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It would not be wrong to say that a transformation has started in education as in all fields since the 2000s when the Internet began to spread. In the traditional education model, the student-centered learning models take the place of the teacher understanding that stores the information in itself, directing the student to different sources and competing with each student. According to Prensky, the generation of the so-called digital natives, who was born after 1980, has its own characteristics, its propensity to technology and digital media, contrasts with the teacher from the traditional education model. It would not be wrong to say that traditional educators, whose learning processes take place in the library environment, are replaced by educators who direct the students to digital environments where millions of information can be accessed with a single click and who design their courses accordingly. From this point of view, the situation of students' use of digital tools in educational processes constitutes the problem sentence of the research. The aim of the study was to determine the awareness level of students about the use of digital tools in education, to view the digital educational tools, to determine their feelings and thoughts against the course processes carried out with interactive course applications. The questions sought in the interviews are: (1) Do you use digital education elements in the course? (Do you use interactive methods when processing your lessons); (2) What is the use of digital elements in your teachers' course processing and homework project preparation process? (3) Do your teachers use traditional education methods or digital education practices? (4) Can you evaluate the lessons you perform in interactive environments? (learning gains, contributions to you); (5) Do you prefer traditional educational models and interactive teaching practices? Why is that? (6) What do you understand about digital education? (7) How long have you been using digital education in your education? In this study, which was conducted in order to determine the students' opinions about access to information and the use of digital tools in education, it was conducted by using ''qualitative research'' method with 10 university students. As it is known, qualitative research can be defined as qualitative data collection methods such as observation, interview and document analysis, and a qualitative process in which the perceptions and events are presented in a realistic and holistic way in the natural environment. (Yildirim, 1999) The most frequently used qualitative method is interview. Interviewing is a powerful method used to reveal people's perspectives, experiences, emotions and perceptions. (Cited by Yildirim; A Bogdan and Biklen, 1992). Standardized Open-ended Interview: This approach consists of a series of carefully written and ordered questions, which are asked to each interviewee in the same manner and order. (Cited in Yildirim; A Patton 1987, p.112) In this study which was conducted by using interview method which is one of the qualitative research methods, standardized open ended questions were asked to the participants and their answers were recorded and analyzed. In this research, the students' level of awareness about the use of digital tools in education, their perspectives on digital education tools, their feelings and thoughts about the course processes carried out with interactive course applications were examined. According to the results of the study, it is seen that the student profile, which meets the digital world at the time of birth, e-mails, chats, uses social media, and access to research resources in new media where information is used freely, is also prone to the use of digital tools in education. It has been observed that students prefer online, online and interactive applications instead of traditional education models.

The world’s expanding population requires alternative energy sources to meet its energy needs. One such alternative is the efficient recovery of plastic waste through pyrolysis. The liquid produced from waste plastics via pyrolysis is a valuable commodity that may serve as fuel substituted for internal combustion engines. In this study, waste plastic oil (WPO) and diesel fuel (D100) blends (10%, 20%, 30%, 40%, and 50% by volume) obtained by pyrolysis of waste XLPE cables were experimentally investigated and analyzed using response surface methodology (RSM) to determine their effects on the combustion parameters of a four-stroke, single cylinder diesel engine at different engine loads (750, 1500, 2250, 3000, 3750, and 4500 W). A response surface model was constructed using a two-factor central composite complete design and analysis of variance based on the experimental results obtained. The model determined the optimum values of WPO ratio and engine load that correspond to one of the finest brake thermal efficiency (BTE), brake specific fuel consumption (BSFC), hydrocarbon (HC), carbon monoxide (CO), nitrogen oxides (NOx), and smoke emission levels. The study’s optimization findings indicated that the optimal WPO ratio is 19.6%, and the optimal engine load is 2600 W. The BTE, BSFC, CO, HC, NOx, and smoke were found to be 22.3%, 332.3 g/kWh, 0.033%, 31.5 ppm, 397.9 ppm, and 1.63%, respectively, at the optimal WPO ratio and engine load. The R2 (correlation coefficient) values for BTE, BSFC, CO, HC, NOx, and smoke emissions were determined to be 99.95%, 97.76%, 98.10%, 99.74%, 99.74%, 99.79%, and 95.67%, respectively. The mean error rates, ranging from 0.64% to 4.27%, were deemed satisfactory when comparing the replies to the experimental data. The findings of this study demonstrated that the response surface method is a very efficient approach for forecasting and enhancing a diesel engine’s performance and emission characteristics by using waste plastic oil.

Chromosomal data and karyological relationships provide valuable information about karyotype evolution and speciation. For the genus Bunium, the chromosomal data are limited. In the present study, the chromosomal data of 10 taxa are provided, 6 of which are given for the first time, 2 present new chromosome numbers, and 2 agree with previous reports. Four different chromosome numbers (2n=18, 20, 22 and 40) were detected, and 2n=40 is a new number in the genus Bunium. B. brachyactis is the first polyploid species of the genus with a ploidy level of 4x. The most asymmetric karyotypes are those of B. pinnatifolium and B. sayae. Regarding karyological relationships, B. pinnatifolium forms a monophyletic group by quite different karyological features such as large chromosomes, more submedian chromosomes and the most asymmetric karyotypes. In addition, the other 5 taxa form a strong monophyletic group. B. verruculosum and B. ferulaceum are cytotaxonomically very close species, as are B. sayae and B. elegans var. elegans. The chromosome numbers of 2 Turkish species, B. nudum and B. sivasicum, remain unknown. The presented results provide important contributions to the cytotaxonomy of Bunium.