Isolated interrupted inferior vena cava with azygos continuation mimicking paraesophageal lymph node enlargement

We report a case of interrupted inferior vena cava with azygos continuation diagnosed as a isolated finding in a patient with lung carcinoma. Findings of the unopacified CT scan initially simulated a paraesophageal lymphadenopathy. The contrast - enhanced spiral CT scan showed a dilated azygos vein in the absence of definable inferior vena cava

Data Descriptor : A European Multi Lake Survey dataset of environmental variables, phytoplankton pigments and cyanotoxins

Under ongoing climate change and increasing anthropogenic activity, which continuously challenge ecosystem resilience, an in-depth understanding of ecological processes is urgently needed. Lakes, as providers of numerous ecosystem services, face multiple stressors that threaten their functioning. Harmful cyanobacterial blooms are a persistent problem resulting from nutrient pollution and climate-change induced stressors, like poor transparency, increased water temperature and enhanced stratification. Consistency in data collection and analysis methods is necessary to achieve fully comparable datasets and for statistical validity, avoiding issues linked to disparate data sources. The European Multi Lake Survey (EMLS) in summer 2015 was an initiative among scientists from 27 countries to collect and analyse lake physical, chemical and biological variables in a fully standardized manner. This database includes in-situ lake variables along with nutrient, pigment and cyanotoxin data of 369 lakes in Europe, which were centrally analysed in dedicated laboratories. Publishing the EMLS methods and dataset might inspire similar initiatives to study across large geographic areas that will contribute to better understanding lake responses in a changing environment.Peer reviewe

Examination of the change of the characteristic X-rays of the zinc in fluorine- and boron-doped ZnO thin films

In this study, K_{β}/K_{α} X-ray intensity ratios of zinc in pure zinc, undoped ZnO thin film and boron and fluorine-doped ZnO thin films have been investigated. These samples have been excited by 59.5 keV γ-rays from a ^{241}Am annular radioactive source. K X-rays emitted by the samples have been counted using an Ultra-LEGe detector with a resolution of 150 eV at 5.9 keV. The K_{β}/K_{α} X-ray intensity ratios of the doped ZnO thin films have been compared with that of the undoped ZnO thin film. The deviations between the results can be explained by delocalization and/or charge transfer phenomena causing change in valence electronic configuration of zinc

Pregnancy-associated plasma protein-A: Evaluation of a new biomarker in renal transplant patients

Coskun, Abdurrahman/0000-0002-1273-0604WOS: 000252037900028PubMed: 18089325Objective. Trophoblasts produce high concentrations of pregnancy-associated plasma protein-A (PAPP-A) during pregnancy. PAPP-A has been described as a new inflammatory marker and an independent risk factor for posttransplant cardiovascular risk. This study evaluated the clinical significance of PAPP-A in renal transplant patients. Methods. The study included 78 adult renal transplant patients (56 men and 22 women) and 37 control subjects (27 men and 10 women). We determined serum PAPP-A, urea, creatinine, uric acid, total cholesterol, high-density lipoprotein cholesterol, low-density lipoprotein cholesterol, triglyceride, 24-hour proteinuria, and C-reactive protein (CRP) levels. Results. The PAPP-A level was significantly higher among renal transplant patients [median (interquartile range), 10.5 (6.4 to 15.4) mU/L] than the control group [3.9 (3.1 to 5.2) mU/L; P .05). Conclusion. We concluded that PAPP-A level was elevated in renal transplant patients and that high levels of PAPP-A might be a prognostic marker owing to their close association with high serum levels of urea, creatinine, uric acid, and CRP

Interactional relation effect for academic achievement on blended learning environments: literature review

Bu alanyazın incelemesi, öğrencilerin harmanlanmış öğrenme ortamlarında etkileşimsel ilişkinin akademik başarılarını nasıl etkilediği konusunda yer alan çalışmaları gözden geçirip bu konu hakkında bir kritik ve sentez yapmıştır. Alanyazın incelemesinde harmanlanmış öğrenme ortamlarında verilen derslerde öğrenci- öğrenci, öğrenci-öğretici ve öğrenci-içerik etkileşiminin akademik başarıya olan etkisini incelemektedir. Çevrimiçi eğitimin ve yüz-yüze eğitimin harmanlanmasıyla oluşturulan harmanlanmış öğrenme ortamlarında; öğretmen katılımı, öğrenci katılımı, öğrencilerin kendi kendine öğrenme ve çevrimiçi denetiminin kullanımının derecesine bağlı olarak değişebilen ortamları açıklayan çalışmalar, bu makalenin hazırlanmasında titizlikle seçilmiş ve analiz edilmiştir. Bu araştırmalar doğrultusunda, yüz-yüze öğrenme süreçlerinin yanı sıra teknolojiyi de eğitime katarak öğretmen rehberliğinde daha nitelikli ve daha verimli eğitim ortamları oluşturan harmanlanmış öğrenme ortamlarında, etkileşim faktörünün akademik başarıya olan etkisine bakılmıştır. Sonuç olarak, harmanlanmış öğrenme ortamlarında öğrencilerin birbirleriyle, öğretmenleriyle ve içerikle etkileşim içinde olmalarının akademik başarıya olan etkisi bulunarak nasıl etkilediği açıklanmıştır.This literature review makes an effort to criticize and synthesize the effect of interactional relation in blended learning environments on students‘ academic achievement. In literature review, courses offered on blended learning environments explicit the interaction as the student-student, student-teacher and student-content interaction to examine the effect of academic achievement. In blended learning environments created by both online and face-to-face training; studies describing teacher attendance, student participation, students' selflearning and degree of the use of online audit depending on varying environments were carefully selected and analyzed. This review examined face-to-face learning process, the use of technology, teachers education‘ under the guidance of more skilled and more productive learning environments that create blended learning environments and interacting factors for academic success. As a result, blended learning environments have an effect for students‘ interaction with each other, their teachers and content that this review describes how these components affect the students‘ academic achievement