post hoc testi ve Student-t testi yapıldı ve P1,8) ve algılanabilir (PT>0,8) renk değişikliği gösterdi. ΔE2 ve ΔE3 açısından en yüksek renk değişimi Permaseal ve Prebond SE için gözlendi. GP-Biscover LV ve SDR-Prebond SE kombinasyonları en düşük ve klinik olarak kabul edilebilir (AT0,05). GP-Permaseal ve SDR-Prebond SE kombinasyonları daha az yüzey pürüzlülüğü sergiledi. Sonuç: Bulk-fil rezin kompoziti, mikro-hibrit kompozite göre renk bozulmasına daha yatkındır. Her periyotta, Bulk-fil kompozit, mikro-hibrit kompozitten daha fazla yüzey pürüzlülüğü sergiledi. Biscover LV, hem renk stabilitesi hem de pürüzlülük açısından diğer yüzey örtücü ajanlarına (Permaseal ve Prebond SE) göre daha kabul edilebilir sonuçlar gösterdi. Anahtar Kelimeler: Örtücü, Permaseal, Biscover LV, Prebond, Renk değişikliği, Pürüzlülük

This research aimed to determine the relationships between school administrators' supportive behaviors and teachers' job satisfaction and subjective well-being via a correlational survey model, a quantitative research method. The study group of this research was composed of 400 teachers working employed at primary schools in the city center of Bolu. Principal Support Scale, Teaching Satisfaction Scale, and Teacher Subjective Well-being Questionnaire were used in the study. Since the data had a normal distribution, parametric tests were utilized in data analysis. Research results demonstrated positive and highly significant relationships between informational support and teachers' job satisfaction and subjective well-being; between informational support and teachers' job satisfaction and between principal support and emotional (expressive) support dimension and teachers' subjective well-being. Supportive behaviors of school administrators were found to have a significant impact on teachers' job satisfaction and subjective well-being. Teachers' job satisfaction was found to affect their subjective well-being levels. The findings that school administrators provided moderate emotional and informational support to teachers and teachers had moderate job satisfaction were also remarkable and striking. This study presented the importance of school administrators' supportive behaviors, finding that school administrators' support predicted both teachers' job satisfaction and subjective well-being.