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Taha Toros Arşivi, Dosya No: 34-Nahit Sırrı Örik. Not: Gazetenin "Tiyatro Bahisleri" köşesinde yayımlanmıştır.İstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

Successful treatment of refractory gastrointestinal bleeding by systemic (oral) ankaferd blood stopper in a patient with Glanzmann thrombasthenia

Background: Glanzmann Thrombasthenia (GT) is a genetic platelet dysfunction and a life threatening disease. Ankaferd Blood Stopper (ABS) is a topical hemostatic agent of herbal origin which has been recently made available for clinical use. Its hemostatic effect is independent from blood clotting factors and occurs as a result of the aggregation of focal red blood cells by an encapsulated protein web. Case Report: In this paper, a patient with GT is presented in whom 3 months of gastrointestinal bleeding refractory to all medical therapies was controlled within a short time of using oral ABS. Conclusion: The difference between this patient and other cases presented in the medical literature is the oral use of ABS. Thus, this patient may contribute to the medical community in showing the safety and efficacy of systemic (oral) ABS in patients with disorders of coagulation. However, there is a need for more patient experiences. © Trakya University Faculty of Medicine

Fragility Analysis of Atmospheric Storage Tanks by Observational and Analytical Data

In this research, seismic fragility analysis of storage tanks is carried out with a large damage database from past earthquakes and analytical studies. At the fragility analysis, a new damage state has been defined. Peak ground acceleration is employed as an intensity measure. Epistemic and aleatory uncertainties are considered. At the observational fragility analysis, logit, probit and cumulative lognormal model and maximum likelihood method are utilized. In this research, Finite Element Analysis is also performed. As a result, new seismic fragility curves for storage tanks obtained and compared with the existing tank fragility curves in the literature

Compliance of standard forms of construction contracts and protocols with BIM-adopted construction sector in USA and UK

International Project and Construction Management Conference (IPCMC) (5. : 2018 : Girne, Cyprus)After increase in efforts in science and technology during the 20th century, cultural memory that a nation or civilization take benefits on daily practices solidified as civil institutions and get started a standard way of agreements in between project participants. There are two initial implications and thus two different approaches of standard contracts published in USA and UK by American Institutes of Architects (AIA) and Institution of Civil Engineers (ICE). Architecture, Engineering and Construction (AEC) industry widely take benefits from these standard versions of contracts. These efforts are supported by some technological solutions at late of 20th century by involvement of digital design and drafting tools and internet. Later, these solutions are provided by development and introduction of Building Information Modelling (BIM) to AEC industry, which is totally in conflict with traditional contract bodies. On the other hand, although BIM provide various benefits and try to integrate all disciplines and project participants in a project life-cycle, there is still differences in standard way of contracts and contract addendums in published BIM protocols in USA and UK. In this study, it is aimed to uncover compliance of these released contracts and protocols with AEC industry needs.No sponso

Bilimde Keşif ve Gerekçelendirme Bağlamı Ayrımı Tartışmaları

The distinction between context of discovery and context of justification points out to the difference between the generation a new idea or hyphotesis and the testing of it. Although the distinction is attributed to Hans Reichenbach and Karl Popper, Larry Laudan argues that the history of distinction is dates back to the debates of scientific in the seventeenth century. While in the seventeenth and eighteenth centuries there was no need to distinguish between discovery and justification, in the twentieth century discovery and justification were considered two separate processes. In this paper, it will be argued that the distinction between the context of discovery and justification is untenable given that the history of science is a part of scientific research, as expressed by philosophers such as Kuhn and Feyerabend

Matematik Öğretmen Adaylarının Kanıtlama Becerilerini Geliştirmeye Yönelik Bir Öğretme Deneyi*

The purpose of this study is to determine pre-service mathematics teachers’ difficulties in constructing proofs and to investigate the changes in their proving skills after teaching activities that they experienced proving and interacted with group discussions. The study was conducted with six fourth grade secondary mathematics teachers. Pre-service teachers’ proving skills were investigated with respect to conditional statements and three proof methods; direct proof, proof by contradiction and proof by contraposition. In this qualitative study, teaching experiment method was used. As a result it can be concluded that students’ proving skills developed at different levels and they overcome some of their difficulties. Based on the results of the study suggestions are made for the instruction methods of undergraduate mathematics courses.Bu çalışmanın amacı, matematik öğretmen adaylarının kanıtlama sürecindeki güçlüklerini belirlemek, kanıtlama deneyimi yaşadıkları ve grup tartışmalarıyla sosyal etkileşimde bulundukları öğretim etkinlikleri sonrasında kanıtlama becerilerindeki değişimi incelemektir. Çalışma, ortaöğretim matematik öğretmenliği programının dördüncü sınıfına devam etmekte olan altı öğrenciyle gerçekleştirilmiştir. Öğretmen adaylarının kanıtlama becerileri, koşullu önermeler ve koşullu önermelerin kanıtlanmasında kullanılabilecek doğrudan kanıt, olmayana ergi ve karşıt ters ile kanıt yöntemleri kapsamında incelenmiştir. Verilerin toplanması ve analizinde nitel yaklaşım benimsenmiş ve öğretme deneyi yöntemi uygulanmıştır. Çalışmanın sonucunda, öğrencilerin kanıtlama süreçlerinde farklı düzeylerde de olsa ilerleme olduğu ve kanıtla ilgili bazı güçlüklerini giderebildikleri görülmüştür. Öğretmen adaylarının, çalışma süresince gösterdikleri gelişme göz önünde bulundurularak lisans düzeyindeki matematik derslerinin işlenişine yönelik önerilerde bulunulmuştur

Thomas Kuhn'un Fen Eğitimine Yönelik Görüşlerinin İncelenmesi: Endoktrinasyon Çerçevesinde Gelen Tepkiler

Bu makalede, bilim felsefecisi kimliğiyle tanınan Thomas Kuhn’un eğitim ve özellikle fen eğitimi alanındaki görüşlerine değinilmektedir. Fen eğitimi, bilim, bilimin doğası ve bilim uygulamaları hakkında düşünceler geliştirmeye odaklanarak fen öğrenimi için gerekli olan beceri ve anlayışın geliştirilmesini amaçlamaktadır. Fen eğitiminin temel amaçlarından biri bilimin gerçek doğasının tespit edilmesi ve bu doğrultuda bir eğitim modelinin belirlenmesidir. Bu çerçevede Kuhn’un bilim tarihine yönelik incelemeleri neticesinde ileri sürdüğü paradigma kavramı bilimin doğası ve fen eğitimi konusundaki görüşlerin değişimine yol açmıştır. Kuhn açısından fen eğitimi yürürlükteki bilim yapma tarzının temelinde yatan paradigma ve öğretilerinin bilim insanlarına ve öğrencilere aktarılması sürecidir, bu nedenle fen eğitimi yalnızca olağan bilim döneminde mümkündür. Kuhn’un eğitim modeli, mevcut paradigmayla ilişkili olarak karşılaşılan bulmaca ya da sorunları çeşitli örneklerden hareketle tekrar tekrar çözmeye çalışan öğrenciler aracılığıyla gerçekleştirilir. Kuhn’un olağan bilimin sınırları içerisinde kalarak değerlendirdiği fen eğitimi anlayışı eleştirel düşünceyi engellediği iddiasıyla Karl Popper, John Watkins ve Richard Bailey tarafından katı, tutucu, dogmatik ve endoktrinasyonu vurgulayan bir eğitim anlayışı olarak görülmektedir. Bu çerçevede makalede, öncelikli olarak Kuhn’un bilimin doğası ve bilimin gelişim tarzına yönelik belirlemeleri doğrultusunda fen eğitimine yönelik düşünceleri ve bu düşüncelerin eğitim alanındaki yansımaları incelenmektedir. Ardından, Kuhn’un fen eğitimi üzerine görüşlerinin iddia edildiği gibi dogmatik bir yapıda olmadığı, endoktrinasyonu ya da zorla öğretimi vurgulamadığı, bu tür yorumların radikal bir yaklaşımdan öteye gidemediği ileri sürülmektedir. Son olarak makalede, Kuhn’un fen eğitimi anlayışının yalnızca bir durum tespiti ya da bir fen eğitimi tasviri olarak değerlendirilmesi gerektiği düşüncesi ön plana çıkarılmaktadır. In this article, Thomas Kuhn’s impact, who is known as a philosopher of science, on science education are mentioned. Science education aims to develop the skills and understanding necessary for science learning, with a focus on developing ideas about science and the nature of science. One of the main purposes of science education is to determine the true nature of science and to determine an education model in this direction. In this context, the concept of paradigm, which Kuhn put forward as a result of his studies on the history of science, has led to a change in views on the nature of science and science education. For Kuhn, science education is the process of conveying the paradigm underlying the current way of doing science to scientists and students because science education is possible only in the normal science period. Kuhn’s educational model is carried out through students who repeatedly try to solve puzzles or problems encountered in relation to the current paradigm. Kuhn’s understanding of science education is seen by Karl Popper, John Watkins and Richard Bailey as a rigid, conservative, dogmatic and indoctrinational education approach with the claim that it prevents critical thinking. In this context, the article primarily examines Kuhn’s thoughts on science education and the reflections of these thoughts in the field of education. Then, it is argued that Kuhn’s views on science education are not dogmatic as claimed, he does not emphasize indoctrination, and that such interpretations cannot go beyond a radical approach. Finally, in the article, it is emphasized that Kuhn’s understanding of science education should be evaluated only as a description of science education

Possible role of GADD45γ methylation in diffuse large B-cell Lymphoma: Does it affect the progression and tissue involvement?

Objective: Diffuse large B-cell lymphoma (DLBCL) is the most common type of non-Hodgkin lymphoma among adults and is characterized by heterogeneous clinical, immunophenotypic, and genetic features. Different mechanisms deregulating cell cycle and apoptosis play a role in the pathogenesis of DLBCL. Growth arrest DNA damage-inducible 45 (GADD45γ) is an important gene family involved in these mechanisms. The aims of this study are to determine the frequency of GADD45γ methylation, to evaluate the correlation between GADD45γ methylation and protein expression, and to investigate the relation between methylation status and clinicopathologic parameters in DLBCL tissues and reactive lymphoid node tissues from patients with reactive lymphoid hyperplasia. Materials and Methods: Thirty-six tissue samples of DLBCL and 40 nonmalignant reactive lymphoid node tissues were analyzed in this study. Methylation-sensitive high-resolution melting analysis was used for the determination of GADD45γ methylation status. The GADD45γ protein expression was determined by immunohistochemistry. Results: GADD45γ methylation was frequent (50.0%) in DLBCL. It was also significantly higher in advanced-stage tumors compared with early-stage (p=0.041). In contrast, unmethylated GADD45γ was associated with nodal involvement as the primary anatomical site (p=0.040). Conclusion: The results of this study show that, in contrast to solid tumors, the frequency of GADD45γ methylation is higher and this epigenetic alteration of GADD45γ may be associated with progression in DLBCL. In addition, nodal involvement is more likely to be present in patients with unmethylated GADD45γ. © 2015 Turkish Society of Hematology. All rights reserved