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BACKGROUND: Coiled-coil domain containing protein-124 (Ccdc124) is a putative mRNA-binding factor associated with cell division, and ribosome biology. Previous reports mentioned an up-regulation of CCDC124 gene in cancer, and listed its mRNA in a molecular prognostic signature in breast cancer. OBJECTIVES: Establishing RNA-binding characteristics of Ccdc124 for a better molecular functional characterization, and carrying-out retrospective studies in order to evaluate its aberrant expression in human cancer samples from various tissue origins. METHODS: Bioinformatics calculations followed by RIP and RNA-seq experiments were performed to investigate mRNA targets of Ccdc124. Quantitative studies on arrays of cDNAs from different cancers and IHC assays on tissue arrays were used to assess CCDC124 expression levels in cancers. RESULTS: Ccdc124 was characterized as an RNA-binding protein (RBP) interacting with various mRNAs. CCDC124 mRNA levels were high in tumors, with a particular up-regulation in cancers from esophagus, adrenal gland, endometrium, liver, ovary, thyroid, and urinary bladder. IHC assays indicated strong Ccdc124 positivity in endometrial (95.4%), urinary bladder (68.4%), and ovarian cancers (86.8%). CONCLUSION: Ccdc124 is a cytokinesis related RBP interacting with various mRNAs. CCDC124 mRNA over-expression and an accompanied increase in Ccdc124 protein accumulation was reported in cancers, indicating this RBP as a novel cancer cell marker.

The purpose of this study is to examine the effects of STEM practices on the selfefficacy, pedagogical and content knowledge of pre-service teachers. Thus, the study group consists of 20 pre-service science teachers The study is designed in accordance with the convergent parallel design among the mixed research method designs. In this design, qualitative and quantitative data are collected simultaneously. In this present research, the "Pre-service teacher interview form" and "SELF-efficacy belief scale in science teaching" were used as data collection instruments. Whereas the content analysis was conducted in the analysis of qualitative data, SPSS package program was implemented in the analysis of quantitative data. As a result of the analysis of the qualitative and quantitative data obtained, it was concluded that STEM practices positively improved the belief in the self-efficacy of pre-service teachers. In addition, the results indicated that STEM practices had positive effects on the content and pedagogy knowledge of the pre-service teachers. Based on these results, studies that examine the effects of STEM practices on the pedagogical and content knowledge of teachers can be included

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