İstanbul'un tarihi liseleri:Çamlıca'daki güzel lise

Taha Toros Arşivi, Dosya Adı: Eğitimİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

İstanbul'un tarihi liseleri:Istanbul Kız Lisesi 66 yıl önce kuruldu

Taha Toros Arşivi, Dosya Adı: Eğitimİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

An Important Historical Milestone: The Classification of the Cubic Equations

This article investigates the use of the history of mathematics as a pedagogical tool for the teaching and learning of mathematics, using the history of the cubic equation as a specific example.Cubic equations arise intrinsically in many applications in natural sciences and mathematics. For example, in physics, the solutions of the equations of state in thermodynamics, or the computation of the speed of seismic Rayleigh waves require the solutions of cubic equations. In mathematics, they are instrumental in solving the quartic equations, for in the process, these are reduced to cubic equations. The impossibility of trisecting an angle or doubling a cube using only a straightedge and compass is equivalent to solving some cubic equations. As the name implies, the cubic spline approximation, an important tool in numerical analysis, also entails working with cubic functions. Although cubic equations were explored by the ancient Babylonian, Greek, Chinese, Indian, and Egyptian scholars, it took the collective work of many well-known mathematicians such as Diophantus, Archimedes, Fibonacci, del Ferro, Khayyam, Tartaglia, Cardano, Viète, Descartes, and Lagrange to finally obtain a full solution. Our goal in this paper is to investigate one of the most formidable steps in this extensive and prolific history, namely the complete classification of the cubic equations by Omar Khayyam in eleventh century, who was the first scholar to classify cubic equation and hence facilitate a methodical and logical approach to obtaining a general solution

Pedagogy on the Ethnomathematics--Epistemology Nexus: A Manifesto

In this paper, we will elaborate on a pronouncement that should be at the onset of any study in epistemology and ethnomathematics, namely, we will argue that learners do think mathematically and it is our responsibility as educators to recognize and appreciate their modes of mathematical reasoning. We will conduct our study in five parts. Following a brief introduction, in the second part, we will briefly discuss some of the critical tenets of epistemology especially as it applies to mathematics. The third part will be devoted to elucidating the basic nomenclature and hypotheses associated with ethnomathematics. In the fourth part we will expound on the organic and intrinsic relationship between these two fields. Lastly, we will propose some changes in the way academic mathematicians regard philosophy and pedagogy of mathematics that, in our opinion, will facilitate students’ understanding of the cultural aspects of mathematics

İstanbul'un tarihi liselerini tanıtıyoruz:Şişli Terakki bir hayır kurumuydu

Taha Toros Arşivi, Dosya Adı: Eğitimİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

İtalyan Lisesinde

Taha Toros Arşivi, Dosya Adı: Eğitimİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

İstanbul'un tarihi liselerini tanıtıyoruz:Saint Michel'de bu yıl 610 öğrenci var

Taha Toros Arşivi, Dosya Adı: Eğitimİstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033

POLYMORPHISMS OF HPC2/ELAC2 AND SRD5A2 (5α-Reductase Type II) GENES IN PROSTATE CANCER

ABSTRACT Prostate cancer is the proliferation of malignant cells in the prostate gland. The HPC2/ELAC2 gene on chromosome 17p11.2 and SRD5A2 gene on chromosome 2p22-23 are predisposing genetic factors. We examined the relationship between Ser217Leu and Ala541Thr polymorphisms of the former gene, and Ala49Thr and Val89Leu polymorphisms of the latter gene to prostate cancer in Turkish men, using the polymerase chain reaction (PCR) method and appropriate restriction enzymes. The HPC2/ ELAC2 gene Ser217-Leu and SRD5A2 gene Ala49Thr polymorphisms were associated with an increased risk of prostate cancer in Turkish men [for the HPC2/ELAC2 gene Ser217Leu polymorphism: odds ratio (OR) 2.7; confidence interval 95% (CI 95%) 1.6-4.8; p 0.000<0.05, and for the SRD5A2 gene Ala49Thr polymorphism: OR 2.4; CI 95% 1.2-4.9; p 0.004<0.05]

Microplastic pollution and risk assessment in packaged teas in Türkiye

Abstract: This article presents the first-ever findings on the release of MPs (microplastics) from tea bags containing tea leaves into tea infusions in Türkiye. The study aimed to investigate the possible distribution and abundance of MPs in cup of tea bags and teapot tea bags of fifteen packaged tea brands in Türkiye using ATF/FTIR analysis. The results showed that MPs were found in all the analyzed tea brands. Surprisingly, the highest particle number was observed in the dry tea samples (removed from tea bags) belonging to all brands. Brands A and O had the highest abundance of MPs. All MP particles identified were fiber in shape, and four colors were identified, with a predominance of navy blue. Polyethylene terephthalate (PET) was the most abundant polymer type. The size of MPs varied from 33.65 μm to 1680.20 μm. The daily MP exposure by tea intake was analyzed for male and female groups, and the dietary exposure for males was greater than that for females. According to the MP contamination factor values, a wide variety of MP contamination levels were determined, with a predominance of significant and very high levels of contamination. The mean polymer risk index was determined to be 10.80, indicating a low level of risk. Additionally, this study also provides information on the potential health effects of these harmful MPs. Considering that consuming tea is a significant way for individuals to come into contact with MPs, tea prepared with tea leaves packaged in tea bags could potentially have adverse effects on the health of consumers. Graphical Abstract: (Figure presented.

Basic competencies of instructional technologists

AbstractThe definition and competencies of an instructional technologist as the practitioner of instructional technologies have changed based on the changes in the definition of instructional technologies. The scope of instructional technologies changes and expands in line with the innovations and new thoughts, and so do the competencies of an instructional technologist. This study reviews the related literature and has a descriptive research design. The purpose of this study is to emphasize the importance of determining the competencies of an instructional technologist and to try to frame basic competencies of an instructional technologist