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Peroxisome proliferator activated receptor gamma (PPARγ) agonists used for the treatment of Diabetes Mellitus (DM), has important roles on the regulation of metabolism including ketogenesis in fasting and low glucose states. Recently PPARγ was proven to have anti-oxidant and anti-inflammatory effects on neuronal cells.

Multisystem inflammatory syndrome in children (MIS-C) is a rare condition following SARS-CoV-2 infection associated with intestinal manifestations. Genetic predisposition, including inborn errors of the OAS-RNAseL pathway, has been reported. We sequenced 154 MIS-C patients and utilized a novel statistical framework of gene burden analysis, burdenMC, which identified an enrichment for rare predicted-deleterious variants in BTNL8 (OR = 4.2, 95% CI: 3.5-5.3, P < 10-6). BTNL8 encodes an intestinal epithelial regulator of Vγ4+γδ T cells implicated in regulating gut homeostasis. Enrichment was exclusive to MIS-C, being absent in patients with COVID-19 or bacterial disease. Using an available functional test for BTNL8, rare variants from a larger cohort of MIS-C patients (n = 835) were tested which identified eight variants in 18 patients (2.2%) with impaired engagement of Vγ4+γδ T cells. Most of these variants were in the B30.2 domain of BTNL8 implicated in sensing epithelial cell status. These findings were associated with altered intestinal permeability, suggesting a possible link between disrupted gut homeostasis and MIS-C-associated enteropathy triggered by SARS-CoV-2.

This study aims to understand the views and attitudes of students in the Music Education department at Erzincan Binali Yildirim University Faculty of Education regarding informatics ethics. This research was conducted using a general survey model quantitative research design. The universe of the study comprised students in the Music Education department at Erzincan Binali Yildirim University Faculty of Education. The selected sample, consisting of 73 students who volunteered to participate during the 2023-2024 Academic Year, was used for data collection. An information form created by the researchers and the "Real-Life Situation Scenarios with Informatics Ethics" (RLSSIE) Scale were employed in the data collection process. Overall, the students were found to have moderate views and attitudes toward information ethics. Demographic factors such as gender, age, and class level were observed to have a significant impact on ethical evaluations. Additionally, evaluations based on different scenarios revealed that participants were generally sensitive to ethical values. The influence of factors like residence and income perception on ethical views and attitudes was limited. Notably, participants who connected to the internet via mobile phones had higher ethical views and attitude scores compared to those using computers and tablets. However, the study observed that internet usage quotas did not have a significant impact on general ethical attitudes. The findings indicate that information ethics topics play a crucial role in overall ethical evaluations and suggest that individuals have a broad perspective.

AIM: To observe the protective effect of astaxanthin (AST) against hydroquinone (HQ) mediated cell death in the apoptotic cascade and evaluate intracellular Ca2+ release, caspase-3, and -9 activation, reactive oxygen species (ROS) production in ARPE-19 cells. METHODS: We cultured ARPE-19 cells in special mediums and performed MTT tests to determine protective effect of AST, before exposing the cells to HQ in an incubator. We analyzed intracellular Ca2+ release experiments, mitochondrial membrane depolarization, glutathione (GSH), glutathione peroxidase (GSH-Px) and ROS experiments, and apoptosis assay. RESULTS: ROS production ranges depend on the amount of cell death. We computed the correlation between ROS ranges and cell death by 20,70-dichlorofluorescein fluorescence, and Ca2+ levels by Fura-2-AM. HQ-induced cell death found out to rise ranges of caspase-3 and -9, and mitochondrial depolarization. These three steps were delayed by AST management. CONCLUSION: ARPE-19 cells are avoided from HQ-induced ROS production and caspase-3 and -9 activation by AST. AST may limit the range of caspase synthesis, Ca2+ release and excess production of ROS with antiapoptotic effect. This study proposes a new therapeutic approach for the treatment of age-related macular degeneration.

Objectives: The aim of this study was to investigate the variables that may affect treatment continuation in children aged 6 to 12 years who were newly diagnosed with ADHD. Methods: A total of 132 children diagnosed with ADHD and their parents participated in the study. Sociodemographic and clinical risk factors affecting continuation of treatment were examined using logistic regression analysis. Results: Multiple model examination revealed that greater age increased the risk of treatment discontinuation 1.824 times (p = 0.003) while a lower total length of paternal education increased the risk of discontinuation (1/0.835) 1.198 times (p = 0.022). Other variables emerging as significant in the univariate model lost that significance in the multiple model. Conclusions: Understanding the variables associated with medication discontinuation in ADHD in different populations and taking these variables into account in the development of health policies, will be useful in improving the long-term devastating effects of the disorder.

This study aimed at designing instructional material named Biotechnology Instruction Module (BIM) which is enriched with active learning methods to enhance the 8th grade students' learning of the topic. The development of the teaching materials proceeded within the stages of the ADDIE instructional design model. The final form of the instructional module comprised active learning materials of DNA Isolation Experiment, Bulletin Boards, 4x2 Biotechnology Learning Station, Case Studies Text, and "What Would You Do If You Were…?" activities. Instructional module covers the topics such as genetically modified organisms (GMO), gene therapy, cloning and bioremediation. The "Biotechnology Instruction Module" is expected to help students to learn in a meaningful way the rapidly changing and renewed biotechnology issues, to foster knowledge and understanding of key issues, to promote socioscientific discourse in class, and to encourage higher order thinking skills. All the data show that the instructional module applied in the real classroom environment is successful in realizing the learning objectives of the subject of biotechnology.

The present study aims to examine the effect of the flipped classroom model on the academic achievement and critical-analytic thinking skills of students from different socio-economic backgrounds. For this purpose, two schools in the same province, attended by children from families with varying socio-economic levels, were included in the study. The study sample consisted of a total of 82 students: 30 from a secondary school with students from a low socio-economic background and 52 from another secondary school with students from a high socio-economic background in the 2021-2022 academic year. The study was designed based on the quasi-experimental design with pretest-posttest control groups. Experimental and control groups consisting of one class each, and four classes in total, were selected from the schools using the random assignment method. The total application period was 9 weeks while the duration of the experimental applications was 7 weeks (28 class hours). In the present study utilizing Edpuzzle, an online platform, interactive videos were developed in accordance with the learning outcomes of the course. Data were collected using the 25-item "Sun, Earth and Moon Achievement Test" applied to determine the learning levels of the students and the 72-item "Cornell Conditional Reasoning Test" applied to measure critical-analytic thinking skills. In conclusion, it was revealed that although there was no significant change in critical-analytic thinking skills, the flipped classroom model provided a significant increase in the academic achievement and critical-analytic thinking skills of students from both socio-economic backgrounds.

The aim of this study is to examine the behaviors of married individuals to maintain relationships according to their gender and gender role attitudes. The study group of the study consisted of 177 (52.8%) females and 158 males (%) aged between 24 and 50 (vinculum =30.2), residing in Izmir, and having a relationship period of 2 to 20 years (vinculum =5.9). 47.2), a total of 335 heterosexual married people. As data collection tools in the research, "Relationship Maintenance Strategies Scale", "Gender Roles Attitude Scale" and "Personal Information Form" were used. Two-way MANOVA method was used in the analysis of the data. Findings from the two-way MANOVA analysis show that gender and gender roles have an impact on relationship maintenance behaviors. In this context, it has been determined that gender roles have a higher degree of influence than biological sex in maintaining relationships. According to the findings of the study, it was determined that female participants exhibited relationship-maintaining behaviors more frequently than male participants. In terms of gender roles attitude, It has been determined that the participants who have an egalitarian gender role attitude exhibit more frequent relationship maintenance behaviors than the participants who have traditional gender roles attitudes. As a result, gender and gender roles have a significant effect on relationship maintenance strategies.

Natural history includes the period from the formation of the Earth to recent times and all the changes it has gone through throughout this vast period. The biggest challenge in understanding natural history is the age of the Earth. Even though natural history is quite difficult to understand, pre-service science teachers are expected to be knowledgeable about this matter to a fundamental degree. Therefore, this study aims to determine the knowledge levels of secondary school students and pre-service science teachers on some natural history topics and compare compare these two groups in this context. To conduct such research in which a qualitative-natured case study design was used, the data obtained through 15 open-ended questions were analyzed through content analysis. As a result, percentages of correct answers regarding the time perception component were quite low both for secondary students and pre-service science teachers. While both groups were close in the component of the transformation of the Earth, it was founded that students answered more questions correctly. As expected, pre-service teachers correctly answered more questions regarding the component of diversity of living things than the students.

The study employed a quantitative research design using the general survey model to understand a large research population without intervening in variables. It involved 552 teacher candidates from an education faculty in Eastern Anatolia, Turkey, with 142 males and 410 females participating voluntarily. Data were collected using the Computer Game Motivation Scale (CGMS) with 17 items and five sub-dimensions (Concentration, Enjoyment, Escape, Learning, and Socialization), assessed on a five-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree). The reliability coefficients (Cronbach's Alpha) ranged from 0.77 to 0.95 for scale structures and were 0.94 for the entire scale. Internal consistency coefficients for sub-dimensions varied from .78 to 0.94, with 0.93 for the overall scale. The information form included gender, department/unit, perceived income status, and place of residence inquiries. Male students had higher gaming addiction scores than females, and those in verbal programs scored higher than numerical programs. 2nd and 3rd-year students had higher gaming addiction scores, and students with a perception of very poor income also scored higher in gaming addiction. Interestingly, the place of residence did not significantly affect gaming addiction, likely due to widespread internet and technology access. In summary, this study highlighted how gender, program, class level, and income perception impact gaming addiction among university students, while place of residence does not seem to play a significant role.

The purpose of this study was to measure the ICT competency levels and academic self-efficacy perception levels of preservice teachers and to determine if those levels were a significant predictor of their academic self-efficacy. For this purpose, the data were obtained from 411 volunteer students studying in the second, third, and fourth grades of the Teacher Training Undergraduate Programs at Erzincan Binali Yildirim University Education Faculty. In total, 133 male and 278 female students participated in the study. As data collection tools, the Personal Information Form, the Information and Communication Technology Competencies Scale for Pre-service Teachers (ICTC-PT) developed by Tondeur et al. (2017) and adapted to Turkish language and culture by Alkan and Sarikaya (2018) as well as the Academic Self-Efficacy Scale (ASES) developed by Kandemir (2010) were used. The Personal Information Form included information regarding department, grade, gender, and GPA. The reliability analyses of the scales were carried out, as well as multiple and stepwise regression analyses and descriptive statistics to address the research questions. As a result, it was determined that pre-service teachers' perception of ICT self-efficacy was at a high level. A moderate level of perception was observed in the subdimensions of ASE-CAP, ASE-AE, and ASE-APL among the participants. ICT-ID was found to be a significant predictor of ASE-CAP, but not of CSP-ICT. Although CSP-ICT was more closely related to general competencies, ICT-ID appeared to be more closely related to the skills required by the teaching profession. Based on the results of the study, the ASE-CAP, ASE-APL, and ICT sub-dimension scores were not significant predictors of GPA, whereas the ASE-AE score was a significant and positive predictor of GPA. It could be concluded from these findings that experiences and activities aimed at improving students' self-efficacy perceptions contributed positively to academic achievement in teacher training programs.

In today's multicultural and globalized world, diversity, as a necessary component of human existence, plays a critical role in society. Therefore, promoting equity and embracing diversity in the field of education is crucial to provide equal opportunities for all learners by respecting and accepting their identities. Paying attention to the significant role of teacher education programs in the preparation of teacher candidates, we aimed to investigate the representation of diversity through the lens of social justice in the current EFL initial teacher education program implemented as a standardized program in departments of English language and teaching at state universities of Türkiye. With this purpose in mind, the courses provided in the program were evaluated with respect to diversity issues. To this end, the course descriptions and goals were inductively analysed from the perspectives of social justice. The findings revealed the existence of diversity issues in both compulsory and elective courses to some extent regarding three knowledge-based domains i.e., content knowledge, pedagogical knowledge, and general culture. Based on the analysis of the program and relevant literature, some implications and suggestions were proposed for teacher educators and program designers for a more diversity-sensitive and social justice-oriented teacher education.