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This paper examines secondary school students' perceptions of moral values in the digital environments (MVDE) and digital literacy (DL). The study used a quantitative methodology and correlational survey design encompassing 250 participants. Results show that participants' perceptions of DL are mostly high, while their perceptions of MVDE are mostly intermediate. Gender is not a source of significant difference in terms of either DL or MVDE. While grade is not a variable affecting DL, lower grades have statistically significant higher values in terms of MVDE. Participants who use social media have significantly higher DL scores, while the difference in MVDE is not significant in terms of the same variable. Like gender, online gaming is not a source of significant difference in terms of both DL and MVDE. Daily online time is not related to a significant difference in DL; however, those who are online for more than 3 hours daily have a significantly lower MVDE than those who spend less time online. Finally, results show that MVDE and DL are positively correlated at a moderate level, and MVDE explains 19.6% of DL. To conclude, MVDE should be fostered amongst individuals as it would help them become "better" citizens in the digital world, much like moral values do in real life.

This study is intended to reveal the virtual field experience of preservice English language teachers and investigate the impacts of COVID-19 enforced virtual field experience on the classroom management concerns and priorities of the participants. Within this scope, the present qualitative study included eight senior-year preservice English language teachers enrolled at a public university in Turkey and portrayed their three-month online practicum experiences by collecting data from reflective diaries, semi-structured interviews, and classroom observation records. The findings obtained by analysing the data within the framework of grounded theory with the aid of qualitative data analysis software revealed that virtual field experience process caused a serious impact on the classroom management concerns of the participants that were observed to be communication-oriented, lesson planning and instruction oriented, discipline-oriented and learner and teacher-oriented aspects. The findings further revealed that virtual field experience increased the participants' concerns about professional development which implied that it could be used as an alternative if it is revised and redesigned.

To understand the relationship between problematic internet use and academic procrastination, this study constructs a parallel mediation model to examine the impact of university students' problematic internet usage on their academic procrastination and the mediation effect of academic self-efficacy and self-regulated online learning. A total of 498 students in Turkey were surveyed using the Internet Addiction Scale-Short Version, the Academic Self-Efficacy Scale, the Academic Procrastination Scale, and the Self-Regulated Online Learning Scale. The correlation analysis demonstrated that problematic internet usage was positively correlated with academic procrastination. However, academic self-efficacy and selfregulated online learning were negatively correlated with academic procrastination and problematic internet usage. Further, the parallel mediation analysis showed that internet addiction has a direct predictive effect on students' academic procrastination and an indirect predictive effect via academic self-efficacy and self-regulated online learning. Specifically, academic self-efficacy and self-regulated online learning were found to be partial mediators and play a buffering role between problematic internet use and academic procrastination.

This study is intended to document Lesson Study experience of six preservice English language teachers studying at a state university in Turkey and investigates its impact on their personal development as prospective language teachers. The large volume of data collected through unstructured interviews, semi-structured interviews, learning journals, classroom observation records and a focus group interview during a seven-month period was subjected to thematic and categorical analysis using qualitative analysis software. The results revealed that Lesson Study intervention contributed to the personal development of the participating pre-service teachers significantly in a variety of aspects, especially in making critical teaching judgements and ensuring adaptable teaching in the classroom. The results further indicated that Lesson Study also led to the development in creative teaching, establishment of rapport with students, self-awareness, and self-confidence of the participants.

El entrenamiento de sprint por intervalos (SIT) mejora el desempeño aeróbico, así como los marcadores de salud y aptitud física en la población no atlética; sin embargo, no existe información suficiente sobre el desempeño cuando se interrumpe el SIT. El objetivo del presente estudio fue investigar las alteraciones en el proceso de desentrenamiento de la evolución de la aptitud física adaptativa causadas por el entrenamiento de sprint por intervalos de corta duración. El diseño general del estudio se clasificó como antes del SIT, período de entrenamiento, después del SIT y medidas del período de desentrenamiento. Los sujetos (n = 26) completaron las mediciones de base de la prueba de carrera de 20 m y después fueron distribuidos aleatoriamente en grupos de entrenamiento y de control. El grupo de control mantuvo su rutina diaria y el grupo de entrenamiento realizó el SIT durante 4 semanas. La prueba de carrera de 20 m fue aplicada antes y después del entrenamiento y en las semanas 4 y 8 del desentrenamiento. Después del período de entrenamiento, el desempeño aeróbico aumentó en el grupo de entrenamiento (p < .05). Además, los aumentos del desempeño aeróbico se mantuvieron durante las 4 semanas del desentrenamiento (p < .05). Por su parte, los aumentos de desempeño desaparecieron en la octava semana del desentrenamiento (p > .05). Hacer una pausa en el programa de ejercicios por más de cuatro semanas en individuos jóvenes saludables puede hacer que los efectos positivos del SIT en el consumo máximo de oxígeno (VO2máx) desaparezcan. Los participantes en el SIT no deben hacer una pausa en el ejercicio por más de cuatro semanas para mantener la ganancia aeróbica.

This study investigates the identity construction and negotiation of four preservice English language teachers enrolled at a state university in Turkey during COVID-19 lock down within the theoretical framework of positioning theory and explores their digitalised practicum experience. The data collected through learning journals written by each participant about their clinical experience on a weekly basis, online semistructured interviews conducted with each teacher candidate at the end of their practicum period and the researcher's observations of participants' teaching practices was subjected to qualitative data analysis with Atlas.Ti software to analyse it systematically. The findings revealed that the participants constructed multiple reflexive positional identities some of which contradicted with their teaching practices. It was also observed that the participants distanced themselves from their mentor teacher while claiming interactive positional identities which was associated with their personal interpretative framework. The study further provided findings about the relational aspect of positioning theory especially when the participants were attaching positional identities for their supervisor.

This study investigated six pre-service ELT teachers' engagement of collaborative Lesson Study, Japanese professional development model, and intended to explore its impact on their classroom management skills. The qualitative research design was used as the methodological foundation of the study since the Lesson Study experience of the participants was thoroughly observed in its natural context through research lesson applications. The large volume of data collected using a variety of data collection tools was analyzed using Atlas. Ti qualitative software. The study revealed that Lesson Study intervention impacted the participants' classroom management skills in various dimensions at varying degrees, especially in increasing awareness about the observation of student learning, giving instructions, and lesson planning aspects. The study further presented that Lesson Study provides a reformist professional development opportunity for pre-service teachers to practice various classroom management strategies in various actual classroom settings.

Due to the increasing complexity of vehicle software, it is becoming increasingly difficult to comprehensively test all requirements. This inevitably means that alternative test methods, e.g., simulation-based methods, must be used more frequently. However, the challenge involves identifying appropriate requirements that can be technically tested in a simulation environment initially. The present work is aimed at evaluation and optimization of the effectiveness of software-in-the-loop (SiL) simulations in the testing process of vehicle software. The focus is on supporting the testing process by shifting specific test cases from hardware-in-the-loop (HiL) test benches to SiL-based simulations. For this purpose, a systematic approach was developed to analyze and categorize requirements, enabling precise and efficient allocation of test cases. Furthermore, a detailed review and recommendation for improving the ProSTEP iViP standard for virtual electronic control units (vECU) was carried out. The developed matrix associates the defined requirement clusters with different classifications of vECUs, facilitating the identification of suitable test environment types for conducting specific test cases. By assigning test cases to appropriate vECU levels, the testing processes can be targeted and cost-optimized. Finally, the theoretical results were evaluated in an SiL simulation environment. It was observed that a significant part of the requirements could effectively be tested using a vECU. These findings confirmed the potential of SiL simulation environments to not only support, but also enhance, the testing process for vehicle software by providing a cost-effective and flexible complement to traditional HiL test benches.

Tonal powertrain noise can have a strong negative impact on passengers’ quality and comfort perception in the interior of electric vehicles. Therefore, in the vehicle development process, the assessment of the perceptibility of tonal powertrain noise is essential. As wind and tire noise can possibly mask tonal noises, engineers use modern masking models to determine the masking threshold of tonal powertrain noise from vehicle interior measurements. In the presently used method, the masking threshold is mostly generated with torque-free deceleration measurements. However, the influence of torque on masking tire noise must be considered. As this requires time-consuming and costly road measurements, an extension of the method is being developed, which will also enable the use of roller dynamometer measurements for the assessment. For the extension of the method, however, the influence of the torque must also be considered. This paper presents a novel calculation method that quantifies the influence of torque on the masking threshold and converts masking thresholds from an arbitrary torque level to another. By identifying the frequency and speed range that is mainly affected by the torque-dependent tire noise, a regression model with respect to the tractive force on the tires can be used to calculate a torque-dependent correction factor. The developed method can significantly improve the validity of masking thresholds and quantitatively, the method generalizes well across different vehicle segments. The error can be reduced to below 2 dB above 2000 rpm and to below 1 dB above 4000 rpm. By using this method, more valid target level settings for tonal powertrain noise can be derived.

The aim of this study is to examine the relationships between high school students' school belonging and classroom engagement. Dependent variable of the study is school belonging and independent variable of the study is behavioral, cognitive and emotional engagement. The study was conducted in cross sectional research design. In the study quantitative method was used. Purposive sampling method was utilized in the study. 236 high school students who received education at 9th and 10th grades, were between 15-17 years old were included in the study. Data were collected via School Belonging Scale and Classroom Engagement Scale. In the analysis of the data, simple regression analysis technique was applied in the study. According to the results of the study, as long as school belonging feeling increases, behavioral, emotional and cognitive engagement of the students in the classroom increases. At this point, school psychologists, psychological counselors, teachers and school managers can produce preventive and constructive intervention programs that will increase students' school belonging feelings in school context.

This study aimed to conduct an in-depth analysis of post-traumatic growth experiences based on the perception of mothers with children with special needs in primary school. As a qualitative research method, the phenomenological design was used because the study focused on how the participants made sense of this growth process. Eight volunteer mothers of children with special needs participated in the study. The data were collected through three-stage semi-structured interviews and analyzed with the phenomenological analysis technique carried out in five stages. The findings of the mothers' post-traumatic growth experiences were collected under five sub-themes with 28 codes, including relationships with other individuals, personal strength, spirituality-religion, appreciation of life, and life opportunities. [This study was presented at the 3rd Eurasian Positive Psychology Congress (12-14 April, 2019), Istanbul, Turkey.]

Tonal powertrain noise can have a strong negative impact on vehicle sound quality. Therefore, an assessment of the perceptibility of tonal noise with respect to masking noise is essential for the vehicle development process. In electric vehicles, due to the missing masking by the combustion engine, new methods are required for this purpose. In this study, listening tests were conducted to determine the masking threshold in the electric vehicle interior for various driving speeds (30 km/h, 60 km/h, and 90 km/h) with an Adaptive-Forced-Choice method. The novelty of this study is that it used vehicle interior noise as a masker, compared to broadband or narrowband white and pink noises. It could be shown that the masking threshold in electric vehicles strongly depends on the driving speed, and the investigated interior noise mainly affects frequencies up to 6400 Hz in this speed range. For frequencies greater than 6400 Hz, the masking noise has no significant effect on perceptibility of tonal noise in the investigated vehicle, and only the subjects’ individual absolute threshold of hearing is relevant. Additionally, a strong variation in the masking threshold between the subjects was found for high frequencies. With these results, methods that estimate masking thresholds in electric vehicles can be improved. Furthermore, threshold targets can be adjusted for different customer groups.

Sprint interval training (SIT) has been known to improve aerobic performance as well as health and fitness markers in non-athletic population. However, there's not enough information about performance when SIT is stopped. The aim of this study was to investigate the alterations in the detraining process of the evolution of adaptive physical fitness caused by short-term sprint interval training. The general design of the study was classified as before SIT, training period, after SIT and detraining period measurements. The subjects (n=26) completed the baseline measurements of the 20-m shuttle run test and then were randomized as training and control groups. The control group continued their daily routine and the training group ran SIT for 4 weeks. The 20-m shuttle run test was applied before and after training, and in the 4th and 8th detraining weeks. After the training period, aerobic performance increased in the training group (p0.05). Taking a break from the exercise program for more than 4 weeks in healthy young individuals may cause the positive effects of SIT on maximum oxygen uptake (VO2max) to disappear. SIT participants should not take a break from exercise for more than 4 weeks if they are to maintain aerobic gain.

Noise and whole-body vibrations (WBV) inside commercial vehicles can lead to annoyance and reduced comfort. As a result, negative effects on the driver can occur even below the legal exposure limits. In order to understand the annoyance perception and the interaction between noise and WBV, two perception experiments were conducted. For both experiments, recorded signals inside different commercial vehicles were used. Sound pressure and acceleration levels varied. In addition, the frequency content of the recorded vertical seat vibrations was reproduced in different modified variants. The varied parameters (sound pressure level, acceleration level and vibration frequency) were investigated within a three-factorial experimental design. It was found that noise and vibration levels, as well as the vibration spectrum, had a significant effect on total annoyance. Furthermore, an interaction between noise and vibration levels in both experiments could be observed. The results show that for the highest noise level, changing vibration exposure influences annoyance ratings less than the lowest noise level. The results also show that despite the same Wk-weighted RMS level of the WBV according to ISO 2631-1, vibration spectra with sinusoidal components or narrowband vibrations below