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Geometric habits of mind are productive ways of thinking that support learning and using geometric concepts. Identifying primary school teacher candidates' geometric habits of mind is important as they affect the development of their future students' geometric thinking. Therefore, this study attempts to determine primary school teachers' geometric habits of mind. Participants were 57 primary school teacher candidates in their third year studying Primary School Education in a Faculty of Education at a state university in Turkey. The data were collected through four open-ended geometry problems on concepts of perimeter and area. The collected data were then analyzed based on the theoretical framework of the components of geometric habits of mind and in accordance with the stages of descriptive analysis. The results showed that the primary school teacher candidates did not possess different ways of thinking about the components indicating geometric habits of mind. The study also found that the candidates could not analyze the given problems appropriately and acted on the first idea they came up with, but they were unable to apply these actions on the problem and, therefore, their geometric habits of mind were not at the desired level

BACKGROUND: Understanding the exact contribution of the supporting ligaments to the functional integrity of the wrist is crucial for the diagnosis and treatment of carpal instabilities. The present study evaluates the functional significance of the wrist ligaments with respect to carpal instabilities.. Materials and Methods: Sixteen fresh cadaver wrists were dissected. Extrinsic and intrinsic ligaments of the wrists (ligamentum radioscaphocapitatum, ligamentum radiolunotriquetrum and ligamentum triquetrohamatocapitatum) were sectioned sequentially. After sectioning of each ligament, the wrist was examined for clinical signs of instability such as misalignement of carpal bones, limited range of motion and dorsal translation. When instability was suspected, radiographs were taken and if instability was confirmed, then the ligament was repaired. RESULTS: Although none of the dorsal ligaments sectioning resulted in instability, sectioning of ligamentum scaphotrapeziotrapezoideum, ligamentum radioscaphocapitatum, ligamentum radiolunotriquetrum and ligamentum triquetrohamatocapitatum displayed scaphotrapeziotrapezoidal, dorsal intercalated segment, lunotriquetral and capitohamate instability respectively. In two wrists with arthrosis, sectioning of all ligaments didn't lead to any instability CONCLUSION: Instability of the wrist can be classified on anatomical basis after the name of these four ligaments involved i.e. l. scaphotrapeziotrapezoideum, l. radioscaphocapitatum, l. radiolunotriquetrum and l. triquetrohamatocapitatum respectively. This approach clarifies the etiology and treatment of carpal instabilities.

This paper presents the results of a study of pollen deposition across vegetational gradients in Belgrad Forest, from closed forest to open situations (forest, forest edge to an open area) between September 2007 and September 2009. In all three pollen traps, the annual pollen influx values of Carpinus and Quercus were dominant, and followed by Alnus and Corylus. Due to heavy rainfall during the flowering period, total pollen influx was considerably lower in the second year.

Bu çalışmanın temel amacı; okul öncesi öğretmenlerinin rehberlik yeterlilikleri ile çocukların duygularına verdikleri tepkiler ve öğretmenlik tutumları arasındaki ilişkinin incelenmesidir.Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim ve öğretim yılında, İstanbul ilinde Milli Eğitim Bakanlığı'na bağlı bağımsız anaokulları, ilköğretim anasınıfları ve özel anaokullarında görev yapmakta olan 326 okul öncesi öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak; \"Kişisel Bilgi Formu\", \"Okul Öncesi Öğretmenlerinin Rehberlik Yeterlilikleri Ölçeği\", \"Çocukların Duygularına Verilen Tepkiler Ölçeği-Öğretmen Formu\" ve \"Okul Öncesi Öğretmenleri Öğretmenlik Tutum Ölçeği\" kullanılmıştır. Verilerin analizinde; Mann Whitney U, Kruskal Wallis ve Spearman Korelasyon testleri kullanılmıştır. Araştırmanın sonuçlarına göre; okul öncesi öğretmenlerinin rehberlik yeterlilikleri ile çocukların duygularına verdikleri tepkiler arasında ve okul öncesi öğretmenlerinin rehberlik yeterlilikleri ile öğretmenlik tutumları arasında anlamlı ilişki bulunmuştur. Okul öncesi öğretmenlerinin rehberlik yeterlilikleri ile demokratik tutumları arasında pozitif yönde, otokratik/otoriter tutumları ile negatif yönde anlamlı ilişki tespit edilmiştir. Okul öncesi öğretmenlerinin rehberlik yeterliliklerine dair ortalama puanlar tüm alt boyutlar için yüksek hesaplanmıştır ve öğretmenlerin en çok demokratik tutumu benimsedikleri belirlenmiştir. Çeşitli demografik değişkenlerin okul öncesi öğretmenlerinin rehberlik yeterliliklerine etkisi incelendiğinde cinsiyet, öğretmen yaşı, okulun sosyokültürel durumu, meslekteki yıl, çalışılan okul türü, sınıftaki çocuk yaş gurubu ve çocuk sayısında anlamlı farklılık bulunurken; medeni durum, çocuk sahibi olma durumu ve öğrenim durumu arasında bulunmamıştır. Çeşitli demografik değişkenlerin çocukların duygularına verilen tepkilere etkisi incelendiğinde cinsiyet, öğretmen yaşı, okulun sosyokültürel durumu, çocuk sahibi olma durumu, öğrenim durumu, çalışılan okul türü, sınıftaki çocuk yaş grubu ve çocuk sayısında anlamlı farklılık bulunurken; medeni durum ve meslekteki yıl değişkenlerinde anlamlı farklılık bulunmamıştır. Çeşitli demografik değişkenlerin okul öncesi öğretmenlik tutumlarına etkisi incelendiğinde cinsiyet, öğretmen yaşı, medeni durum, öğrenim durumu, çalışılan okul türü ve sınıftaki çocuk sayısı arasında anlamlı farklılık bulunurken; öğretmen yaşı, çocuk sahibi olma durumu, meslekteki yıl ve sınıftaki çocuk yaş grubu değişkenlerinde anlamlı farklılık bulunmamıştır. Araştırmanın bu sonuçları ilgili alanyazın doğrultusunda tartışılmış ve araştırmacılar ve uygulayıcılara yönelik öneriler sunulmuştur. The main purpose of this study is to examine the relationship between preschool teachers' guidance competencies, their reactions to children's emotions and their teaching attitudes.Relational survey model, one of the quantitative research methods, was used in the study. The study group of the research consists of 326 preschool teachers working in independent kindergartens, primary school kindergartens and private kindergartens affiliated to the Ministry of National Education in Istanbul in the 2021-2022 academic year. \"Personal Information Form\", \"Scale of Guidance Competencies of Preschool Teachers\", \"Scale of Reactions to Children's Emotions-Teacher Form\" and \"Preschool Teachers' Teaching Attitude Scale\" were used as data collection tools. Mann Whitney U, Kruskal Wallis and Spearman Correlation tests were used to analyze the data. According to the results of the study, a significant relationship was found between preschool teachers' guidance competencies and their reactions to children's emotions and between preschool teachers' guidance competencies and their teaching attitudes. There was a positive correlation between preschool teachers' guidance competencies and democratic attitudes and a negative correlation between preschool teachers' autocratic/authoritarian attitudes. The mean scores of preschool teachers' guidance competencies were high for all sub-dimensions and it was determined that teachers adopted the democratic attitude the most. When the effect of various demographic variables on the guidance competencies of preschool teachers was examined, significant differences were found in gender, teacher age, sociocultural status of the school, years in the profession, type of school, age group of children in the class and number of children, but not in marital status, having children and education level. When the effects of various demographic variables on the reactions to children's emotions were examined, significant differences were found in gender, teacher age, sociocultural status of the school, having children, educational status, type of school, age group of children in the class and number of children, while no significant differences were found in marital status and years in the profession. When the effects of various demographic variables on preschool teaching attitudes were examined, significant differences were found between gender, teacher age, marital status, educational status, type of school, and number of children in the class; while no significant differences were found in teacher age, having children, years in the profession, and age group of children in the class.These results of the study were discussed in line with the relevant literature and recommendations for researchers and practitioners were presented.

This study aims to examine the effect of home-based book reading practices performed by 5-year-old children and their mothers with shared reading techniques. For this purpose, the research was designed as a convergent mixed method. The research was modeled as an "experimental model with pretestposttest control group". The study group consists of 28 children aged 5 years and their mothers who were enrolled in a preschool in the Beyoglu district of Istanbul province in the 2020-2021 academic year. 28 children were randomly assigned to the experimental and control groups, and 3 experimental and 1 control group were formed. Information on the demographic characteristics of the study group was collected with the Mother Information Form. Turkish Early Language Development Test (TEDİL), Parent-Child Relationship Scale, Early Literacy Skills Assessment Tool (EOBDA) and Parent Attitude Scale were used as quantitative data collection tools. Audio transcriptions from the experimental process were used as a qualitative data collection tool. As a result of the research, it was concluded that dialogic reading and print referencing made a significant difference in some sub-dimensions of oral language skills and early literacy skills. In addition, it was found that it contributed positively to the mother-child relationship and decreased the authoritarian attitude of the mothers and increased the democratic attitude. The fact that there was no difference in the applications performed without using the technique emphasizes the importance of the ‘interaction’. In the qualitative analysis, it was seen that the mother and child verbal participation at the basic level was realized, but the most qualified verbal participation was in the (1)dialog-based reading and (2)print referencing. Similarly, it was concluded that maternal warmth and maternal sensitivity were seen most in dialogic reading. The participation of the mother and the child affects the child's language and literacy skills and the mother's attitude.