Türkiye’deki erken çocukluk eğitimi üzerine yazılmış lisansüstü tezlerin bir içerik analizi

This study aims to investigate the descriptive characteristics, research topics and methodological procedures of master’s theses and doctoral dissertations regarding early childhood education in Turkey. Within the scope of the current study, 931 Master’s theses and 171 doctoral dissertations were analyzed according to university, institute, department, publication year, academic title of the advisor, research topic, sample group, location in which the study took place, research setting of the study, type of research, instruments, statistical analysis, and sampling methods. The study covers theses published from 1986 to 2016, and a content analysis method was implemented for data analysis. As expected, the current study found that students were the most frequently used subject groups in both MS theses (37.39%) and PhD dissertations (53.39%). In the MS theses, researchers mostly preferred research topics regarding the education of young children (29.95%) whereas in PhD. dissertations, researchers mainly focused on developmental issues (32.78%). Nearly, all the graduate theses were conducted in city centers and central districts.Bu çalışma, Türkiye’deki erken çocukluk eğitimi üzerine yazılmış, yüksek lisans ve doktora tezlerinin betimsel özelliklerini, araştırma konularını ve metodolojik yöntemlerini incelemeyi amaçlamaktadır. Bu çalışma çerçevesinde, 931 yüksek lisans ve 171 doktora tezi, üniversite, enstitü, bölüm, yayınlanma tarihi, danışmanın akademik unvanı, araştırma konusu, örneklem grubu, araştırmanın gerçekleştirildiği mekân, çalışmanın araştırma düzeneği, araştırma türü, kullanılan araçlar, istatiksel analiz ve örnek alma yöntemi açısından analiz edilmiştir. Mevcut çalışma 1986-2016 yılları arasında yayınlanan lisansüstü tezleri kapsamaktadır. Çalışmada veri analizi yöntemi olarak içerik analizi uygulanmıştır. Güncel araştırmanın verileri göstermiştir ki, hem yüksek lisans (%37,39) hem de doktora tezlerinde (%53,39), öğrencilerin en sık kullanılan denek grubu olduğunu göstermiştir ki, bu beklenen bir bulgudur. Yüksek lisans tezlerinde, araştırmacılar çoğunlukla (%37,39) küçük yaştaki çocukların eğitimi üzerine araştırma konularını seçerken, doktora tezlerinde araştırmacılar, genellikle (%32,78) gelişimsel konulara odaklanmıştır. Neredeyse tüm lisansüstü tezler, şehir merkezlerinde veya merkezi ilçelerde gerçekleştirilmiştir

Ectopic opening of common bile duct into the duodenal bulb: magnetic resonance cholangiopancreatography findings

PURPOSEWe aimed to evaluate the spectrum of magnetic resonance cholangiopancreatography (MRCP) findings in patients with ectopic opening of the common bile duct (CBD) into the duodenal bulb and to determine the effectiveness of the MRCP technique in diagnosis.METHODSMorphologic and morphometric MRCP/MRI features in 16 patients and 36 controls were retrospectively analyzed by 2 radiologists. The frequency of MRCP findings was determined. The significance of the difference between the MRCP observations in patients and controls was evaluated statistically and the diagnostic effectiveness of MRCP was investigated.RESULTSHook-shaped ending of CBD and bulbar deformity were the most frequent morphologic findings seen on MRCP in the ectopic bulbar opening. Mean pylorus-papilla distance and mean CBD length were significantly shorter and the median diameter of CBD was significantly larger than the control group (patients: 28.6 ± 15.3 mm, 33.7 ± 12.8 mm, 8.6 (2-16) mm; controls: 66.7 ± 11.7 mm, 50.3 ± 14.4 mm, 3.2 (1.5-10) mm, P < .001, respectively). Receiver operating curve analysis showed sensitivity and specificity of MRCP in the diagnosis to be 87.5% and 100%, respectively, if any 3 of the 4 signs (hook-shaped ending of CBD, bulbar deformity, large, and short CBD) were present in a patient whose pylorus-papilla distance was <50 mm.CONCLUSIONAt MRCP, the presence of short and large CBD with a hook-shaped ending in the deformed duodenal bulb may support the diagnosis of ectopic biliary drainage

Magnetic resonance elastography: basic principles, technique, and clinical applications in the liver

Magnetic resonance elastography (MRE) is a constantly advancing technique for assessment of stiffness of tissues with newer technology and sequences. It is being increasingly used for the assessment of liver fibrosis. In this article, we discuss the advantages of MRE over biopsy and noninvasive methods such as US elastography in the assessment of liver fibrosis. Image acquisition and interpretation of liver MRE is also discussed

MRI quantification techniques in fatty liver: the diagnostic performance of hepatic T1, T2, and stiffness measurements in relation to the proton density fat fraction

PURPOSENonalcoholic fatty liver disease (NAFLD) can progress to liver cirrhosis and is predicted to become the most frequent indication for liver transplantation in the near future. Noninvasive assessment of NAFLD is important for diagnosis and patient management. This study aims to prospectively determine the liver stiffness and T1 and T2 values in patients with NAFLD and to compare the diagnostic performance of magnetic resonance elastography (MRE) and mapping techniques in relation to the proton density fat fraction (PDFF).METHODSEighty-three patients with NAFLD and 26 participants with normal livers were imaged with a 1.5 T scanner. PDFF measurements obtained from the multiecho Dixon technique were used to quantify the liver fat. MRE, native T1 mapping (modified Look-Locker inversion recovery [MOLLI] schemes 5(3)3, 3(3)3(3)5, and 3(2)3(2)5 and the B1-corrected variable flip angle [VFA] method), and T2 mapping values were correlated with PDFF. The diagnostic performance of MRE and the mapping techniques were analyzed and compared.RESULTST1 values measured with the MOLLI schemes and the B1-corrected VFA (P < 0.001), and the stiffness values from MRE (P = 0.047) were significantly higher in the NAFLD group. No significant difference was found between the groups in terms of T2 values (P = 0.127). In differentiation of the NAFLD and control groups, the B1-corrected VFA technique had slightly higher accuracy and area under the curve (AUC) than the MOLLI schemes. In the NAFLD group, there was a good correlation between the PDFF, MOLLI 3(3)3(3)5 and 3(2)3(2)5, and VFA T1 measurements (r=0.732; r=0.735; r=0.716, P < 0.001, respectively).CONCLUSIONLiver T1 mapping techniques have the potential to distinguish steatotic from nonsteatotic livers, and T1 values seem to have a strong correlation with the liver fat content

Evaluation of spinal-paraspinal parameters to determine segmentation of the vertebrae

Purpose: We aimed to evaluate whether lumbar vertebrae can be correctly numbered using auxiliary parameters. Material and methods: Vertebra corpus shape, O’Driscoll classification, lumbosacral axis angle, last two square vertebra dimensions, orifice of right renal artery (RRA), orifice of celiac truncus (CT), orifice of superior mesenteric artery (SMA), vena cava inferior confluence (CVC), abdominal aorta bifurcation (AB), and iliolumbar ligament were evaluated in this study. Results: Lumbosacral transitional vertebrae (LSTV) were observed in 13 (9%) patients. The most common locations of the paraspinal parameters were: RRA: L1 vertebrae (45%), SMA: L1 vertebrae (66%), CT: T12 vertebrae (46%), AB: L4 vertebrae (63%), and CVC: L4 vertebrae (52%). Conclusions: According to the results of our study, no single parameter in the magnetic resonance imaging can accurately indicate the number of vertebrae without counting the levels. As a result, we believe that these parameters may be suspicious in terms of the presence of LSTV rather than the correct level

Intestinal Behçet disease: Evaluation with MR enterography - a case-control study

OBJECTIVE. The purposes of this study were to discern imaging findings that distinguish Behcet disease from small-bowel Crohn disease, to find initial performance estimates for these findings, and to evaluate the diagnostic value of MR enterography (MRE) for detecting intestinal Behcet disease. MATERIALS AND METHODS. The MRF, examinations of 30 consecutively registered patients with established intestinal Behcet disease were reviewed by two blinded readers. The frequencies of MRE findings were compared with those obtained for 30 control subjects with small-bowel Crohn disease who were matched for sex and age. The performance estimates were generated with ileocolonoscopic and histopathologic findings as the reference standard. RESULTS. Polypoid pattern and homogeneous mural enhancement were the findings seen more frequently in Behcet disease (p = 0.000) than in Crohn disease (p = 0.003). Stricture formation, long-segment disease, and involvement of more proximal ileal segments favored small-bowel Crohn disease. The ROC AUCs for polypoid pattern and homogeneous mural enhancement in the detection of intestinal Behcet disease were 0.806 and 0.779. The accuracy of MRE was 70.00% (95% CI, 50.60-85.27%); sensitivity, 57.14% (95% CI, 34.02-78.18%), and specificity, 100% (95% Cl, 66.37-100%). CONCLUSION. MRE has potential for use as a radiation-free alternative for clarifying the cause of nonspecific gastrointestinal symptoms in patients with known Behcet disease. However, additional studies are needed to determine the actual value of MRE in patients with Behcet disease and to validate the clinical usefulness of the technique in the detection of unknown intestinal Behcet disease

Successful Bosutinib Experience in an Elderly Acute Lymphoblastic Leukemia Patient with Suspected Central Nervous System Involvement Transformed from Chronic Myeloid Leukemia

Managing the blast phase in chronic myeloid leukemia (CML) is challenging because limited data are available for elderly patients. The involvement of the central nervous system (CNS) increases the risk of a poor prognosis. Here, we present an elderly blast phase CML patient with suspected CNS involvement who was successfully treated with bosutinib

Early Childhood Education and Care in India: Non-formal Early Childhood Education Services in Anganwadi Centers

CDS programs has positive effects on health and educational conditions of children. However, non-formal preschool education service which providing in the Anganwadis cannot be reach at expected level. Although non-formal preschool education provides improvements in academic achievement, cognitive development and school readiness of the children, education given in preschools has more positive effects on children in same age group. Also there are inequalities in physical and educational conditions of preschools and Anganwadi centers. On the other hand, health, nutrition, monitoring and immunization services provided under the ICDS scheme better positive effects on both beneficiary children and women. Higher birth weight, nutritional and health status and lower IMR are the indicators of positive impacts of ICDS on beneficiaries. Different form other child development and education services, the ICDS programs includes both children and mothers in antenatal and postnatal process. Also the program considers health conditions of both children and mothers. Management of the services are provided in a hierarchical order and this order provide discipline and discipline for each workers. Moreover, training of the workers was considered and it is aimed to provide same quality and conditions in each Anganwadi center. Simple and basic structure of the AWCs enable the ICDS to become widespread easily and increase the number of beneficiaries but high workloads of AWWs and low physical conditions of AWCs decrease the quality and effectiveness level of the services. So, we can say that ICDS program has an effective structure but the quality of services need to be increased. So, when we consider the direct proportion between quality and economic conditions, the programs may be more effective when adopted in more developed countries. For example, in Turkey the ICDS program can be applied in rural parts of the country with disadvantaged groups when the necessary cultural adaptations were applie

Frequency of Mainstream Curriculum Models: Investigation of Early Childhood Education Doctoral Dissertation and International Journals in Turkey

Problem Statement In general, early childhood education programs aim to provide both improvements in academic skills like language and literacy skills and math and science abilities and wellness in all domains of development for children (Pianta, Barnett, Justice, & Sheridan, 2012). Another goal of preschool education is defined by New and Cochran (2006) as providing a smooth transition from the home environment to primary school. In line with the aims of early childhood education, existing literature confirms the idea that high-quality early childhood educations programs have positive effects on both the development and learning of the children. The long-term effects supported by scientific studies have increased international attention on early childhood education (Australian Center for Education Statistics and Evaluation, 2017). A large body of international studies on the effects of early childhood education shows that children who attend preschool education programs show higher performance in school math, literacy, and intelligence test, and school readiness. Moreover, preschool participation associates with the lower grade retention and special education placement rate (Mitchell, Wylie, & Carr, 2008). In all impact studies show that high-quality early childhood programs are key to reach positive outcomes for children. Typically, early childhood education curriculum models ground on child development theories. Different curriculum models represent how different theories clarify how young children learn and how they need to be taught to learn and develop. These differences also affect how the role of teachers, the classroom atmosphere and children’s learning practices are defined in different curriculum models (Goffin, 2000). A wide variety of preschool education curriculum has been available, but only a few of them are known as they are in used in certain preschool education programs. It is also very important to provide high-quality early childhood education providing a rich education program. Using different educational approaches and curriculum models is one way of providing a rich education program (Kılınç, Karayel, & Koyuncu, 2018). Using different curriculum models provide variety in terms of teachers’ role, environment, materials, and educational activities. These models generally applied in center-based early childhood education schools. The best-known curriculum models provided in different early childhood school settings are The High/Scope Curriculum, Bank Street-The Developmental Interaction Approach, Montessori Method, Reggio Emilia and Waldorf Education (Walsh & Petty, 2007; Goffin, 2000; Lunenburg, 2011). Also in Turkey, to provide holistic development for early childhood education children, a national early childhood education program including a variety of ideas form different educational approaches and curriculum models developed in 2013 (Ministry of Turkish National Education, 2013). Moreover, different curriculum models and approaches are provided for pre-service early childhood education teachers in different undergraduate education courses in Turkey but early childhood education teachers’ knowledge about different approaches is limited (Kılınç, Karayel, & Koyuncu, 2018). On the other hand, literature shows that there is not a comprehensive study about different curriculum models applied in early childhood education settings in Turkey. For this reason, investigating different early childhood education curriculum models in Turkey is a need for researchers. So, the current study aims to examine which curriculum models were used in early childhood education dissertation and journal articles published in Turkey. The investigation will be made by asking the research question; RQ: Which mainstream curriculum models were used in doctoral dissertations and international journal articles on early childhood education written in Turkey? Research Method In this study, a quantitative content analysis method was employed and the doctoral dissertations which have full-text access on the YÖKTEZ and journal articles that have full-text access on ULAKBİM, Web of Science, EBSCO, ERIC, and Google Scholar databases were included. The document analysis method was used as the data collection method. It is very difficult to reach all doctoral dissertations and international journal articles written in Turkey because of time and budget limitations. For this reason, the accessible population of the study was defined as the early childhood education doctoral dissertations and international articles written in the last 10 years. Krippendorf (1980), recommended using non-random sampling methods to select publication in content analysis studies. In accordance with this idea, while determining the sample of the current study convenience sampling method was applied by the researcher. Convenience sampling also called availability sampling is one of the nonrandom sampling methods which is mostly used in content analysis studies (Devers &Frankel, 2000). Using convenience sampling provides both time and cost-effectiveness for the researcher but because of the nature of the results, interpretations should be made carefully (Saumure & Given, 2008). At the end of the sampling process, 193 early childhood education dissertations and 600 international journal articles published in years between 2009-2019 and have online full-text access selected from YÖKTEZ and online databases to include content analyses. According to Fraenkel et al. (2012), in content analysis studies, frequency tables and percentiles are the most comment methods to analyze data. In accordance with this idea, results of the current content analysis regarding descriptive characteristics, curriculum models and usage of these curriculum models in dissertations will be provided by using frequency tables. Also, descriptive statistics derived from the analysis will be used to organize and summarize the data to make summaries about the population. Expected Results Although the study is not completed yet, the expected results derived from the primary analysis show that there are great frequency differences between mainstream early childhood education curriculum models. Similar results are derived from the analysis of doctoral dissertations and international journal articles. Montessori model is the most frequently used curriculum model in both doctoral dissertations and international journal articles. According to primary results, some mainstream curriculum models are not found in the analysis of doctoral dissertations. Also, the frequency of the mainstream curriculum models varies within the last ten years. The results of the current study will be compared with similar studies that are conducted in other countries to see differences in the research trends in different countries