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Hacettepe University

Hacettepe University

106 Projects, page 1 of 22
  • Funder: European Commission Project Code: 101067960
    Funder Contribution: 148,478 EUR

    Migraine is a major disease burden on society but remains poorly understood. The onset of migraine with aura has been linked to cortical spreading depolarisation (CSD) and Professor Turgay Dalkara (the supervisor) found that inducing CSD in animal models led neurons to release inflammatory proteins in extracellular vesicles (EVs). Because brain-derived (BD)EVs cross the blood-brain barrier and their composition reflects their cellular and temporal origin, they represent biomarkers that, if isolated from the peripheral blood of migraine patients, could give an unparalleled insight into cell-specific neuroinflammation in migraine. However, current methods to isolate cell type-specific BDEVs from the blood insufficiently distinguish them from EVs of other tissues, obscuring crucial insights into cell-specific processes. Here, I (Adam Bennett, the researcher) will develop a workflow to isolate cell type-specific BDEVs from the blood of migraine patients then temporally characterise them to gain a cell-type specific molecular signature during migraine with aura. This will firstly involve the optimisation and validation of isolating neuron, astrocyte and microglia EVs (using a panel of specific markers) from the brains and peripheral blood of rats. Secondly, cell type-specific EVs isolated at different time points post-CSD evocation in rats will be characterised using proteomics to generate temporal cell type-specific data on the pathological processes post-CSD. Thirdly, with optimised time points, cell type-specific EVs will be isolated from the blood of patients after migraine with aura onset and characterised. In doing so, I will (1) identify previously unknown biomarkers to deepen our understanding of migraine with aura, with possible treatment derivations; (2) create a tool for researchers to investigate other neurological conditions through analysing cell type-specific BDEVs; (3) develop my skillset, publication record, visibility and networks to advance my career.

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  • Funder: European Commission Project Code: 322096
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  • Funder: European Commission Project Code: 101026643
    Overall Budget: 157,356 EURFunder Contribution: 157,356 EUR

    The central nervous system (CNS) processes sensory information obtained through various sensory structures in the body. These include signals with a wide variety of spatiotemporal features, such as different speed and propagation patterns. In this stream of multimodal sensory information, CNS must decide how it should integrate these signals to construct a unique representation of the environment. How CNS accomplishes this process is not known. In this project, I will investigate the filtering mechanisms adopted by CNS to integrate multisensory information. Specifically, I will study multisensory integration within the context of two unique behaviors: (1) glass knifefish combine visual and electrosensory cues to track the movements of a refuge in which it is hiding, and (2) zebrafish utilize vision and mechanosensory lateral line to sense the direction and velocity of the local current during their rheotaxis behavior. To accomplish this, I will first build a novel experimental setup, a speed-controlled flow tunnel, which allows independently probing different sensory modalities for both the glass knifefish and the zebrafish. I will adopt a control-theoretic approach to identify how CNS combines multisensory information under different sensory conflict scenarios. Specifically, I will estimate the frequency response functions for the sensory weights assigned to different sensory modalities. Moreover, we will observe how CNS dynamically changes these weights when there is a change in the saliency of the available sensory information. Our goal is to use system identification theory to generate models that capture the dynamics of online, real-time sensory re-weighting mechanism adopted by these fish.

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  • Funder: European Commission Project Code: 301594
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  • Funder: European Commission Project Code: 2020-1-BE02-KA201-074681
    Funder Contribution: 218,900 EUR

    The knowledge, skills and attitudes of European teachers are of great importance. Within the ‘ET2020’ Strategic Framework for European Cooperation in Education and Training the New Skills Agenda for Europe (EC, 2016) and the Council Recommendation on Key Competences (EC, 2018), teachers’ quality and professionalism have a direct effect on how good learners do at school.They play a key role in achieving high quality education for all learners.Target 4.c of the Sustainable Development Goals highlights the need to increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.In today’s digital generation, gamification has become a popular tactic to encourage specific behaviours, and to increase students’ motivation and engagement to get the knowledge and skills. Though commonly found in marketing strategies in business among companies, it is now being implemented in many educational programs as well, helping educators to find the balance between achieving their objectives and students’ educational needs. According to Kapp gamification is “using game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning, and solve problems.” (Kapp, 2012).Badges, leaderboards, progress graphs, points are some examples of these game elements.It has been proven by the research that gamification has increased enjoyment, engagement, motivation, participation and learning.(Cheong, Cheong, & Flippou, 2013; Su & Cheng, 2015; Tsay, Luo, 2018; Subhash & Cudney, 2018). At the same time gamification is an international tool which can be used in different educational systems, adapted according to the teachers’ individual needs and widely spread to the teachers’ practice. There are different ways of teaching and different ways of using gamification in every country, so that is why it is very useful to create a partnership on an international level and to share the best practice and ideas connected with implementation of gamification in the learning environment. GATE aims to support teachers in all subjects (from elementary to higher education) with a set of innovative gamification tools and practices to improve the effectiveness of their teaching by increasing the motivation of students to learn and to develop their attitudes towards the learning process by providing them:1)A web based Gamification ToolKit (GTK)2)An Open Online Course On Gamification(OOC)4 partners from Belgium,Turkey and Spain in a cross sectoral way aim to :Increase the capacity of teachers on the educational use of gamification Improve the supply of high quality learning opportunities in gamification tailored to the needs of teachers Raise motivation and engagement of students in the learning processThe dissemination plan will help to reach as many target groups and stakeholders as possible.Each partner offers a unique amount of knowledge and experience representing the sectors addressed in the project. The project is expected to have a significant impact on teachers and students in all levels as well as their organisations across Europe, largely related to the cross curricular activities as a means of providing a new and innovative approach to promote sustainability and developing related skills in schools,comprising digital tools and curriculum linked learning resources on gamification.It is anticipated that the resources developed during the project will complement and expand existing training initiatives at various educational levels across. During the lifetime of the project, 200 teachers, school leaders and educators, 100 students and parents (in pilots) and 475 stakeholders will be involved. A wider audience, of a minimum of 500 recipients, will be reached at local, regional, national and European level through the planned dissemination activities including 300 teachers and educators in 3 multiplier events in 3 different countries. The long-term impact envisaged is a better integration of students in all ages in the schools and a higher collaboration between schools, families and other external stakeholders, strengthening the school system in Europe.

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