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Due to the lockdown measures and severe restrictions taken to reduce COVID-19 transmission, which has globally been inflicted on people since March 2020, a new type of education in the form of online homeschooling has brought the role of parents to the forefront. Using online semi-structured interviews, this study aimed to investigate parents' views on the implementation of distance education during COVID-19 in Istanbul, Turkey. The data obtained from parents with different socioeconomic backgrounds and whose children were at public and private schools were coded using initial, process, and emotion qualitative coding techniques. The data were categorized into three main themes: beginning of distance education, process of distance education, and outcomes of distance education. The beginning theme was further analyzed under three subcategories: problems related to the child, problems related to parents, and problems related to public schools. The problems encountered during the process of distance education were investigated under three subheadings: problems related to the child's academic and social life, problems related to parents, and problems related to parent-child relationships. Data under the main theme, outcomes of distance education, were defined as positive or negative outcomes in terms of the child and parents. Results revealed that at the beginning of the process, during the process, and during the outcomes of distance education, parents experienced problems with digital technology, the new education model, teachers, themselves, and their children, as well as economic, social, and psychological problems. Parents also had various constructive suggestions about distance education during COVID-19.

The purpose of this study is to examine the effect of a technology-enhanced collaborative learning environment on secondary school students' mathematical reasoning in the concept of triangle. The participants of the study are 30 secondary school students. This study was carried out with the embedded design, one of the mixed methods designs. The quantitative aspect of the study was carried out with the quasi-experimental design including comparison group design. While the experimental group received training in a technology-enhanced collaborative learning environment, the control group students continued their education in a traditional informal-collaborative learning environment. The qualitative aspect of the study included data belonging to a group of four students chosen among the experimental group. The data of the research comprised students' audio and video recordings, screenshots, dynamic mathematics software GeoGebra files, and written products. The quantitative data were collected via open-ended questions including ten items with the intention of revealing mathematical reasoning and the qualitative data were gathered with the designed mathematical tasks. While independent t-test was used to analyse the quantitative data, the qualitative data were analysed with Toulmin's model and dialogical approach. As a result of data analysis, it was found that technology-enhanced collaborative learning environment has a positive effect on students' mathematical reasoning in the concept of triangle.

The purpose of this study is to examine secondary school students' mathematical reasoning about the area of the circle. Mathematical tasks designed using GeoGebra were performed within the context of the 5E-based flipped classroom approach. The participants of the study are 13 secondary school students. The tasks, video and audio recordings captured during implementations, students' GeoGebra files, and researchers' field notes were used as data collection tools. The structural aspect of students' mathematical reasoning was analyzed with Toulmin's model, and the process aspect of mathematical reasoning was analyzed with the dialogical approach. The data analysis revealed that students' mathematical reasoning involved three types of reasoning (deductive, inductive, and abductive) in terms of the structural aspect. As for the process aspect, the mathematical reasoning of the students involved the processes of generalizing, justifying, comparing, and exemplifying.

The purpose of this study is to compare emotional intelligence levels of students studying in 2017-2018 summer school of Balikesir University School of Physical Education and Sports with their life satisfaction by some demographic characteristics. This is a descriptive study. The research population is composed of 865 students studying in 2017-2018 summer school of Balikesir University School of Physical Education and Sports and the sample is composed of randomly selected 292 students. In the study, "Emotional Intelligence Inventory in Sports" developed by Shutte et al. (1998), revised and adapted by Lane et al. (2009) for use in sports with Turkish reliability and validity performed by Adilogullari and Görgülü (2015) and 5-point Likert type scale "The Satisfaction with Life Scale (SWLS)" developed by Diener et al. (1985) with the purpose of determining the life satisfaction of people and adapted into Turkish by Durak et al. (2010) were used. General reliability value of emotional intelligence scale was found as [alpha]=0.927 and the same value of life satisfaction scale was determined as [alpha]=0.819, indicating a high level of reliability. Anova, Kruskal Wallis test, Jonckheere-Terpstra test were used in data analysis. All analyses were conducted with SPSS v17.0 (SPSS Science, Chicago, IL, USA). In conclusion, it has been determined that emotional intelligence levels of the participants differ by the variable of age in the dimension of use of emotions, by the variable of department in the dimensions of evaluation of one's own feelings and social skills and there is a difference by the variable of age regarding life satisfaction. It has also been established that there isn't any relation between the emotional intelligence levels and life satisfaction of individuals.

The purpose of this study is to analyze the loneliness levels of students studying in 2017-2018 summer school of Balikesir University School of Physical Education and Sports by some demographic characteristics. This is a descriptive study. The research population is composed of 865 students studying in 2017-2018 summer school of Balikesir University School of Physical Education and Sports and the sample is composed of randomly selected 348 students. "UCLA Loneliness Scale" adapted into Turkish by Demir (1989) was applied in the study. The overall reliability of the loneliness scale was found to be a = 0.74. Kolmogorov Smirnov test was evaluated for the conformity of UCLA Loneliness Scale to the normal distribution in data analysis. Since all data were observed not to be normally distributed, Mann Whitney U and Kruskal Wallis tests ranked among the non-parametric tests were performed to compare the loneliness levels. All analyses were performed with SPSS v17.0 (SPSS Science, Chicago, IL, USA). In conclusion, it has been determined that the loneliness levels of the participants are high (51.07%), there is no statistically significant difference by the variables of sex, age, adequate leisure time, recreation and the place of residence while significant differences have been observed by the variables of department, branch and grade.

This study investigated the applicability of alternative assessment methods used in 4th grade mathematics curriculum in Turkey and the United States with the intent of implementing these methods more effectively in elementary schools. The sampling included six elementary schools with twelve teachers in Adiyaman in Turkey; four elementary schools with twelve teachers in Pittsburgh, PA in the U.S. Qualitative data were gathered through document examination semi-structured observation, and semi-structured interviews; they were analyzed qualitatively. Findings indicated a similarity in the foundational resources used in both mathematics curriculua. The observations revealed that although both groups of teachers professed using the assessment methods, teachers in the U.S. applied the methods in their classrooms, while teachers in Turkey did not. The interviews disclosed factors preventing the application of alternative methods, particularly among Turkish teachers, including time, the availability of other methods, and the enormous pressure to "teach to the test."

The primary concern of this study is to reveal the general tendencies (genders of the authors/supervisors, change in the number of graduate theses by year, number of research problems-results-suggestions, focal points, the corpus by research models/methods, data collection methods/tools, and population/sample group) of graduate on early childhood education in Turkey between 2005 and 2017. The sampling of the present research study consists of 182 graduate theses. The study relies on the retrieval of the desired data by document analysis through a systematic examination of the available theses by using a thesis examination form developed by the researchers. The results revealed that 85% of the authors were female and almost half of the supervisors were assistant professors and moreover 59% of the supervisors were female. The study also showed that a great majority of the examined theses contained 0-10 research problems, results and suggestions. It was also figured out in the study that the focal point of the theses is majorly qualifications of preschool teachers, characteristics and tendencies of parents, effects of different approaches/methods on early childhood education, characteristics of children in early childhood education or at preschool age. It was observed that 68.1% of graduate theses were quantitative studies and that the least employed research method was observation (0.5%), case study (1.1%), interview (1.6%) and phenomenological method (1.6%), while the most frequently administered data collection tool, accounting for 65%, was questionnaire.

In this research, the proposals of prospective teachers in pre-school training about the problems of pre-school education which are defined by the literature analysis have been put forward. 700 solution proposals are gathered from 140 prospective teachers who are included in the research by providing 5 solution proposals each. When analyzing the gathered proposals, 140 prospective teachers concluded on highly important 5 solution proposals out of 40 solution proposals which they have already specified. These are in order: "arranging the pre-school buildings and classrooms conditions according to the characteristics of childrens' development," "reducing the classroom size," "explaining the importance of pre-school education to the parents and improving the cooperation and communication with them," "enlarging the classroom space," and "mainstreaming inclusive education." These prospective teachers concluded on the least important 5 solution proposals as follows: "electing the pre-school prospective teachers by an interview," "employment of doctors and nurses in the pre-school education institutions," "emphasis more on skills like music and painting in the pre-school education process of prospective teachers," "provision of experiential and informational support by the retired pre-school teachers," and "shortening the pre-school lesson hours."

The incidence of older adults presenting to the emergency department (ED) is increasing, and assessing their potential mortality risk for those returning frequently to the ED remains important. This study aims to evaluate the effects of frequent ED visits and the interval between these visits on the mortality of older adults. We retrospectively assessed the data of patients aged 65 years and above who frequently visited an academic ED in Turkey in 2021 and divided them into two groups: ED-frequent users (FUs) (4-7 visits) and ED-highly frequent users (HFUs) (>7 visits), following which we compared their characteristics, inter-visit duration, and 6-month mortality. The results indicated that out of the 2947 ED visits, 516 older adults were identified who visited the ED at least four times, averaging 5.7 visits per patient. HFUs constituted approximately 12% (n = 61)of the cohort. Further analysis revealed a significant increase in mortality associated with shorter inter-visit duration between ED visits (p < 0.001). Specifically, visiting the ED at intervals shorter than 74 days was associated with a fourfold increase in mortality risk (odds ratio (OR): 3.84; 95% confidence interval (CI): 2.64-5.57; p < 0.001), which escalated to sixfold in patients with a history of recent hospitalization (OR: 5.87; 95% CI: 3.81-9.07; p < 0.001). The data indicated that most older adults with frequent ED visits had multiple comorbidities, and those who did not survive were significantly older. This study highlights the important need to acknowledge the increased mortality risk among older adults with frequent ED visits, with recent hospitalization and short intervisit duration being contributing factors. [ABSTRACT FROM AUTHOR]

Islamic cities exhibit distinctive features aimed at preventing violence, promoting human well-being, and safeguarding the rights of individuals. These characteristics encompass deliberate choices in urban planning and governance. Key attributes include a mosque-centric layout, expansive public squares, green spaces, organized urban fabric, and efficient administrative management. The maintenance of public order was entrusted to the head of state in the capital and governors in other regions, with additional officials such as commanders, ʿāʿīs (judges), Muʿtasib (market overseer), ʿāʿib al-S_h_urʿa (chief of police), and ʿasas (security officers) appointed to ensure security and peace. Akhism provide additional assistance at this stage. This research will delve into Islamic cities' physical infrastructure and institutional framework, focusing on violence prevention. Given Islamic urbanism's diverse geographical spread and historical evolution, the study will analyze select early-period cities, considering urban plans and administrative systems to facilitate comparative analysis. [ABSTRACT FROM AUTHOR]

First-grade students, their parents, and teachers met distance education (DE) and remote literacy instruction (RLI) as a result of the quarantine measures and rigorous regulations implemented to stop the spread of COVID-19. The aim of this study was to investigate first-grade teachers’ experiences and opinions on RLI in DE during the COVID-19 pandemic. Qualitative research paradigm and case study design were used to gather the data. Focus group interviews using a semi-structured interview form were carried out as a data collection method. The study group included 15 first-grade teachers working in public primary schools in Istanbul. Data were collected online, and content analysis was applied. The findings revealed that the teachers perceived DE as a crisis because they were more fatigued mentally. They could not communicate with their parents properly. They could not teach values. They could not manage the classroom. DE was also an opportunity because the teachers were less fatigued physically. They could develop professionally. While teaching online, teachers used various materials. They could apply different activities and instructional methods. They achieved student-student interaction as well as student-teacher interaction. Teachers could assess both reading comprehension and writing not only during the course but also after the course. They had some expectations and plans about school life after DE although they predicted to have some problems. They thought they could teach literacy online if they had to. The results highlighted the need for a sense of belonging, collaboration, and positive relationship among teachers, students and parents in RLI. [ABSTRACT FROM AUTHOR]

Endoscopic Retrograde Cholangiopancreatography (ERCP) is a procedure in which endoscopy and fluoroscopy are used together to diagnose and treat problems in the pancreatic and biliary ductal systems. According to published studies, the frequency of perforation associated with ERCP is reported to be less than 1%. In our study, we aimed to retrospectively analyze the data of patients we followed after ERCP perforation to examine treatment approaches. In this study, data from 33 patients who underwent ERCP at a tertiary stage education and research hospital between November 2016 and April 2021 and were identified to have developed perforation during or after the procedure were retrospectively evaluated. The indications and outcomes of ERCP for patients, as well as laboratory and imaging findings, were analyzed in detail. The age distribution of the 33 patients included in the study ranged from 20 to 83 years, with a mean age of 57.1±17.6 years. Perforation developed during the initial ERCP procedure in 66.7% of the patients, and on seven of the ten patients in whom perforation was detected during the procedure, interventions were performed during the procedure. Although the mortality rate in patients with Stapfer type 1 or type 2 perforations (33.3%) was higher compared to the patients with type 3 or type 4 perforations (11.1%), the observed difference was not found to be statistically significant. In conclusion, the management of patients with ERCP perforation should be approached in a multidisciplinary manner, and non-operative approaches should always be considered in the appropriate patient population. Closely and dynamically monitoring of patients and algorithmic approaches should standardized. [ABSTRACT FROM AUTHOR]

Assessment literacy's vital role in faculty effectiveness within higher education lacks sufficient tools for measuring faculty attitudes on this matter. Employing a sequential mixed-methods approach, this study utilized the theory of planned behavior to develop the Assessment Literacy Attitude Scale (ALAS) and evaluate its psychometric properties within the U.S. higher education context. The qualitative phase involved a literature review of relevant studies and existing selfreport measures, interviews with stakeholders, and panel reviews to shape initial item development. Following the establishment of a conceptual foundation and a comprehensive overview of the scale's construction, our study advanced to the quantitative stage that involves factor analytical and item response theory approaches using data from 260 faculty across three public universities in the U.S. Exploratory factor analysis (EFA) was employed initially to obtain preliminary insights into the scale's factorial structure and dimensionality. Confirmatory factor analysis (CFA) was subsequently applied with separate data and the findings largely supported the conclusions from the EFA. Exploratory and confirmatory factor analyses resulted in 15 items loading across two factors in a good model fit range. Finally, we used nonparametric item response theory (IRT) techniques based on Mokken Scale Analysis (MSA) to evaluate individual items for evidence of effective psychometric properties to support the interpretation of ALAS scores, including monotonicity, scalability, and invariant item ordering. The newlydeveloped scale shows promise in assessing faculty attitudes toward enhancing their assessment literacy. [ABSTRACT FROM AUTHOR]

Behavioural teaching programmes that had long been used in Turkey began changing in 2005. In a significant development, new programmes based on constructivism have come to the fore. The adaptation of teachers in this transitional process and their internalization of this new approach have been of utmost importance for the success of the programme. Difficulties faced by experienced primary school teachers in particular have become a serious matter that should be qualitatively addressed. This study aimed to reveal the views of experienced primary school teachers (175) about constructive classroom management. Interviews were employed to do so. The study revealed that a large majority of the interviewed teachers considered themselves to be successful at classroom management (thanks to factors like experience, close contact with students, their affection for students, etc.), while almost half of the teachers thought that classroom management had been much easier in pre-2005 teaching programmes. The results also exposed disturbing behaviours, among them students fighting, the use of improper language, disrupting in-class teaching processes and irrelevant talking among students. The coping techniques adopted for these behaviours were warnings, punishment and more enjoyable teaching that incorporated a range of different activities.

Introduction: Idiopathic ventricular arrhythmias, which occur in the absence of structural heart disease, are commonly originating from the outflow tract, and 80% of the them arise from the right ventricle. Epicardial adipose tissue (EAT), which originates from the splanchnopleuric mesoderm, has been shown to be an important source of inflammatory mediators and plays an important role in cardiac autonomic function by epicardial ganglionated plexuses. EAT may potentially contribute to the pathophysiology of idiopathic right ventricular outflow tract (RVOT) tachycardia by different mechanisms. In this study, we aimed to investigate the relationship between EAT thickness and RVOT tachycardia. Methods: This study included 55 patients (32 male, 23 female) with RVOT tachycardia and 60 control subjects (38 male, 22 female). Patients who had more than three consecutive ventricular beats over 100 bpm with specific morphological features on the electrocardiogram (ECG) were diagnosed with RVOT tachycardia. EAT thickness was measured by transthoracic echocardiography. Results: EAT thickness was significantly higher in the RVOT tachycardia group (p