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This study examines the academic dishonesty tendencies, created metaphors and opinions on the "ethics" and "science and research ethics" and "opinions on the taken course" of prospective teachers who took the science and research ethics course. Embedded mixed design was preferred. Academic dishonesty tendency scale, semi-structured interview form and metaphor form were used as data collection tools. With the two-stage clustering performed, the average scores of the academic dishonesty tendency scale were divided into three clusters. It was found that the majority of prospective teachers have a low level of academic dishonesty tendency. According to the results obtained from semi-structured interviews, teacher candidates have expressed their views on the concept of "ethics" under the categories of instructor, student, and administrator. Their views on the concept of "science and research ethics" have been explained under the categories of determination of the subject, conducting studies, and publication of studies. It has been revealed that the course on science and research ethics contributes to the educational processes, personal development, and professional development of teacher candidates. Different metaphors were developed for the concepts of ethics, and science and research ethics. In addition, the metaphors developed regarding the concept of ethics were generally related to guiding and mentoring. The metaphors developed regarding the concept of science and research ethics are related to the things to be considered in a scientific study process, the way to be followed in scientific studies, and the importance of ethics in scientific studies. [Note: The page range (23-46) shown on the PDF is incorrect. The correct page range is 23-48.]

This study aims to determine the independent variables that have a significant effect on the level of students' adaptation to online education and their order of importance. Relational screening model was used in the study. Adaptability Level in Online Education dataset provided by Kaggle repository constitutes the main data source for this study. C5.0 decision tree algorithm was used to analyze the data. It was found that that 51,867% of the students had a moderate level of adaptation to online education, while 39,834% had low, and 8,299% had a high level adaptation. The findings indicate that students' level of adaption to online learning is insufficient. We also found that the variable that best explains the online education compliance levels is daily class duration. "Financial condition" was found as the best explanatory variable of the cluster formed by the students whom "daily class duration" was between "1-3 hours". "Age" was found as the best explanatory variable of the cluster formed by the students whom "daily class duration" was between "1-3 hours" and has "financial condition" of "poor", "mid" and "rich".

This study aims to determine the views of individuals who have experienced the distance education process as both students and teachers. The study group consists of individuals who both enrolled in graduate education programs at a state university and taught actively at K-12 institutions. The study is conducted with a phenomenological design. The Miles Huberman model was used in the analysis of the data. The problems faced by the participants in the distance education process, in which they took part both as teachers and students, were grouped under "instructor dimension, student dimension, family dimension, infrastructure, hardware, and physical environment dimension, social interaction dimension, and process dimension". The views of the participants on the assessment and evaluation processes in distance education as students were grouped under "measured learning outcomes, assessment and evaluation tools, assessment and evaluation systems, other factors that affect evaluation, negative situations, and positive situations". The same sub-themes occurred, except for "positive situations", when the views on assessment and evaluation processes in distance education were examined from the perspective of the teachers. Views on e-teacher qualifications were grouped under "technical knowledge, knowledge of instructional design, social skills, knowledge of pedagogical content, management skills, and knowledge of assessment and evaluation".

This study aims to investigate the effect of the teaching practice course on gaining 21st century teacher skills for pedagogical formation group teacher candidates. Participants views on the course, 21st century teachers, 21st century students, and metaphors created regarding these are also examined. We employed an embedded mixed design. In the quantitative part of the study, a single-group pre-test and post-test experimental design is used. The qualitative part is conducted with phenomenology. For data collection purposes, the 21st century teacher skills use scale, a semi-structured interview form, and a metaphor form were used. We found that the teaching practice course is effective for gaining 21st century teacher skills. This result can be interpreted as teacher candidates enrolled in pedagogical training programs being able to complete the program with acquired teaching skills and being capable of providing the necessary education to their students, composed of 21st century learners. Participants expressed their views on the concepts of 21st century teacher and 21st century student under different categories. Teaching practice courses contributed under the categories of professional skills, professional knowledge, and attitudes and values. Metaphors created by the participants on the concept of the 21st century teacher were related to guiding, updating knowledge, being productive, and being innovative, and on the concept of the 21st century student, they were related to developing, being able to load lots of information into the mind, fulfilling what is expected of them, and being in constant struggle. These results provide a significant insight into how teacher candidates perceive 21st century educational concepts and teacher-student roles.

This study examines the virtual classroom experiences of graduate students. Virtual classroom applications related to the course "applications of scientific research" taught at a state university were treated as a case study. Virtual classroom recordings, defined using the university's learning management system, were used as research data. The study data consisted of virtual classroom recordings created throughout the academic term, shared documents, students' synchronous participation statuses in classes, completion statuses of virtual class activities, watching statuses of live lessons, preparation statuses for shared documents, and instant messaging during synchronous virtual classroom experiences. Content analysis was used to analyze the data. The virtual classrooms encompass 45 students, including 30 females and 15 males, who took the course 'Scientific Research Practices' at a state university during the 2020-2021 academic year at the postgraduate level. The results show that effective and well-managed virtual classrooms enabled students to participate simultaneously. Virtual classrooms facilitated the development of a sense of community among students, and these students adhered to the norms typically observed in a physical classroom. Conducting an effective educational process in virtual classrooms is closely linked to the instructor's skills. Furthermore, the technical issues encountered did not significantly impact the educational process negatively.

This study was conducted to examine the views of parents on digital parenting competencies and experiences. Phenomenology was chosen as a research design. The study group consisted of 13 parents, selected according to criterion sampling. A semi-structured interview form was used as a data collection tool. Content analysis was used in the analysis of the data. Parents stated that they are most uncomfortable while their children are watching videos and surfing social media. Most parents set a period to reduce the time their children spend with digital technologies. We found that the majority of parents do not accompany their children while using digital technologies, and some children do not want their parents to accompany them. Moreover, majority of parents felt inadequate to protect their children against digital risks, and followed different ways to ensure the safety of their children in digital environments.

Large-area epitaxial growth of III-V nanowires and thin films on van der Waals substrates is key to developing flexible optoelectronic devices. In our study, large-area InAs nanowires and planar structures are grown on hexagonal boron nitride templates using metal organic chemical vapor deposition method without any catalyst or pre-treatments. The effect of basic growth parameters on nanowire yield and thin film morphology is investigated. Under optimised growth conditions, a high nanowire density of 2.1×109cm-2is achieved. A novel growth strategy to achieve uniform InAs thin film on h-BN/SiO2/Si substrate is introduced. The approach involves controlling the growth process to suppress the nucleation and growth of InAs nanowires, while promoting the radial growth of nano-islands formed on the h-BN surface. A uniform polycrystalline InAs thin film is thus obtained over a large area with a dominant zinc-blende phase. The film exhibits near-band-edge emission at room temperature and a relatively high Hall mobility of 399 cm-2/(Vs). This work suggests a promising path for the direct growth of large-area, low-temperature III-V thin films on van der Waals substrates.

Interest in kidney transplant studies in the elderly population is increasing as more research has been conducted on the immune system. With this review, we hope to encourage the need for research on kidney transplantation in the elderly.

Aim: Neoadjuvant chemotherapy (NAC) has transitioned from a treatment modality used solely for inoperable and locally advanced breast cancer to a therapeutic approach for early-stage breast cancer. High-risk patients, such as those with HER2-positive and triple-negative breast cancer, particularly benefit from NAC. This study aimed to evaluate the factors affecting pathological complete response (pCR) in primary breast tumors and axillary lymph nodes in patients with breast cancer. Methods: The study included female patients with breast cancer who received NAC at a training and research hospital between 2020 and 2024. Patients were categorized based on age, tumor stage, and tumor biology: luminal A, HER2-positive luminal B, HER2-negative luminal B, HER2-positive alone, or triple-negative. The presence or absence of E-cadherin in tumor cells and Ki-67 levels were also examined. Data were obtained from medical records to assess the impact of these factors on complete response in patients with breast cancer and axillary metastatic lymph nodes following NAC. Results: Univariate analysis revealed that histopathological subtypes, estrogen receptor and progesterone receptor (PR) status, HER2 status, perineural invasion, lymphovascular invasion (LVI), Ki-67 index, and carcinoma in situ (CIS) component significantly influenced pCR. Multivariate analysis confirmed that PR status [Odds ratio (OR): 3.33, 95% confidence interval (CI): 1.57-7.08, p=0.002], HER2 status (OR: 3.56, 95% CI: 1.71-7.44, p=0.001), LVI (OR: 3.91, 95% CI: 1.84-8.30, p

Abstract Highly integrated optoelectronic and photonic systems underpin the development of next-generation advanced optical and quantum communication technologies, which require compact, multiwavelength laser sources at the telecom band. Here, we report on-substrate vertical emitting lasing from ordered InGaAs/InP multi-quantum well core–shell nanowire array epitaxially grown on InP substrate by selective area epitaxy. To reduce optical loss and tailor the cavity mode, a new nanowire facet engineering approach has been developed to achieve controlled quantum well nanowire dimensions with uniform morphology and high crystal quality. Owing to the strong quantum confinement effect of InGaAs quantum wells and the successful formation of a vertical Fabry–Pérot cavity between the top nanowire facet and bottom nanowire/SiO2 mask interface, stimulated emissions of the EH11a/b mode from single vertical nanowires from an on-substrate nanowire array have been demonstrated with a lasing threshold of ~28.2 μJ cm−2 per pulse and a high characteristic temperature of ~128 K. By fine-tuning the In composition of the quantum wells, room temperature, single-mode lasing is achieved in the vertical direction across a broad near-infrared spectral range, spanning from 940 nm to the telecommunication O and C bands. Our research indicates that through a carefully designed facet engineering strategy, highly ordered, uniform nanowire arrays with precise dimension control can be achieved to simultaneously deliver thousands of nanolasers with multiple wavelengths on the same substrate, paving a promising and scalable pathway towards future advanced optoelectronic and photonic systems.

The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student's epistemic beliefs to achieving positive learning outcomes.

This article proposes a methodological understanding of Wittgenstein’s remarks about Gestaltpsychology. Wittgenstein is not so much concerned with Gestaltpsychology proper but rather with its understanding of the nature of the problem of seeing (and seeing-as) as dealt with by British empiricism. Gestaltpsychology offers a more sophisticated physiological explanation of seeing and seeing-as than empiricism has done, yet also this explanation bypasses the (conceptual) problem. Physiological explanations are not eschewed by Wittgenstein, he even gives himself interesting physiological hypotheses. The problem with physiological explanations is that they focus on particular items in the brain as underpinning our use of concepts like seeing and seeing as, whereas they are constituted by our reactions and responses to what we see. Such reactions are embedded in language games and acquire their meaning by our ‘forms of life’ rather than the human brain. This interpretation is finally applied to Wittgenstein’s and Köhler’s explanation of social understanding

Abstract Solid state single-photon sources with high brightness and long coherence time are promising qubit candidates for modern quantum technology. To prevent decoherence processes and preserve the integrity of the qubits, decoupling the emitters from their surrounding environment is essential. To this end, interfacing single photon emitters (SPEs) with high-finesse cavities is required, especially in the strong coupling regime, when the interaction between emitters can be mediated by cavity fields. However, achieving strong coupling at elevated temperatures is challenging due to competing incoherent processes. Here, we address this long-standing problem by using a quantum system, which comprises a class of SPEs in hexagonal boron nitride and a dielectric cavity based on bound states in the continuum (BIC). We experimentally demonstrate, at room temperature, strong coupling of the system with a large Rabi splitting of ~4 meV thanks to the combination of the narrow linewidth and large oscillator strength of the emitters and the efficient photon trapping of the BIC cavity. Our findings unveil opportunities to advance the fundamental understanding of quantum dynamical system in strong coupling regime and to realise scalable quantum devices capable of operating at room temperature.

Abstract Psychotic depression is a severe and difficult-to-treat subtype of major depressive disorder for which higher rates of treatment-resistant depression were found. Studies have been performed aiming to predict treatment-resistant depression or treatment nonresponse. However, most of these studies excluded patients with psychotic depression. We created a genetic risk score (GRS) based on a large treatment-resistant depression genome-wide association study. We tested whether this GRS was associated with nonresponse, nonremission and the number of prior adequate antidepressant trials in patients with a psychotic depression. Using data from a randomized clinical trial with patients with a psychotic depression (n = 122), we created GRS deciles and calculated positive prediction values (PPV), negative predictive values (NPV) and odds ratios (OR). Nonresponse and nonremission were assessed after 7 weeks of treatment with venlafaxine, imipramine or venlafaxine plus quetiapine. The GRS was negatively correlated with treatment response (r = −0.32, p = 0.0023, n = 88) and remission (r = −0.31, p = 0.0037, n = 88), but was not correlated with the number of prior adequate antidepressant trials. For patients with a GRS in the top 10%, we observed a PPV of 100%, a NPV of 73.7% and an OR of 52.4 (p = 0.00072, n = 88) for nonresponse. For nonremission, a PPV of 100%, a NPV of 51.9% and an OR of 21.3 (p = 0.036, n = 88) was observed for patients with a GRS in the top 10%. Overall, an increased risk for nonresponse and nonremission was seen in patients with GRSs in the top 40%. Our results suggest that a treatment-resistant depression GRS is predictive of treatment nonresponse and nonremission in psychotic depression.

This paper reviews the main approaches found in the literature to measure the size of the European bioeconomy. The various estimations published might be confusing at first sight, reporting a value added of the European bioeconomy within the large range of EUR 881 billion to EUR 2.3 trillion. However, each approach is best suited to measuring a different aspect of the bioeconomy. Using the different approaches, we estimate that markets of bio-based products and energy generate EUR 730-790 billion of value added, the use of biomass within the European economy generates EUR 670 billion of value added, and the sourcing of core bioeconomy industries with goods and services generates EUR 270 billion of value added. There is no evidence of an increased use of biomass inputs in EU industries in substitution of fossil resources, nor of a decreasing dependence of traditional bioeconomy industries towards fossil resources over the period 2005-2015.

In biomedicine, the expansive scientific literature combined with the frequent use of abbreviations, acronyms, and symbols presents considerable challenges for text processing and summarization. The Unified Medical Language System (UMLS) has been a go-to for extracting concepts and determining correlations in these studies; hence, the BioGraphSum model introduced in this study aims to reduce this UMLS dependence. Through adoption of an innovative perspective, sentences within a piece of text are graphically conceptualized as nodes, enabling the concept of “Malatya centrality” to be leveraged. This approach focuses on pinpointing influential nodes on a graph and, by analogy, the most pertinent sentences within the text for summarization. In order to evaluate the performance of the BioGraphSum approach, a corpus was curated that consisted of 450 contemporary scientific research articles available on the PubMed database, aligned with proven research methodology. The BioGraphSum model was subjected to rigorous testing against this corpus in order to demonstrate its capabilities. Preliminary results, especially in the precision-based and f-score-based ROUGE-(1–2), ROUGE-L, and ROUGE-SU metrics reported significant improvements when compared to other existing models considered state-of-the-art in text summarization.

A long-term time series forecasting (LTSF) model named LTScoder based on a linear autoencoder architecture is presented in this paper. LTScoder performs feature extraction through an encoder to generate a latent vector and conducts time series prediction based on this latent vector through a decoder. The latent vector, which is mapped to a lower dimensionality by extracting features from the input time series, not only reduces the complexity of the linear regression operations performed in the decoder but also captures essential temporal dependencies for forecasting. Experimental results conducted on popular univariate and multivariate datasets with diverse patterns demonstrate that LTScoder achieves up to 16.95 times faster inference time than PatchTST, the state-of-the-art transformer-based model. LTScoder exhibits minimal degradation in prediction accuracy while using only 2.11% of PatchTST’s parameters. Furthermore, we show that the LTScoder model is well-suited for edge computing in time series data prediction tasks. The architectural flexibility of LTScoder allows the encoder and decoder to be deployed in separate systems, enhancing scalability and efficiency. We measure the performance of LTScoder in terms of its prediction accuracy and computational complexity using the ETRI edge gateway system.