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This study aims to identify whether the use of popular music in teaching song creates a significant difference in attitudes of middle school students to music lessons. "Pretest-posttest design" from experimental models was used. The experimental and control groups consists of 8 classes of continuing education from four different middle schools in Burdur province which were selected randomly. The music lesson attitude scale was used for both groups by the researchers before the experiment. The "syncopation/off-beat" topic chosen by the researchers was taught to the experiment and control groups for four weeks. While the song teaching related to the topic was taught traditionally to the control group, examples of songs from Turkish pop music chosen by the researchers were taught to the experimental group using prepared karaoke recordings. After the experiment, the music lesson attitude scale was applied to both groups again by the researchers, and an attempt was made to identify whether there was a significant difference in the attitudes of the students to music lessons. The research concluded that the use of popular music examples in song learning caused a general increase in attitudes of students to music lessons. Additionally, when the differences in mean attitude points for items are examined students had more enjoyment from music lessons where pop music samples were used for song learning. It was identified that their motivation for the lesson and their desire to participate in activities in class and outside of class increased.

This study, with the aim of identifying the predictive power of the five-factor personality traits of music teacher candidates on individual instrument performance anxiety, was designed according to the relational screening model. The study population was students attending the Music Education branch of Fine Arts Education Departments in Educational Faculties in Turkey with the sample comprising 256 students attending the Music Education branch of Mehmet Akif Ersoy University, Pamukkale University and Mugla Sitki Koçman University during the 2016-2017 academic year. For data collection in the study, the Individual Instrument Performance Test Anxiety Scale developed by Dalkiran et al. (2014) and the Adjective-based Personality Test developed by Bacanli et al. (2009) according to the five factor concept were used. Correlation analysis was performed to test whether there was a significant correlation between the individual instrument performance anxiety of students and the five factor personality traits. Additionally, to determine the predictive power of the five factor personality traits on individual instrument test performance anxiety of Music Education branch students, standard multiple regression analysis was performed. Data were tested at the significance level of 0.05. According to the obtained data, it can be said there is a significant correlation between the individual instrument performance anxiety levels and the five factor personality traits of Music Education branch students. A positive and high level relationship was identified between performance anxiety levels and the five factor personality trait of emotional balance/neuroticism, while there was no correlation with agreeableness and performance anxiety level. Extraversion and openness to experience had a negative correlation with performance anxiety level, while there was a positive correlation observed between conscientiousness and performance anxiety. The five factor personality traits of emotional balance/neuroticism and conscientiousness positively and significantly predicted performance anxiety, while extraversion negatively and significantly predicted performance anxiety level. Contrarily, openness to experience and agreeableness were not identified to significantly predict performance anxiety level.

This study investigates the modification in the seismic response of a base-isolated bridge that is exposed to low temperatures. The isolation system is assumed to be composed of lead rubber bearings (LRBs). The parameters considered in this study (experimental and analytical) are the temperature (0°C, −10°C, and −20°C) and exposure time (3, 6, and 24 h). In the experimental section, a large-sized LRB was subjected to displacement-controlled cyclic motions once it had been conditioned at the desired low temperatures and exposure times. The recorded force–deformation relationships were used to construct deteriorating hysteretic bilinear representations for each loading condition. Then, in the analytical section, several bidirectional nonlinear response history analyses were conducted using the idealized bilinear representations. In the analyses, two sets of ground motion records that were representative of different seismicity levels were selected and scaled in accordance with the codified procedures. The exposure time is a key parameter that needs to be considered in the estimation of the maximum isolator forces (MIFs) that are transmitted to the bridge piers. For the selected parameters, the MIFs of the analyzed bridge model could increase up to 30% with a trend to increase with the increasing exposure time. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the strength of relationships between 7th, 8th, and 9th grade students' scientific process skills and scientific creativity through structural equation modeling (SEM). For this purpose, data were collected from 353 students in grades 7-9 in Turkey. Scientific Process Skills and Scientific Creativity survey instruments were used as data collection tools. Three models were tested interrelating scientific process skills, scientific creativity, and the demographic variables of grade, age, and gender. In model 1, the demographic variables predicted scientific creativity both directly and indirectly through scientific process skills. In model 2, the demographic variables and scientific process skills predicted scientific creativity directly. In model 3, the demographic variables predicted scientific creativity indirectly through scientific process skills. Results indicated that the relationship between scientific process skills and scientific creativity was significant for all three models. Of the three models, model 2 represented the worst fit to the data, and model 1 represented the best fit with the data. In model 1, grade and gender effects on scientific process skills were significant in favor of the 9th graders and female students. In model 2, gender effect was significant on scientific creativity in favor of female students. The direct effect of scientific process skills was also significant on scientific creativity. Results of model 3 for gender and grade level effects on scientific process skills were similar to those of model 1. Results indicated that while scientific process skills mediated the relationship between gender and scientific creativity, scientific process skills moderated the relationship between age and scientific creativity and the relationship between grade level and scientific creativity. Classroom implications are discussed.

In this study, the maximum isolator displacement (MID), maximum isolator force (MIF), and maximum acceleration (MA) values that occur at the isolation level in seismically isolated structures were investigated using the nonlinear response history analyses (NRHA) by considering four different scaling methods. Both horizontal components of the ground motion records scaled with different scaling methods were applied simultaneously to the isolation unit modeled with lead rubber bearing, and bi-directional analyzes were performed. In the analyses, lead rubber bearings were modeled with two different approaches as the case deterioration due to the heating effect in the lead core is considered (Temperature Included, TI) and the case it is not considered (Boundary Analysis, LB-UB). In the analyses, four different Q/W ratios (0.75, 0.90, 0.105, and 0.120) representing the isolation unit strength, and five different Tiso (2.5s, 2.75s, 3.0s, 3.25s, and 3.5s) representing the isolation period were taken into account. As a result, while the variation in the scaling methods does not create a significant change on the maximum isolator forces, it is observed that it can cause changes up to 25% in the maximum isolator displacements and maximum acceleration values. This differentiation is negligibly affected by how the seismic isolator is modeled. [ABSTRACT FROM AUTHOR]

Introduction: Ischemic stroke constitutes a significant burden on global health. Carotid artery atherosclerosis is a significant contributor to the occurrence of ischemic strokes. Both carotid endarterectomy and stenting are viable treatment options for symptomatic carotid artery disease, yet the optimal choice between them remains debated, particularly in elderly patients with multiple comorbidities. This study aims to compare decision-making processes and early to mid-term outcomes between carotid endarterectomy and carotid artery stenting in elderly symptomatic carotid artery disease patients. Materials and Method: A total of 88 symptomatic carotid artery disease patients (carotid endarterectomy: n=35, mean age: 71.72±7.87 years; carotid artery stenting: n=53, mean age: 70.64±7.46 years) were retrospectively analyzed. Results: No significant differences were observed in demographic characteristics between carotid endarterectomy and stenting groups. Chronic renal disease was more prevalent in the carotid endarterectomy group. Carotid artery stenting patients had a higher prevalence of 50-69% stenosis and less plaque ulceration. Complication rates were comparable between groups, with longer intensive care and hospitalization durations in the carotid endarterectomy group. Mid-term mortality rates and major complications did not significantly differ between groups. Conclusion: Both carotid endarterectomy and carotid artery stenting are effective treatments for symptomatic carotid artery disease. Despite differences in lesion characteristics, complication rates were similar between carotid endarterectomy and carotid artery stenting. This study emphasized the efficacy of a full cooperation between the cardiovascular surgery and neurology teams through an in-depth evaluation of each of the patients and the creation of individualized treatment strategies that optimized overall outcomes. [ABSTRACT FROM AUTHOR]

The current practice to determine friction properties of sliding isolation systems is to perform displacement-controlled dynamic tests where the effects of several loading conditions with different amplitudes, loading velocities, and vertical forces are of concern. The number of cycles in these tests is generally three for most of the loading conditions assumed to be representative of seismic conditions. On the other hand, the isolator may undergo small-amplitude but large-cycles of service motions due to thermal deformations and accidental loads. In that case, the methodology requires to perform cyclic tests on small-scale samples of the slider material (not the isolator) considering very large accumulated sliding distances such as 1000 m for use in buildings, and 10,000 m for use in bridges. However, two unsettled issues are regarded: (i) the suitability of small-scale slider tests to estimate the characteristics of full-scale sliding isolation systems and (ii) the change in seismic performance of a sliding isolation system after it is subjected to a large amount of accumulated sliding distance. In the present study, both a full-scale double concave friction pendulum (DCFP) and small-scale sample composed of the slider of the DCFP are subjected to a total accumulated sliding distance of 1000 m. The corresponding variations in friction properties are comparatively presented, demonstrating that small-scale test results provide reasonable estimates for the friction properties of the tested full-scale DCFP. Moreover, the seismic response of the investigated DCFP remains almost the same regardless of the considered sliding distance. [ABSTRACT FROM AUTHOR]

Copyright of SED Journal of Art Education is the property of SADA Enstitusu - Artsurem 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.)

Conceptual change researchers have made significant progress on two prominent but competing theoretical perspectives regarding knowledge structure coherence. These perspectives can be broadly characterized as (1) knowledge-as-theory perspectives and (2) knowledge-as-elements perspectives. These perspectives can be briefly summarized in terms of the following questions. Is a student's knowledge most accurately represented as a coherent unified framework of theory-like character (e.g., Carey, 1999; Chi, 2005; Ioannides & Vosniadou, 2002; Wellman & Gelman, 1992)? Or is a student's knowledge more aptly considered as an ecology of quasi-independent elements (e.g., Clark, 2006; diSessa, Gillespie, & Esterly, 2004; Harrison, Grayson, & Treagust, 1999; Linn, Eylon, & Davis, 2004)? In this review, we clarify these two theoretical perspectives and discuss the educational implications of each. This debate is important because these perspectives implicate radically different pathways for curricular design to help students reorganize their understandings. Historically, the research literature has predominantly supported knowledge-as-theory perspectives. After outlining both perspectives, this paper discusses arguments and educational implications that potentially favor the adoption of knowledge-as-elements perspectives.

Copyright of Journal of Polytechnic is the property of Journal of Polytechnic 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.)