The Effect of Remote Collaborative Work on Design Processes During the Pandemic

At the beginning of 2020, the virus called "COVID-19" spread rapidly all over the world. One of the measures taken to prevent the spread of the virus was social distance rules. Hence, employees and students had to work remotely using communication tools. In the design field, professionals and students working remotely during the pandemic, were limited to the possibilities of the communication tools they used while developing the design process, and they found ways to use these facilities in line with their practice routines in the physical environment. In this article, the tools used during the collaborative design processes conducted remotely during the pandemic were examined with a questionnaire study. Even though designers worked digitally due to the necessity to continue their work in this period, it was observed that they had positive experiences with the special tools they used. However, the transfer of tacit knowledge to design projects in the collaborative design process has been restricted in the collaborative design process due to limited spatial communication. While many designers were discovering the tailored tools for this purpose they could already use, many improvements were suggested through the unaware needs became explicit ones

Investigation of the effect of book reading activity on attention level and reaction time in student athletes

The aim of this study is to investigate the effect of regular book reading activity on attention level and reaction time in student athletes. The study group consists of 33 student athletes, 17 individuals in control group and 16 individuals in experiment group, doing individual or team sports. Experiment group read books for a period of 40 minutes, three times a week. In addition to personal information form, “Visual Attention Test” is applied to volunteers. The data of the research were evaluated in the SPSS program. Differences were observed in reaction time of students who regularly read books and not (p<0.05). While no difference was observed in accuracy ratio of student athletes who do not read books, differences were found in student athletes who read (p<0.05). While no differences were observed on accuracy ratio of student athletes doing individual sports who do not read books regularly, differences were determined on accuracy ratio of student athletes doing team sports. There were differences on accuracy ratio of student athletes doing individual sports or team sports and who read books regularly. In conclusion, it is determined that students doing individual sports or team sports who read books regularly have better attention levels compared to those who do not read books