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The study examined the gender difference in an online asynchronous discussion which was an integral part of a face-to-face undergraduate course. It was carried out with 30 fourth grade math pre-service teachers in the faculty of education at a university. The content analysis of the online discussion was performed according to Henri's model (1992). The messages in this online discussion were assessed by a grading rubric developed by the researcher with the inspiration from the rubric of Topcu and Ubuz (2004), and Henri's model of cognition and interactivity. The interrater reliabilities for objectivity on content analysis in the dimension of cognitive skills, interactivity and message composition were 0.76, 0.87 and 0.91, respectively, which can be taken to represent excellent agreement beyond chance. The findings indicated that there was no significant gender difference in the online asynchronous discussion performance when pre-service teachers' prior success and, their computer and web experience were controlled. The study suggests that an instructor should use facilitative questions to deepen interaction and develop feeling of confidence rather than to clarify the content of the course in the asynchronous online discussion.

Copyright of Meandros Medical & Dental Journal is the property of Galenos Yayinevi Tic. LTD. STI 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.)

Aim: To investigate the effects of ozone in experimental acute sciatic nerve injury. Material and Methods: Twenty-eight male rats were divided into four groups (n = 7): control (C), ozone (O), injury (SNI), and treatment with ozone after injury (SNI + Ozone). Sciatic nerve injury was generated by compressing the right sciatic nerve for 90 s using a Yasargil aneurysm clip in groups SNI and SNI + Ozone. A 70 µg/ml concentration of ozone was given four times (once a day at 1st, 24th, 48th, and 72th h) at a dose of 0.5 mg/kg to groups O and SNI + Ozone after injury by an intraperitoneal injection. Nerve conduction velocities of all rats were measured by in vivo electrophysiological tests at the end of the day 4. Then, plasma malondialdehyde, total oxidant and antioxidant status were measured and also axonal and myelin changes in sciatic nerves of histopathological examination were performed. The data were analyzed by Kolmogorov Smirnov test, Mann–Whitney U-test, and Chi square test. p <.05 was considered statistically significant. Results: The proximal and distal latency difference were higher and nerve conduction velocity were lower in SNI group than C and O groups, and the myelin structure was found to be broken in group SNI compared to groups C and O. However, the amplitude of the compound action potential, the nerve conduction velocity were significantly higher in group SNI + Ozone than in group SNI. Moreover, myelin injury was significantly lower in group SNI + Ozone compared to group SNI. Total oxidant status in group SNI was significantly higher than in groups C, O, and SNI + Ozone. But, total antioxidant status in group SNI was significantly lower than in groups C, O, and SNI + Ozone. Conclusion: This study showed that the administration of ozone at a dose of 0.5 mg/kg after peripheral nerve injury in rats reduces myelin and axonal injury. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Istanbul Faculty of Medicine / İstanbul Tıp Fakültesi Dergisi is the property of Istanbul Tip Fakultesi 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.)

This qualitative inquiry presents the case study of five gifted eighth-grade students who engaged in an e-mentoring project in mathematics. The study reported in this article investigated the role of e-mentoring in gifted students' academic life. Three themes predominated in the collected data were (a) motivation, (b) effective communication and supportive interaction, and (c) practicing as professionals. The findings indicated that the students engaged with e-mentoring had high motivation and desire and were able to maintain their perseverance to complete required individual and group tasks. The study revealed that the students formed an efficient and interactive group and worked collaboratively. They were able to find a way of working as a community. Furthermore, the findings showed that the treatment of students as practicing professionals encouraged them to think and work as real mathematicians. [ABSTRACT FROM AUTHOR]

This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research 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.)

Melanotic neuroectodermal tumor of infancy (MNTI) is a rarely occurring neoplasm of neural crest origin, appearing in children during the first year of life. MNTI is a benign tumor but is nonetheless locally aggressive; it usually originates from the maxilla and the mandible. Recognition of the diagnostic features of MNTI is important, so that it may be differentiated from benign lesions (dermoid or epidermoid cysts, vascular lesions) as well as from malignant lesions such as small round cell tumors. We present a case of a 2-month-old infant who developed right retroauricular swelling with extension through the calvarium and into the central nervous system. The tumor was totally resected. Aggressive benign or malignant lesions of the calvarium may entail dural infiltration and brain involvement, as in our case. Early diagnosis and surgery are thus mandatory for benign or malignant tumors of the calvarium. [ABSTRACT FROM AUTHOR]