Promoting 21st-Century Learning: Online Collaboration through Design Thinking Framework for Today\u27s ESL Students

Learners of the 21st-century engage and learn differently than ever before. Policymakers and teachers are now challenged to makeshift into the 21st-century education model and adapt their approaches to better prepare the students for the future work world. 21st-century ESL classrooms should reflect this learning model through a more engaging, collaborative, and student-centered approach. Collaboration and Information and Communication Technology (ICT) skills are vital in 21st-century learning. Research shows that ESL learners can benefit from collaborative activities and the use of technology improves students\u27 language reception and production. However, due to the lack of understanding of the paradigm shift in education, lack of teacher support, and time restrictions it is challenging for teachers to adapt their teaching approach to this new model. As a result, students are not engaged in their classrooms or well prepared for their future studies. Due to the novel coronavirus, most classrooms have shifted to online teaching. Teachers need support in how to adapt their teaching into an online platform. Through online collaboration tools, ESL teachers can promote student engagement, 21st-century skills, and second language learning. The website in this project is created to support the knowledge and understanding of the ESL teachers who want to integrate a 21st-century approach to their current teaching practices. The website will be useful for ESL teachers to find resources on online collaboration and adapt their online teaching and/or improve their current one. A 21st-century framework; Design Thinking is also introduced with tools to help ESL teachers when promoting a meaningful collaborative learning model

Bilge Hapcioglu, Yildiz Yegenoglu, Rian Disci, Zayre Erturan and Hande Kaymakcalan

The purpose of this study is to determine the prevalence of tinea pedis and onychomycosis in children of elementary school age and to examine the socio-demographic attributes that may be effective in correlation of both mycoses. 3,390 female and 3,768 male children between ages 6–14 have been examined in seven schools. Skin scrapings and nail samples were taken from 13 students who were suspected to have tinea pedis and from 49 students who were suspected to have onychomycosis. According to direct microscopy (10–15% KOH+calcofluor white) and culturel examination (Sabouraud dextrose agar and dermatophyte test medium) 11 students were diagnosed as tinea pedis and 24 were diagnosed as onychomycosis. Trichophyton rubrum was isolated in 3 students with tinea pedis whose culture was positive and five Candida albicans, five Candida glabrata and one Candida tropicalis cases were isolated from 11 samples with onychomycosis. Tinea pedis prevalence has been found to be 3.3%0. Differences between onychomycosis prevalence based on age have been found to be significant (p<0.001). In conclusion, it has been determined that the prevalence of tinea pedis and onychomycosis among children is low. Candida spp. was isolated from all of the 14 samples diagnosed as onychomycosis. Our study shows similar results with previous studies done in Turkey and that Trichophyton rubrum continues to be the most isolated agent

An in vitro comparison of different adhesive strategies on the micro push-out bond strength of a glass fiber post

Objectives: To evaluate in vitro the push-out bond strengths of a glass fiber post adhesively luted with self-etching resin based and self-adhesive luting cements, as well as modified application procedure of self-adhesive luting cements in combination with single step self-etch adhesives. Materials and methods: Fifty single-rooted human maxillary central incisor teeth were endodontically treated and divided into five groups (n=10). Glass fiber posts (RelyX Fiber Post) were cemented with the following materials: group 1: ED Primer II/Panavia F 2.0 (PAN); group 2: RelyX Unicem (RU); group 3: Maxcem (MC); group 4: Adper Prompt L-Pop (PLP)/RelyX Unicem; group 5: Optibond all-in-one (OB)/Maxcem. Bonded specimens were cut (1-mm-thick sections) and push-out tests were performed (crosshead-speed, 0.5 mm/min). Data were analyzed by one-way ANOVA followed by the Tukey-HSD test for post hoc comparisons at ? = 0.05. Results: The highest bond strength was recorded for groups 4 and 2, with no statistically significant differences among them (p>0.05). Group 4 showed significantly higher bond strength than group 1 (p<0.001), group 3 (p<0.0001) and group 5 (p<0.0001). Group 1 showed significantly higher bond strength than the group 3 (p<0.05). No statistically significant differences were observed among group 1 and group 2, group 1 and group 5, group 3 and group 5. Group 3 showed significantly lower push-out bond strength than the all other luting strategies except for the group 5. Conclusions: The push-out bond strength values of modified application procedure of self-adhesive luting cements (RU and MC) in combination with single step self-etch dentin adhesives (PLP and OB) did not improve the push-out bond strength of fiber post when compared with those where the conventional use of self-adhesive cements. © Medicina Oral S. L

Astronomide yaygin öğrenim arayişlari ve meyvesi beyaz cüce

Executing Expansive Learning, which means learning without any schedule, place or intructor, has confused every astronomers' mind. For us, as the students of different universities and perspectives, it was confusing how to share our knowledge and experience. The astronomy students who met at the 4th National Astronomy Student Congress in 2006, started a solution based on share of knowledge and experience. This report tells us the story of Beyaz Cüce workgroup which created as a result of sharing the knowledge and ideas.peer-reviewe

Tabu #1 : bilimsel makale yazmak çok zordur(!)

Target Group: Undergraduate student who has never made a scientific research, especially Astronomy students. Objective: To show this group, making a scientific research and resulting it is not much difficult. Method: Making a research on practical, and writing an article. Result: Young scientists who trust themselves, can make a scientific research, made a few support to the Oceon of Science.peer-reviewe