Prevalence and Comorbidity of Attention Deficit/Hyperactivity Disorder and Social Anxiety Disorder Among Teacher Candidate University Students

Bu araştırmanın amacı Türkiye'deki genç yetişkinlerden oluşan bir örneklemde dikkat eksikliği ve hiperaktivite bozukluğu (DEHB) ile sosyal anksiyete bozukluğunun (SAB) yaygınlığını ve komorbiditesini incelemektir. 21-24 yaş arasındaki üniversite öğrencileri araştırma ekibi tarafından hazırlanan sosyo-demografik formu, Yetişkin DEB/DEHB DSM IV Temelli Tarama ve Değerlendirme Ölçeği ile Liebowitz Sosyal Anksiyete Ölçeğini doldurmuştur. Sona erme noktası üzerinde puan alan katılımcılar, DEHB ve SAD için DSM-IV kriterlerini gözeten deneyimli psikiyatristler tarafından teşhis amaçlı bir görüşmeye davet edilmiştir. Tüm katılımcıların yüzde 30'u (152/494) tarama ölçeklerindeki sona erme noktası üzerinde bir puan almış ve bu katılımcıların yüzde 60'ı (92/152) klinik görüşmeye katılmıştır. Klinik görüşmeye katılan katılımcıların yüzde 38'i (35/92) DEHB ve/veya SAB teşhisi almıştır. Tüm örneklem içinde DEHB ve SAB yaygınlık oranı DEHB için 3.23% (16/494) ve SAB için 4.45% (22/494) olarak belirlenmişken katılımcıların 0.6% (3/494)'sının komorbid DEHB ve SAB'na sahip olduğu saptanmıştır. Burada sunulan bulgular SAB ve DEHB'nin oldukça yaygın komorbiditeler olduğunu belirten literatür çalışmalarını destekler niteliktedir. Sosyal Anksiyete Bozukluğu olan öğretmen adaylarına teklif edilen profesyonel yardımın reddedilmesi ise daha fazla araştırılması gereken bir konudur. Resmi bir teşhis ile etiketlenmekten ve mesleki hayatlarında tedavi görmekten duyulan korku ve endişenin kültüre özgü bir yaklaşımla incelenmesi gerekmektedir.To investigate prevalence and comorbidity of attention-deficit hyperactivity disorder (ADHD) and social anxiety disorder (SAD) in a Turkish community sample of young adult population. University students aged 21-24 years completed a socio-demographic form developed by the study team; Adult ADD/ ADHD DSM IV- Based Diagnostic Screening and Rating Scale and Liebowitz Social Anxiety Scale. Subjects, who scored above the cut off points in each scales, were invited for a diagnostic interview conducted by experienced psychiatrists using DSM-IV criteria for ADHD and SAD. 30 percent (152/494) of all participants had a score above of the cutoff point in screening scales and 60 percent of them attended clinical interview. 38 percent (35/92) of those who had clinical interview received diagnoses of ADHD and/or SAD. Prevalence of ADHD and SAD among the whole sample was 3.23% for ADHD (16/494) and 4.45% for SAD (22/494), whilst 0.6 % (3/494) had comorbid ADHD and SAD. Findings presented here support the existing literature that SAD and ADHD are relatively common comorbidities. Rejection of professional help offered to the teacher candidates with Social Anxiety Disorder need further analysis. Their fear of stigmatization and concerns about the impact of a formal diagnosis and having treatment on their professional career needs to be addressed in a culture-specific approach

Exploring perceived cognitive load in learning programming via Scratch

The purpose of this study is to investigate the perceived cognitive load and its effects on the academic performance in Scratch-based programming. The four main concepts of programming (sequences, operators, conditions and loop) were delivered in the instructional package. Participants were 12 sixth-grade students enrolled at a public secondary school. The results from quantitative and qualitative instruments indicated that students’ perceived cognitive loads were close to each other among four programming concepts. The attractive interface of Scratch was somewhat useful but some parts of the interface were problematic for achieving the programming tasks. This study concludes with suggestions for Scratch practitioners and researchers to pay attention to the sources of cognitive load effects

The Rational Use of Oxalic Acid Against to “Varroa Destructor”; Regional Scale Pilot Scheme

Varroa destructor mite poses a serious problem for the future of bee populations around the world. Today, there are many commercial drugs with the same and different active ingredients on the market to chemically control over of Varroa destructor. More frequent chemical applications for against Varroa destructor increases stress resilience, colony losses, loss of yield and residue problems in bee products. The scope of this project is aimed to determine the appropriate control method of Varroa by investigating the efficiency values of the evaporation and dropping methods of Oxalic acid. Experimental area were chosen three different apiaries. 28 colonies were determined in each apiary and equalization studies (area with brood, number of bees with bees, age of queen bees, honey, pollen, etc.) were carried out in these colonies. The determined colonies were randomly divided into 4 groups as 7 colonies. The first group is the control group, the second group is applying 2 g of oxalic acid by vaporizing, the third group is 4% oxalic acid 5 ml of sugar syrup (1:1) is dropped between the frames, and in the fourth group, the fight against a drug that is determined by the beekeeper in the market without interfering with the beekeeper. In order to evaluate the data, samples were taken for four periods, before and after spraying in spring and autumn. While the varroa measurements in the group of syrup, vapor and spraying were found to be statistically less than the control group, the syrup, vapor and spraying groups were statistically similar in terms of varroa measurements. Oxalic acid syrup application showed higher efficiency in spring and autumn than vapor application. There is no statistically difference between both two-application method reveals that it can be used as an effective and safe alternative to chemical control against varroa

Parental psychological distress associated with COVID-19 outbreak: A large-scale multicenter survey from Turkey

Aims: Pandemics can cause substantial psychological distress; however, we do not know the impact of the COVID-19 related lockdown and mental health burden on the parents of school age children. We aimed to comparatively examine the COVID-19 related the stress and psychological burden of the parents with different occupational, locational, and mental health status related backgrounds. Methods: A large-scale multicenter online survey was completed by the parents (n = 3,278) of children aged 6 to 18 years, parents with different occupational (health care workers—HCW [18.2%] vs. others), geographical (İstanbul [38.2%] vs. others), and psychiatric (child with a mental disorder [37.8%]) backgrounds. Results: Multivariable logistic regression analysis showed that being a HCW parent (odds ratio 1.79, p <.001), a mother (odds ratio 1.67, p <.001), and a younger parent (odds ratio 0.98, p =.012); living with an adult with a chronic physical illness (odds ratio 1.38, p <.001), having an acquaintance diagnosed with COVID-19 (odds ratio 1.22, p =.043), positive psychiatric history (odds ratio 1.29, p <.001), and living with a child with moderate or high emotional distress (odds ratio 1.29, p <.001; vs. odds ratio 2.61, p <.001) were independently associated with significant parental distress. Conclusions: Parents report significant psychological distress associated with COVID-19 pandemic and further research is needed to investigate its wider impact including on the whole family unit. © The Author(s) 2020

Investigation of smartphone addiction and internet usage cases of students

Bu çalışmanın amacı üniversite öğrencilerinin akıllı telefon bağımlılık düzeylerini ve internet kullanım durumlarını çeşitli değişkenler açısından incelemektir. Öğrencilerin akıllı telefon bağımlılık düzeyleri cinsiyet, öğrenim görülen program, internet kullanım tecrübesi açısından değerlendirilmiştir. Ayrıca öğrencilerin internete bağlanırken kullandıkları cihazlar, interneti kullanma amaçları ve kullandıkları sosyal medya platformlarına ilişkin veriler toplanmıştır. Bu çalışma nicel araştırma yöntemlerinden tarama modeliyle yürütülmüştür. Araştırma grubu meslek yüksekokulu sosyal ve teknik programlarda öğrenim gören 196 öğrenciden oluşmaktadır. Kadın öğrencilerin erkek öğrencilere göre akıllı telefon bağımlılık düzeylerinin daha yüksek olduğu ortaya çıkmıştır. Öğrencilerin internet kullanım tecrübesi arttıkça akıllı telefon bağımlılık düzeyleri de artmaktadır. Akıllı telefonlar öğrenciler tarafından internete bağlanmak için en çok kullanılan cihaz olarak dikkat çekmiştir. Öğrenciler interneti daha çok sosyal medyaya erişmek amacıyla kullanırken müzik dinlemek, öğrenme faaliyetlerinde bulunmak ve anlık mesajlaşmak yoğun şekilde yapılan faaliyetler arasındadır.The aim of this study is to investigate the smartphone addiction levels and internet usage of university students in terms of various variables. Smartphone addiction levels of the students were evaluated in terms of gender, education program, and internet experience. This study was carried out with the survey model, which is one of the quantitative research methods. The study group consists of 196 students studying in social and technical programs in a public university vocational college. Smartphone addiction levels of female students were higher than male students. As students' internet usage experience increases, their smartphone addiction levels also increase. Students mostly use smartphone to connect to the internet. The students mostly use the internet to access social media. In addition, they do intensive activities such as listening to music, learning activities and instant messaging

The effect of self-regulated programming learning on undergraduate students' academic performance and motivation

Purpose The purpose of this study was to investigate the effect of self-regulated programming learning on undergraduate students' academic performance and motivation compared to traditional methods. Design/methodology/approach This study was conducted with an explanatory sequential mixed method. Participants consist of 31 undergraduate students studying in the department of computer and instructional technologies education. The students were separated into two groups as experimental (n = 15) and control (n = 16) in the robotic programming course. Academic performance tests, programming motivation scale and interview form were used as data collection tools. After collecting quantitative data, interviews were conducted with the students regarding their academic performance and motivation. Findings The results indicated that the self-regulated programming learning process can contribute positively to students' academic performance and motivation compared to traditional methods. Students stated that self-regulated learning strategies can positively affect their academic performance and motivation. Originality/value In this study, a self-regulated learning support system was designed to encourage students to use self-regulated learning strategies. This study has the potential to contribute to the gap in the literature, especially as a study of adapting the phased model of self-regulated learning to programming teaching. Instructors can use the self-regulating programming learning framework by adapting it to different disciplines

Öğrencilerin pandemi sürecinde asenkron çevrimiçi öğrenme deneyimleri: kolaylıklar, güçlükler, öneriler

This study examined students' experiences in an asynchronous online learning environment. Students evaluated the asynchronous online learning environment in terms of interaction, feedback, academic and technical support, active learning and assessment. Thestudy, which was carried out with a qualitative research approach, was conducted with 28 students studying in faculty of education. During the pandemic, students continued all their courses for 9 weeks with asynchronous distance education. At the end of the semester, the interview form was sent to the students via e-mail. At the end of the study, it can be said that in the process ofasynchronous online learning, students experience a lack of face-to-face interaction even if they do not have communication problems with the instructor. Students were able to get support when they needed it. However, they had problems getting instant feedback. It was seen that students had the opportunity to learn flexibly without time and space, to learn independently by doing unlimited repetitions at their own pace and to plan their own learning process. However, it was revealed that they could not do group work with their friends and felt socially isolated. Students objected to the evaluation of their class performances with assignment. Students suggested that live broadcasting activities take place at regular intervals, opening the comments section under the videos, conducting discussion board activities, establishing fast support systems, using alternative evaluation methods such as online testing and online presentations during the asynchronous online learning process.Bu çalışma asenkron çevrimiçi öğrenme ortamında öğrencilerin deneyimlerini incelemiştir. Öğrenciler asenkron çevrimiçi öğrenme ortamını etkileşim, geribildirim, akademik ve teknik destek, aktif öğrenme ve değerlendirme açısından değerlendirmiştir. Çalışma eğitim fakültesinde öğrenim gören 28 öğrenci ile yürütülmüştür. Öğrenciler pandemi dönemindetüm derslere9 hafta boyuncaasenkron uzaktan eğitim ile devam etmiştir. Dönem sonunda öğrencilere görüşme formu e-posta ile gönderilmiştir. Çalışmanın sonunda asenkron çevrimiçi öğrenme sürecinde öğrencilerin öğretim üyesiyle iletişim problemi yaşamasalar da yüz yüze etkileşim eksikliği hissettikleri söylenebilir. Öğrenciler ihtiyaç duyduklarında destek alabilmişlerdir. Ancak anında geribildirim almakta sorun yaşamışlardır. Öğrencileri zaman ve mekan sınırı olmadan esnek öğrenme, kendi hızında sınırsız tekrar yaparak bağımsız öğrenme ve kendi öğrenme sürecini planlama fırsatı buldukları görülmüştür. Ancak arkadaşlarıyla birlikte grup çalışması yapamadıkları ve kendilerini sosyal olarak izole hissettikleri ortaya çıkmıştır. Öğrenciler ders içi performanslarının ödevlerle değerlendirilmesine karşı çıkmıştır. Öğrenciler asenkron çevrimiçi öğrenme sürecinde belirli aralıklarla canlı yayın etkinlikleri yapılmasını, videoların altına yorum bölümünün açılmasını, tartışma board etkinliklerinin yapılmasını, hızlı destek sistemlerinin kurulmasını, çevrimiçi test ve çevrimiçi sunum yapma gibi alternatif değerlendirme yollarının kullanılmasını önermiştir

The Integration of Lean Management Techniques in Accounting Processes: A Study for Lean Accounting Transformation

The primary objective of this thesis is to examine the lean accounting transformation, which involves applying lean management principles to the accounting domain. In recent years, various sectors, including manufacturing, healthcare, and services, have experienced success with lean management practices. Nevertheless, the implementation of lean accounting within financial management has not been as extensively explored. This research aims to bridge that gap by scrutinizing the benefits and potential drawbacks of adopting lean accounting practices in business operations. This research uses a combination of qualitative techniques and an extensive literature review to better understand the present subject matter. By describing the ideas of lean management and standard accounting and highlighting the fundamental distinctions between the two systems, the literature study lays a theoretical framework. The case studies illustrate the benefits of adopting lean accounting processes with real-world examples of firms that have made the transition effectively. In the quantitative analysis of lean accounting's impact, both financial and operational factors are examined extensively. The results indicate that companies embracing lean accounting practices experience significant improvements in productivity, cost reduction, and decisionmaking quality. By highlighting the potential gains to be made by incorporating lean techniques into accounting procedures, this study adds to the current body of information on lean management. The findings offer practical implications for accounting professionals, business leaders, and policymakers interested in leveraging lean accounting to drive organizational performance improvement. The thesis finishes with suggestions for further study in this area, lean accounting

Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills

*Öztürk, Mücahit ( Aksaray, Yazar )This study examined the development of students’ language skills in a flipped English foreign language course designed with self-regulated learning strategies. The study was conducted with a quasi-experimental design. While the experimental group received the course through flipped classroom model designed with self-regulated learning strategies, control group did not use self-regulated learning strategies in the flipped classroom model. The results indicated that self-regulated learning strategies positively affected the development of foreign language skills in the flipped classroom model. A significant difference in favor of the group working with the platform including selfregulated learning strategies outperformed in speaking, reading, writing, and grammar test scores. However, no significant difference in the listening test results was foun

Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course

This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students' and the instructor's experiences including their opinions and behaviours. Qualitative data was collected with an observation form, discussion messages and interviews with selected participants. As a result, in terms of self-regulated learning, the goal setting and planning, task strategies and help seeking skills of the students were high in the face to face learning designed with problem based activities through flipped classroom model, their goal setting and planning, task strategies and help seeking skills were appeared moderately. In the home sessions, environment structuring, goal setting and planning skills were developed in high level while task strategies, help seeking, time management, monitoring, selfefficacy and self-evaluation skills were moderate and monitoring skills was lower. Consequently, it is hoped that the study may provide some suggestions for using problem based activities in flipped learning