Aile Eğitiminde Kadının Yeri ve Girişimci Kadınları Özendirmede Vakıfların Rolü

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Clinicopathological Evaluation of Disseminated Metastases of Transmissible Venereal Tumor in a Spayed Bitch

Background: Although transmissible venereal tumor (TVT, transmissible venereal sarcoma, Sticker’s sarcoma) that affects dogs and other canids can be seen in many countries, it especially emerges in the countries which homeless dog population is very high. Female dogs are more susceptible than males. Transmissible venereal tumor is usually transmitted to genital organs during coitus and occasionally by social behavior such as sniffing and licking. The tumor is generally observed in the posterior part of the vagina. The tumor usually appears in various sizes, in the appearance of cauliflower, red and fragile. Metastases are rarely reported in cases with TVT. Metastases have been detected in lung, liver, tonsils, skin, lymph nodes, muscles, spleen. The diagnosis of transmissible venereal tumor is achived by considering the history of the animal, gross lesions, cytological examination and histopathology. Chemotherapy is frequently used in the treatment of TVT. In addition, radiotherapy, cryosurgery, surgical incision and immunotherapy are rarely applied for treatment. Chemical agents such as doxorubicin, vincristine sulfate, cyclophosphamide, methotrexate are preferred for chemotherapy.Case: Metastases to all mammary lobes, cervix uteri, neck, skin, gluteal muscles, the oropharyngeal region, and primary vaginal mass were described in spayed bitch, a 10-year old and mixed breed. The clinical examination manifested, fragile and hemorrhagic masses which resemble cauliflower in the vagina, neck, and inguinal region. Furthermore firm and multilobular masses in all mammary lobes, oropharyngeal region, and gluteal muscles of right leg were detected. Firstly, vaginal cytology was performed in order to confirm. In vaginal cytology, round to polyhedral shaped transmissible venereal tumor cells including cytoplasmic vacuoles and polychromatic nuclei were identified. Histopathologically, solid areas included oval- to round-shaped cells with prominent, hyperchromatic nuclei in all masses. Also, some of them comprised mitotic figures in their nuclei. In general, the tumor cells were separated by thin fibrous septa. Additionally, the cells were completely infiltrated to the mammary gland. In contrast, oropharyngeal and subdermal region of neck consisted more solid areas under the epidermis. There was lymphocyte infiltration at the periphery of the cells. For gluteal mass, TVT cells were confined in muscle bundles. Transmissible venereal tumor cases are often located in genital organs and their metastases are rarely encountered in comparison with other tumors. In this case report, metastases to cervical tissue, neck skin, oropharyngeal mucosa and gluteal muscles, mammary lobes are found.Discussion: When the sexual activity is high, the incidence of TVT increases. It especially develops in bitches in estrus. Breed, sex and age are not a cause of predisposition for TVT. Transmissible venereal tumors’ malignancy can increase in some cases, although TVT is known as a benign tumor. Prevalence of metastases was found fairly low in the studies. Metastases to mammary region, to subcutaneous region, to brain, to eye, to lung, to uterus, to ovary, to liver, to spleen have been reported. In conclusion, even if a bitch is acyclic, transmissible venereal tumor can be developed and thus the risk of its disseminated metastasis must be considered. Moreover, since the masses have not regresed for a long time, this situation may be related to severe immunosupression in the bitch

OBTAINING OF HELPFULNESS VALUE IN THE SECONDARY EDUCATION MATHEMATICS CURRICULUM BY CREATIVE DRAMA ACTIVITIES

“Values Education”, which added to Mathematics Teaching Program at the Turkish Academic Year of 2017-2018, is revised and updated as “Our Values” on January of 2018. “Our Values” based on a grown value system that aims to maintain the existence of societies preserve the unity and togetherness of societies and have the real educational success like every stage of individuals’ life. The Ministry of National Education has determined the base values, which should be gained during the education of Mathematics, as justice, friendship, honesty, patience, respect, love, responsibility, patriotism and helpfulness. The aim of this study is making the students realize their own values and making them gain the helpfulness values by using creative drama activities during the education of Mathematics. In this study, “helpfulness value”, which is under the topic of “Our Values” of Mathematics Teaching Program, was tried to put into practise by creative drama activities. In the study, experimental method which contains pretested and postested control group is used in order to show the behaviour difference between experimental group, which activity based creative drama method was applied, and the control group, which activity based creative drama method was not applied. This study is designed as a controlled experimental study with pretest-posttest. The group of study was consisted 106 students, which studying in 3 different provinces (Aydın, Afyon, Uşak) in the same region. Both experimental and control group was consisted by 53 students. In the study, data were collected from “helpfulness scale” which developed by Demirci (2017). As a result of the study, the helpfulness scale score of experimental group, which activity based creative drama was applied is high but there is no meaningful difference between helpfulness scale scores of experimental group and control group.  Article visualizations

The relationship between perceived family climate and glycemic control in type 1 diabetes mellitus adolescent patients

Objective: Type 1 diabetes mellitus (T1DM) is a chronic disease which ranks third in children under age 16 years. Expressed emotion (EE) is a term that indicates a specific family climate including lack of emotional support (LES), irritability, and emotional over-involvement. It is known that the family environment is highly important for glycemic control in diabetic adolescents. In this study, the relationship between perceived EE and glycemic control in adolescents diagnosed with T1DM not accompanied by psychopathology were investigated. Methods: The study included 49 adolescents with T1DM and 50 adolescents as a control group. Adolescents with psychopathology and intellectual disability were excluded from the study. Perceived EE was measured by the Shortened Level of Expressed Emotion Scale (SLEES) and blood sugar regulation was assessed by HbA1c levels. Results: The adolescents with T1DM showed a significant difference in perceived EE (p = 0.020) and LES (p = 0.014) when compared with the control group. When diabetic adolescents were compared among themselves, the diabetic adolescents with poor glycemic control perceived greater EE (p = 0.033) and less emotional support (p = 0.049). In regression analyses, the predictive power of mother's educational level, the employment status of mothers and the subscale "LES" of SLEES combined to explain HbA1c level was determined to be 37.8%. Conclusion: The strong relationship between perceived EE and glycemic control showed us that perceived EE can hinder treatment compliance without causing psychopathology. For this reason, it is recommended that not only patients with psychopathology, but all diabetic adolescents receive psychosocial support and family interventions

The effect of gamification-based activities on secondary 8th grade students on motivation, self-efficacy and mathematics anxiety

Amaç: Bu araştırmanın temel amacı matematik dersinde oyunlaştırma tabanlı etkinliklerin ortaokul öğrencilerinin motivasyon, öz yeterlik algısı ve matematik kaygılarına etkisinin incelenmesidir. Materyal ve Yöntem: Ön test son test deneysel desen kullanılan araştırmanın katılımcıları bir devlet okulunda öğrenim gören 35 (19 deney, 16 kontrol grubu) sekizinci sınıf öğrencisidir. Matematik Motivasyon Ölçeği (MMÖ), Matematik Öz Yeterlik Algısı Ölçeği (MMAÖ), Matematik Kaygısı Ölçeği (MKA) ve araştırmacı tarafından hazırlanan görüşme soruları veri toplama araçlarını oluşturmaktadır. Uygulama öncesinde öğrencilere ölçekler uygulanmıştır. Bulgular: Öğrencilere altı hafta boyunca araştırmacı tarafından geliştirilen oyunlaştırma tabanlı matematik etkinlikleri gerçekleştirilmiştir. Etkinliklerin tamamlanmasından sonra ölçekler yeniden uygulanmıştır. Bununla birlikte uygulama sonunda öğrencilerle odak grup görüşmesi yapılmıştır. Elde edilen nicel veriler SPSS paket programı ile görüşme transkriptleri ise nitel veri analiz yöntemlerinden betimsel analiz ile incelenmiştir. Sonuç: Verilerin analizi sonucunda deney ve kontrol grubu puanlarının arasında anlamlı bir fark bulunamamıştır. Ayrıca öğrencilerin yapılan etkinliklerle ilgili olumlu görüşler belirttiği tespit edilmiştir.Objective: The main purpose of this research is to examine the effects of gamification-based activities in mathematics lesson on motivation, self efficacy perception and mathematics anxiety of secondary school students. Material and Methods: The participants of the study, in which the pre-test and post-test experimental design was used, were 35 (19 experimental, 16 control group) eighth grade students studying at a public school. The Mathematics Motivation Scale (MME), the Mathematics Self-Efficacy Scale (MMSE), the Mathematics Anxiety Inventory (MAS) and the interview questions prepared by the researcher constitute the data collection tools. Before the application, the scales were applied to the students. Results: Gamification-based math activities developed by the researcher were carried out to the students for six weeks. After the activities were completed, the scales were applied again. However, at the end of the application, focus group interviews were held with the students. Quantitative data obtained were analysed with SPSS package program and interview transcripts were analysed with descriptive analysis, one of the qualitative data analysis methods. Conclusion: As a result of the analysis of the data, no significant difference was found between the experimental and control group scores. In addition, it was determined that the students expressed positive opinions about the activities.İÇİNDEKİLER KABUL VE ONAY ..................................................................................................i TEŞEKKÜR............................................................................................................ ii İÇİNDEKİLER ...................................................................................................... iii KISALTMALAR DİZİNİ..................................................................................... vii ŞEKİLLER DİZİNİ.............................................................................................. viii ÇİZELGELER DİZİNİ ...........................................................................................ix EKLER DİZİNİ.......................................................................................................xi ÖZET..................................................................................................................... xii ABSTRACT..........................................................................................................xiv 1. GİRİŞ ...................................................................................................................1 1.1. Araştırmanın Amacı..........................................................................................4 1.2. Araştırma Problemi ...........................................................................................5 1.3. Araştırmanın Alt Problemleri............................................................................5 1.4. Araştırmanın Önemi..........................................................................................6 1.5. Varsayımlar.......................................................................................................7 1.6. Sınırlılıklar ........................................................................................................8 1.7. Kuramsal ve Kavramsal Çerçeve ......................................................................8 iv 1.7.1. Oyunlaştırma ..................................................................................................8 1.7.1.1. Oyunlaştırma Tasarım Çerçeveleri............................................................10 1.7.1.1.1. D6 Oyunlaştırma Tasarımı.....................................................................11 1.7.1.1.2. Octalysis Sekizgeni ................................................................................13 1.7.1.2. Oyunlaştırmada Oyun Öğeleri...................................................................16 1.7.1.2.1. Dinamikler..............................................................................................16 1.7.1.2.2. Mekanikler .............................................................................................17 1.7.1.2.3. Bileşenler................................................................................................18 1.7.1.3. Dijital Oyunlaştırma Araçları....................................................................18 1.7.1.3.1. Kahoot....................................................................................................18 1.7.1.3.2. Plickers...................................................................................................21 1.7.1.3.3. Quizizz ...................................................................................................22 1.7.2. Eğitimde Oyunlaştırma ................................................................................23 1.7.3. Matematik Motivasyonu ..............................................................................24 1.7.4. Matematiğe Karşı Öz yeterlik Algısı............................................................25 1.7.5. Matematik Kaygısı.......................................................................................26 2. KAYNAK ÖZETLERİ ......................................................................................28 3. MATERYAL VE YÖNTEM .............................................................................34 3.1. Araştırmanın Modeli .......................................................................................34 3.2. Çalışma Grubu ................................................................................................35 v 3.3. Araştırma Verisi ve Veri Toplama Araçları....................................................36 3.3.1. Matematik Motivasyon Ölçeği.....................................................................37 3.3.2. Matematiğe Karşı Öz yeterlik Algısı Ölçeği................................................38 3.3.3. Matematik Kaygısı Ölçeği ...........................................................................38 3.3.4. Odak Grup Görüşme Formu.........................................................................39 3.4. Verilerin Analizi..............................................................................................39 3.5. Uygulama Süreci.............................................................................................40 3.5.1. Uygulama Öncesi Hazırlık...........................................................................40 3.5.2. Etkinliklerin Hazırlanması ve Geliştirilmesi................................................41 3.5.3. Etkinliklerin Uygulanması ...........................................................................45 3.5.3.1. Vahşi Doğada Yolculuk Etkinliği .............................................................47 3.5.3.2. Dünya Turu Etkinliği ................................................................................48 3.5.3.3. Uzay Yolculuğu Etkinliği..........................................................................49 4. BULGULAR......................................................................................................50 4.1. Varsayımların Sınanmasına İlişkin Bulgular ..................................................50 4.2. Ön Test Uygulamalarına İlişkin Bulgular .......................................................51 4.3. Araştırmanın Birinci Alt Problemine İlişkin Bulgular....................................54 4.4. Araştırmanın İkinci Alt Problemine İlişkin Bulgular......................................57 4.5. Araştırmanın Üçüncü Alt Problemine İlişkin Bulgular...................................60 4.6. Araştırmanın Dördüncü Alt Problemine İlişkin Bulgular...............................63 vi 5. TARTIŞMA VE SONUÇ...................................................................................68 KAYNAKLAR ......................................................................................................74 EKLER...................................................................................................................84 BİLİMSEL ETİK BEYANI...................................................................................94 ÖZ GEÇMİŞ ..........................................................................................................9