Contamination of Low Frictional Elastomeric Ligatures by Streptococcus mutans: A Prospective RT-PCR and AFM Study

Objective: To compare Streptococcus mutans colonization between low-friction elastomeric ligatures and to correlate microbial colonization levels with the surface roughness status.Methods: The study included 160 premolars of 10 patients. During the study period, which consisted of 4 sessions each lasting 4 weeks, the ligature types Slide™ Low-Friction Ligature (Leone, Firenze, Italy), Tough-O Energy™ (Rocky Mountain Orthodontics, Denver, USA), and Sili Ties™ (Dentsply Sirona, Surrey KT13 0NY, UK), and steel ligatures (American Orthodontics, Sheboygan, USA) as a control, were fixed to the premolar teeth by clockwise rotation among the jaw quadrants. The plaque index (PI) and gingival index (GI) were obtained before bonding (T0), 6 weeks after bonding (T1), and subsequently every 4 weeks (T2, T3, T4). Presence of S. mutans was analyzed by real-time polymerase chain reaction at T1, T2, T3, T4. Surface roughness was evaluated with Atomic Force Microscopy (AFM) before ligation (Ra0) and after (Ra1) ligation. The paired t-test, ANOVA, repeated measures of ANOVA, and the Kruskal–Wallis test were used for the statistical analysis.Results: S. mutans colonization was significantly higher on the Slide group (P .05).Conclusion:S. mutans colonization showed variations in low-friction elastomeric ligatures independent of surface roughness. Ringshaped low-friction elastomeric ligatures were not different from the steel ligature in terms of S. mutans colonization

Les Équations Différentielles en Mathématiques et en Physique: Étude des conditions de leur enseignement et caractérisation des rapports personnels des étudiants de première année d'université à cet objet de savoir

Established at the 17th century, differential equations are among the most important ones which form the relationships between Mathematics and Physics. This thesis aims to clarify the characteristics of these relationships in the current teaching. The main focus is on the teaching and learning conditions of this concept in first year of the university. First, a brief historical study which aims at distinguishing the role played by the physical sciences during the emergence of this concept and throughout its historical evolution has been done. Then, the "institutional relation" to differential equations is analysed based on the anthropological theory of didactics. For this purpose, both ecological and praxeological analyses are performed based on the handbooks of the last year of the secondary science teaching (in France). Furthermore, handouts and lecture notes from mathematics and physics courses of the first year of the university has been also used. This study enabled us to describe the general characteristics of the teaching of this concept in the two disciplines. Finally, this study is completed by an analysis of the "personal relation" of students to the differential equation. For this purpose, we analysed their score to some mathematics and physical science tests provided them. The so-called tests ask students to both consider the "object" and the "model" status of the differential equations, respectively in mathematics and physical sciences.Nées au 17ème siècle, les équations différentielles font partie des concepts qui assurent remarquablement la relation entre les mathématiques et la physique. Cette thèse tend à expliciter les caractéristiques de cette relation dans l'institution scolaire. Le questionnement initial est centré plus particulièrement sur les conditions de l'enseignement et de l'apprentissage de ce concept en première année universitaire.Nous menons tout d'abord une brève étude historique qui vise à déceler le rôle joué par les sciences physiques lors de l'émergence de ce concept et tout au long de son évolution historique. En nous plaçant dans le cadre de la théorie d'anthropologique de la didactique, nous étudions, dans un deuxième temps, le rapport institutionnel aux équations différentielles grâce à une analyse (écologique et praxéologique) des manuels scolaires de la classe de Terminale S et des polycopiés et des notes d'observation de cours de mathématiques et d'électrocinétique, en première année universitaire. Cette analyse nous a permis de décrire les caractéristiques générales de l'enseignement de ce concept dans les deux disciplines. Cette étude est complétée par une analyse des rapports personnels d'étudiants au concept d'équation différentielle en première année de l'université, via l'analyse de leurs productions à des tests que nous avons proposés en mathématiques et en sciences physiques. Les tâches proposées dans ces tests invitent les étudiants à travailler à la fois le statut "objet" et le statut "modèle" des équations différentielles respectivement en mathématiques et en sciences physiques

Pre-service Teachers’ Mental Models of Basic Astronomy Concepts

The aim of the present study is to determine pre-service teachers’ mental models related to basic astronomy concepts. The study was conducted using a survey method with 293 pre-service teachers from 4 different departments; physics education, science education, primary teacher education and early childhood education. An achievement test with open-ended questions was developed for the study, and the data obtained with this tool were analysed in two stages. In the first stage, pre-service teachers’ level of understanding of basic astronomy concepts was determined and in the second stage, their mental models were defined based on these levels of understanding. It was determined that the pre-service teachers had 9 different mental models; ideal, basic, conceptual, memorizing, selective, definitional, concrete, relational and inappropriate. The analysis of data revealed that none of the pre-service teachers had an ideal model for the astronomy concepts in question, and the most common model was the inappropriate model. In addition, the results of this study put forward that pre-service teachers from different branches had similar mental models

The Status of University Business Schools Regarding Industry 4.0: From the Turkish Perspective

Industry 4.0, whose effects have been more and more noticeable in recent years, and the digital change it brings call for a new educational model that aligns university instructional processes and curricula with the demands of business. This approach, known as University 4.0, intends to promote more technology-based applications, the power of innovation, the training of skilled specialists to satisfy industrial needs, and the development of competences that can achieve multidisciplinary projects. It is of utmost importance to adapt late-industrializing nations’ educational systems, such as Turkey’s, to this change process. The aim of this research, which takes the Turkish context as a reference, is to reveal how the curricula and educational processes of business schools should be shaped with a perspective that takes into account the human resources requirements of industry 4.0. A decision-making technique that integrates QFD, Delphi, and DEMATEL methods was employed in the study. The results clearly show that the most important expectation for social stakeholders is to provide university-industry cooperation. However, some of the most pressing problems include applied learning through collaborative educational experiences, teamwork skills, changing roles and competencies of academics. The findings point out that the educational activities of business schools must be linked with industry expectations through technology-based training activities and teamwork

Trichlorfon-induced haematological and biochemical changes in Cyprinus carpio: ameliorative effect of propolis

Trichlorfon is among the most commonly used products to treat fish parasites in aquaculture. We investigated the effectiveness of propolis in alleviating the toxicity of trichlorfon on haematological and oxidant/antioxidant parameters in carp Cyprinus carpio. Fish were exposed to sublethal concentrations (11 and 22 mg l(-1)) of trichlorfon, and propolis (10 mg kg(-1) of fish weight) was simultaneously administered. At the end of 14 d administration, blood and tissue (liver, kidney, gill) samples were collected. Haematological changes (red and white blood cell count, haemoglobin concentration, haematocrit level and erythrocyte indices: mean corpuscular volume, mean corpuscular haemoglobin and mean corpuscular haemoglobin concentration) were determined in the blood samples, while antioxidant parameters (malondialdehyde and reduced glutathione levels and superoxide dismutase, catalase and glutathione peroxidase activities) were evaluated in the liver, kidney and gill samples. Trichlorfon led to negative alterations in the haematological and antioxidant parameters investigated. The administration of propolis alleviated this effect and suggests that fish treated with trichlorfon improve their physiological status when fed a propolis-supplemented diet

A Study on the Student Teachers' Acquisition of Science Process Skills

WOS: 000293855000012Problem statement: For individual and social life to be in line with the information age, the individual should have such characteristics as being able to access information, maintain a scientific point of view on events, and being able to analyse and evaluate events. This can only be achieved by teaching students about the skills involved in the scientific process skills. The research pointed out that teachers, who are expected to teach science process skills, often have inadequate science process skills themselves. This study aims to provide insight into student teachers' skills and the factors affecting these skills. Purpose of Study: This study aims to determine student teachers' level of science process skills (SPS) and to investigate how and why these skills change across academic program and gender. Methods: This study's data were collected from 150 final-year university students who were in biology, chemistry, general science and physics education programs in a state university in Izmir in Turkey, by using the relational survey method to explore relationships among the variables in the study. The research instruments of the study were Personal Information Form(PIF), Science Process Skills Scale (SPSS) and Science Process Skills Questionnaire Form (SPSQF). The SPSS was a scale of 20 items with a KR-20 of 0.67. The SPSQF consisted of four open-ended questions dealing with the extent to which science process skills are part of classroom and laboratory activities. The quantitative data from the SPSS was analysed through t-tests, ANOVA and Scheffe tests. A five-level grading scale, which was based on the maximum score from the SPSS, was used in determining the average SPS level of students in various programs. Findings and Results: According to the five-level grading of the SPSS, the physics education program obtained the highest score. The analyses of ANOVA indicated that there was a significant difference among the student teachers' science process skills in favour of physics education. The data from the SPSQF showed that classed in the physics program had the highest number of classroom and laboratory activities that introduced science process skills. There was no statistically significant gender difference in science process skills (p > 0.05), but the mean skill level of girls was slightly higher than that of the boys. Conclusions and Recommendations: This study found that the levels of the science process skills of student teachers were "medium" and "good," and that there were statistically significant differences by program. It is believed that the source of this difference is the number of activities aiming at science process skills that each program implements. In the study, we did not find any statistically significant difference by gender. In order to raise individuals who have adequate science process skills, we need to create an environment where students can actively participate in learning process. Therefore, in science teaching, students should be encouraged to implement science process skills in the classroom and to construct scientific knowledge through their own scientific investigations

The relationship between Willis-Ekbom disease and serum ferritin levels among children in Northwestern Turkey

Objective: To examine the incidence of restless legs syndrome (RLS) among children with iron deficiency, or iron deficiency anemia, or both, and the relationship between RLS prevalence and serum ferritin levels

Evaluation of therapeutics management patterns and glycemic control of pediatric type 1 diabetes mellitus patients in Turkey: A nationwide cross-sectional study

WOS: 000381646900004PubMed ID: 27423071Aims: To evaluate the management strategies, glycemic control and complications of pediatric type 1 diabetes mellitus (T1DM) patients in Turkey. Methods: Study included 498 patients with T1DM between the ages 1-18. Data provided from patients' hospital files were recorded on standard case report forms by applicant clinicians within the 3 months of data collection period between October 2012 and July 2013. Results: Mean age of patients was 11.3 +/- 3.8 years. Mean duration of DM was determined as 3.7 +/- 3.1 years. Majority of patients (85.5%) used basal/bolus injection (BBI), and 6.5% used continuous subcutaneous insulin infusion pump. Assessment of glycemic control based on HbA1c levels showed that 29.1% of patients had an HbA1c value 9%(75 mmol/mol). Hypoglycemia was reported in 145 (29.1%) patients and the number of severe hypoglycemic attacks in the last 3 months was 1.0 +/- 2.4. Taking into consideration the carbohydrate count and insulin correction dose and parents with high socioeconomic status was related to have better glycemic control. The most common comorbidities were Hashimoto's thyroiditis/hypothyroidism (6.2%) followed by celiac disease (3.8%), epilepsy(1.2%), and asthma(1.0%). Conclusions: BBI insulin therapy is widely used among pediatric T1DM patients in Turkey. However, despite improvements in treatment facilities and diabetic care, glycemic control is not at a satisfactory level. Therefore, new and comprehensive initiatives require for pediatric T1DM patients with poor glycemic control. Promoting use of carbohydrate count and insulin correction doses may improve the glycemic control of pediatric T1DM in Turkey. (C) 2016 Elsevier Ireland Ltd. All rights reserved.SanofiSanofi-AventisStudy was funded by Sanofi