TRABZON İLİNDE MEYDANA GELEN HEYELANLAR VE HEYELANLARIN BÖLGEYE ETKİLERİ

Ülkemizde heyelana en çok maruz kalan bölge doğu Karadeniz bölgesi olmakla birlikte bu bölgede oluşan heyelanlardan en çok etkilenen illerden biri de Trabzon ilidir. Bölgenin arazi yapısı ve ortalama yağış eşik değerinin yüksek olmasının tetiklediği heyelanlardan bölge halkı ve ekonomisi oldukça etkilenmektedir. Bu çalışmada Trabzon’da meydana gelen heyelanlara neden olan faktörler ve bu heyelanların bölge halkı üzerindeki etkiler üzerinde durulmuştur

Identifying risk factors for blood culture negative infective endocarditis: An international ID-IRI study

Background: Blood culture-negative endocarditis (BCNE) is a diagnostic challenge, therefore our objective was to pinpoint high-risk cohorts for BCNE. Methods: The study included adult patients with definite endocarditis. Data were collected via the Infectious Diseases International Research Initiative (ID-IRI). The study analysing one of the largest case series ever reported was conducted across 41 centers in 13 countries. We analysed the database to determine the predictors of BCNE using univariate and logistic regression analyses. Results: Blood cultures were negative in 101 (11.65 %) of 867 patients. We disclosed that as patients age, the likelihood of a negative blood culture significantly decreases (OR 0.975, 95 % CI 0.963–0.987, p < 0.001). Additionally, factors such as rheumatic heart disease (OR 2.036, 95 % CI 0.970–4.276, p = 0.049), aortic stenosis (OR 3.066, 95 % CI 1.564–6.010, p = 0.001), mitral regurgitation (OR 1.693, 95 % CI 1.012–2.833, p = 0.045), and prosthetic valves (OR 2.539, 95 % CI 1.599–4.031, p < 0.001) are associated with higher likelihoods of negative blood cultures. Our model can predict whether a patient falls into the culture-negative or culture-positive groups with a threshold of 0.104 (AUC±SE = 0.707 ± 0.027). The final model demonstrates a sensitivity of 70.3 % and a specificity of 57.0 %. Conclusion: Caution should be exercised when diagnosing endocarditis in patients with concurrent cardiac disorders, particularly in younger cases

Teaching the "acid-base" subject in biochemistry via virtual laboratory during the COVID-19 pandemic

Virtual laboratories have started to be the leading alternative teaching tools during the Covid-19 pandemic process. The "Acid-Base" subject is among those that form the foundations of biochemistry. Students can learn the "Acid-Base" subject in a secure environment, with remote access through the use of virtual laboratory simulations. Simulation was applied to fourth-year undergraduate students in Turkey who want to obtain a bachelor's degree in science teaching during the present study. During the application process, the students conducted different experiments on the concepts of strong acid, strong base and pH, which are the basic concepts of biochemistry. In addition, student opinions regarding the application were also obtained. It was thus determined that the majority of the students were able to write hypotheses, test their accuracy and report the test findings correctly; a small number of students started to apply the simulations after examining them in accordance with scientific terminology. At the end of the application, the students also stated that they had fun during the application which also provided effective learning. It is recommended that classroom activity which is integrated with simulation be used in Chemistry, Biochemistry and Science Laboratory Applications courses

Let's get to learn the particulate structure of matter with augmented reality!: a jigsaw IV technique lesson plan

The present study aimed to develop, introduce, and conduct an activity for the integration of augmented reality to the jigsaw IV technique in a planned and systematic manner. The activity developed for secondary school students is related to the "Pure Substances" subject which it is included in the "Particulate structure of matter" topic. The activity was arranged as; an attractive introduction, expert group studies, home team studies and assessment stages. Whereas augmented reality was used during the "home team study" stage for the jigsaw IV technique. Students are given the opportunity to examine a lot of resources during the "expert group study" and "home team study" stages to encourage them to be educated as science literate individuals. Whereas the students are subject to individual examinations during the assessment stage. This activity is an example for increasing the usage area of augmented reality in the education environment. Moreover, it is also considered that the activity will provide benefits in ensuring meaningful learning by embodying abstract concepts and helping students in improving 21st-century skills (e.g., cooperative study skills, learning to learn, communication, entrepreneurship, adaptation, leadership, social skills, and responsibility, etc.)