Hyperosmolarity induced cystine transport and cystine cysteine cycle between erythrocytes and the plasma

The objective of the present study was to determine if a cystine-cysteine cycle operates between the erythrocytes and the plasma. In the present study we incubated the erythrocytes in krebs ringer phosphate buffer with different osmolarity containing different amounts of cystine. Our results show that erythrocytes do not uptake cystine from the environment when the osmolarity of the buffer is 310 mOsmol/l. Erythrocytes also do not operate a cystine-cysteine cycle in this isoosmolar buffer. However, when exposed to hyperosmolar buffer in the ranges that occur in the kidney medulla which is in between 1200-1400 mOsmol/l erythrocytes start to uptake cystine from the environment and induce a cystine-cysteine cycle. The cystine uptake and cystine-cysteine cycle were characterized by measurement of changes in the free -SH concentrations in erythrocytes and in the buffer. Following incubation of erythrocytes in 1 mM cystine containing 1250 and 1300 mOsmol/l buffer, the free -SH concentrations in the buffer reached to 0.102±0.002 and 0.241±0.013 μmol/ml erythrocyte respectively. Our results demonstrate that erythrocytes display a cystine-cysteine cycle in hyperosmolar environment which is prevailed mainly in the kidney medulla. Our results also display that this process is biologically active and energy dependent. The observed cystine-cysteine cycle is inhibited when the erythrocytes are incubated at lower temperatures and in the absence of glucose. Our results suggest that erythrocytes uptake cystine, intracellulary reduce it to cysteine and release it back to the environment when exposed to hyperosmolar conditions. Erythrocytes may have a role in the regulation of plasma cystine and cysteine concentrations and may contribute to the regulation of plasma redox status

Extended-Spectrum Beta-Lactamase Activity and In Vitro Efficiency of Ertapenem among Escherichia coli Strains Isolated from Urine Samples

Introduction: Urinary tract infections are the most common infections among community and hospital-acquired infections. Escherichia coli is the most frequently isolated pathogen of these infections. Despite the widespread use of antibiotics, especially beta-lactamase and extended-spectrum beta-lactamase (ESBL) producing strains continue to increase in number. Since these strains have evolved antimicrobial resistance, morbidity and mortality rates and treatment costs are increasing. The aim of this study was to investigate ESBL activity of E. coli strains isolated from the urine samples sent to microbiology laboratory, and in vitro efficacy of ertapenem which recently entered the clinical use. Materials and Methods: A total of 346 E. coli strains isolated from urinary specimens sent to clinical microbiology laboratory between September 2012 and September 2013 were included in the study. The samples were inoculated in 5% sheep blood agar and Eosin Methylene Blue Agar plates, and incubated in aerobic environment for 24-48 hours at 35°C for routine examination. Besides conventional methods, VİTEK 2 (bioMerieux, France) full automated system, was used for bacterial identification. Antibiotic sensitivity test of the identified bacteria was carried out by VITEK2 system, based on "Clinical and Laboratory Standards Institute (CLSI)" criteria. Results: Seventy (20.2%) of 346 E. coli strains isolated from urine samples were found to be ESBL producer. Of these 97.4% were sensitive to ertapenem and all ESBL negative E. coli strains were found to be susceptible to ertapenem. About 12.9% of ESBL positive E. coli strains were ertapenem-resistant. When we comparec sensitivity to ertapenem in ESBL positive and negative strains, the difference was statistically significantly (p< 0.05). Conclusion: Ertapenem is believed to be a good alternative of antimicrobial agent for the treatment of ESBL positive and negative E. coli infections with high sensitivity ratio and ease of single daily dose

PRE-SERVICE TEACHERS' SELF-EFFICACY LEVELS IN USING TECHNOLOGY IN EDUCATION AND THEIR TECHNOLOGY ACCEPTANCE LEVELS

Günümüz sartlarina uygun olarak hizla degisen ve gelismekte olan teknoloji egitim çerçevesinde ele alindiginda, egitimine teknolojinin entegreasyonunun, egitimin kalitesini artirmasi beklenmektedir. Entegrasyon sürecinin önemli paydaslarindan birisi de kuskusuz ögretmenlerdir. Buna bagli olarak bu arastirmanin amaci ögretmen adaylarinin teknolojiyi kabullenme düzeylerini ve egitimde teknolojiyi kullanma öz-yeterlik düzeylerini ögrenim gördükleri bölüm, cinsiyet, sinif düzeyi açisindan incelemek ve aralarindaki iliskiyi belirlemektir. Bu arastirma betimsel tarama modelinde yürütülmüstür. Arastirmanin çalisma grubunu Amasya Üniversitesi Egitim Fakültesinde farkli bölümlerde ve farkli siniflarda ögrenim görmekte olan 300 ögretmen adaylari olusturmaktadir. Arastirmanin verileri Teknoloji Kabul Ölçegi ve Egitim Teknoloji Kullanma Öz-Yeterlilik Algi Ölçegi kullanilarak toplanmistir. Teknoloji Kabul Ölçegi, besli likert tipinde olup 11 faktör (algilanan kullanislilik, algilanan kullanim kolayligi, kullanima yönelik tutum, öznel norm, öz yeterlik, kolaylastirici durumlar, teknolojik karmasa, kaygi, algilanan eglence, uygunluk, davranissal niyet) altinda belirlenen 37 maddeden olusmaktadir. Ölçegin güvenirlik katsayisi Cronbach Alfa ile belirlenmistir. En düsük 0,798 ile öz-yeterlilik faktörü üzerinde, en yüksek ise 0,909 ile eglence faktörü üzerinde bulunmustur. Egitim Teknoloji Kullanma Öz-Yeterlilik Algi Ölçegi, besli likert tipinde olup &#39;Egitimde Teknolojinin Olumlu Etkisine Inanç&quot; ve &#39;Teknolojinin Lisans Programina Etkisi&#39; faktörleri altinda belirlenen 28 maddeden olusmaktadir. Ölçegin geçerlilik ve güvenirlik katsayisi 0,86 olarak belirlenmistir. Elde edilen veriler aritmetik ortalama, standart sapma, t-test, anova ve pearson r korelasyon katsayisi kullanilarak analiz edilecektir. Bu çerçevede sonuçlar sunularak tartisilacaktir In the context of the rapidly changing and developing technology education in accordance with today&#39;s conditions, it is expected that the integration of technology to education is to improve the quality of Education. One of the important stakeholders of the integration process is undoubtedly teachers. The aim of this study is to investigate the level of using technology in edcaution selfefficacy and technology acceptance levels of teacher candidates in terms of gender, class level, and the relationship between them. This research was carried out in the descriptive scanning model. The Study Group consists of 300 prospective teachers who are studying in different departments and different classes at Amasya University Faculty of Education. The data of the study were collected using the technology acceptance scale and the using technology in education selfsufficiency perception scale. The technology acceptance scale consists of 37 factors (perceived usefulness, perceived ease of use, attitudes towards use, subjective norms, self-efficacy, facilitator situations, technological complexity, anxiety, perceived entertainment, appropriateness, behavioural intentions) that are in five Likert type. Reliability coefficient of the scale was determined by Cronbach Alpha. It was found on the self-sufficiency factor with the lowest 0,798 and on the entertainment factor with the highest 0,909. The using technology in education selfsufficiency perception scale consists of 28 articles in five Likert type, which are determined under the factors of &#39;belief in the positive impact of technology on education&quot; and &#39;effect of Technology on Undergraduate Program&#39;. The validity and reliability coefficient of the scale were determined as 0.86. The data obtained will be analyzed using the arithmetic mean, standard deviation, t-test, Anova and pearson R correlation coefficient. In this context, the results will be presented and discussed

Efficiency of azathioprine monotherapy for maintenance treatment of autoimmune hepatitis in children

Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.INTRODUCTION: Autoimmune hepatitis (AIH) is a common pediatric liver disease and long-term remission is usually maintained with low dose prednisolone and azathioprine (AZA). The aim of this study is to evaluate the efficiency of AZA monotherapy for maintenance treatment of children with AIH. MATERIALS AND METHODS: This study was a retrospective analysis of the 55 children with AIH. Patients were divided into two groups: combination therapy (CT) and AZA group based on maintenance therapy. Results of these two different maintenance treatments were compared in children with AIH. RESULTS: The mean age of the children was 10.67 ± 4.30 years (61.8% females) with a mean follow-up period of 46.8 ± 33.6 months. For maintenance treatment, 39 (70.9%) patients received AZA and 16 (29.1%) patients received CT. Relapse was observed in nine (19.6%) cases in the follow-up period; two were in the CT group (2/16; 12.5%) and seven (7/39; 17.9%) were in the AZA group (P = 0.620). In AZA group, the duration of remission was 22.2 ± 6.1 months and that was longer than CT group (P = 0.025). CONCLUSION: Our study suggests that AZA monotherapy is an effective and safe therapy for maintaining remission in children with AIH. AZA monotherapy may be used for maintenance treatment of children with AIH, except in cases of overlap syndrome and also to avoid side effects of long-term used steroids and to improve treatment compliance in proper cases