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Meltem Kilercik Abdurrahman Coskun Mustafa Serteser Deniz Inan Ibrahim Unsal 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):138-145
Background:
The ultra-large von Willebrand factor (vWF) multimers are very active and must be degraded by ADAMTS13 for optimal activity. A severe functional deficiency of ADAMTS13 has been associated with thrombotic thrombocytopenic purpura. The correct interpretation of patient vWF and ADAMTS13 plasma levels requires an understanding of the biological variation associated with these analytes. In the present paper, we aimed to determine the biological variation of ADAMTS13 and vWF in human adults.Materials and methods:
Blood samples were collected weekly from 19 healthy subjects for 5 consecutive weeks. vWF activity and antigenicity were determined using aggregometric and immunoturbidimetric methods. ADAMTS13 antigenicity and activity were determined by ELISA.Results:
The within-subject biological variations for vWF activity and antigenicity were 8.06% and 14.37%, respectively, while the between-subject biological variations were 18.5% and 22.59%, respectively. The index of individuality for vWF activity was 0.44, while vWF antigenicity was 0.64. Similarly, ADAMTS13 activity and antigenicity within-subject biological variations were 12.73% and 9.75%, respectively, while between-subject biological variations were 9.63% and 6.28%, respectively. The ADAMTS13 indexes of individuality were 1.32 and 1.55, respectively.Conclusion:
We report high biological variation and individuality in vWF antigenicity and activity levels. However, ADAMTS13 antigenicity and activity displayed high biological variation, but low individuality. Thus, population-based reference intervals may be useful for monitoring ADAMTS13 antigenicity and activity, but not for vWF, which displays high individuality. These findings should be considered when determining the reference interval and other clinical variables associated with ADAMTS13 and vWF levels. 相似文献2.
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Knowledge process capabilities are highly associated with innovation performance. Namely, firms which develop better capabilities in processing knowledge can innovate better. The Dynamic Capabilities view states that the effects of contextual variables on capability development cannot be ignored. This study seeks to examine the roles of two contextual variables; environmental dynamism and strategic flexibility on developing knowledge process capabilities and innovation performance. In parallel with this aim, a survey was conducted on a sample of 236 firms from different industries in Turkey and a number of hypotheses including the interaction effects of environmental dynamism and strategic flexibility were tested through moderated multiple regression methods. The three-way interaction of knowledge process capabilities, environmental dynamism and strategic flexibility was associated more strongly with innovation performance than the two-way interactions of knowledge process capabilities and environmental dynamism, and knowledge process capabilities and strategic flexibility. Hence, the findings revealed that the effectiveness of knowledge process capabilities on the way of enhancing innovation performance in highly dynamic markets were contingent upon strategic flexibility.
相似文献4.
Meltem Ö. Gürel 《The International Journal of Art & Design Education》2010,29(2):184-199
This article argues that a design studio can be a dynamic medium to explore the creative potential of the complexity of sustainability from its technological to social ends. The study seeks to determine the impact of an interior design/architecture studio experience that was initiated to teach diverse meanings of sustainability and to engage the participants with refined design applications that used sustainable choices. A teaching scheme that utilised a team of instructors with varying degrees of knowledge and competence in different aspects of the topic, mediated the education of both the students and the instructors themselves. The results were documented through observing the students and, later, a survey of the graduates. The study revealed that this studio experience developed a heightened awareness of sustainability as a multidimensional concept that requires critical thought processes, and greatly influenced the recognition of environmentally responsible design as an imperative in education. The findings also suggested that, ideally, sustainability should be addressed earlier, at lower levels, and needs to be woven into every aspect of a curriculum. 相似文献
5.
Meltem Parlak 《Curator: The Museum Journal》2012,55(2):167-178
Abstract Culture Ants Project is an original, unique educational model, which aims to raise children’s awareness of and sensitivity to cultural heritage. Specially trained Culture Volunteers show children historical sites of the city and provide information about the city’s historical heritage in an educating and entertaining fashion that addresses their emotional intelligence (EI) and elicits their fondness for historical sites. The model is based on a teaching technique that involves “seeing, perceiving, sensing, and acquiring first‐hand experience.” Visiting cultural sites helps introduce children and youth to cultural values. 相似文献
6.
Meltem Kuvac 《Educational studies》2019,45(5):646-666
ABSTRACTThe purpose of this study was to investigate the effect of problem-based learning (PBL) on the metacognitive awareness of pre-service science teachers. In the study, an experimental design with pre-test/post-test control group was used. A total of 51 junior pre-service science teachers participated in the study. The study was carried out over 10 weeks and within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and Metacognitive Awareness Inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed that PBL could be an effective intervention to promote metacognitive awareness towards procedural knowledge, planning and debugging. The results are discussed based on the findings of the study. 相似文献
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Canan A. Agirtan Taner Akar Seher Akbas Recep Akdur Cahide Aydin Gulsen Aytar Suat Ayyıldız Sevgi Baskan Tugba Belgemen Ozdecan Bezirci Ufuk Beyazova Fatma Yucel Beyaztas Bora Buken Erhan Buken Aysu D. Camurdan Demet Can Sevgi Canbaz Gurol Cantürk Meltem Ceyhan Abdulhakim Coskun Kadriye Yurdakok 《Child abuse & neglect》2009,33(4):247-255
9.
The paper attempts to determine whether there are significant gender differences in academic performance among undergraduate
students in a large public university in Turkey based on three indicators; university entrance scores, performance in the
English preparatory school and in the program the student is majoring in. The paper finds that a smaller number of female
students manage to enter the university and when they do so, they enter with lower scores. However, once they are admitted
to the university, they excel in their studies and outperform their male counterparts. This result holds after controlling
for the field of study and individual attributes. 相似文献
10.
Meltem Kuvac 《Educational studies》2019,45(1):72-94
This study attempted to investigate the effect of problem-based learning (PBL) on the environmental attitudes of preservice science teachers. In the study, an experimental design was used with a pre-test and post-test control group. In all, 51 junior preservice science teachers participated in the study. The study was carried out over 10 weeks within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and environmental attitudes inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed a statistically significant increase in favour of the experimental group preservice science teachers’ environmental attitudes. An increase in environmental attitudes was also found in the control group; however, this increase was not statistically significant. As a result, PBL was found to be more effective than the traditional teaching approach in the development of environmental attitudes in preservice science teachers. 相似文献