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The novel coronavirus-2019 (COVID-19) pandemic has become globally widespread with millions of confirmed cases and many countries implementing various levels of quarantine. Therefore, it is important to investigate the psychological consequences of this process, given the unique situation that has been experienced globally. Therefore, the present study examined whether intolerance of uncertainty was related to mental wellbeing and whether this relationship was mediated by rumination and fear of COVID-19. The sample comprised 1772 Turkish individuals (aged between 18 and 73 years) from 79 of 81 cities in Turkey, who completed measures of mental wellbeing, intolerance of uncertainty, rumination, and fear of COVID-19. Results of serial mediation analyses showed that intolerance of uncertainty had a significant direct effect on mental wellbeing. Rumination and fear of COVID-19, in combination, serially mediated the association between intolerance of uncertainty and mental wellbeing. The findings are discussed within the framework of the psychological consequences of the COVID-19 pandemic and related literature.

This study aims at examining the variables that explain preservice teachers' attitudes towards refugees. This study investigates whether the perception of social justice, personal sense of uniqueness, and gender are predictors of attitudes towards refugees within this scope. Participants in this study were 221 preservice teachers studying at various universities in Turkey. The data were collected by applying the Attitudes towards Asylum-Seekers Scale, Social Justice Scale, and Personal Sense of Uniqueness Scale. Data analysis is carried out using stepwise regression analysis. The results showed that attitude towards refugees was positively predicted by the perception of social justice, negatively by a personal sense of uniqueness and gender (in favor of males). The findings are discussed in the context of changing teacher competencies and the responsibilities of teacher education institutions., Bu çalışmada öğretmen adaylarının mültecilere yönelik tutumlarını açıklayan değişkenlerin incelenmesi amaçlanmıştır. Bu kapsamda çalışmada sosyal adalet ve kişisel biriciklik algısı ile cinsiyetin mültecilere yönelik tutumun yordayıcısı olup olmadığı incelenmiştir. Çalışmanın katılımcılarını, Türkiye’nin iki farklı üniversitesinde öğrenim gören 221 öğretmen adayı oluşturmuştur. Veriler Sığınmacılara Yönelik Tutum Ölçeği, Sosyal Adalet Ölçeği ve Kişisel Biriciklik Algısı Ölçeği ile toplanmıştır. Verilerin analizi, temel olarak aşamalı regresyon analizi ile gerçekleştirilmiştir. Çalışmanın bulguları mültecilere yönelik tutumun sosyal adalet algısı tarafından olumlu, kişisel biriciklik algısı ve cinsiyet (erkekler lehine) tarafından olumsuz olarak yordandığını göstermiştir. Elde edilen bulgular değişen öğretmen yeterlikleri ve öğretmen eğitimi veren kurumların sorumlulukları bağlamında tartışılmıştır.

1. ÖZET Bu deney ağırlıkları 200-250 gram olan toplam 45 rat üzerinde yapıldı. Ratlar 3 gruba ayrıldı. Kontrol grubundaki (n=15) ratlara deney süresince 0,5 cc/gün serum fizyolojik intraperitoneal (i.p.) verildi. Diabet grubuna (n=15) 50 mg/kg streptozotosin (STZ) i.p. verilerek ratlar diabetik hale getirildiler. Diabet + alfa lipoik asit (Diabet+ALA) grubuna (n=15) 50 mg/kg STZ i.p. verilerek diabetik hale getirildikten sonra 100 mg/kg/gün ALA i.p. verildi. 6 hafta sonunda ratlar dekapite edildi. STZ ile diabet oluşturulan grupta kontrol grubuna göre nöron spesifik enolaz (NSE) değeri hipokampusda (pO.001), korteksde (pO.001) ve serebellumda (pO.001) anlamlı artış, S100B değeri hipokampusda (p

WOS: 000444996200005, The aim of this research study was to investigate the inclusion of students with disabilities studying in Turkish universities. Students with visual difficulty were selected as a case from 24 different universities. A survey with seven dimensions was administered to 73 students, and 12 students were interviewed. Survey and interview findings revealed both progress and, to a larger extent, dissatisfaction with (i) the physical and psychosocial environment of universities; (ii) the way diversity and disability were viewed; (iii) the way support was planned and delivered; (iv) the level and quality of communication and collaboration; (v) the teaching and learning processes; and (vi) the way higher education policy was made and implemented. Findings highlight the need for prioritizing university cultures that are inclusive of students with diverse backgrounds and translation of the inclusiveness into effective practice of providing pedagogical and material support to these students.