The attitudes of one teacher and her students towards using Internet sources to develop students' reading skills

Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2010.Thesis (Master's) -- Bilkent University, 2010.Includes bibliographical references leaves 114-116.This study investigated students’ and the teacher’s attitudes towards the benefits and challenges of using Internet sources to develop students’ English reading skills. The data was collected through questionnaires distributed to 42 students, interviews conducted with a teacher and 12 students in the Preparatory School at Cumhuriyet University and a journal kept by the teacher. Student questionnaires and interviews investigated students’ and the teacher’s general attitudes towards the benefits and challenges of using Internet sources to develop reading skills and their opinions about three different Internet-based reading tasks: teacher-centred, teacher-facilitated and learner-determined. The teacher journal aimed to provide in-depth information about the teacher’s perceptions on each Internet based reading task and her observations of the students. The data gathered from all instruments were analyzed qualitatively and quantitatively. Findings revealed that both students and the teacher have positive attitudes towards using Internet sources to improve reading skills. In addition, the teacher and the students believe that reading skills can be developed by means of Internet sources. The data gathered from both qualitative and quantitative analysis showed that students have positive attitudes towards doing all types of Internet-based reading tasks. With regard to the teacher’s attitudes, although she has positive attitudes towards using teacher-determined and learner-determined tasks in her classes, she has negative attitudes towards using teacher facilitated task. Both the teacher and the students think that the most challenging task among all the Internet-based reading tasks is the teacher-facilitated one. However, although both the teacher and students found it challenging, they think that it is beneficial to developing students’ reading skills.Koçak, ArzuM.S

Prevalence of Turkish parent refusal and hesitance rate and its associated factors in childhood vaccination

The Rejection of childhood vaccination is still a major issue in many countries. The aim of the study was to assess prevalence of Turkish parent refusal and hesitance rate and its associated factors in Childhood vaccination. A crosssectional study was carried out at the General Pediatric Poly Clinic of Ankara Keçören Training and Research Hospital from January – to April 2020. Data was collected using a questionnaire via face to face interviews with parents. We included parents who have 6 months to 7 years old children, who visited the clinic during the study period and who accepted to join the study. A total of 809 mothers and 132 fathers participated in the survey. Among the parents, 1.2% of them refused the vaccination of their children and 4.8 % of them had incomplete vaccination of their children. More than half (67.4%) of the parents have a high level of knowledge about vaccines. knowledge level was statistically significantly different based on the participant’s occupation, income, education background and father’s age (P 0.05). Parents with one child had bad attitudes towards vaccines (35.4%)

TURKISH JOURNAL of ONCOLOGY A Study of Uro-oncology Patient Perceptions of Social Support and Hope Levels

OBJECTIVE The present study measured social support perceptions and hope levels of uro-oncology patients diagnosed with cancer and examined how they vary according to sociodemographic variables. METHODS Research was conducted on 143 uro-oncology patients in Konya, Turkey, using a sociodemographic information form, the Multidimensional Scale of Perceived Social Support (MSPSS) and the Hope Scale. RESULTS Patient mean multidimensional perceived social support score was quite high at 62.14±14.99, and mean hope level score was 20.62±4.50. Hope level score was significantly higher in male patients. It was also higher for patients with dependents and for patients who believed their cancer was treatable. Perceived social support levels of patients with dependents and patients who believed their cancer was treatable were also significantly higher. CONCLUSION Hope levels of uro-oncology patients are affected positively by high levels of perceived social support. Women, patients with dependents, and patients who develop a positive attitude toward their cancer treatment were more hopeful than others

MITF-MIR211 axis is a novel autophagy amplifier system during cellular stress

Macroautophagy (autophagy) is an evolutionarily conserved recycling and stress response mechanism. Active at basal levels in eukaryotes, autophagy is upregulated under stress providing cells with building blocks such as amino acids. A lysosome-integrated sensor system composed of RRAG GTPases and MTOR complex 1 (MTORC1) regulates lysosome biogenesis and autophagy in response to amino acid availability. Stress-mediated inhibition of MTORC1 results in the dephosphorylation and nuclear translocation of the TFE/MITF family of transcriptional factors, and triggers an autophagy- and lysosomal-related gene transcription program. The role of family members TFEB and TFE3 have been studied in detail, but the importance of MITF proteins in autophagy regulation is not clear so far. Here we introduce for the first time a specific role for MITF in autophagy control that involves upregulation of MIR211. We show that, under stress conditions including starvation and MTOR inhibition, a MITF-MIR211 axis constitutes a novel feed-forward loop that controls autophagic activity in cells. Direct targeting of the MTORC2 component RICTOR by MIR211 led to the inhibition of the MTORC1 pathway, further stimulating MITF translocation to the nucleus and completing an autophagy amplification loop. In line with a ubiquitous function, MITF and MIR211 were co-expressed in all tested cell lines and human tissues, and the effects on autophagy were observed in a cell-type independent manner. Thus, our study provides direct evidence that MITF has rate-limiting and specific functions in autophagy regulation. Collectively, the MITF-MIR211 axis constitutes a novel and universal autophagy amplification system that sustains autophagic activity under stress conditions.No sponso

The effect of salt (NaCl) concentrations on leaf and bulb development of hyacinth (Hyacinthus orientalis “Fondant”) growing in water-culture

In this study, the effects of salt concentrations applied to hyacinth (Hyacinthus orientalis “Fondant”) on leaves and bulbs were determined in water culture. In water culture, a solution of ½ percent diluted Hoagland nutrient solution was used. Four different concentrations (500 (S1), 1000 (S2), 2000 (S3) and 4000 ppm (S4)) salt (NaCl) were applied together with the control group (T0) which was not salted into the water culture. Hyacinth bulbs were planted in pots with peat:perlite mixture in 1:1 ratio. They were kept in the laboratory until leaves emerged. The hyacinths taken into the water culture were applied with salt in the flowering stage. At the end of the study, according to the applications the lowest and highest average values were in the number of leaf, leaf length, leaf width, bulb weight, bulb length and bulb width as 6.000-7.026 pieces (S4-S3), 107.401-254.343 mm (S4- S1), 20.723-29,769 mm (S3-S1), 20.35-24.900 g (S4-S3), 32.364-36.724 mm (S4-S3) and 35.215- 36.618 mm (S4-S3), respectively. The difference between the average values of the applications was statistically insignificant in bulb width; the difference between leaf number, leaf length and leaf width averages at p <0.001; bulb weight at p <0.05 and bulb length at p <0.01 level was found to be significant. At the end of the study, it was determined that 4000 ppm salt application (S4) had a negative effect on leaf and bulb growth

The Effects of Different Planting Times and Vermicompost Applications on The Some of Morphological Properties of The Hyacinth (Hyacinthus orientalis "Fondant") Growing in The Siirt Ecological Conditions

In this study, Hyacinthus orientalis “Fondant” hyacinth variety bulbs grown in Siirt ecological conditions were planted in 2016 at 15 days each between 14 November (1PT), 01 December (2PT) and 16 December (3PT). The study was carried out with 3 replications according to the “randomized block test design” in the experimental area of the Siirt University Faculty of Agriculture. Earthworm fertilizer (V) (vermicompost) were applied to the planting pits of the bulbs planted at different planting times with 100 g/bulb In addition, control plots (C) which are not fertilized were formed. In the course of morphological observations, as a result of interactions of planting time and fertilizer application,the lowest and the highest average values were obtained, respectively, 7.980-8.540 unit for leaf number (3PTxC-3PTxV), 154.633-191.873 mm for leaf length (1PTxV-3PTxC), 20.990-30.683 mm for leaf width (2PTxC-1PTxV), 215.106-232.376 mm for plant height (1PTxC-2PTxV) and 13.106-14.886 mm for stem thickness (3PTxC-2PTxC). Among these mean values, only the difference between mean stem thickness and planting times were taken into consideration, the difference between the average value of leaf length were was found to be statistically significant (p<0.01). At the end of the study, it was determined that vermicompost had a more favorable effect on the parameters than the control and the 2 and 3. planting times were more suitable for the cultivation of hyacinths

The effects of different planting times and vermicompost applications on the flowering of the hyacinth (hyacinthus orientalis "fondant") growing in the siirt ecological conditions

In this study, Hyacinthus orientalis “Fondant” bulbs grown in Siirt ecological conditions were planted in 2016 at 15 days each between 14 November (1PT), 01 December (2PT) and 16 December (3PT). The study was carried out with 3 replications according to the “randomized block test design” in the experimental area of the Siirt University Faculty of Agriculture. Earthworm fertilizer (V) (vermicompost) were applied to the planting pits of the bulbs planted at different planting times with 100 g/bulb In addition, control plots (C) which are not fertilized were formed. In the course of phenological and morphological observations, as a result of interactions of planting time and fertilizer application, the lowest and the highest average values were obtained, respectively, between 101.923- 134.213 days for first flowering time (3PTxC-1PTxV), 103.103-135.766 days for a full flowering time (3PTxC- 1PTxV), 104.843-137.670 days for harvest time (3PTxC-1PTxV), 99.613-106.223 mm for flower height (2PTxV-1PTxV), 50.433-58.970 mm for flower width (2PTxC-3PTxV), 17.366-185.10 mm for floret length (1PTxV-2PTxV), 22.393-27.546 mm for floret width (1PTxC-3PTxC). Among these mean values, only the difference between mean length of floret was found to be statistically significant (p<0.01); when the planting times were taken into consideration, the difference between the average width of the flower (p<0.05) with all the flowering durations and the floret width (p<0.01) were statistically significant. The difference between the parameters of the planting time and the parameters of control and vermicompost applications were not statistically significant. As a result, the planting time interval for hyacinth plants was not determinative for the parameters examined. Regardless of the date of planting, bulbs were bloomed at approximately the same time. It is obvious that late planting time will be advantageous for irrigation and other maintenance

Developing Speaking Skills Via Creating And Using Learner Podcasts In English Language Classes

This dissertation aims to assess the effectiveness of the use of learner podcasts in English language classes as an innovative technology-based instructional tool to develop EFL learners’ speaking skills. This study investigated the viewpoints of EFL students on using and creating learner podcasts to improve their speaking skills. The study also examined whether there are any significant differences among participants’ views with respect to their demographic features (gender and learning period) in creating and using learner podcasts to develop their speaking skills. Furthermore, the study explored to what extent learner-produced podcasts help EFL students to develop their speaking skills. The data were collected through a student questionnaire distributed to 90 students, interviews conducted with 33 students and a pre-and post-speaking tests administered to students studying in the Preparatory School at Hacettepe University. The data gathered from all instruments were analyzed qualitatively and quantitatively. Findings revealed that EFL students have positive viewpoints on using and creating learner podcasts to develop their speaking skills. In addition, the students believe that learner podcasts are highly beneficial to improving their speaking skills. Moreover, statistically significant differences in students’ viewpoints about the use of learner podcasts to develop their speaking skills based on gender and their previous learning experience were found. As regards the effectiveness of learner podcasts as a supplementary instructional tool, the data gathered from pre- and posttests showed that creating learner podcasts had a significant effect on learners’ speaking skill improvement.TABLE OF CONTENTS KABUL VE ONAY .................................................................................................... ii YAYIMLAMA VE FİKRİ MÜLKİYET HAKLARI BEYANI ......................................... iii ETİK BEYANNAMESİ ............................................................................................ iv ACKNOWLEDGEMENTS........................................................................................ v ÖZ ...................................................................................................................... vii ABSTRACT ........................................................................................................ viii TABLE OF CONTENTS ......................................................................................... ix LIST OF TABLES .................................................................................................. xii LIST OF FIGURES ............................................................................................... xiii LIST OF ABBREVIATIONS .................................................................................. xiv 1. INTRODUCTION ................................................................................................. 1 1.1. Introduction ................................................................................................. 1 1.2. Background of the Study ............................................................................ 4 1.3. Statement of the Problem ........................................................................... 9 1.4. Purpose of the Study .................................................................................. 9 1.5. Research Questions ................................................................................... 9 1.6. Significance of the Study .......................................................................... 10 1.7. Assumptions ............................................................................................. 11 1.8. Limitations of the Study ............................................................................ 11 1.9. Definition of Key Terms ............................................................................ 12 2. LITERATURE REVIEW ..................................................................................... 13 2.1. Introduction ............................................................................................... 13 2.2. Podcasts in Language Teaching .............................................................. 13 2.2.1. What is a podcast? ............................................................................... 13 2.2.2. Using Podcasts in EFL Classrooms ..................................................... 16 2.2.2.1. How To Create Learner Podcasts .............................................. 20 2.2.2.2. Some Basic Software and Podcast Sites for Using Podcasts ..... 22 2.2.2.2.1. ITunes ............................................................................. 22 2.2.2.2.2. Podomatic ....................................................................... 22 2.2.2.2.3. Gabcast ........................................................................... 27 2.2.2.3. Some Podcast Activities for Foreign Language Classes ............ 29 2.3. Assessing the Pedagogy of Using Podcasts in Foreign Language Instruction ................................................................................................. 33 2.3.1. Podcasts and Theories of Learning ...................................................... 38 2.3.2. Potential Benefits and Challenges of Using Podcasts .......................... 44 2.3.2.1. Potential Benefits of Podcasts for Language Learning ............... 44 2.3.2.2. Challenges of Podcasting for Language Learning ...................... 46 2.3.2.3. Potential Uses of Podcasts for Learning ..................................... 47 2.4. A Review of Recent Studies on the Use of Podcasts in Language Learning .................................................................................................... 48 2.4.1. Findings on the Effects of Podcasts on Learners’ Language Skills ...... 49 x 2.4.2. Findings on the Attitudes and Perceptions towards the Use of Podcasts .............................................................................................. 52 2.5. Developing Foreign Language Learners’ Speaking Skills via the Use of Podcasts ................................................................................................... 55 2.6. Conclusion ................................................................................................ 60 3. METHODOLOGY .............................................................................................. 62 3.1. Setting and Participants ............................................................................ 62 3.2. Data Collection Instruments ...................................................................... 64 3.2.1. Student Questionnaire .......................................................................... 64 3.2.2. Semi-Structured Interviews With Students ........................................... 65 3.2.3. A Pre-Test And Post-Test To Assess Students’ Speaking Skills .......... 66 3.3. Procedures for Data Collection ................................................................. 67 3.4. Data Analysis ............................................................................................ 74 4. DATA ANALYSIS AND FINDINGS .................................................................... 75 4.1. Introduction ............................................................................................... 75 4.2. Data Analysis ............................................................................................ 75 4.2.1. RQ1: What are the EFL Students’ Viewpoints About Creating And Using Learner Podcasts To Develop Their Speaking Skills? ............... 75 4.2.1.1. Quantitative Analysis (Student Questionnaire) ........................... 76 4.2.1.2. Qualitative Analysis (Student Interviews).................................... 79 4.2.1.2.1. The Benefits of Using Learner Podcasts to Develop Students’ Speaking Skills (Q1&Q5) ................................ 81 4.2.1.2.2. The Components of Language Developed Through Creating Learner Podcasts (Q2) ..................................... 88 4.2.1.2.3. Technical Problems Encountered While Creating and Publishing Podcasts On A Platform (Q3)........................ 93 4.2.1.2.4. Students’ Willingness to Create and Use Learner Podcasts to Develop Their Speaking Skills (Q4) ............ 95 4.2.1.2.5. The Types of Creating Learner Podcasts (Q6) ................ 98 4.2.2. RQ2: To What Extent Does Creating and Using Learner Podcasts Help EFL Students to Develop Their Speaking Skills......................... 100 4.2.3. RQ3: Are There any Significant Differences Among Participants’ Views With Respect to Their Demographic Features in Creating and Using Learner Podcasts to Develop Their Speaking Skills? .............. 102 4.2.3.1. Viewpoints on Learner Podcasts According to Gender ............ 103 4.2.3.2. Viewpoints on Learner Podcasts According To Learning Period (The Time Spent on Learning English) ........................ 105 4.3. Conclusion .............................................................................................. 106 5. CONCLUSION AND DISCUSSION ................................................................. 107 5.1. Overview of the Study ............................................................................. 107 5.2. Discussion of the Results ....................................................................... 108 5.2.1. EFL Learners’ General Viewpoints on Creating and Using Learner Podcasts To Develop Their Speaking Skills ....................................... 108 5.2.2. EFL Learners’ Views on Creating and Using Learner Podcasts To Develop Their Speaking Skills With Respect To Their Demographic Features ............................................................................................. 123 5.3. Pedagogical Implications ........................................................................ 127 5.4. Suggestions for Further Study ................................................................ 130 xi 5.5. Conclusion .............................................................................................. 131 REFERENCES .................................................................................................... 132 APPENDICES ..................................................................................................... 144 APPENDIX I. APPROVAL OF COMMITTEE ON ETHICS .................................. 145 APPENDIX II. ORIGINALITY REPORT ............................................................... 146 APPENDIX III. THE CONSENT FORM ............................................................... 148 APPENDIX IV. STUDENT QUESTIONNAIRE .................................................... 149 APPENDIX V. INTERVIEW QUESTIONS ........................................................... 151 APPENDIX VI. PRE-TEST QESTIONS ............................................................... 152 APPENDIX VII. POST-TEST QESTIONS ........................................................... 156 APPENDIX VIII. SPEAKING EXPRESSIONS ..................................................... 159 APPENDIX IX. SPEAKING TESTS PUBRIC....................................................... 161 APPENDIX X. TURKISH TRANSCRIPTIONS ..................................................... 163 ÖZGEÇMİŞ .....................................................................................Bu doktora tez çalışması yabancı dil olarak İngilizce öğrenen öğrencilerin konuşma becerilerini geliştirmede teknoloji temelli yeni bir eğitimsel araç olarak öğrenci podcastleri kullanımının etkinliğini değerlendirmiştir. Bu çalışma öğrencilerin İngilizce konuşma becerilerini geliştirmede öğrenci podcastleri oluşturup kullanma hakkındaki görüşlerini araştırmıştır. İlgili çalışma ayrıca, öğrencilerin öğrenci podcatleri kullanma hakkındaki görüşlerinin, öğrencilerin demografik özelliklerine göre (cinsiyet ve İngilizce öğrenme süresi) değişip değişmediğini incelemiştir. Buna ek olarak, bu araştırma öğrenci podcastleri oluşturup kullanmanın öğrencilerin konuşma becerilerini geliştirmeye ne derecede olumlu katkı sağladığını sorgulamıştır. Çalışma için gerekli olan bilgi, Hacettepe Üniversitesi’ndeki 90 öğrenciye dağıtılan anketler, 33 öğrenciyle yapılan mülakatlar ve ön test ve eğitim sonrası konuşma testinin uygulanması ile toplanmıştır. Toplanan veri nitel ve nicel yöntemlerle analiz edilmiştir. Bulgular, öğrencilerin konuşma becerilerini geliştirmede öğrenci podcastleri oluşturma ve kullanma konusunda olumlu bir bakış açısına sahip olduğunu göstermiştir. Öğrenciler, öğrenci podcastlerinin konuşma becerilerini geliştirmeye oldukça fayda sağladığına inanmaktadırlar. Ayrıca, öğrencilerin, öğrenci podcastleri oluşturma ile ilgili düşüncelerinin demografik özelliklere göre (cinsiyet ve İngilizce öğrenme süresi) istatiksel olarak önemli ölçüde değişiklik gösterdiği bulunmuştur. Bununla beraber, öğrenci podcastlerinin yardımcı eğitimsel bir araç olarak etkililiği konusunda, ön ve eğitim sonrası konuşma testleri, öğrenci podcastleri oluşturup kullanmanın öğrencilerin konuşma becerilerini geliştirmeye önemli bir katkı sağladığını göstermiştir

Seksüel iki tiplilik (Dimorphism)

There are some hypotheses to explain the cause and maintenance mechanisms of differences between the sexes with species. Among these mechanisms sexual selection, competition for food researches, female reproduction strategy and energy requirement for reproduction will be reviewed in the fi rst part of the study. Differences between the sexes provide a reproduction advantage to the individual. On the other hand, sexual dimorphism may cause some disadvantages directly to the ornamented individual or indirectly to its partner. The disadvantages of the sexual dimorphism will be discussed in the second part of the study. Types of the sexual dimorphism, which are ranging from size to behavior either common to most of the animal species or unique for some of the species, will be reviewed in the last part of the study