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Purpose: To ascertain whether the changes in intraocular pressure (IOP) that occur during hypobaric hypoxic exposure are related to plasma N-terminal pro-brain natriuretic peptide (BNP) levels. Materials and Methods: The study group comprised 26 healthy participants (all male, mean age 23.1 years). IOP was measured at local ground level, (792 m above sea level), then while in a chamber providing hypobaric hypoxic conditions (the subjects were exposed to a pressure equivalent to 9144 m for 1-3 min), and again after exit from the chamber. In each condition, the mean of three consecutive measurements of IOP was calculated for each eye. For BNP measurements, blood samples were drawn before the participants entered the chamber and just after they left the chamber. Results: IOP during hypobaric hypoxic exposure (18.00 ± 3.70 mmHg) was significantly greater than that before (15.66 ± 2.10 mmHg, P < 0.001) or after (16.10 ± 2.63 mmHg, P = 0.001) the exposure. IOP levels before and after the exposure were not significantly different (P = 0.136). Plasma BNP levels measured before and after exposure to hypobaric hypoxic conditions were not significantly different (P = 0.462). Conclusion: Plasma BNP levels did not change after short-term hypobaric hypoxic exposure, while the IOP increased. This increase may have been caused by some other systemic factors. As the hypobaric hypoxic conditions were reversed, IOP decreased to normal levels.

Purpose: There are different perspectives about STEM (Science, Technology, Engineering and Mathematics) education. Understanding in-service and pre-service teachers' views plays an important role in supporting K-12 students to choose careers in science, technology and engineering. This research aims to understand science and mathematics in-service and pre-service teachers' views about STEM integration and robotics applications. Research Methods: The participants of this study were 240 science and mathematics pre-service teachers and 27 science and mathematics in-service teachers. Participants answered open-ended questions. Data were gathered to find the differences between teachers and future teachers from different disciplines (science and mathematics) with emphasis on their views about STEM and robotics implementation. Findings: Analysis showed that there were some differences based on disciplines (mathematics and science), but also there are some similarities between in-service and pre-service teachers' views. Mathematics in-service and pre-service teachers provided few details when explaining the effect of STEM and robotics applications. Science in-service and pre-service teachers, on the other hand, presented more ideas about STEM integration while including fewer ideas about robotics applications. Implications for Research and Practice: There are differences between disciplines in favor of science in-service and pre-service teachers. However, it is hard to say that in-service and pre-service teachers from each discipline were able to present strong examples of STEM implementation. These results suggest the necessity for more interdisciplinary support provided to in-service and pre-service teachers from different disciplines.

The purpose of this study was to provide an online astronomy activity using the Stellarium program as a virtual planetarium. The implementation was conducted with 30 preservice primary school teachers (PPTs) who participated in a non-formal workshop that included interactive, technology-based astronomy practices embedded with the "R"elate, "E"ngage, "A"pplying, "C"ooperating, "T"ransferring strategy. The activity featured in the implementation covers the zodiac constellations and common related misconceptions, the duration of the Sun in the constellations, and the concepts of astronomy, astrology, and star clusters. At the end of the implementation, an online-survey was conducted to elicit feedback from the PPTs. According to the results of this study, PPTs enjoyed using Stellarium as a virtual planetarium. The PPTs were aware of certain astronomical concepts and misconceptions, stated that the activity content related to daily life, and that they gained skills related to astronomy teaching. The PPTs reported being satisfied with working in groups, and actively communicating actively with their peers. They suggested adding mythological stories while teaching the constellations. In addition, they proposed increased preliminary preparation and practice prior to the activity so as to gain basic pre-skills in using a virtual environment.

In this study, the impacts of teaching modern physics topics according to textbooks that are prepared based on two different physics curricula implemented in Turkey on students' success, problem-solving skills, and attitudes were examined. The sample of the study consisted of 80 high school students studying in the 12th grade. Within the scope of the study, the modern physics achievement test, the problem-solving inventory, and the attitude scale toward physics class were administered to the students. Data analyses revealed that course achievements and problem-solving skills of the students learning modern physics topics with the 2011 curriculum differ significantly in comparison to those of the students learning modern physics with the 2005 curriculum, yet there was no difference in terms of attitudes of the students. A good physics curriculum is expected to enhance students' attitudes toward physics Due to the complicated formulas, concepts, mathematical operations and calculations in modern physics topics, and students' attitude toward physics course may diminish after learning these topics. It can also be said that since the features of the 2011 curriculum have not been sufficiently reflected in the chapter, it has no influence on students' attitudes.

Learning from digital media is one of the notable learning environments used outside of school. The effect of using digital technology in education is well known today, as where such tools are used appropriately in lessons, they can make an effective contribution to the teaching and learning of abstract science subjects such as astronomy. The purpose of this study was to design an astronomy activity for elementary level students. We worked with 30 preservice primary school teachers (PPSTs). The activity was based on the fifth-grade elementary level topic of "Space systems: Stars and the Solar system." The materials used were digital media tools and worksheets prepared in accordance with curriculum standards, and were applied sequentially. At the end of the activity, a feedback paper was applied to enable the PPSTs to identify their thoughts about the activity. The PPSTs noted that learning open digital media tools for the purpose of astronomy education was seen as a contribution of the activity. They also expressed that the activity could help fifth-grade students to learn astronomy concepts more easily and tangibly. It is hoped that the activity may be applied in both formal and informal learning environments for elementary level students' astronomy learning.

The purpose of this study was to develop and validate a novel scale, the Development and Validation of Out-of-School Learning Environments Perception Scale (OSLEPS), that measures middle school students' perceptions of out-of-school learning environments. A total of 990 middle school students (583 females and 407 males) participated in the study. Exploratory factor analysis was conducted using the data collected from 549 students to provide evidence for the validity and reliability of the structure of the OSLEPS and its underlying subscales. A four-factor structure emerged: incentive for learning, learning benefits, integration, and involvement. Then, confirmatory factor analysis was conducted using the data collected from 441 students to confirm the four-factor structure of the 16-item OSLEPS. Further validation of the OSLEPS was performed based on the students' gender and grade levels. Statistical analyses indicated that the OSLEPS is a valid instrument that can be used to investigate middle school students' perceptions of out-of-school learning environments and viewed as an alternative to existing scales in the related area. Further internal and external validity with additional samples and other out-of-school learning settings is warranted.

There is a close relationship between chemistry and physics in the context of atomic structure, which is usually covered in both courses at the secondary-school level. However, little emphasis has been put on determining whether the students developed correct understanding of the quantum structure when they studied it in both the courses. The purpose of this study was to reveal -- by using the concept mapping tool -- the cognitive structures used by twelfth-grade students to understand atomic structure. One hundred forty-five students from three secondary schools in Ankara, Turkey participated in the study. The qualitative content analysis technique was employed to analyse concepts, levels of connection, and linking phrases in students' concept maps drawn for the atom. The analysis results revealed that the students had a limited understanding of the quantum structure of the atom, even after studying the topic in chemistry and physics courses. They relied on classical ideas to understand atomic structure. The results suggest that concepts related to atomic structure should be appropriately used not only within a particular subject (e.g. physics) but also across the two subjects to help students understand the scientifically correct atomic structure. Further, several other implications for secondary-school science teaching are discussed.

Introduction: Breast angiosarcoma is a rare tumor arising from the vascular endothelium, accounting for approximately 1% of all soft tissue breast tumors and carrying poor prognosis. It manifests in two distinct types: Primary breast angiosarcoma (PBAS) and secondary breast angiosarcoma (SBAS). PBAS typically affects young women without a history of breast cancer or radiotherapy, often originating from the breast parenchyma with occasionally skin involvement presenting as a rapidly growing, usually painless, palpable mass. In contrast, SBAS occurs in older women, originates from the breast dermis, occasionally involves the parenchyma, displays multifocality, and presents characteristic features such as skin discoloration and swelling. There is a lack of cases in the current literature reporting radiation-associated angiosarcoma of the breast with imaging findings using Fluorine-18 fluorodeoxyglucose positron emission tomography/computed tomography (FDG PET-CT ). This case report details the development of radiation-associated angiosarcoma in a 55-year-old woman who underwent breast-conserving surgery and subsequent radiotherapy for left breast cancer. Case: The patient developed radiation-associated angiosarcoma 48 months after radiotherapy, with non-specific mammographic and ultrasound features. FDG PET-CT revealed increased FDG uptake in the breast skin and nodular lesions. Pathological examination of the nodules with increased FDG uptake confirmed radiation-induced breast angiosarcoma. The patient underwent a total mastectomy for treatment. Conclusion: In patients with a history of breast-conserving surgery and radiotherapy, presenting symptoms during follow-up should prompt consideration of radiation-associated angiosarcoma. Early diagnosis is crucial, and FDG PET-CT can be beneficial for local visualization and distant organ metastasis screening. [ABSTRACT FROM AUTHOR]

The objective of this study was to investigate the effect of dexmedetomidine (Dex), a sedative drug with little or no depressant effect on respiratory centers, on secondary injury in rat brain tissue by means of the Na+/K+ ATPase enzyme, which maintains the cell membrane ion gradient; malondialdehyde, an indicator of membrane lipid peroxidation; glutathione, an indicator of antioxidant capacity; and histopathological analyses. Eighteen rats were randomized into three groups: the trauma group received anesthesia, followed by head trauma with a Mild Traumatic Brain Injury Apparatus; the Trauma+Dex group received an additional treatment of 100 µg/kg intraperitoneal dexmedetomidine daily for three days; the Control group received anesthesia only. The highest MDA levels compared to the Control group were found in the Trauma group. Mean levels in the Trauma+Dex group were lower, albeit still significantly high compared to the Control group. Glutathione levels were similar in all groups. Na/K-ATPase levels were significantly lower in the Trauma group compared to both the Control group and the Trauma+Dex group. Histopathologic findings of tissue degeneration including edema, vascular congestion and neuronal injury, and cleaved caspase-3 levels were lower in the Trauma+Dex group compared with the Trauma group. Dexmedetomidine administered during the early stage of traumatic brain injury may inhibit caspase-3 cleavageHowever, the mechanism does not seem to be related to the improvement of MDA or GSH levels. [ABSTRACT FROM AUTHOR]

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There are many anesthesia techniques for use in ophthalmic surgery. In selecting the technique to be applied, individual characteristics and anesthetic and surgical targets should all be considered for each patient. Regional techniques are preferred over general anesthesia due to their low complication rate and advantages. However, although it is relatively rare, regional techniques can also have life-threatening complications. Ophthalmologists and anesthesiologists should be prepared to handle the rare yet severe complications that the orbital regional anesthesia technique may cause. This study aims to uncover the regional anesthesia techniques used in ophthalmic surgeries and the complications that may arise. [ABSTRACT FROM AUTHOR]

Purpose We hypothesized that cooling hyperbaric bupivacaine from 23 to 5 °C may limit the intrathecal spread of bupivacaine and therefore increase the success rate of unilateral spinal anesthesia and decrease the rate of hemodynamic complications. Methods A hundred patients scheduled for elective unilateral inguinal hernia surgery were randomly allocated to receive 1.8 ml of 0.5 % hyperbaric bupivacaine intrathecally at either 5 °C (group I, n = 50) or at 23 °C (group II, n = 50). Following spinal block at the L2-3 interspace, the lateral decubitus position was maintained for 15 min. Unilateral spinal anesthesia was assessed and confirmed at 15 and 30 min. The levels of sensory and motor block on the operative side were evaluated until complete resolution. Results The rate of unilateral spinal anesthesia at 15 and 30 min was significantly higher in group I (p = 0.015 and 0.028, respectively). Hypotensive events and bradycardia were significantly rarer in group I (p = 0.014 and 0.037, respectively). The density and viscosity of the solution at 5 °C was significantly higher than at 23 °C (p < 0.0001). Compared with group II, sensory block peaked later in group I (17.4 vs 12.6 min) and at a lower level (T9 vs T7), and two-segment regression of sensory block (76.4 vs 84.3 min) and motor block recovery was shorter (157.6 vs 193.4 min) (p < 0.0001). Conclusions Cooling of hyperbaric bupivacaine to 5 °C increased the density and viscosity of the solution and the success rate of unilateral spinal anesthesia, and decreased the hemodynamic complication rate., Author(s): Yakup Tomak[sup.1] , Basar Erdivanli[sup.2] , Ahmet Sen[sup.2] , Habib Bostan[sup.2] , Ersel Tan Budak[sup.3] , Ahmet Pergel[sup.4] Author Affiliations: (1) Department of Anesthesiology and Reanimation, Sakarya University School [...]

Teacher educators and researchers have studied the improvement of teacher education programs so that pre-service teachers may be well prepared. Research has shown that not only teachers' knowledge but also their beliefs have major influence on their approach to teaching. This present research examined the mathematics and science pre-service teachers' beliefs and perceptions in Turkey. Specifically, the study focused on the student-teachers' perspectives on "effective education" at the end of their subject area dominant program before the student teaching and the changes in those beliefs after having teaching experience. Many pre-service teachers described the teacher-centered environment as effective, and those who supported a student-centered environment discussed difficulties they faced in creating it during student and full-time teaching.

Concept mapping has been widely used as one of the most efficient methods of revealing the cognitive structure of an individual on any concept. There are not only different concept mapping techniques but also different ways of analysis. It has been suggested that concept maps provide valuable and rich information which becomes disoriented when they are analyzed only quantitatively. This study has described a qualitative analyzing method of concept maps, developed for investigating the cognitive structures of preservice teachers on some educational concepts. An analysis of the relations between the concepts in concept maps is developed and discussed which was neglected by both qualitative and quantitative analyses in the literature. This analyzing method aims to examine concept maps created by pre-service teachers using "construct-a-map-from-scratch" method centred on multiple key concepts which emphasized the categorization of linkage labels and other connected concepts. (Contains 3 tables and 3 figures.)

Informs teachers about using concept maps as a learning tool and alternative assessment tools in education. Presents research results of how students might use concept maps to communicate their cognitive structure. (Author/KHR)

Aim: We aimed to research the routine examinations, clinical and radiological findings of patients hospitalized with the diagnosis of Covid-19, the clinical course of the patients whose treatments were ongoing, and the markers that could predict the possibility of admission to the intensive care unit. Material and Method: Retrospectively compared the examinations and findings on the day of hospitalization of the patients who were followed up for Covid-19 treatment with the data on the first day of their admission to the intensive care unit. Results: Out of 195 patients treated with the diagnosis of Covid-19 in the service on the first day. Fever, shortness of breath, chest pain, and cough were the most common symptoms. Platelet and lymphocyte ratio was higher in the patients' first days in the service compared to the first days in intensive care, and the change that occurred was statistically significant (p<0.05). A significant difference was found between SOFA score and gender (p<0.05) and between SOFA score and age (p<0.05). Conclusion: Covid-19 patients with comorbid diseases such as advanced age, diabetes, hypertension, heart and respiratory failure, and acute and chronic renal failure carry a higher risk. [ABSTRACT FROM AUTHOR]

Aim: Femoral neck fracture is a common condition in the elderly. The catabolic state due to the neurohumoral response and poor nutrition is a threat to the fitness, immune system and cognitive functions in this age group. This study investigated the effect of a pragmatic nutritional therapy on laboratory markers of nutritional status, cognitive functions and postoperative complications in elective geriatric patients with femoral neck fracture. Materials and Methods: A total of 47 patients were randomized into two groups: Study group was audited two times a day to ensure administration of 30 kcal/kg/day calorie and 1 kg/day protein. Control group received standard hospital care. Complete blood count and routine biochemistry tests, Mini mental test scores and triceps skinfold thickness were obtained at the day of admission to the study, before the day of surgery and on the 5th postoperative day. Blood products and postoperative complications were recorded. Results: Postoperative Mini mental test scores were lower in the study group (p<0.001, 95% confidence interval: -10.4 to -5.5). Serum hemoglobin, total protein and albumin concentrations were decreased in both groups during the preoperative period; but were significantly higher in the study group on the 5th postoperative day (p=0.010, 0.002, <0.001, respectively). Triceps skinfold thickness values were significantly higher in the Study group (2.51±0.24 vs 2.23±0.28 in the Control group, Wilcoxon test, p=0.001). Number of transfused blood products and postoperative complications were lower in the Study group. Conclusion: This study showed that perioperative nutritional therapy with daily audits may protect the cognitive functions and evaluated with pragmatic laboratory tests and a simple, bedside anthropometric measurement. [ABSTRACT FROM AUTHOR]

Secondary injury is a potentially modifiable factor of outcome in traumatic brain injury. This study aimed to investigate thymoquinone's effects on trauma-induced neuronal damage. Eighteen adult female Sprague–Dawley rats were assigned into three groups following ketamine and xylazine anaesthesia (n = 6): Control, Trauma, Trauma + Thymoquinone. First dose of thymoquinone was administered three hours after the trauma. The trauma group showed significant oedema, vascular congestion, and ischaemia. Also, caspase-3 activity and malondialdehyde content of brain tissue was significantly increased, and Na,K-ATPase activity and glutathione levels were significantly reduced. Thymoquinone significantly reduced oedema, vascular congestion, ischaemia, and caspase-3 activity compared with the trauma group. While Na,K-ATPase activity and glutathione levels was similar to the Control group, malondialdehyde content was similar to the trauma group. This study showed that low dose thymoquinone exhibited a neuroprotective effect following severe traumatic brain injury, if administered within three hours of injury. Similar levels of glutathione and malondialdehyde suggest no antioxidant effect. Significant reduction in oedema and ischaemia in the neuron cells and partially preserved activity of Na,K-ATPase suggest that thymoquinone protects mitochondrial functions and energy levels of the neuronal cells following severe traumatic brain injury. [ABSTRACT FROM AUTHOR]