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Young children develop understandings about literacy from birth through experiences of print in their home environments. Today, written text is often present in children's homes in both print and "digital" forms. What kind of technologies are young children accessing at home and for what purposes? This paper discusses research findings from questionnaires completed by parents about the home digital literacy practices of 105 Turkish children aged 5-7 years and the nature of parental support for digital technology use at home. Parent interviews with five families further identified the technologies used, the children's repertoire of digital literacy practices and issues confronting parents about children's use of technology. The study revealed that children were actively engaged in multimodal practices through the use of digital technologies in play and learning in their homes. The main implications of this study are that it is important that educators be aware of children's existing digital home literacy practices as a foundation for further literacy learning and that parents may need support in understanding how technology use can contribute to children's literacy learning. Further research is warranted in this area.

This study explored the quality of interactions in mother-child shared reading with a print book and with an electronic book on an i-Pad. The study involved a Turkish mother and her 5-year-old son who were observed at home when reading the printed book "Ay'i kim çaldi?" ("Who stole the moon?") and its exact digital match. The shared book reading interactions were analysed in terms of (a) the amount of talk with the different book formats and (b) the content of the mother-child talk including the focus of the talk, expansion of ideas and behavioural-related talk. The results revealed that print book reading engaged the child in higher-level thinking compared to digital book reading. There was greater frequency of non-immediate talk in the print book reading compared to the digital book reading. Also, results suggested that the digital book encouraged more behaviour-related talk related to negotiating the book sharing routine.

The effect of digital literacy practices upon young children's learning is a contentious and growing area for research and debate. Nowadays, children encounter many different types of texts through their everyday engagement with digital technologies. The study reported here investigated the relationships between 6 and 7-year-old children's home digital literacy practices, parental views about the use of technology and children's attitudes towards reading as perceived by the children and their parents. A total of 105 children and their parents, from two primary schools in Istanbul participated in this study. Parents completed a questionnaire about their views on the use of technology, their children's digital literacy experiences and their perceptions of their children's reading attitudes, while the children engaged in individual interviews. The results from this study indicate that children's attitudes towards reading are significantly related to both the frequency of their engagement in digital literacy activities in their homes and their parents' perception of their child's attitudes to reading. The findings suggest that parents can support children's enjoyment in reading by engaging in both digital and non-digital print experiences with their children.

Byline: Gulsah. Ozturk, Pinar. Kadirogullari Deep brain stimulation (DBS) can lead to psychosocial and functional improvement in medically refractory cervical, segmental, or generalized moderate to severe dystonia. After treatment with [...]

This study explored associations in the family context, conceptualized as comprising parent-child practices and parental expectations, and five-year-old children's attitudes toward literacy. A total of 94 children from four primary schools and their parents participated in the study. Each child completed an individually administered Literacy Attitude Scale that assessed her enjoyment in reading-related activities. Parents completed a questionnaire about aspects of their family context. The results revealed a high level of positive attitudes toward literacy by beginning readers, with no gender difference. Frequency of parent-child everyday interactions and parental expectations had significant relationships with children's attitude toward literacy. This study highlights the importance of looking beyond parent-child literacy activities when examining children's attitudes toward literacy.

This study investigated the relationship between children's attitudes towards reading and their parents' gendered views about literacy (GVL). It was assumed that parents may have GVL by favouring girls in reading activities, which could limit boys' enjoyment in reading activities. This study was conducted with 31 five-year-old children in first term at a school in South Australia. To measure children's enjoyment in reading-related activities, each child completed an individually administered Literacy Attitude Scale (LAS). Parents completed a questionnaire about their views on girls' and boys' early literacy and their book preferences. It was found that the parents' GVL were significantly and negatively related to children's attitudes towards reading. Importantly, both male and female children of parents, with highly GVL, exhibited lower attitudes towards reading. Overall, girls reported significantly more positive attitudes towards reading than boys. A weak but notable correlation was found between parents' perceptions about their children's attitudes towards reading and their children's self-reported reading attitudes.

The gardening of ornamental plants comes back to ancient times (Urartians). Nowadays the gardening of ornamental plants is done worldwide as in the Van provinces of Türkiye. Old and traditional gardens can be seen in different regions of this province naturally. Among these plants, Rosa laxa Retzius var. harputense T. Baytop (Kişmiri rose), is an exotic plant coming from Central Asia. Kişmiri rose has semi-double and miniature flowers and blooms for about five months in the ecological conditions of Van. It has not only highly decorative but also has a light, pleasant, and enthusiastic fragrance. As far as we know there is no previously published on the volatile profile of Rosa laxa Retz var. harputense (Kişmiri rose). For this purpose, in this study, "Headspace Solid Phase Micro Extraction Gas Chromatography-Mass Spectrometry" (HS/SPME/GC/MS) was applied for the detection of volatile compounds of Kişmiri rose flowers. A total of 31 compounds of Kişmiri rose were identified and quantified using Gas Chromatography-Mass Spectrometry (GC/MS). Among these identified compounds, phenyl ethyl alcohol (26.59%), cis-3-hexenyl acetate (18.573%) was detected as the major ones. According to the obtained results, it is concluded that our species has also a Chinese origin. [ABSTRACT FROM AUTHOR]

Young children develop understandings about literacy from birth through experiences of print in their home environments. Today, written text is often present in children's homes in both print and digital forms. What kind of technologies are young children accessing at home and for what purposes? This paper discusses research findings from questionnaires completed by parents about the home digital literacy practices of 105 Turkish children aged 5–7 years and the nature of parental support for digital technology use at home. Parent interviews with five families further identified the technologies used, the children's repertoire of digital literacy practices and issues confronting parents about children's use of technology. The study revealed that children were actively engaged in multimodal practices through the use of digital technologies in play and learning in their homes. The main implications of this study are that it is important that educators be aware of children's existing digital home literacy practices as a foundation for further literacy learning and that parents may need support in understanding how technology use can contribute to children's literacy learning. Further research is warranted in this area. [ABSTRACT FROM AUTHOR]

Background: Emergency rooms (ERs) are usually crowded with friends and relatives (F&Rs) of the patients. This experience may result in changes in smoking behaviors and create opportunities for smoking cessation interventions. The study aims to investigate these changes and offers a new frontier in the fight against smoking. Methods: This cross-sectional study was conducted in the ERs of two universities in different cities. A questionnaire consisting of 18 questions was applied to F&Rs of the emergency patients. Statistical analysis was performed using Jamovi program. Findings: A total of 603 respondents were included in the study. Of them, 71.3% were first-degree relatives, 51.7% waited 5 or more times in ER before, and 68.6% spent 0-2 hours in a day around the ER. Upon witnessing patients in the ERs, 53.4% of the F&Rs had the idea of quitting smoking and 42.9% wanted to have smoking cessation therapy during their wait in the hospital. While 76.1% of the participants were not using different brands of cigarettes when offered in normal life, this rate was lower around the ERs (64.6%) (P < 0.001). Participants smoked 0.82 ± 0.34 cigarette per hour in normal life excluding sleeping time; this number raised almost 6 folds during the wait (4.85 ± 2.11) (P < 0.001). Conclusion: F&Rs smoked more during waiting around ERs. However, they also expressed desire to quit smoking and receive smoking cessation intervention during the wait. Providing smoking cessation counseling to F&Rs in the ER may be a valuable intervention. [ABSTRACT FROM AUTHOR]

This study explored the quality of interactions in mother–child shared reading with a print book and with an electronic book on an i-Pad. The study involved a Turkish mother and her 5-year-old son who were observed at home when reading the printed book Ay'ı kim çaldı? (Who stole the moon?) and its exact digital match. The shared book reading interactions were analysed in terms of (a) the amount of talk with the different book formats and (b) the content of the mother–child talk including the focus of the talk, expansion of ideas and behavioural-related talk. The results revealed that print book reading engaged the child in higher-level thinking compared to digital book reading. There was greater frequency of non-immediate talk in the print book reading compared to the digital book reading. Also, results suggested that the digital book encouraged more behaviour-related talk related to negotiating the book sharing routine. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between children's attitudes towards reading and their parents’ gendered views about literacy (GVL). It was assumed that parents may have GVL by favouring girls in reading activities, which could limit boys’ enjoyment in reading activities. This study was conducted with 31 five-year-old children in first term at a school in South Australia. To measure children's enjoyment in reading-related activities, each child completed an individually administered Literacy Attitude Scale (LAS). Parents completed a questionnaire about their views on girls’ and boys’ early literacy and their book preferences. It was found that the parents’ GVL were significantly and negatively related to children's attitudes towards reading. Importantly, both male and female children of parents, with highly GVL, exhibited lower attitudes towards reading. Overall, girls reported significantly more positive attitudes towards reading than boys. A weak but notable correlation was found between parents’ perceptions about their children's attitudes towards reading and their children's self-reported reading attitudes. [ABSTRACT FROM PUBLISHER]

This study explored associations in the family context, conceptualized as comprising parent–child practices and parental expectations, and five-year-old children's attitudes toward literacy. A total of 94 children from four primary schools and their parents participated in the study. Each child completed an individually administered Literacy Attitude Scale that assessed her enjoyment in reading-related activities. Parents completed a questionnaire about aspects of their family context. The results revealed a high level of positive attitudes toward literacy by beginning readers, with no gender difference. Frequency of parent–child everyday interactions and parental expectations had significant relationships with children's attitude toward literacy. This study highlights the importance of looking beyond parent–child literacy activities when examining children's attitudes toward literacy. [ABSTRACT FROM PUBLISHER]

Deep brain stimulation (DBS) has been a widely accepted treatment modality for advanced Parkinson's disease (PD). Postural instability in PD have been a great challenge in the clinical practice.In the PD patients with postural instability, the selection of DBS targets is still challenging. GPi target for deep brain stimulation (DBS) in the treatment of postural instability is more preferred. In this article we want to share our experience with GPi target in PD. We present 5 patients who underwent to Gpi DBS for PD and we compare preoperative condition with 6th month follow up. we used a variety of different scales to measure the severity of the patient's symptoms, including the Unified Parkinson's Disease Rating Scale (UPDRS), the freezing of gait questionnaire (FOG-Q) and the gait and falls questionnaire (GF-Q).GPi DBS have positive effects to postural instability as well as freezing of gait and falling after PD. [ABSTRACT FROM AUTHOR]