Hodgkin’s Lymphoma as a Rare Cause of Vanishing Bile Duct Syndrome: A Case Report

Vanishing bile duct syndrome (VBDS) is a disorder presented with jaundice and prolonged cholestasis due to intrahepatic cholestasis with the paucity of interlobular bile ducts. Liver involvement of Hodgkin's lymphoma (HL) is well-known however VBDS is an extremely rare presentation of HL. Lack of wellestablished pathogenetic mechanism and rarity of disorder may cause diagnostic confusion. We reported a VBDS case related to Hodgkin’s lymphoma, presented with generalized jaundice

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

THE EVALUATION OF THE ACQUISITIONS OF THE SECONDARY SOCIAL STUDIES CURRICULUM ACCORDING TO THE PRINCIPLES OF THE CONSTRUCTIVIST LEARNING THEORY

Sosyal bilgiler dersinin amacı, öğrencilerin milli kültür, tarih ve değerlerini benimseyen insana ve insanlığa saygılı, yaşadığı çevreye karşı duyarlı bireyler yetiştirmektir. Bu doğrultuda yetiştirilecek bireylerin, yorumlayan, bunu yaşamında kullanabilen, eleştirel düşünebilen, üreten doğru karar verme becerisini kazanmış, toplumsal yaşamdaki hak ve sorumluluklarının farkında olan, vatandaşlık bilinci gelişmiş, sosyal çevresiyle olumlu ilişkiler kurabilen, içinde yaşadığı dünyayı ve bu dünyada meydana gelen olay ve olguları anlamlandırabilen, bilgiyi kullanabildiği gibi bilgiye ulaşma yöntemlerini kazanmış kişiler olmalarını hedeflemektedir. Bu hedeflerin gerçekleşmesi için öğretim programının yapılandırmacı öğrenme kuramına uygun olarak hazırlandığı ve programın uygulanması sürecinde öğrenme ortamları ve öğretim stratejilerinin yapılandırmacı öğrenme kuramının özelliklerini yansıtması gerektiği belirtilmektedir (MEB, 2005). ölçüt olarak kabul edilmiştir. Daha sonra yapılandırmacı öğrenme kuramı ilkelerine uygun olan ve olmayan kazanımlar araştırmacı tarafından belirlenmiştir. Kazanımlar belirlenen ilkeler doğrultusunda değerlendirilmiş ve yorumlanmıştır. Araştırma sonucunda ulaşılan bulgulara göre, sosyal bilgiler öğretim programlarında yapılandırmacı öğrenme kuramı ilkelerine uygun kazanımların yer almasına rağmen, genel olarak belirlenen ilkelere uygun yapılandırılmadığı tespit edilmiştir. Programın yapılandırmacılık ilkelerine uygun hale getirilmesi için çeşitli önerilerde bulunulmuşturThe purpose of the study is to determine whether secondary school Social Studies curriculum acquisitions for 5th, 6th and 7th grades are related to principles constructivist learning theory. Four principles which the gains of improved curriculum should have taking the basis of the constructivist learning theory in the study is determined by examining the domain of literature related to constructivism. Research was conducted on the basis of document analysis. According to the findings of the survey results, despite the inclusion of appropriate rewards to the constructivist learning theory principles in the social studies curriculum, it has been concluded that the principle generally conforms to configurable Introduction One of the terms frequently encountered in the field of education in recent years is “constructivism”. Significant changes are being taken place in today's education system. Primary and secondary school programs, applied by behavioural approach, are rearranged according to the constructivist learning theory (Karadeniz, Tangülü and Faiz, 2013). Constructivism approach is so effective on impact on the reorganization of the secondary Social Studies curriculum. Social studies is a lesson which is so important in schools given that students gained knowledge, skills, values and attitudes. New elementary school Social Studies Curriculum aims to achieve targets set related social studies for that students should be sensitive about environmental, interpreting information according to their experience, should form context in the social and cultural, have critical thinking, are creative, individuals who learn lifelong and who make the right decisions. The main purpose of the study is to determine whether secondary school Social Studies currıculum acquisitions for 5th, 6th and 7th grades are related to principles constructivist learning theory. Conceptual / Theoretical Framework The new program based constructivist approach in 2005-2006 Training- Teaching years in Primary education programs has been implemented. With this approach, student-centered, activity-based therefore, in terms of social information, a new approach that balances knowledge and skills, that takes interaction with the environment, the student is being tried to put into practice taking into account their life and individual differences. Although constructivism is taken place in contemporary program, the program needs to be prepared investigating how the principles of constructivism are being considered. With this research, it is aimed the acquisitions in the social studies should be examined according to the constructivist learning principles theory studies curriculum and the data that may be useful should be reached. The purpose of the study is to determine whether secondary school Social Studies curriculum acquisitions for 5th, 6th and 7th grades are related to principles constructivist learning theory. Method Social studies curriculum acquisitions for 5th, 6th and 7th grades were examined on the basis of document examination to reveal whether secondary school Social Studies curriculum acquisitions are appropriate to set out four basic principles of constructivist learning approach. Documents used in the study is the social studies curriculum. Teaching program was reached on website of the Ministry of Education, the Board of Education and Discipline. Learning areas and unit acquisitions have been studied and by researchers and constructivist learning approaches have been evaluated according to the policy. Constructivist learning theory principles used as a criterion in the study are as follows: Principle 1. The program acquisitions based on constructivist learning theory should be flexible, and should be determined by teachers students (Ediger, 1999; Geelen, 1995, 1999 Sönmez, 2007; Terwel, 1999; Arsal, 2012). Principle 2. The program gains based on constructivist learning theory should include high-level cognitive learning. (Biggs, 1996; Driscoll, 1994; Arsal, 2012). Principle 3. In the constructivist learning theory, knowledge isn’t transferred exactly to students from a particular source, the information is structured in a different way by each student. It focuses on acquisitions that will help individuals to be able to learn themselves and to be a researcher and problem solver mostly, but it doesn’t focus that learners recall the information (Demirel, 2006; Yurdakul, 2011; Arsal, 2012). Principle 4. The acquisitions should not appropriate for shortterm subject-area in the program which is appropriate for constructivist learning theory. The acquisitions should be for the long-term learning products and, It should include the skills and values and information that can be used outside of school (Yurdakul, 2011).Results and Discussion When 5th, 6th and 7th grades acquisitions in Social Studies Curriculum are analysed, it is said that it is written according to constructivist approach because it is the flexible when the teachers, students, academics, investigators, school administrators were included in the process. 5th, 6th and 7th grades acquisitions in Social Studies Curriculum should include in “program objectives high-level cognitive learning.” It is observed that according to this principle, learning situations aren’t encountered. That the acquisitions on the level of application, analysis, synthesis and evaluation don’t set out sufficiently shows that Social Studies curriculum is not in accordance with the principles the constructivism. In Social Studies curriculum for 5th, 6th and 7th grades. It is understood that the constructivist learning theory hasn’t acquisitions according to the principle of “students get their information and configuration.” It means that In Social Studies Curriculum for 5th, 6th and 7th grades acquisitions describe more short-term learning. According to this, it is observed that the constructivist approach isn’t properly configured on principle of “in the program, goals are not for subject areas of the short-term, they are for the long-term learning products to be used outside of school”. Conclusions and Recommendations It was found that the principle is aware in the social studies curriculum determination with teachers, students, all together and that acquisitions which are on the based of Constructivist approach are flexible. The acquisitions according to the findings of the research were not sufficient at the point which the student's restructuring knowledge. According to the survey results, it was found that Social Studies Curriculum for 5, 6 and 7th grades acquisitions were that teaching students have to search achievements of the program, and take into account the knowledge configuration as subjective. In addition, It is also encountered the same information is transmitted to students, everyone configurates information in the same manner. The acquisitions in Social Studies Curriculum, are provided to rewritten doing the observation, investigation, for students not in the way that is based on rote-learning, as basic information configuration such a way. It is understood that the program acquisitions are on the level of knowledge and understanding, but they have not been provided to the application level. That knowledge and understanding at the level of the achievements of students taking up too much space will result in the emergence of a state headed by rote learning. It is necessary to increase the number giving place to the acquisitions at the application level in the Social Studies program recovery in order that students can solve the encountered problems in daily life, bring different recommendations and creative solutions to problems. Although the appropriate acquisitions are in the curriculum program of Social Studies related to constructivist learning, it is seen that program is not regulated according to the principles set out the as generally. By being revised, acquisitions must be freed from the weight of information and comprehension, it can be achieved to increase the number of gains on level of application, analysis, synthesis and evaluation levels in a way that will help them grow as creative individual students to think, search. This work was created by examining the achievements of the Social Studies curriculum. It is thought that this study is useful for other courses. Students and teachers can also be included in study by expanding to the dimensions of the research

Gastrointestinal involvement in Kawasaki disease: a case report

WOS: 000439937200018PubMed: 29962358Kawasaki disease is an acute febrile multisystem vasculitis. the term Incomplete Kawasaki disease is used in the presence of a minimum of two diagnostic criteria of clinical Kawasaki syndrome accompanied by at least 5 days of fever, the absence of any other reasons characterising the disease, and the presence of severe systemic inflammation findings. Gastrointestinal symptoms, notably diarrhoea, abdominal pain, and vomiting, frequently occur, and elevated serum aminotransferases, gallbladder hydrops, and rarely other forms of gastrointestinal involvement such as ischaemic colitis, intussusception, hepatic necrosis, splenic infarct, intestinal pseudo-obstruction, colitis, and colon oedema are also reported. in this paper, we present an incomplete and atypical Kawasaki case that explicitly shows gastrointestinal involvement. Progressive bowel oedema was detected in the patient presenting with severe abdominal pain and distension. We determined an aneurysm in the right coronary artery and diffuse dilatation in the left main coronary artery despite administration of early intravenous immunoglobulin. in addition to the cardiac problem, hypoalbuminaemia, electrolyte imbalance, sterile pyuria, hepatosplenomegaly, and hydrops of the gallbladder were observed in the case. All findings, including progressive bowel oedema accompanying abdominal distension, improved markedly after the second dose of intravenous immunoglobulin

Current Approach to Spermatogonial Stem Cells in Vitro Maturation

The studies conducted to determine the stage of its usability in prospective fertility restoration of testicular tissues taken from prepubertal patients undergoing oncology treatment were screened. In addition, the current status of spermatogonial stem cell cultures, testicular tissue cultures, and testicular organoid research and their potential in fertility restoration were examined

The synthesis and characterization of a porphyrazine bearing aza-15-crown-5 moieties in the peripheral positions and its cobalt(II) complex

Biyiklioglu, Zekeriya/0000-0001-5138-214XWOS: 000253205200007The synthesis of novel metal-free (H-2-Pz) and metalloporphyrazines (MgPz and CoPz), peripherally substituted with eight aza-15-crown-5 moieties, is described. The novel compounds were characterized by elemental analysis, i.r, H-1 and C-13-n.m.r, UV-vis and m.s. spectral data

Hydrogen production through gasification of whey

Hydrogen is one of the clean energy carriers and it is obtained from fossil and renewable energy sources and waste of the food industry. In this study, whey, which is the waste of the cheese factory, was gasified using a high-pressure batch reactor at different temperatures (300, 350, 400 ºC) and an updraft tubular reactor at (650, 700°C). In order to find out suitable gasification conditions, the effect of reaction parameters such as catalyst type (K2CO3 and NaOH), temperature (300-700 °C) and time (30-120 min) were investigated. The highest hydrogen yield (14.47 mol H2/kg Whey Powder-2) was obtained with 2.51 M NaOH at 120 min. reaction time at 400 °C