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This study includes a new direct amidation reaction of carboxylic acids with carbodiimides acting as a reagent instead of an activating agent under green reaction conditions providing products in up to 95% yield.

Okul öncesi öğretmenlerinin sınıf dışı etkinlikler kapsamındaki bilişsel gelişim inançlarını incelemeyi amaçlayan bu çalışma nitel araştırma yöntemlerinden durum çalışması kullanılarak gerçekleştirilmiştir. Bu araştırmanın çalışma grubunu Konya ilinde görev yapmakta olan okul öncesi öğretmenleri oluşturmaktadır. Konya ili merkez ilçelerinde çalışmakta olan 35 okul öncesi öğretmeni basit seçkisiz örnekleme yöntemi ile seçilmiştir. Çalışmada araştırmacılar tarafından oluşturulan yarı yapılandırılmış görüşme tekniği veri toplama aracı olarak kullanılmış ve gönüllülük esasına dayalı olarak çalışmaya katılmış olan öğretmenlerden 2020-2021 eğitim-öğretim döneminde örgün eğitim yapabildikleri döneme ait günlük planları istenerek doküman incelemesinden yararlanılmıştır. Sonuç olarak, bilişsel gelişim ve sınıf dışı etkinlik algısı, sınıf dışı uygulamalar ve okul öncesi eğitim programı, planlama yaklaşımları ve uygulamaya yönelik engeller olmak üzere dört temel başlık ön plana çıkmıştır.

Drawings by children are key to understanding their experiences in various aspects such as perceptions of playgrounds and the events that happen in them. This study aims to reveal Syrian refugee children's perceptions of playgrounds. In the study, drawings of children who live in two different cities in Turkey were collated. The results showed that children draw slides, swings, and seesaws as playground tools, as well as trees, sun, clouds and flowers as natural materials. Additionally, children draw some human figures, other children, himself/herself, and adults (mother, father and teachers). Finally, it was interpreted that children also draw flags, houses, shelter, walls, and planes as other objects in their drawings about the playground. The children's drawings were influenced by their ages and genders, and the city's geographical structure, where they live and their family backgrounds. Besides, it is seen that children's social skills/development are reflected in children's drawings. Finally, it is seen that the play materials that children use in their drawings are the playground materials they use the most in daily life. While building playgrounds, the opinions of the children both refugees and locals, could be considered in order to support children’s learning skills and imaginative world.

The importance of outdoor activities for children should not be overlooked, and teachers and parents as stakeholders have an influential role in providing learning opportunities (Elliott, 2015). Teachers are dependent on parental reciprocity because of potential for harm (Maynard, 2007), and parents can limit activities because of various reasons such as traffic, weather and getting hurt (Cevher-Kalburan, 2014; Yilmaz, 2016). Therefore, identifying parental perceptions of outdoor activities is a significant aspect of supporting children’s opportunity to engage in them. In this research, semi-structured interviews were used to collect data, as a way to understand participating parents’ views in detail (Fife, 2005). Data collection was carried out by the author and NVivo 12 software programme was used to analyse data from 30 participants. Six main themes emerged from the interview questions in the data analysis, which are presented in this paper. While participating parents overall were positive about promoting outdoor activities both at out-of-school and in schools, their preferences for their children were mostly for indoor activities. Thus, there was conflict between what they claimed for outdoor activities and what they most preferred for their own children. This apparent tension suggests the need for further research.

Professional development is a key skill for all teachers and needs to be promoted. However, there are quite different practices within countries because of different qualification requirements [Mos...

Objective: Hoarding is common in obsessive-compulsive disorder (OCD), and OCD with hoarding may have poorer prognostic features than OCD without hoarding. The aim of this study was to investigate the relationship between multifaceted impulsivity and hoarding symptoms in individuals with OCD. This relationship is important to be able to understand the psychopathological mechanisms of hoarding symptoms in OCD patients. Methods: The study included 136 individuals with OCD classified as OCD with high hoarding symptoms (OCDwHH, n = 41) and OCD with low/none hoarding symptoms (OCDwLH, n = 95), together with 94 healthy control subjects. All the participants completed the Hoarding Rating Scale-Interview, Barratt Impulsiveness Scale-11, Yale-Brown Obsessions and Compulsions Scale, Hamilton Depression Rating Scale, and Hamilton Anxiety Rating Scale. Results: The OCDwHH group had more severe anxiety (p = 0.016) and attentional impulsivity (p = 0.002) than OCDwLH. Attentional impulsivity scores were positively correlated with hoarding symptom scores (p < 0.001). Both attentional and motor impulsivity scores were positively correlated with anxiety levels (p = 0.037, p = 0.045, respectively). In partial correlation analysis, motor impulsivity was positively correlated with the severity of hoarding symptoms controlling for anxiety severity (p = 0.045). In hierarchical linear regression analysis, only attentional impulsivity predicted the severity of hoarding symptoms independently of anxiety, severity of obsessive-compulsive symptoms and motor impulsivity (β = 0.268, Adjusted R 2 = 0.114, p = 0.006). Conclusion: Attentional impulsivity is associated with hoarding symptoms in OCD. Future studies that reveal this relationship may contribute to treatment modalities for the OCD patients with hoarding symptoms. © 2020 The Nordic Psychiatric Association.

This series on international perspectives of ECEC is designed to offer a window into what is happening in other countries in the hope of fostering a process of reflection. This month, early years in Turkey.

This research aimed to identify teachers’ knowledge on the preschool education programme as it is substantial for the programme development process (Göle and Temel, 2015). The checking teachers’ practical approaches to programme regularly provide in depth information about the practicability of the programme. Therefore, this research focused on forty preschool teachers in a county of Osmaniye in order to determine teachers’ knowledge on the programme. For this reason, two different methods were used to collect the data over a year gap so as to cross-check their responses, which are group interviews and survey as mixed method (Cohen, Manion, and Morrison, 2011). As a result, the research shows that there are some conflicts to be solved in terms of practicability of the programme such as having a centralised programme, lack of information on programme and beliving in that they can achieve everything without reading the programme. Thereofore, an action list for future is suggested to be considered., Bu araştırma program geliştirmenin önemli bir öğesi olarak (Göle and Temel, 2015) öğretmenlerin okul öncesi eğitim programı hakkındaki görüşlerini belirlemeyi hedeflemiştir. Öğretmenlerin uygulamaya yönelik yaklaşımlarının düzenli olarak kontrol edilmesi, programın kullanılılışlığı hakkında derinlemesine bilgi sağlar. Bundan dolayı, bu araştırma Osmaniye ilinin bir ilçesinde bulunan 40 okul öncesi öğretmeninin program hakkındaki bilgilerini belirlemeye odaklanmıştır. Bu sebepten, karma yöntemden grup görüşmesi ve anketten (Cohen, Manion and Morrison, 2011) oluşan iki farklı yöntem bir yıllık ara ile öğretmen görüşlerini çapraz kontrol etmek için kullanılmıştır. Sonuç olarak, araştırma programın uygulanabilirliği açısından bazı çözülmesi gereken çelişkiler olduğunu göstermiştir. Örneğin, merkezi program olması, öğretmenlerin program hakkındaki yetersiz bilgisi ve kendilerin daha iyi uygulama yapacağına yönelik var olan inançları. Bunlardan dolayı, yapılacabilecekler birkaç madde ile öneri olarak sunulmuştur.

Modafinil is generally known as a drug with low addiction potential. There are few case reports in the literature demonstrating that Modafinil, stated being capable of diminishing symptoms of attention deficit/hyperactivity disorder (ADHD), causes addiction. In the present article a Modafinil addicted ADHD case, consuming usurious doses (5,000 mg/per day) of Modafinil is presented. The case presented to our psychiatry outpatient clinic due to: requirement of in taking high dose Modafinil in order to achieve the initial effects, difficulty in obtaining the drug, irritability, anxiousness, sleep irregularities, fatigue and unpleasant vivid dreams when he did not use the drug. It was realized that the patient, himself increased doses of Modafinil incrementally, in order to keep its effects on attention symptoms at the same level. It has to be kept in mind that ADHD patients can develop Modafinil addiction. It is necessary to carry out systemic studies on this subject. © 2018 Korean Neuropsychiatric Association.

The aim of this study investigates the views of preschool teacher candidates on applications of educational activities in preschool education. This research is the screening model research and 110 teacher candidates attending the third and fourth grades in the Department of Preschool Teaching in Faculty of Education in Giresun University and filling out the form constitute the working group of this study.'A Semi-Structured Interview Form' is used to gather the data of the study. With this aim, the form, was shaped by the researchers, took its ast form after two experts examined them and following the necessary changes. This form ncludes four demographic questions and seven open ended questions. In the first place, teacher candidates are asked about their views on activities in preschool education. They are asked to select one of the following options; 'I enjoy them', 'I am reluctant', 'I have difficulty','I get bored'. Later, they are asked to write the reasons of their choices. Then, the teacher candidates are asked about 'doing good or doing no good' in these activities. They are asked choosing on the following options; 'I think I do good' and 'I do not think I do good'. Then, they are asked to write about the reasons of their choices. In data encoding, 'encoding pertinent to the notions gotten from data' is used. It is clear that the activities in which the participants have the most difficulty are free play, science and math, and preparations for literacy activities. It is clearly seen that 48.1% of the teacher candidates get bored during the free play activities. Such teacher candidates stated that the most important reason for this is that they have too much ree time. It can be seen that teacher participants do not think (56.3%) that they do good in free play activities. What they stated as the most important reason for this is that the school has imited opportunities, so it is seen that the teacher candidates (53.6%) have difficulty in science and mathematics activities. They also stated that the most important reason for this is that they do not know which activities they should use'.