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Bu çalışmanın amacı, G-20 Ülkelerinin Positive Money araştırma organizasyonu tarafından oluşturulan Yeşil Merkez Bankacılığı verileri ile sıralamasını yapmaktır. Yeşil Merkez Bankacılığı kapsamında G-20 ülkelerinin iklim ile mücadele için dört kategoride bilgileri toplanarak her ülke için karne puanı oluşturulmaktadır. Bu kategoriler “Araştırma ve Savunuculuk”, “Para Politikası”, “Finans Politikası” ve “Örnek Liderlik”tir. Çalışmada G-20 ülkelerinin Yeşil Merkez Bankacılık performansları bu kategorilerle değerlendirilmektedir. Analiz için Çok Kriterli Karar Verme yöntemlerinden biri olan PSI yöntemi tercih edilmiştir. PSI yöntemi birçok alternatif ve kriteri eş zamanlı analiz ederek çözüme ulaştıran yöntemlerden biridir. Analiz sonuçlarına göre ilk iki sırada, Fransa ve Brezilya çıkmıştır. İlk sıralarda çıkan ülkelerin merkez bankalarının iklim değişikliği konusunda daha hassas ve aktif oldukları görülmektedir. Sonuç olarak G-20 ülkeleri merkez bankalarının iklim değişikliğiyle faaliyet boyutları belirlenmektedir. Bununla birlikte çalışmada G-20 ülkelerinin merkez bankalarının iklim değişikliği konusunda ne kadar aktif olduğu ve diğer ülkeler içerisinde hangi konumda olduğu belirlenerek farkındalık oluşturulmak istenmiştir.

Introduction:There’s are similar mechanisms in the development of diabetic retinopathy (DR) and diabetic nephropathy (DN) in terms of inflammation and oxidative stress. We wanted to measure serum adiponectin (ADPN) levels in DR, considering the other clinical/laboratory findings in subgroups with or without DN.Methods:A total of 122 patients were included; group 1 (non-diabetic, healthy subjects), group 2 (diabetic without DR, with/without albuminuria/proteinuria), group 3 (mild to moderate DR, without albuminuria/proteinuria) and group 4 (severe non-proliferative or proliferative DR, with albuminuria/proteinuria). DR grades were defined by the same ophthalmologist based on the clinical examination and angiographic findings.Results:In diabetics, mean hemoglobin A1c was over 8.0%. Estimated glomerular filtration rate values and serum albumin levels were significantly lower in group 4 compared to group 1. Not ADPN/C-reactive protein (CRP) levels, but ADPN, ADPN/waist circumference, ADPN/body mass index and ADPN/fibrinogen were all significantly higher in group 4 compared to group 2. ADPN/CRP was positively correlated with high-density cholesterol in group 1, 2, 4, negatively correlated with triglyceride in group 3, 4, and positively correlated with hypertension in group 4.Conclusion:We had increased serum ADPN and indices in the DR neovascularization process among diabetics. But, further loss of kidney function itself prevented the increase in serum ADPN/CRP levels. To estimate progression in the advanced stages of DR, serum ADPN/CRP was a valuable follow-up marker in DR, if there was no urinary loss of ADPN.

Today, the rapid development of technology causes a great change and transformation process in the field of education. In this process, the importance of technological pedagogical content knowledge (TPACK) increases for teachers to use technology effectively. In this process, it is thought that mathematics teachers should improve their TPACK, especially in the use of measurement tools in EBA. In addition, for students to be successful in mathematics, mathematics teachers should have sufficient knowledge about teaching methods, materials, and the use of technological tools. At this point, teachers' TPACK is thought to be critical for optimizing students' learning process and providing an effective mathematics education. In this context, the aim of this study is to examine mathematics teachers' TPACKs within the framework of their demographic characteristics and frequency of using EBA assessment tools. The study was designed with the survey model of quantitative method. The study's participants are the math teachers employed by public and private schools in the province of Eskisehir. Within the scope of the study, the link of the relevant data collection tool was sent to the study group by obtaining the necessary application permissions and data were collected from 369 mathematics teachers. As a result of the study, it is concluded that mathematics teachers need to develop their TPACK to improve students' mathematics skills and optimize students' learning process and that teachers should have knowledge about the use of technological tools and online assessment tools such as EBA and be able to use these tools effectively. In addition, in light of this study, it is recommended that mathematics teachers should research technological tools and materials that they can use in mathematics education and use EBA assessment and evaluation tools more frequently to improve their TPACK. Finally, it is suggested that in-service courses, trainings, etc. on the use of technology in education should be organized for teachers to ensure their personal development.

This research aimed to investigate the effects of giving learners self directed learning (SDL) instruction based on the Staged Self-Directed Learning Model (SSDLM) during distance English learning on their SDL readiness, achievement, attitudes toward English course and distance education. The study sample consisted of one hundred forty-six freshmen enrolled in two different departments at the Faculty of Education in Bolu Abant Izzet Baysal University in Türkiye in 2017/2018 Academic Year. All the participants took part in a twelve-week quasi-experimental study with pre-test and post-test. The English course program was common to both groups, but the SDL instruction program prepared according to the principles of SSDLM was unique to the experimental group only. The research data were collected using the Self-Directed Learning Readiness Scale, Attitude toward English Courses Scale, Attitude toward Distance Education Scale, and Achievement Test developed specifically for this English course. The obtained data were analyzed through the independent samples t-tests with bootstrap technique. The findings revealed no observable difference in SDL readiness scores between the groups. It may be because changing the way people learn requires longer time. However, remarkable differences in some other variables were observed in favor of the experimental group. These variables were attitude toward learning, importance of English and attitude toward distance education. These findings can be evaluated as the indication of some developments on the brink. All the findings were discussed in detail with this in mind and, suggestions were made accordingly.

This study is aimed to find out the mediating role of work-life balance in the relationship between job stress and career satisfaction. The responses of high school teachers to career satisfaction, work life balance and work stress scales were utilized in the study. The data was analyzed using SPSS 26, Lisrel 8.80 and Jamovi 2.3. According to the results, one of the important determinants of teachers' career satisfaction is the work-life balance; there is a negative relationship between job stress and career satisfaction, and as the job stress increases, the work-life balance decreases. Finally, in the model, it was found that teachers' job stress has a direct effect on career satisfaction, but also has an indirect effect through work-life balance. Based on all these results, educational organizations need to reorganize the work environment and conditions that will provide career satisfaction and work-life balance to their employees. However, while making these arrangements, it is of great importance to eliminate or even remove the factors that create job stress.

During the early stages of childhood, educators play a pivotal role as influential figures in a child's life. The dynamic between teacher and child holds the potential to either foster or jeopardize the child's developmental trajectory. The present study investigated the predictive role of teacher-child relationships in behavior problems for Turkish children. A predictive correlation design was used in this study. Eight preschool teachers rated the quality of their relationships with 138 children aged 4-6 years and their externalizing and internalizing problem behaviors. Findings revealed that the quality of the teacher-child relationships was a significant predictor of both externalizing and internalizing problems. Closeness in teacher-child relationships is associated with a decrease in children's externalizing and internalizing behavior problems. Conflicts in teacher-child relationships, in contrast, have been linked to increased problem behaviors exhibited by children. Notably, conflict emerges as a more influential predictor for externalizing behavior problems, whereas the level of closeness exerts a more substantial influence on internalizing behavior problems. Findings provide new perspectives on how teacher-child relationship patterns affect children's behavior problems in Turkey context.

Schools and universities insisted on using live instructions and synchronous learning for the main strategy of learning during the global crisis. For this reason, it may be critical to investigate the students' use and acceptance of live instruction behaviors to see if they use it or not. The purpose of this research is to investigate the factors affecting undergraduate students' acceptance and use of learning in live instructions during the global crisis in Turkey within the context of the Unified Theory of Acceptance and Use of Technology Model (UTAUT). This model examined whether students' gender, grade, experience, and major moderated BI and use live interaction. PE and SI were the primary determinants of BI. However, EE and FC had no effect on live instruction acceptance. Students' lack of knowledge or confidence in the live instruction environment may influence effort expectancy and facilitating conditions.

Applying a socio-spatial perspective, this study examines the ethnoreligious identities of Turkish immigrant parents in Germany within home--school--society relational spaces. A total of 22 qualitative interviews with parents of children aged 3-6 years or 8-12 years were conducted and analyzed using content analysis. The findings show that parents construct a home space by adopting religious congruence with or separation from school and societal spaces based on their ethnoreligious identities. The inclusive or exclusive school and societal spaces reproduce each other and, in turn, shape parental identities that influence beliefs and practices related to ethnoreligious upbringing within the home space. Besides contributing to the spatial perspective in educational research, this study has implications for policy and practice.

The aim of this action research is to develop the skills of elementary teacher candidates in designing 21st-century learning activities. Action research, one of the qualitative research methods was applied in the study. Some criteria were determined and the applicability of the criteria were tested by the participants. Data were collected from two groups in two different education terms. The criteria sampling method was used for determining participants. The first group has 52, while the second group has 42 elementary education teacher candidates (ETCs). A rubric to design learning activities was created with ETCs in the first term and they applied them as a performance homework. In the second term, ETCs experienced by applying revised rubric to design 21st-century learning activities. They also fulfilled a self-assessment form to tell their experiences. Collected data were analyzed document analysis, descriptive analysis, and content analysis methods. Findings indicated that ETCs have developed professional and personal skills by designing 21st-century learning activities.

In the COVID-19 pandemic, people's opportunities for face-to-face education have been limited, and the way they access educational content has changed. During the pandemic, both institutions providing drama lessons and drama instructors had the opportunity to rethink drama education and adapt drama studies in different ways. During the pandemic, different opinions emerged about whether creative drama classes should continue if they continue, what changes will be made in drama studies, drama education programs, and which applications will be used. This research aims to determine the changes in drama lessons during the COVID-19 pandemic, the digital platforms where online drama lessons are held, and the Web 2.0 tools used by taking the opinions of drama teachers. The interpretive qualitative research design was used in the study. The Online Drama Lessons Evaluation Form was used as a data collection tool to determine the opinions of drama teachers working in private or public institutions. 58 drama teachers answered the form. The qualitative data in the research were analyzed by descriptive analysis, the findings were first coded line by line, and the common codes were classified under appropriate categories and themes. According to the results of the research, it can be said that the drama teachers adapted the drama education programs by social distance (face-to-face studies) and transformed the drama activities to be applied on digital platforms. It can be said that the necessary changes were made in the drama activities and the drama education program while giving the drama lessons online, and the Zoom digital platform was mainly used in the online lessons. Drama teachers stated that they used Web 2.0 tools such as Padlet, Menti, Kahoot to evaluate online lessons, get or give feedback, and determine readiness/preparedness.