STUDENT AND TEACHER PERSPECTIVES: DEVELOPING THE SCALE OF COPING STRATEGIES FOR PESSIMISM AND SUBJECTIVE-WELL BEING MODEL BASED ON COPING STRATEGIES FOR COVID-19 AND GOAL STRIVING

This study aims to investigate coping strategies that activate pessimism in the context of Covid 19.  To this end, two sub-studies were conducted. In the first study, an exploratory factor analysis of coping with pessimistic events scale was conducted on 209 university students. It was found that students use strategies such as self-control, coping with spirituality, problem solving, optimistic thinking, social support, denial, putting distance and protecting self-value while dealing with events that activate pessimism. In the second study, a limited subjective well-being model with coping with Covid 19 and striving for goals was tested on 201 teachers. Based on the results, it is found that it has been not enough for teachers to strive for goals to increase their subjective well-being, but it has been also necessary to use strategies to cope with Covid-19 that activates pessimism

An autoethnographic study: Self-growth approach for teacher educators in training tech-effective teachers

I hold the view that teachers have a significant impact on students’ academic performance, and in the current digital educational environment, this impact has become much more significant. Although the technology available to teachers remained largely unchanged since before the pandemic, their struggles with online teaching highlighted the shortcomings of their technology training in teacher education programs. The lack of technological proficiencies among teachers frequently stems from insufficient training in digital skills within teacher education programs, which is often due to the teacher educators’ own deficiencies in digital proficiency. Therefore, I contend that teachers’ development in technology use should start with teacher educators. In this qualitative autoethnographic study, I, as a teacher educator, critically examine how I improve my digital literacy and technological pedagogical skills, utilizing a collection of data sources including reflective accounts, lecture notes, teaching diaries, and student feedback. By sharing this journey, I aim to offer insights that other teacher educators may perceive as beneficial for their own professional development. I argue that adopting a non-formal self-growth approach is a useful way for teacher educators to equip future teachers with the required knowledge and skills for effective technology integration in their future practices

Use of first person pronouns: A corpus based study of journal articles

Basal, Ahmet/0000-0003-4295-4577WOS: 000300336900058Scientific writing is traditionally thought to be impersonal. Therefore, it is not surprising for academicians to see the encouragement of the use of impersonal constructions in scientific articles by most of style manuals. This study is based on an investigation of the use of first person pronouns in journal articles. In many of such scientific articles, personal pronouns I and we can both be seen as a choice for authors to stand their involvement in their writings. In this study, a comparison of 16 articles published between 2000-2005 in the Social Sciences Journal of Cukurova University (SSJC) and English Language Teaching Journal (ELTJ) to determine the frequency of occurrence of first person pronouns I and we. Moreover, the semantic references of these pronouns as inclusive and exclusive according to the way they are used in these articles were investigated. In the light of the results, it is clear that writers of ELTJ used first person pronouns more than those of writers of SSJC. Among the first person pronouns, I was used more than we by writers of ELTJ whereas we was used more than I by scientific writers of SSJC. Scientific writers of ELTJ mostly preferred using exclusive we whereas scientific writers of SSJC preferred using inclusive we. It is concluded that pronoun use is an important aspect of scientific writing and should be included in the curriculum to raise awareness of learners to use them effectively in their scientific texts.Scientific Project Unit of Cukurova University, TurkeyCukurova UniversityThe authors would like to thank to the publishers and editors of two international journals included in the corpus of this study. This study is based on the MA thesis of the first author supervised by Assoc. Prof. Dr. Erdogan Bada and supported by Scientific Project Unit of Cukurova University, Turkey

A new forum framework integrated into content

Basal, Ahmet/0000-0003-4295-4577WOS: 000304504700023E-learning has made rapid strides in recent years. Variety of tools supporting blended and online education systems paves the way for the development of e-learning. One of the main tools used in e-learning to support learning is, undoubtedly, asynchronous task-based online discussion groups or discussion board. Existing e-learning platforms (open source or in the market) provide collaboration tools, however, they are not truly integrated with other modules, causing serial problems for the group members. Integration of discussion boards into the course content is of vital importance since they may directly affect learning. In this study, we suggest a new easy-to-use-framework in which discussion boards are embedded in course content, providing easy access to the students without distancing them from the learning material. The tutor can write feedback comments and rate on each learner's postings. Moreover, students can also grade his friends' postings, which may enhance their motivation and may also increase the number of the postings. This framework enriches course content with the power of forum tools and makes learners in the discussion process active with the support of feedback and grade reward

An Investigation into Illustrations in English Course Books in a Turkish Context

In language classrooms all over the world, textbooks are the most dominant teaching and learning materials. In these books, illustrations occupy a prominent place in teaching and learning processes. This qualitative study aims to investigate the frequency of occurrence and functions of illustrations in English course books. Four course books (5th, 6th 7th, and 8th grades) approved by the Ministry of National Education in Turkey were analyzed. In this qualitative research, content analysis was used as the research technique. In the analysis, Levin's 1981 typology including five categories in terms of the functions of illustrations (decorational, representational, organizational, interpretational, and transformational) was employed. Based on the results, it was found that most of the illustrations in four books were subsumed under the category of representational function. The results also showed that the books were mostly lacking transformational, interpretational, and organizational illustrations. This is considered a serious drawback of the books in terms of content-related illustrations since they make abstract concepts more memorable, enhance the recall of details of texts, and facilitate students’ comprehension. The study also provides recommendations for the use of illustrations in English language course books

An investigation into ilustrations in English course books in a Turkish context

In language classrooms all over the world, textbooks are the most dominant teaching and learning materials. In these books, illustrations occupy a prominent place in teaching and learning processes. This qualitative study aims to investigate the frequency of occurrence and functions of illustrations in English course books. Four course books (5th, 6th 7th, and 8th grades) approved by the Ministry of National Education in Turkey were analyzed. In this qualitative research, content analysis was used as the research technique. In the analysis, Levin's 1981 typology including five categories in terms of the functions of illustrations (decorational, representational, organizational, interpretational, and transformational) was employed. Based on the results, it was found that most of the illustrations in four books were subsumed under the category of representational function. The results also showed that the books were mostly lacking transformational, interpretational, and organizational illustrations. This is considered a serious drawback of the books in terms of content-related illustrations since they make abstract concepts more memorable, enhance the recall of details of texts, and facilitate students’ comprehension. The study also provides recommendations for the use of illustrations in English language course books

Is there any prognostic significance in pleural involvement and/or effusion in patients with ALK-positive NSCLC?

PurposeAnaplastic lymphoma kinase (ALK) mutations occurs in approximately 3-5% of patients with non-small cell lung cancer (NSCLC). Pleural involvement/effusion is common in ALK-positive patients with NSCLC at baseline. The aim of the study was to evaluate the characteristics of ALK-positive patients who have Ple-I/E.MethodsIn this multicenter study, patients with ALK-positive NSCLC who have Ple-I/E were retrospectively analyzed. Clinical and demographic characteristics of the disease, response rates, median progression-free survival (PFS), and overall survival (OS) were evaluated in 362 ALK-positive patients with NSCLC.ResultsOf the patients, 198 (54.7%) were male. The median age at the time of diagnosis was 54 (range 21-85) years. All patients' histology was adenocarcinoma (100%). At baseline, 57 (15.7%) patients had Ple-I/E. There was no association between Ple-I/E and gender, lung metastasis, or distant lymphadenopathy (LAP) metastasis. The frequencies of liver, brain, and bone metastases were significantly higher in ALK-positive patients without Ple-I/E compared to those with Ple-I/E (respectively 18.2% vs 4.8%, p = 0.008; 19.1% vs 4.8%, p = 0.001; 20.6% vs 8.9%, p = 0.002). The median PFS was longer in ALK-positive patients who had Ple-I/E (18.7 vs 10.6 months, p = 0.017). Similarly, the median OS was longer in ALK-positive patients who had Ple-I/E (44.6 vs 22.6 months, p = 0.051).ConclusionBrain, liver, and bone metastases were lower in ALK-positive patients with Ple-I/E. Patients presented with Ple-I/E were prone to have better PFS and OS

Is there any prognostic significance in pleural involvement and/or effusion (Ple-I/E) in patients with ALK-positive NSCLC?

Conference Conference: 44th Congress of the European-Society-for-Medical-Oncology (ESMO) Location: Barcelona, SPAIN Date: SEP 27-OCT 01, 2019 Sponsor(s):European Soc Med Oncol; Japanese Soc Med OncolBackground: ALK mutation occurs in approximately 3-5% of patients with NSCLC. At the baseline, Ple-I/E are more frequent in ALKþ patients with NSCLC. In the study, we aimed to evaluate characteristics of ALKþpatients who have Ple-I/E. Methods: In this multicenter study, patients with ALKþ NSCLC who have Ple-I/E were retrospectively analyzed. Clinical and demographic characteristics of the disease, response rates, median PFS and OS were evaluated in 362 ALKþpatients with NSCLC. Results: Of the patients, 198 (54.7%) were male. The median age at the time of diagnosis was 54 (21-85) years. The median age was higher in male (57 vs 52 years; p¼0.011). The most common histology was adenocarcinoma (100%). At the baseline, 57 (15.7%) patients had Ple-I/E. The median age of patients with Ple-I/E was similar to patients without Ple-I/E (53 vs 55 years; p¼0.541). The rate of smokers was 43.4% (n¼157) in the patients. There was no association between Ple-I/E and gender, lung metastasis and distant LAP metastasis. Pleural involvement was higher in non-smokers than smokers (19.4% vs 13.4%; p¼0.077), but not statistically significant. The frequencies of liver, brain and bone metastasis were a significant higher in ALKþpatients with Ple-I/E compared to those with non-metastatasis (respectively 18.2% vs 4.8%, p¼0.008; 19.1% vs 4.8%, p¼0.002; 20.6% vs 8.9%, p¼0.003). The median PFS was longer in ALKþ patients who have Ple-I/E 18.7 vs 10.6 months, p¼0.017). The 1-, 2- and 3-year PFS were 59%, 36%, and 24% in patients with Ple-I/E and 47%, 24%, and 8% in patients with non-involvement. Similarly, the median OS was longer in ALKþpatients who have pleural involvement/infusion 44.6 vs 22.6 months, p¼0.051). The 1-, 2- and 3- year OS were 78%, 67%, and 57% in patients with Ple-I/E and 66%, 48%, and 34% in patients with non-involvement. Conclusions: Brain, liver and bone metastases are lower in ALKþpatients with Ple-I/E. Presentation with Ple-I/E in patients with ALKþ NSCLC is associated with longer overall and progression-free survival. Legal entity responsible for the study: The authors. Funding: Has not received any funding. Disclosure: All authors have declared no conflicts of interest.European Society for Medical OncologyJapanese Society of Medical Oncolog

Is there any prognostic significance in pleural involvement and/or effusion in patients with ALK-positive NSCLC?

PurposeAnaplastic lymphoma kinase (ALK) mutations occurs in approximately 3-5% of patients with non-small cell lung cancer (NSCLC). Pleural involvement/effusion is common in ALK-positive patients with NSCLC at baseline. The aim of the study was to evaluate the characteristics of ALK-positive patients who have Ple-I/E.MethodsIn this multicenter study, patients with ALK-positive NSCLC who have Ple-I/E were retrospectively analyzed. Clinical and demographic characteristics of the disease, response rates, median progression-free survival (PFS), and overall survival (OS) were evaluated in 362 ALK-positive patients with NSCLC.ResultsOf the patients, 198 (54.7%) were male. The median age at the time of diagnosis was 54 (range 21-85) years. All patients' histology was adenocarcinoma (100%). At baseline, 57 (15.7%) patients had Ple-I/E. There was no association between Ple-I/E and gender, lung metastasis, or distant lymphadenopathy (LAP) metastasis. The frequencies of liver, brain, and bone metastases were significantly higher in ALK-positive patients without Ple-I/E compared to those with Ple-I/E (respectively 18.2% vs 4.8%, p = 0.008; 19.1% vs 4.8%, p = 0.001; 20.6% vs 8.9%, p = 0.002). The median PFS was longer in ALK-positive patients who had Ple-I/E (18.7 vs 10.6 months, p = 0.017). Similarly, the median OS was longer in ALK-positive patients who had Ple-I/E (44.6 vs 22.6 months, p = 0.051).ConclusionBrain, liver, and bone metastases were lower in ALK-positive patients with Ple-I/E. Patients presented with Ple-I/E were prone to have better PFS and OS

Glass: Global lorlatinib for ALK(+) and ROS1(+) retrospective study: Real world data of 123 NSCLC patients

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