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Technological advances and the COVID-19 pandemic have led to a significant paradigm shift in the field of education, especially in the field of distance education. In this period, although distance education offers a number of advantages to its users, it has also brought some difficulties. This sudden transition has had a profound impact on students, teachers, and institutions, leading to changes in teaching methods, assessment practices, and student engagement strategies. This study aims to investigate the problems that arise in the distance education process and to examine the effects of these problems on students in detail. A qualitative approach is considered ideal since it enables deeper understanding of experiences of university students during distance education. Convenience sampling was chosen because it provided easy access for the researchers and allowed the inclusion of participants who met the required criteria. The participants consisted of 37 people, 28 girls and 9 boys, who had experienced the distance education and were studying in the Psychological Counselling and Guidance programme in the second year of a state university located in the Aegean region of Türkiye. The data were collected through semi-structured interviews and analysed using content analysis and thematic analysis methods. According to the findings of the study, the problems encountered by the students in the distance education process were listed under the following main themes: technological problems, problems related to the monitoring and evaluation of the course, motivation problems, emotional and physical problems, communication problems, problems related to domestic and environmental factors, feeling of professional inadequacy. In addition, students' suggestions for solutions to these problems and their opinions about whether they prefer face-to-face or online education were also discussed. As a result, the study offers suggestions for educational institutions and educators to overcome the difficulties encountered in distance education and to make the experience a positive one.

This study aims to examine parents' views on parental involvement in preschool English language teaching. Today, as parents realize their roles, they have started to play a more active role in their children's educational process. In this period when children need their parents' support the most, parents need to turn this situation into an opportunity and contribute to their children's foreign language acquisition process. For this reason, this study examined the views of parents on their participation in this process in the preschool period, which is considered to be very important in terms of foreign language acquisition. It is predicted that this study will shed light on parents' thoughts about their participation in the preschool foreign language education process and will benefit the studies to be carried out to make English language teaching more effective in the preschool period. In this study, the case study design, one of the qualitative research designs, was used to obtain parents' views on their involvement in preschool English language teaching. A total of 15 parents, consisting of eight fathers and seven mothers, whose children received preschool English education in different schools in Afyonkarahisar province in Turkey, voluntarily participated in the study. In this study, the parents' opinions about their involvement in English language teaching were obtained through semi-structured interview forms. As a result of the study, it was found that although almost all the parents adopted the view that parental involvement was necessary when the situation of supporting their children's English learning at home was examined, it was found that they could not support their children in their English learning process due to limited time, insufficient English level, the view that school alone is sufficient and similar reasons. It is concluded that parents who thought that their English level was insufficient for their children's participation in the English language learning process, remained passive in this process and were not informed about how they could participate in the foreign language teaching process of their children.

Aim: When breaking bad news (BBN) is not managed correctly, the negative impact on patients and patient’s relatives is much greater. The aim of the present study was to investigate the thoughts of the patient/patient’s relatives about how BBN should be given in four hospitals located in the eastern region of Turkey.Materials and Methods: In this cross-sectional, multicenter study, a total of 760 patients were included using a six-item questionnaire. Participants were divided into two groups according to educational status as high school and below (Group 1) and university and above (Group 2). The difference between the groups was determined according to p

The current era is one of the periods in human history when the phenomenon of migration is at its highest level. Individuals leave the countries they live in and settle in different countries for economic, security or different demographic reasons. Like all Western European countries, Switzerland has provided labour force from countries such as Turkey to complete the manpower deficit. The aim of this research is to get the opinions of parents who are currently in the 2nd and 3rd generation about their children's education. The research was designed as a case study. The data were collected in the Canton of Basel, Switzerland in 2023 with a questionnaire/interview form developed by Ari (2007) and updated for this research. In this case study with 77 individuals living in the canton of Basel, Switzerland, it is seen that parents are satisfied with the Swiss educational institutions, they are not concerned about the integration and success of their children, but they are afraid that their children will lose their language, cultural and religious values. The greatest expectation from Turkish educational institutions is in this direction.

Objective: The purpose of this study was to evaluate the association between V103V, 6140AG, TGA-Stop-TAA Stop, and 6016CA polymorphisms of the apelin (APLN) gene detected for the first time among young patients with acute coronary syndrome (ACS) and coronary artery disease (CAD). Methods: This was a prospective cross-sectional study. The study population was divided into 2 groups. The first group included 132 patients who were found to have critical lesions in their coronary arteries, while the control group consisted of 41 patients who were found to have normal coronary arteries or non-critical atherosclerotic lesions. Results: Among the gene polymorphisms, V103V was found to be more common in the critical CAD patients with the GG genotype compared with the control group (67.4% vs. 46.3%). On the other hand, the GT genotype was more common in the control group (53.7% vs. 32.6%). Univariate and multivariate logistic regression analysis revealed that the GG genotype of V103V was an independent predictor for the presence of critical CAD (odds ratio: 2.397; 95% confidence interval, 1.174–4.892; p=0.016). Conclusion: In cases of V103V polymorphism of the APLN gene, patients with the GG genotype were at a greater risk for the presence of atherosclerotic critical lesions compared with the control group.

Öğrenci merkezli eğitimde öğrencilere daha fazla kontrol hakkı verilmektedir ve öğrencilerle güç paylaşımı yapılmaktadır. Öte yandan yabancı dil başarısında bilişsel faktörler kadar duyuşsal faktörlerin de etkili olduğu bilinmektedir. Özyeterlik inancı da öğrenci başarısını etkileyen en önemli duyuşsal alanlardan birisidir. Ülkemizde de yabancı dil eğitimine önem verilmesine rağmen istenilen seviyelere ulaşılamamıştır. Ülkemizde güç paylaşımına ilişkin bilimsel çalışmalar az sayıdadır. Ayrıca öz yeterlik ile ilgili çalışmalar daha çok fen ve matematik alanlarında yapılmaktadır. Bu araştırmanın amacı, İngilizce hazırlık sınıflarında güç paylaşım düzeyinin belirlenmesi ve güç paylaşım düzeyi ile İngilizce özyeterlik inancı arasındaki ilişkinin incelenmesidir. Araştırmada nicel araştırma desenlerinden ilişkisel model kullanılmıştır. Evren üzerinden gerçekleştirilen çalışmada, Eskişehir Osmangazi Üniversitesi Yabancı Diller Yüksekokulunda 2014-2015 öğretim yılında öğrenim gören 454 öğrenci çalışma grubunu oluşturmaktadır. Veriler, Oruç (2012) tarafından geliştirilen ‘Güç paylaşımı düzey belirleme ölçeği’ ve Yanar ve Bümen (2012) tarafından geliştirilen ‘İngilizce ile ilgili özyeterlik inancı ölçeği’ uygulanmasıyla elde edilmiştir. Verilerin istatistiksel çözümlemesi SPSS istatistik programıyla gerçekleştirilmiştir. İngilizce hazırlık sınıflarında güç paylaşımının orta düzeyde olduğu belirlenmiştir. Ayrıca, İngilizce özyeterlik inancının da orta düzeyde olduğu belirlenmiştir. Sınıf ortamında güç paylaşımı düzeyi okuma, yazma, dinleme ve konuşma faktörleri arasında ve özyeterlik inancı ölçeğinin faktörleri arasında pozitif yönde anlamlı ilişkiler saptanmıştır. Araştırmada yükseköğretim İngilizce hazırlık sınıfında güç paylaşımının orta düzeyde yapıldığı ve öğrencilerin İngilizce özyeterlik inançlarının da orta düzeyde olduğu sonucuna ulaşılmıştır. Öğrencilere kendi öğrenme süreçlerinde daha fazla sorumluluk verilmesinin onların eğitim süreçlerine olumlu katkı sağlayacağı düşünülmektedir.