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The purpose of this research was to identify the need for gender equality education. For this purpose, the views of mathematics, science, and information technology teachers on the current situation of gender equality in schools were determined. In addition, the awareness of sixth, seventh and eighth grade middle school students on gender equality was examined. This study was a descriptive research conducted in a qualitative context. In data collection, an interview form on teachers' views and a written view form on students' awareness about gender equality were used. Research data were collected in the spring semester of the 2017-2018 academic year. As a result of the research, it is thought that an interdisciplinary gender equality education will be beneficial to improve students' awareness.

The purpose of this study is to determine and compare how undergraduate students' attitudes towards on-line exams vary depending on gender and some technological variables. This study was carried out by using a survey method. As data collection tool, the Undergraduate Students Attitude Scale Towards On-line Exams which consists of 21 items, each with five response alternatives covering attitudes of undergraduate students towards on-line exams was used. Scale was developed by Author & Author (2022). In this research, scale was administered to 1361 undergraduate school students from four different universities 2020-2021 academic year in Turkey. The convenience sampling method was used for selecting participants. The data were analyzed by One-Way ANOVA and independent-sample t- tests using a statistical package program (SPSS 10.0). As a result, Wi-Fi-using undergraduate students had higher attitude scores in Taking Precautions, Individual Characteristics dimensions and in total scores of USASOE. Female undergraduate students had higher attitude scores in the Taking Precautions dimension. Moreover, students who spend more hours on the internet had higher attitude scores and in on-line exams computer using students also had higher attitudes. Finally, in the Taking Precautions dimension, students who always or sometimes attend on-line courses had more positive attitudes than the ones who never attend on-line courses.

The general aim of the study was to improve students' awareness of gender equality. An instructional design was developed in which mathematics, science, information technologies and software (ITS) courses were integrated, with the theme of gender equality at the center. The method of the study was determined as a case study. The participants of the study were 21 sixth-grade students at a public school in Turkey. Research data were collected using the "Views Form on Gender Equality" and "Practice Evaluation Form" developed by the researchers. According to the students' views, it was determined that an interdisciplinary education on gender equality had positive effects on improving students' awareness of gender equality. When the students' views about the practice process were examined, it was seen that the positive opinions about the process were high in number, and students presented few negative views.

This mixed-methods study explored the nature, effectiveness, and policy implications of the fee-charging private supplementary tutoring (PT)--including online--that first-year Kazakhstani university students attended over the last 12 months. The data were collected from 952 participants using a close-ended questionnaire followed by semi-structured online interviews with 22 participants. The study found that the PT market expanded during the COVID-19 pandemic, during which 750 out of the 952 participants (81%) received PT. Lack of parental follow-up, limited preparation by schoolteachers on how to deliver online classes during the pandemic, and insufficient support by regular schools for students taking university entrance examinations prompted the participants to seek PT, mainly to obtain state tuition grants for highly selective universities. Despite the health risks of face-to-face PT during the COVID-19 pandemic, several participants did take part in it. The participants exercised their agency by reflecting not only on the drawbacks of online PT but also its advantages, including saving time, energy, and money and being able to revisit the taught material several times, thus, enhancing comprehension. The pedagogical implications of fair access to higher education and regulating PT by introducing codes of practice are presented.

Technologies used inside and outside museums generate brand new perspectives and learning areas for museum learning. This study analysed 45 empirical studies that included technological tools used in museums as well as those tools that dealt with the museum's visitor's learning achievements. The results of the study show that a variety of cognitive and affective skills have been achieved in ICT-assisted studies. Having different dimensions of interaction, such technologies can be used for different purposes, such as providing general guidance, synthesizing museum learning, consolidating knowledge, designing or experimenting, and/or offering individual experiences with personalized technologies. On the other hand, it appears that technology is still not being used efficiently to the fullest extent of its potential. Therefore, it is recommended that further studies should present more suitable technologies that fit individual differences, have a capacity to increase social interactions, contain enriched specifications, and can be used in a variety of environments.

The purpose of this study was to determine teacher perspectives on emergency remote teaching conducted during the COVID-19 pandemic in science and art centers. The study was carried out using a phenomenological qualitative research design with 41 science and art center teachers from 17 different majors. A content analysis method was employed in this study that used a criterion sampling method and collected data through a semi-structured interview form. The study found that most teachers have not received any training on distance education, technique-based teaching cannot be employed in remote teaching processes, the planned activities remain unfinished, student-student and student-teacher interactions decrease, teachers mostly conduct emergency remote teaching online, and teachers improved themselves in technological equipment and the knowledge of teaching profession together with emergency remote teaching. It was also found that student participation is low and teachers find face-to-face education more effective than emergency remote teaching, experience problems in feedback and revision, cannot perform observation-based measurement and evaluation, and emergency remote teaching increases the workload. Teachers expected that the distance education could be carried out on a part-time basis after the pandemic and that they receive in-service education regarding distance education.

This paper presents a systematic literature review of studies about writing in elementary schools. A systematic search of databases was conducted to select studies. The aim was to identify and categorize difficulties and suggestions. A total of 52 articles published in peer-reviewed journals over the past 21 years were reviewed and analyzed using a well-established systematic literature review methodology, in academic-based research databases, after carefully reviewing the available literature and utilizing relevant sources. This review revealed that the studies mainly emphasize the relation between reading and writing, using technology in teaching writing, acquisition of writing and a method/approach or strategy suggestion, and structure/grammar in writing. Additionally, feedback, affective domain, and teaching writing at an early age are the focus points of other studies. The findings of this literature review allow teachers, administrators, and policy makers to employ and explore efficient writing activities to improve student engagement, motivation, and performance.

This review presents how chess improves student abilities and underlines inferences about chess and its educational benefits. In this study, quantitative samples, experimental designs, or test scores of studies are not the main focus. Numerous empirical studies and limited review studies about chess instruction in the literature express the effect of chess on students' success and mental skills. However, almost all of these studies address only positive effects; this review attempts to explain "how" chess achieves this success. What are the other components of this effect? Is it possible to determine how chess impacts education? The question is how and why chess is considered so effective. Is it possible to present examples by linking basic features of chess, lessons, and cognitive structures?

Abstract Objective This study compared the efficacy of ultrasound-guided erector spinae plane block (ESPB) and wound infiltration (WI) for postoperative analgesia in patients who underwent lumbar spinal surgery with instrumentation. Methods In this randomized controlled trial, 80 patients were divided into two groups: ESPB (n = 40) and WI (n = 40). Postoperative pain intensity was assessed via the visual analog scale (VAS) at multiple time points within 24 h. Additionally, opioid consumption, time to first rescue analgesia, incidence of postoperative nausea and vomiting (PONV), and patient satisfaction were evaluated. Results Both ESPB and WI provided effective postoperative pain management, with no significant differences in VAS scores. However, the ESPB group demonstrated a significantly longer duration of analgesia, a shorter time to first rescue analgesia, and lower total tramadol consumption (50 ± 60 mg vs. 100 ± 75 mg; p = 0.010) than did the WI group. Furthermore, a trend toward reduced PONV incidence was observed in the ESPB group, likely due to its opioid-sparing effect. Conclusion While both ESPB and WI provided effective postoperative pain management, ESPB demonstrated a distinct advantage by offering a longer duration of analgesia and significantly reducing opioid consumption. These findings suggest that ESPB is more effective than WI for postoperative analgesia in lumbar spinal surgeries, providing prolonged pain relief and improving patient outcomes. Further studies are warranted to explore its long-term benefits and cost-effectiveness. Trial Registration ClinicalTrials.govPRS: NCT06567964 Date: 08/21/2024 Retrospectively registered.

Abstract Preeclampsia (PE) occurs due to inadequate spiral artery/trophoblast remodeling in early pregnancy. Endometases are involved in the remodeling of spiral arteries and placental trophoblasts. This study aimed to investigate differences in blood endometase levels between pregnant women with hypertensive disorders (PE and gestational hypertension [GHT]) and healthy pregnant women and to evaluate whether plasma endometase values ​​could play a predictive role in PE or GHT diagnosis. A total of 90 pregnant women (n(PE) = 30, n(GHT) = 30, n(healthy pregnant) = 30) who presented at the hospital between December 2023 and May 2024 and were 26–32 years of age and > 20 weeks pregnant were included in the study. The endometase levels in all pregnant women were determined in maternal blood plasma via enzyme-linked immunosorbent assay. The endometase values were recalculated according to albumin values, and corrected endometase (cEndo) values were determined. No significant differences in blood endometase levels were observed between the groups (p > 0.05). The cEndo value was significantly lower in the PE and GHT groups than in the control group (p 0.05). A statistically significant negative linear relationship was detected between cEndo values and mean systolic blood pressure and mean diastolic blood pressure (p 0.05). Maternal blood cEndo values may play a successful role in distinguishing hypertensive diseases of pregnancy (PE + GHT) from healthy pregnant women. cEndo does not play an effective role in the differential diagnosis between pregnant women with PE and those with GHT. Studies with larger patient populations are needed.

Abstract Background Phlebotomus papatasi is considered the primary vector of Leishmania major parasites that cause zoonotic cutaneous leishmaniasis (ZCL) in the Middle East and North Africa. Phlebotomus papatasi populations have been studied extensively, revealing the existence of different genetic populations and subpopulations over its large distribution range. Genetic diversity and population structure analysis using transcriptome microsatellite markers is important to uncover the vector distribution dynamics, essential for controlling ZCL in endemic areas. Methods In this study, we investigated the level of genetic variation using expressed sequence tag-derived simple sequence repeats (EST-SSRs) among field and colony P. papatasi samples collected from 25 different locations in 11 countries. A total of 302 P. papatasi sand fly individuals were analyzed, including at least 10 flies from each region. Results The analysis revealed a high-level population structure expressed by five distinct populations A through E, with moderate genetic differentiation among all populations. These genetic differences in expressed genes may enable P. papatasi to adapt to different environmental conditions along its distribution range and likely affect dispersal. Conclusions Elucidating the population structuring of P. papatasi is essential to L. major containment efforts in endemic countries. Moreover, the level of genetic variation among these populations may improve our understanding of Leishmania–sand fly interactions and contribute to the efforts of vaccine development based on P. papatasi salivary proteins. Graphical Abstract

Background: This study from Istanbul aimed to compare the child and adolescent psychiatric admissions and diagnosis rates between the first 3 months of the pandemic, the previous 3 months in the same year, and the same months in the previous year. Methods: Children and adolescents were grouped according to the admission dates. Group A, between March 11 and June 1, 2020; Group B, between January 1 and March 11, 2020; and Group C, between March 11 and June 1, 2019. Only clinical interviews and diagnoses according to Kiddie Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version (K-SADS-PL) interview were included. Results: Autism spectrum disorder (ASD), obsessive-compulsive disorder (OCD)/tic disorder, and intellectual disability (ID) diagnoses were higher in group A than in groups B and C (for ASD, 6.4%, 4.3%, and 3.6%; for OCD/tic disorder, 2.9%, 1.8%, 1.7%; for ID, 3.7%, 2.5%, and 2.1%, respectively) (P < .001). Attention-deficit hyperactivity disorder (ADHD) diagnosis was higher in group A than in only group B (59.8% and 49.7%, respectively) (P < 0.001). Depression was higher in group A than in only group C (4.1% and 2.2%, respectively) (P < .001). Conduct disorder (CD) diagnosis was lower in group A than in only group B (3.6% and 6.4%, respectively) (P < .05). Conclusion: Child psychiatry diagnosis rates were found to change significantly during the initial phase of the pandemic period. Among the referrals, ASD, OCD, Tic disorder, ID, ADHD, and depression admissions were significantly higher. The rate of pediatric neurodevelopmental disorders, particularly ASD, increased during the initial phase of the COVID-19 pandemic.

Drilling pressure relief is one of the methods to reduce the risk of coal bursts in deep mines. However, the effect of the drill hole orientations has not been studied well enough to understand their impact on the burst failure mechanism. In this study, we investigated two designs of drill hole orientations. The first design includes drill holes located on the upper free face of the rectangular samples and labelled as upper hole (UH) and centre hole (CH) – the long axes of the drill holes are aligned with minor principal stress, σ3, direction. The second design includes drill holes at the top (TH) and the side (SH) of the rectangular samples in which the long axes of the drill holes are aligned with the maximum, σ1, and intermediate principal stress, σ2, directions, respectively. The coal samples with the proposed drill hole orientations were subjected to the true-triaxial unloading coal burst tests. The results show that the drill holes reduce the risk of coal bursts. However, we found that the intensity of coal burst was significantly reduced with the SH-type, followed by the CH-types. We also observed that the coal burst intensity is reduced better for the CH, UH, TH, and SH-type drilling patterns. However, it was found that the orientations of drill holes have little influence on the failure mode (splitting). The acoustic emission (AE) activities for coal with drill holes noticeably decreased, especially for the UH and CH layouts. The drill holes reduced the upper limit of the AE entropy (chaos of microcracks generation). However, regarding reducing the coal burst risk, the TH and SH are less effective than UH and CH.

Abstract Background The aim of this study is to investigate the potential relationship between shoulder anatomical parameters and the shape of rotator cuff tears (L-shaped, U-shaped, and crescent-shaped). Materials and methods The study included 160 (n:160) patients. Patients were divided into four groups: crescent type, u type and L type tears and control group. There were 40 cases in each group. The operated patients were divided into three groups based on the shape of the tears in arthroscopic images. Measurements of Critical Shoulder Angle (CSA), Greater Tuberosity Angle (GTA), Acromion Index (AI), Lateral Acromion Angle (LAA), and Humerus Footprint width (coronal width and sagittal width) were taken in each group and compared. Results Patients were divided into four different groups: Crescent type group (n:40), L type group (n:40), U type group (n:40) and control group (n:40). Upon assessing the coronal and sagittal width measurements, The mean coranal width measurement of the L-type tear group was 12.62 ± 0.29 mm, which was significantly higher than all other groups (p

Unequal access to language learning resources has been exacerbated by the global expansion of English private tutoring (EPT). Despite its popularity, no study has examined the implications of EPT during the COVID-19 pandemic. Therefore, this mixed-methods study explored the nature and effectiveness of EPT that first-year Kazakhstani undergraduate students had experienced over the previous 12 months during the COVID-19 pandemic. It was informed by Benson's (2011) model of language learning beyond the classroom. Data were collected through a close-ended questionnaire and semi-structured online interviews. The study found that 318 out of 750 (42.4%) had experienced EPT, and 64% of respondents had received face-to-face EPT although it was considered a health risk during the pandemic. All the interviewees perceived EPT sessions as an encouraging environment for coaching towards the university entrance examination and expanding their knowledge. They attributed this mainly to the individual attention they obtained from their tutors, which was lacking in online classes with their English teachers due to teachers' indifferent attitude to students' questions and the limited duration of video conferencing sessions. The participants acted agentively by evaluating the advantages and drawbacks of online EPT. Pedagogical implications and areas for further research are suggested.

Major economic, social, and technological changes in the twenty-first century require a transformation in the everyday practices that educational institutions use to train future innovators. Through a case study on five schools within a network of private schools in Istanbul, Turkey, we explore how school principals and teachers nurture an innovation climate in their schools. Using methodological triangulation that combines semi-structured interviews, participant observation, interactive training sessions, and archival data, we identify four leadership practices that shape a climate conducive to innovation in these schools: (a) fostering the creativity of the members of school society or community, (b) developing a collaborative learning ecosystem, (c) encouraging innovative teaching through online collaborative learning spaces and ICT, and (d) empowering teachers to generate an adaptable curriculum in a flexible work environment. Findings indicate the significance of building a collaborative ecosystem that enables a separation or departure from the mainstream traditional and test-oriented education system in Turkey, which in turn inspires the creativity of teachers and students in the fabric of daily school life.

A socioeconomic status (SES)-related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness of an early mathematics intervention was conducted for low-SES Turkish preschool children (33 boys, 27 girls; M[subscript age] = 4.32). Classrooms were randomly assigned to treatment (Pre-K Mathematics) or control conditions. Children's early mathematical knowledge was assessed by the Child Math Assessment. A statistically significant positive impact was found (ES = 1.32). This indicates some generalizability of the intervention and supports the feasibility of using early intervention to achieve UN goals.

Purpose: This study aims to examine the role of teachers' emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being. Design/methodology/approach: The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model. Findings: The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers' affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being. Originality/value: To the best of the authors' knowledge, this study is the first in the literature to highlight the importance of school teachers' EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers' emotional competencies and resources.

The aim of this study is to examine the cognitive structures of the secondary school students towards the concept of health. The study was carried out using the descriptive survey model, which is a research approach that intends to describe a past or present situation as it is. The study group of the research was determined by maximum diversity sampling and consisted of 5th, 6th, 7th, 8th grade secondary school students studying in Bursa and Malatya in the 2021-2022 academic year. In this study, which attempts to examine the perceptions of secondary school students regarding the concept of health, WAT (Word Association Test) was used as a data collection tool. The word association test consists of two dimensions. While there are explanations about WAT (Word Association Test) and sample WAT (Word Association Test) study in the first dimension, there is the WAT worksheet for the concept of health in the second dimension. In the analysis of the data, the words obtained regarding the answers given by the students to the key concept of health were examined in detail in a table, the threshold point was determined by considering the repeated words, and concept networks were created in this direction. In the study, secondary school students produced different words for the concept of health. Those with four or fewer frequencies of these words were not included in the analysis. The most repeated word among the words included in the analysis was "doctor". Those which followed this word were "hospital", "vaccine" and "COVID-19". As a result of the research, no difference was observed in terms of the cities in which the study was conducted or regarding class level, and similar answers were obtained in all classes.

This study examines school teachers' views on online education. Online education that removes space and time constraints is becoming increasingly preferred. However, the immediate shift to online education brings some problems for teachers. The study investigated K-12 teachers' views on online education by semi-structured online interviews with 33 school teachers from different geographic regions. Teachers' responses indicated that they faced a variety of problems including technical issues, a lack of parental support, short course duration, student unwillingness to turn on webcams, and teacher inability to reach students (especially those turning off their webcams) in online lessons. The implication of the findings is also discussed.