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Since the spring of 2020, many early childhood education programs (pre-K, K, 1st, and 2nd grades) had to close as governments around the world took serious measures to slow down the transmission of COVID-19. As a result, the pandemic forced many early childhood teachers to start teaching online and continue supporting their students remotely. Unfortunately, there were few lessons that these teachers could learn from experience to cope with this change since online learning in early childhood settings had been scarce until the outbreak of the pandemic. In response, the goal of this interview study was to investigate how early childhood teachers in public and private schools implemented online learning during the pandemic, the challenges they encountered when teaching online, and their suggestions to address these challenges. The results showed that the teachers did not sit still and patiently wait for the re-opening of the schools. Instead, they took assorted initiatives to support their students' learning and development remotely. They faced several challenges on the way but also suggested various methods to address these challenges through developmentally appropriate technology use. The results of this study have implications for teachers when early childhood programs return to normal. The study creates opportunities for future research to gain greater understanding of the design and implementation of online learning activities with young learners.

Parents recognize the potential benefits of technology for their young children but are wary of too much screen time and its potential deficits in terms of social engagement and physical activity. To address these concerns, related literature suggests technology usages with a blend of digital and physical learning experiences. Towards this end, we developed Kid Space, incorporating immersive computing experiences designed to engage children more actively in physical movement and social collaboration during play-based learning. The technology features an animated peer learner, Oscar, who aims to understand and respond to children's actions and utterances using extensive multimodal sensing and sensemaking technologies. To investigate student engagement during Kid Space learning experiences, an exploratory case study was designed using a formative research method with eight first-grade students. Multimodal data (audio and video) along with observational, interview, and questionnaire data were collected and analyzed. The results show that the students demonstrated high levels of engagement, less attention focused on the screen (projected wall), and more physical activity. In addition to these promising results, the study also enabled us to understand actionable insights to improve Kid Space for future deployments (e.g., the need for real-time personalization). We plan to incorporate the lessons learned from this preliminary study and deploy Kid Space with real-time personalization features for longer periods with more students.

Copyright of Osmangazi Journal of Medicine / Osmangazi Tip Dergisi is the property of Eskisehir Osmangazi University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous research showed that the parents acknowledged the technology's benefits for their young children's learning, however, they are still worried about the extended screen time, lack of physical activity and lack of social interactions. To address these concerns, we developed Kid Space to enable pedagogically appropriate technology use for children in early childhood education by combining various sensing technologies with a multi‐modal conversational artificial intelligence system that can interact with children, understand individual progress and provide personalised learning experiences. To understand the impact of Kid Space on the parents' initial concerns about technology use by their young children, we conducted a multi‐method user study: (1) a quasi‐experimental design and (2) formative research method using an exploratory case study with a set of children and their parents experiencing Kid Space in their homes. The results show that after experiencing Kid Space with their children, the parents felt significantly less concerned about screen time, social interactions and physical activity and reported positive perceptions towards pedagogical value of Kid Space. Detailed analysis on the multi‐modal data quantitatively and qualitatively validated why Kid Space alleviated these concerns. Future research is needed to validate long‐term educational value of Kid Space and generate insights for improvement for next iterations. Practitioner notesWhat is already known about this topic Play‐based learning is critical for young children's education, but digital games create major concerns around extended screen time, lack of physical activity and lack of social interactions.Blending digital and physical spaces could support pedagogically appropriate technology use for young children. Towards this end, there are some exemplary studies in the state–of‐the‐art reporting positive educational outcomes as an effect of utilising such spaces. However, none of these studies supported children's most natural mode of communication in their interactions with the systems—speaking.Pedagogical conversational agents (PCAs) are promising, but they are tricky when it comes to young children's speech because of unique technical challenges resulted from how children use language and communicate with digital systems.What this paper adds To our best knowledge, Kid Space is one of the earliest implementations of a PCA with a multi‐modal artificial intelligence (AI) system utilising physical and digital learning manipulatives for maths learning with a focus on early childhood education. The key contributions of this paper are (1) the design and development of an end‐to‐end multi‐modal system enabling Wizard‐of‐Oz experimentation for initial evaluations with users, (2) the creation of a multi‐modal, in‐the‐wild labelled dataset with children–agent, children–parent and children–physical/digital space interactions enabling advancements for AI components for later evaluations with users and (3) the generation of rich insights from an initial research study on user perceptions and engagement as well as actionable findings to improve Kid Space experiences for next iterations and inform key design features for similar systems.Implications for practice and/or policy The results of the study implied a set of areas for improvement—or design features—for Kid Space and other similar pedagogical conversational systems developed for children's home usages: (1) easier setup and usage with optimised setup size addressing diverse space limitations at homes, (2) minimised latency between Oscar (the conversational pedagogical agent) and child interactions (eg, adding multimodal dialogue system to reduce the need for a human wizard), (3) more advanced personalisation, social (including more verbal interactions) and pedagogical skills for Oscar with increased contextual awareness (eg, sending children's engagement), (4) scalability and higher visual quality of content with diverse games and learning outcomes, (5) parental control features over Kid Space platform and Oscar (eg, time limit, content, etc.) and (6) accessibility features (eg, captions turned on for multilingual children) and support for neurodiversity. [ABSTRACT FROM AUTHOR]

The goal of this research is to investigate the effect of emotion-aware interventions on students' behavioral and emotional states. To this end, we collected data from 12 students in the 9th grade in a high school in Turkey. The data collection took place in two sessions of an English Course. While the students were reading articles and solving relevant questions, our data collection application running in the background recorded the videos of the individual students through a camera and captured students' screens in a non-intrusive manner. In total, we had 12.5 h of student data. We employed the human expert labeling process (HELP) (Aslan et al. in Workshop proceedings at international conference on intelligent tutoring systems (ITS), pp 156-165, 2016) to have the data labeled (150 h of data labeling in total). The data collection application was designed in a way that it also collected emotional self-labels (i.e., emotional states as self-reported by students at any time of learning). We leveraged emotional self-label information to suggest various real-time interventions for the students. The results obtained using the final expert labels showed that the percentage of the students' "Satisfied" state was significantly higher after interventions. The results also demonstrated that although the interventions were triggered by the emotional states as self-labeled by the students and tailored to improve such states, there was a major positive impact of these interventions on students' behavioral states. This preliminary study showed that even with a limited set of emotion-aware interventions based on self-labels, students' states could be impacted positively. Conducting large-scale pilots leveraging more advanced interventions is a future direction for our research.

Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy -- an asynchronous video mentoring session between a class of 199 pre-service teachers and four exemplary award-winning technology-using in-service teachers. A small group of the pre-service teachers (n = 31) voluntarily expressed their concerns. The four in-service teachers were videotaped as they responded to these concerns. All 199 pre-service teachers watched the videos and described how the in-service teachers' responses either alleviated or increased their concerns. A majority of the pre-service teachers (58%) reported that their primary concerns regarding technology integration were less acute after they watched the teachers' presentation. Teacher education programs might consider the use of digital technologies to support student voices and increase the opportunities for interaction between pre-professionals and practising professionals.

Reigeluth et al. ("Educ Technol" 48(6):32-39, 2008) proposed major and secondary functions for educational technology systems for the learner-centered paradigm of education. However, the functions proposed should be formatively evaluated and revised using a variety of cases to develop a better understanding of how technology can support student learning in the new paradigm. Using the Minnesota New Country School as a case, this study aimed to improve the selection and description of functions that educational technology should serve in the information age. Multiple mixed methods were used to collect and analyze data from the advisors (a role similar to teachers) and students. The findings identified the functions of the school's major educational technology system (Project Foundry) and revealed how the key stakeholders, including the advisors and students, used it and what suggestions they had for its improvement.

The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined those functional specifications, which are described herein as the Personalized Integrated Educational System (PIES), a technology system that has not yet been developed to support learner-centered education. The four major functions are recordkeeping for student learning, planning for student learning, instruction for student learning, and assessment for and of student learning. Secondary functions include communication and collaboration, PIES administration, and improvement of PIES. Each of these functions is described in detail, followed by specifications for the system architecture, including interoperability, modularity, and customizability.

The transition from the industrial age to the information age has happened and is still happening in our society (Duffy, 2009). However, our current educational systems still operate based on the needs of the industrial-age society (Watson, Watson, & Reigeluth, n.d), making them among the least impacted organizations (Reigeluth & Joseph, 2002). This misalignment between schools and society takes the form of a discrepancy between what and how we teach students in schools and how schools are organized and operated (Banathy, 1991; Hargreaves, 1999; Wagner et al., 2006). Educational systems should address current students' needs to facilitate their learning process and better prepare them for their future lives in society (Collins & Halverson, 2009). In this article, we explain how we envision the new paradigm of education and what roles educational technologists should play to help transform educational systems to this new paradigm.

Aim: Passive smoking is an important public health issue due to the clinical problems it causes. In this study, we determined the effect of passive smoking on respiratory tract infections using a survey method, family history, and urine cotinine/creatinine ratio. Methods: Seventy-two children who came to the Pediatric Outpatient Clinic at Istanbul Bagcilar Training and Research Hospital for a check-up with no current health problems between November 2020 and March 2021 were included in this prospective cross-sectional study. The study group included 36 children with at least one active smoker in the house, and the control group included 36 children with no active smokers in the house. With the survey, sociodemographic variables about the family and child as well as the frequency of lower or upper respiratory tract infection history were questioned. Cotinine and creatinine levels were measured using the urine samples of the patients included in the study. Results: The frequency of respiratory tract infections in the last two years was increased in the group with an active smoker in the household. The frequency of bronchopneumonia in the case group was 44.4%, whereas it was 5.6% in the control group. The sinus infection was seen in 22.2% of those in the case group, while there were no sinus infections reported in the control group. Bronchopneumonia and sinus infections were statistically significant in the case group (p<0.01 and p<0.01 respectively). The median cotinine levels in the active smokers in the house group were 20.94 ng/mL (0-491) and 16.62 ng/mL (0-121) in the nonsmoker group. 55.6% of children with a history of cigarette smoke exposure and a urine cotinine level higher than 10 ng/mL were considered passive smokers (the normal range is 0-10 ng/mL). Conclusion: Frequent respiratory tract infections and hospitalization may be prevented by informing families about the risks of exposure to cigarette smoke as well as raising awareness of the harms of cigarette smoke. [ABSTRACT FROM AUTHOR]

Copyright of Dokuz Eylul University Muhendislik Faculty of Engineering Journal of Science & Engineering / Dokuz Eylül Üniversitesi Mühendislik Fakültesi Fen ve Mühendislik Dergisi is the property of Dokuz Eylul Universitesi Muhendislik Fakultesi Fen ve Muhendislik Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study was to determine consumer acceptance for breads fortified with the grape pomace by products of wine industry. Pomaces were added to bread flour at 0, 5, 7.5 and 10% levels. After sensory analyses the four most preferred breads [Narince seed flour (NSF), Narince pomace without seed flour (NWSF), Okuzgozu seed flour (OSF) and Okuzgozu pomace without seed flour (OWSF) at 5% level] and control bread were subjected to consumer evaluation tests. Breads with 5% NSF and OSF were preferred most and rated acceptable. NSF and OSF containing breads were preferred to NWSF and OWSF breads. 48% of participants stated that their preferred time for eating the presented breads was at breakfast, 37% preferred eating them at dinner, 65% believed that the fibre content of the presented breads was normal, and 78% considered the breads to be healthy. However, the number of participants who evaluated the bread as healthy increased to 96% after they had been informed of the health benefits of bread supplemented with grape pomace. This indicates that the market potential of these breads may be increased by informing consumers about the health benefits of breads containing grape seeds or grape pomace. [ABSTRACT FROM AUTHOR]

The genus Hibiscus plants have different uses, some are used as foods (H. esculenta L.), and some species as remedy in traditional medicine (H. sabdariffa L.) as well as a colorant for herbal teas. The only species that grows naturally in Turkey is H. trionum L. The plant especially infests soy and corn fields, and therefore it is considered to be a noxious weed. The plant is also found to be a host for Potato Virus Y (PVY) and Tomato Spotted Wilt Virus (TSWV). Infestation of the crop fields by this plant shows that it germinates easily. Since it produces many seeds, distribution of the plant is also quiet easy. Though, seed oil yield is low (4.7%) since linoleic acid composition of the seed oil is quiet high (67,5%), it can still be used as a source of unsaturated fatty acids. The other major fatty acids are palmitic, oleic and stearic acids in the studied seed oil. [ABSTRACT FROM AUTHOR]

Although machine use in education was introduced in the 1920s with instructional radio and 1950s with instructional television, these technologies lacked one of the most important components of learning - interaction. Computers have filled this void. The functions they have served, the ways they have been used, and the terms they have been given have changed since their introduction to our schools, but their rooted presence in our educational lives has continually increased over time. Our in-depth review of the literature illustrated that there are three distinct periods of educational computing based on the predominant computer technologies and computer functions of the time. We named these three periods the "Mainframe Period", "Microcomputer Period", and "Internet Period". Taking the past and current trends into account and considering such shifts in society as moving from standardization to customization and personalization, from proprietary resources to open resources and from using different tools for different functions to convergence of functionalities in one tool, we propose the next period, which we call the "Personalized Computing Period", in which the predominant computer technology will be "Personalized Integrated Educational Systems" that serve four major functions to support the informationage paradigm of education: Record-keeping, planning, instruction, and assessment, as well as such secondary functions as communication, general student data, school personnel information and system administration. [ABSTRACT FROM AUTHOR]

Background: Eruca is a native plant genus of the South Europe and central Asia where it has been cultivated since centuries. As the genus name implies, the oil is high in erucic acid. Materials and Methods: In this study, our aim was to investigate the effect of sowing periods (autumn and spring) and three forms of the nitrogen-containing fertilizers (manure, calcium nitrate [Ca(NO3)2, 15.5% N], and ammonium sulphate [(NH4)2SO4, 21% N]) on fatty acid compositions of the oils obtained from Eruca sativa Mill. seeds cultivated. All oils were obtained by maceration of the seeds with n-hexane at room temperature and converted to their methyl ester derivatives by trans-methylesterification reaction using borontrifluorur (BF3). The fatty acid methyl esters (FAMEs) in the oils were detected by capillary gas chromatography-mass spectrometry (GC-MS). Results: All the samples analyzed were found to contain quite high amounts of erucic acid ranging between 46.64-54.79%, followed by oleic (17.86-19.95%), palmitic (7.25-10.97%), linoleic (4.23-9.72%), and linolenic (1.98-3.01%) acids. Conclusion: Our data pointed out that there is a statistically important alteration caused by these applications on the contents of only C12:0 and C14:0 found as the minor fatty acids, whereas no other fatty acids in the samples seemed to be affected by those criteria. [ABSTRACT FROM AUTHOR]

This article reports the results of selected biological activities, including anticholinesterase, antioxidant, antibacterial, antifungal and antiviral properties, of the petroleum ether, chloroform and methanol extracts as well as the alkaloid fraction of Lycopodium complanatum L. ssp. chamaecyparissus (A. Br.) Doll (LCC, Lycopodiaceae) growing in Turkey. Anticholinesterase effect of the extracts was tested against both acetylcholinesterase (AChE) and butyrylcholinesterase (BChE) at concentrations of 0.2 and 1 mg mL-1 using microplate-reader assay based on Ellman method. Antioxidant activity of the LCC extracts was evaluated by 1,1-diphenyl-2-picrylhydrazyl (DPPH) radical-scavenging method at 0.2 mg mL-1 using microplate-reader assay. Both DNA virus Herpes simplex (HSV) and RNA virus Parainfluenza (PI-3) were employed for antiviral assessment of LCC exracts using Madin-Darby Bovine Kidney and Vero cell lines. Antibacterial and antifungal activities of the extracts were screened against the bacteria: Escherichia coli, Pseudomonas aeruginosa, Proteus mirabilis, Acinobacter baumannii, Klebsiella pneumoniae, Staphylococcus aureus, Bacillus subtilis as well as the fungi: Candida albicans and C. parapsilosis. Only the petroleum ether extract of LCC possessed remarkable activity against both AChE and BChE at 1 mg mL-1 (76.5 and 69.6%, respectively), whereas LCC extracts showed low free radical-scavenging activity. All of the extracts were found to be more effective against the ATCC strains than isolated ones, particularly S. aureus, while the extracts had moderate antifungal activity. On the other hand, we found that only the petroleum ether extract was active against HSV. In addition, we also analysed the content of the alkaloid fraction of the plant by capillary gas chromatography-mass spectrometry (GC-MS) and identified lycopodine as the major alkaloid (60.8%). [ABSTRACT FROM AUTHOR]

Abstract: In the current study, we have tested acetylcholinesterase (AChE) and butyrylcholinesterase (BChE) inhibitory activity of the petroleum ether, ethyl acetate, chloroform, and methanol extracts, rosmarinic acid as well as the essential oil obtained from Rosmarinus officinalis L. growing in Turkey by a spectrophotometric method of Ellman using ELISA microplate-reader at 0.2,0.5, and 1.0mg/mL concentrations. In addition, quantification of rosmarinic acid, a common phenolic acid found in rosemary, was carried out by reversed-phase HPLC in the methanolic extract of the plant, which was found to have 12.21±0.95% (122.1±9.5mg/g extract) of rosmarinic acid. Rosmarinic acid was also tested for its AChE and BChE inhibitory effect and found to cause 85.8% of inhibition against AChE at only 1.0mg/mL. Besides, the essential oil was analyzed by GC–MS technique, which was shown to be dominated by 1,8-cineol (44.42%) and followed by α-pinene (12.57%). [Copyright &y& Elsevier]

The composition of the essential oil of Satureja cuneifolia Ten. cultivated in Konya, Turkey, was investigated by capillary GC-MS. The compounds were characterized by comparison with library searches. Six main compounds were identified. Carvacrol was the dominant component, comprising 59.28% of the essential oil. The oil also contained 15.72% thymol, 9.69% p-cymene, 4.16% γ-terpinene, 1.70% linalool and 1.25% borneol. The antibacterial activity of the essential oil of S. cuneifolia and its components was determined by a semiquantative disc-diffusion method, and the minimum inhibitory concentration (MIC) was determined based on a micro-well dilution method against strains of Pseudomonas aeruginosa, Bacillus cereus, Sarcina lutea, Escherichia coli, and Staphylococcus aureus. [ABSTRACT FROM AUTHOR]

The volatile constituents from roots and rhizomes of Valeriana alpestris Stev., obtained from Van, Turkey, were investigated by GC and GC/MS analysis. The oil yield of the plant material was 0.2% (v/w) on a dry weight basis. From the oil 82 components (34.1%) of the total oil could be identified. Hexadecanoic acid (12%), decadienal (3.3%), thymol (1.9%), γ-terpinene (1.7%), and dimethoxybenzene (1.7%) were the main components. [ABSTRACT FROM AUTHOR]

• A comprehensive grand-challenge is organized for abdominal organ segmentation. • The results obtained from top models among 1500 participants are analyzed in detail. • The submissions are evaluated as 5 tasks including cross-modality and multi-modal segmentation. • Deep models reach almost inter-expert accuracy for CT segmentations but not for MR. • Cross-modality performance and multiple submissions causing peeking remain main pitfalls. Segmentation of abdominal organs has been a comprehensive, yet unresolved, research field for many years. In the last decade, intensive developments in deep learning (DL) introduced new state-of-the-art segmentation systems. Despite outperforming the overall accuracy of existing systems, the effects of DL model properties and parameters on the performance are hard to interpret. This makes comparative analysis a necessary tool towards interpretable studies and systems. Moreover, the performance of DL for emerging learning approaches such as cross-modality and multi-modal semantic segmentation tasks has been rarely discussed. In order to expand the knowledge on these topics, the CHAOS – Combined (CT-MR) Healthy Abdominal Organ Segmentation challenge was organized in conjunction with the IEEE International Symposium on Biomedical Imaging (ISBI), 2019, in Venice, Italy. Abdominal organ segmentation from routine acquisitions plays an important role in several clinical applications, such as pre-surgical planning or morphological and volumetric follow-ups for various diseases. These applications require a certain level of performance on a diverse set of metrics such as maximum symmetric surface distance (MSSD) to determine surgical error-margin or overlap errors for tracking size and shape differences. Previous abdomen related challenges are mainly focused on tumor/lesion detection and/or classification with a single modality. Conversely, CHAOS provides both abdominal CT and MR data from healthy subjects for single and multiple abdominal organ segmentation. Five different but complementary tasks were designed to analyze the capabilities of participating approaches from multiple perspectives. The results were investigated thoroughly, compared with manual annotations and interactive methods. The analysis shows that the performance of DL models for single modality (CT / MR) can show reliable volumetric analysis performance (DICE: 0.98 ± 0.00 / 0.95 ± 0.01), but the best MSSD performance remains limited (21.89 ± 13.94 / 20.85 ± 10.63 mm). The performances of participating models decrease dramatically for cross-modality tasks both for the liver (DICE: 0.88 ± 0.15 MSSD: 36.33 ± 21.97 mm). Despite contrary examples on different applications, multi-tasking DL models designed to segment all organs are observed to perform worse compared to organ-specific ones (performance drop around 5%). Nevertheless, some of the successful models show better performance with their multi-organ versions. We conclude that the exploration of those pros and cons in both single vs multi-organ and cross-modality segmentations is poised to have an impact on further research for developing effective algorithms that would support real-world clinical applications. Finally, having more than 1500 participants and receiving more than 550 submissions, another important contribution of this study is the analysis on shortcomings of challenge organizations such as the effects of multiple submissions and peeking phenomenon. [ABSTRACT FROM AUTHOR]