Lasing from single, stationary, dye-doped glycerol/water microdroplets located on a superhydrophobic surface

We report laser emission from single, stationary, Rhodamine B-doped glycerol/water microdroplets located on a superhydrophobic surface. In the experiments, a pulsed, frequency-doubled Nd:YAG laser operating at 532 nm was used as the excitation source. The microdroplets ranged in diameter from a few to 20 um. Lasing was achieved in the red-shifted portion of the dye emission spectrum with threshold fluences as low as 750 J/cm2. Photobleaching was observed when the microdroplets were pumped above threshold. In certain cases, multimode lasing was also observed and attributed to the simultaneous lasing of two modes belonging to different sets of whispering gallery modes.Comment: to appear in Optics Communication

The impact of concurrent pelvic organ prolapse reconstructive surgery on midurethral sling procedure outcome

 Objectives: To evaluate the effect of concurrent pelvic organ prolapse (POP) reconstructive surgery on midurethral sling (MUS) procedure outcome. Material and methods: The present retrospective study included 300 women with urodynamically diagnosed stress urinary incontinence that underwent MUS procedures with or without concurrent POP reconstructive surgery. Patients were divided into four groups according to the performed surgery; 1) transobturator tape (TOT), 2) TOT with POP surgery (anterior colporrhaphy, posterior colporrhaphy and vaginal hysterectomy), 3) tension free vaginal tape (TVT), 4) TVT with POP surgery. Outcomes of surgeries for each group were evaluated postoperatively at the end of the first and sixth month by performing a cough stress test and also using the Incontinence Impact Questionnaire-7 (IIQ-7) and Urogenital Distress Inventory (UDI-6) questionnaires. Presence of a negative cough stress test was defined as “Cure”. Multivariate regression was used to identify the parameters for surgical failure. Results: Forty-two, 70, 49 and 139 women underwent isolated TOT, concurrent TOT and POP, isolated TVT and concurrent TVT and POP surgery, respectively. Postoperative UDI-6 score and postoperative cure rate were significantly higher in the only TOT group as compared to the TOT + POP group. However, in multiple regression analysis, women’s age, parity, body mass index, menopausal status, preoperative urodynamic parameters, MUS types and presence of any concomitant POP reconstructive surgery were found to have no significant effect on surgical outcome. Conclusions: Concurrent POP reconstructive surgery including anterior colporrhaphy, posterior colporrhaphy and vaginal hysterectomy have no affect MUS procedure outcomes

Turkish adaptation study of instructional materials motivation survey (IMMS) [Öğretim materyali’ne İlişkin motivasyon ölçeği (ÖMMÖ) Türkçe uyarlama çalışması]

Although many studies focus on academic achievement in educational sciences, variables which affect academic achievement should also be examined. Motivation is the prominent variable that enhances academic achievement. Motivation can be measured in various ways and has different sources as well. It is important to evaluate materials, which are one of the essential elements of teaching, in this respect. Thus, the aim of this study is to develop an instrument to assess motivation regarding teaching materials. For this purpose, a 36-item scale consisting of four constructs developed by Keller based on ARCS Motivation Model has been adapted into Turkish. Since some statements and sample of the assessment instrument have been changed, all development steps of the scale were re-enacted from the beginning. Initially, first and second edition of the assessment instrument have been analyzed with explanatory factor analysis; then, the scale obtained has been tested with confirmatory factor analysis. A sample of 1361 middle school students has participated in the study. Out of this sample, the data obtained from 469 have been used for the first edition; the data of 568 participants have been used for explanatory analysis whereas the data obtained from 295 participants have been used for confirmatory factor analysis. Negative statements in the original version of the scale have been transformed into positive ones in order to help the participants, who could not code these negative statements. Three positive statements, which have been found as vague in terms of meaning, have been excluded from the scale to obtain a 33-item assessment instrument with four subscales. For this instrument, the internal reliability coefficient has been found.93 in the factor analysis. As for the values of confirmatory factor analysis, they were found at an acceptable limit value. In conclusion, the results of the study have put forward that this assessment instrument could be used in order to determine middle school students’ motivation levels regarding teaching materials. © 2016, Ankara University. All rights reserved

The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load

In computer-assisted instruction, primary causes for the main problems are student's feeling lonely and lack of social learning environment. Pedagogical agents, which could enable students to use software, have been developed and integrated into instructional software to remove the obstacles mentioned. The main purpose of the study is to compare the effects of a fixed pedagogical agent and multi pedagogical agents left to students' choice on dependent variables. Additionally, it has also been examined if computer-assisted instruction software without pedagogical agent has any effects on dependent variables. The study seeks to investigate both learners' agent preferences and the effects of pedagogical agents on learners' academic success, motivation and cognitive load. For the purpose of the study, four groups were formed. The first group used educational software via fixed agent, the second group used educational software with the option to choose among several agents whereas the third group used educational software without agent and the fourth group received the same education through traditional way. The academic success refers to MS Excel program literacy. The findings revealed no statistically significant difference between fixed and multi pedagogical agents in terms of dependent variables. However, the designs with agents were found to have positive effects on learners' motivation, academic success and cognitive load. The results also indicated that pedagogical agents should be used in all computer-assisted instruction software. Another finding of the study is that the students in younger age groups tend to prefer the same gender agent as theirs. Furthermore, feedback from participants showed that users of multi pedagogical agents would like to conceive their own pedagogical agents. Accordingly, it is suggested that learners should be provided with programs that can be personalized depending on learners' needs and preferences. © 2017 Elsevier LtdFirat University Scientific Research Projects Management Unit: SDK-2014-3098This research was supported by ?ukurova University Department of Scientific Research Project (Project Number: SDK-2014-3098)