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The novel coronavirus identified as severe acute respiratory syndrome-coronavirus-2 causes acute respiratory distress syndrome (ARDS). Our aim in this study is to assess the incidence of life-threatening complications like pneumothorax, haemothorax, pneumomediastinum and subcutaneous emphysema, probable risk factors and effect on mortality in coronavirus disease-2019 (COVID-19) ARDS patients treated with mechanical ventilation (MV). Data from 96 adult patients admitted to the intensive care unit with COVID-19 ARDS diagnosis from 11 March to 31 July 2020 were retrospectively assessed. A total of 75 patients abiding by the study criteria were divided into two groups as the group developing ventilator-related barotrauma (BG) (N = 10) and the group not developing ventilator-related barotrauma (NBG) (N = 65). In 10 patients (13%), barotrauma findings occurred 22 ± 3.6 days after the onset of symptoms. The mortality rate was 40% in the BG-group, while it was 29% in the NBG-group with no statistical difference identified. The BG-group had longer intensive care admission duration, duration of time in prone position and total MV duration, with higher max positive end-expiratory pressure (PEEP) levels and lower min pO2/FiO2 levels. The peak lactate dehydrogenase levels in blood were higher by statistically significant level in the BG-group (P < 0.05). The contribution of MV to alveolar injury caused by infection in COVID-19 ARDS patients may cause more frequent barotrauma compared to classic ARDS and this situation significantly increases the MV and intensive care admission durations of patients. In terms of reducing mortality and morbidity in these patients, MV treatment should be carefully maintained within the framework of lung-protective strategies and the studies researching barotrauma pathophysiology should be increased.

This study aims to determine school administrators’ attitudes toward special education, their level of knowledge, their collaboration experiences, and their in-service training needs. The study group of the research, which was conducted with a case study based on qualitative research methods, consisted of eight school administrators who served in public schools in the academic year of 2022-2023. Five themes were identified by analyzing the data obtained through the interview technique. The results of the study revealed that the school administrators described individuals with special needs as individuals who differ from their peers in certain areas and need special attention and education. The school administrators considered themselves inadequate in the field of special education. In the collaboration theme, they emphasized the significance of family collaboration but indicated that they were not supported as needed. Moreover, the administrators needed in-service trainings and seminars. Consequently, the role of administrators in special education has a direct impact on the education and development of students with special needs. They should have a broad accumulation of knowledge, exhibit strong leadership skills and act with an empathetic approach. In this sense, it is expected that the organization of in-service trainings and seminars will enhance the quality of special education services by improving the knowledge and skills of administrators.

In this study, we aimed to present three different methods for symptomatic aberrant right subclavian artery (ARSA) surgery. We identified 11 consecutive adult patients undergoing symptomatic and/or aneurysmal ARSA repair between January 2016 and December 2020. Symptoms were dysphagia (n=8) and dyspnea + dysphagia (n=3). Six patients had aneurysm formation of the ARSA (mean diameter of 4.2 cm [range 2.8 - 6.3]). All data were analyzed retrospectively. Median age of the patients (7 females/4 males) was 55 years (range 49 - 62). The first four patients (36.4%) underwent hybrid repair using thoracic endovascular aortic repair (TEVAR) and bilateral carotid-subclavian artery bypass (CScBp). Three patients (27.2%) were treated by open ARSA resection/ligation with left mini posterolateral thoracotomy (LMPLT) and right CScBp. And the last four patients (36.4%) underwent ARSA resection/ligation with LMPLT and ascending aorta-right subclavian artery bypass with upper mini sternotomy (UMS). Two of the four patients who underwent TEVAR + bilateral CScBp had continuing dysphagia cause of persistent esophageal compression. Brachial plexus injury developed in one of three patients who underwent LMPLT + right CScBp. Pleural effusion treated with thoracentesis alone was observed in one of four patients who underwent UMS + LMPLT. Among the symptomatic and/or aneurysmal ARSA treatment approaches, surgical and hybrid methods are used. There is still no consensus on how to manage these patients. In our study, we recommend the UMS + LMPLT method, since the risk of complications with anatomical bypass is less, and we have more successful surgical results.

The morphologic and functional damages of diabetes mellitus (DM) on microcirculation can play a role in the pathogenesis of both polyneuropathy and cerebral white matter lesions. The aim of this study is to investigate the relation between polyneuropathy and cerebral deep white matter lesions (DWMLs) and carotid atherosclerosis in patients with type 2 DM. Sixty-six patients with type 2 DM without any disorder that may cause polyneuropathy, and vascular risk factors except for DM and hyperlipidemia were included in the study. DWMLs and carotid atherosclerosis were investigated in patients with and without polyneuropathy. Forty patients (60.6%) had diabetic sensorimotor polyneuropathy. DWMLs were more frequent in patients with polyneuropathy compared to patients without polyneuropathy (p = 0.003). Logistic regression analysis confirmed association between polyneuropathy and DWMLs after adjusted for age (p = 0.013), duration of DM (p = 0.007), and both age and duration of DM (p = 0.016). No statistically significant difference was found between patients with and without polyneuropathy for carotid atherosclerosis. Among patients with polyneuropathy, those having DWMLs had higher mean age (p = 0.003) and longer symptom duration (p = 0.020) compared to patients without DWMLs. No association was found between DWMLs and carotid atherosclerosis. Polyneuropathy and cerebral DWMLs in type 2 DM patients may share common pathogenesis; presence and duration of polyneuropathy symptoms may predict ischemic white matter damage independent of carotid atherosclerosis.

Local literacy could be defined as a process of gaining skills for the recognition of local assets, historical sites, places and literary works, which are important for countries in a national and spiritual sense (historical, cultural, touristic, economic, etc.) in the areas where citizens live, being aware of the basic characteristics of the local habitat, and when necessary, reporting the gained knowledge and skills to other people through presentations appropriately prepared (Güven, 2019). This conceptual article discusses opinions and suggestions about the introduction of local literacy skills, which are considered very necessary and profitable for local governments, education and training institutions. It also discusses the contributions provided with the gain of local literacy skills to local governments. The article presents ways in which students can be supported to learn about and adopt the material and spiritual items with a certain value, the individuals and institutions that provide community benefits, sites, natural resources, and the richness around them. Local governments are also provided with some considerations and suggestions about local literacy, which is considered necessary for local governments, and their contributions to local governments as an incentive to invest.

Understanding and interpreting biased data, decision-making in accordance with the data, and critically evaluating situations involving data are among the fundamental skills necessary in the modern world. To develop these required skills, emphasis on statistical literacy in school mathematics has been gradually increased in recent years. The critical views of 8th graders with respect to statistical data presented in several newspaper articles were investigated from various aspects through this descriptive study. The study was conducted in a middle school with 9 students at the 8th grade level. The statistical data included in news articles selected from different national newspapers published in Turkey were used to collect the data. Through clinical interviews, the evaluations of the students were determined from the aspects of consistency, sample, data collection, data analysis, data presentation, and data support; the reasoning behind the students' evaluations was also discussed. As a result, it was determined that the students did not perform well during their critical evaluations of newspaper articles that included research data.

Problem solving is not simply a process that ends when an answer is found; it is a scientific process that evolves from understanding the problem to evaluating the solution. This process is affected by several factors. Among these, one of the most substantial is belief. The purpose of this study was to evaluate the beliefs of high school students according to their explanations in the problem solving process. A case study was carried out with five students. Each of the students' problem solving processes was examined by means of clinical interviews and three problems were presented to the students. The results illustrate that the students who thought problem solving should be a short process and that they could address it by memorization of rules also believed that problem solving is difficult. This study concludes that not only beliefs affect the problem solving process, but also personal factors such as life experiences.

Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-intervention-posttest experimental design. In this context, 40 student mathematics teachers took \"Purdue Spatial Visualization\" (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills. [PUBLICATION ABSTRACT]

By this research, it is aimed to determine the effect of in-service training was designed due to Rieber and Welliver’s (1989) technology integration model to the secondary school mathematics teachers’ technology usage level. The in-service course was conducted over a 15-week period and 13 secondary school mathematics teachers from Bayburt participated in the course. When the course program was being structured, some software and learning objects developed for mathematics teaching were utilized. The applications were supported by worksheets and activity examples appropriate for the curriculum. In this study where data were gathered using interviews and observations, the case study method was used. The collected data was analysed by means of qualitative and quantitative analysis methods. When the findings were checked, it can be seen a result that teachers took advantage of technology for composing deep conceptual comprehension and structuring concepts by students centred explores and used technology in their lessons frequently. By this manner, it was resulted that the designed course positively affected to teacher’s technology usage levels. Bu çalışma ile Rieber ve Welliver'in (1989) teknoloji entegrasyon modeline göre tasarlanan hizmet içi eğitim kursunun, ortaokul matematik öğretmenlerinin teknolojiyi derslerinde kullanma düzeyleri üzerindeki etkisini belirlemek amaçlanmıştır. Kurs programı 15 haftalık bir süreçte yürütülmüştür ve kursa Bayburt ilinde görev yapan 13 ortaokul matematik öğretmeni katılmıştır. Kurs programı yapılandırılırken matematik öğretimi için geliştirilen bazı yazılımlar ve öğrenme nesnelerinden faydalanılmıştır. Uygulamalar, öğretim programına uygun çalışma yaprakları ve etkinlik örnekleri ile desteklenmiştir. Mülakat ve gözlemler kullanılarak verilerin toplandığı bu çalışmada, özel durum çalışması yöntemi kullanılmıştır. Toplanan veriler, nicel ve nitel veri analizi yöntemleri kullanılarak analiz edilmiştir. Bulgular incelendiğinde hizmet-içi eğitim kursu sonrasında öğretmenlerin, geleneksel uygulamalardan farklı olarak kavramların, ilişkilerin öğrenci merkezli keşiflerle yapılandırılması ve derin kavramsal anlama oluşturulması amacıyla teknolojiden faydalandıkları ve derslerinde sıklıkla teknoloji kullandıkları görülmüştür. Bu bağlamda tasarlanan kursun öğretmenlerin teknoloji kullanım düzeylerine olumlu bir etki yaptığı sonucu elde edilmiştir.

Bu çalışmanın amacı olasılık ünitesinin alt konularının öğrenimi/öğretimi için geliştirilen UZWEBMAT (Uyarlanabilir Zeki WEB tabanlı MATematik eğitimi) ile oluşturulan öğrenme ortamından yansımaların nitel olarak değerlendirilmesidir. Çalışma 2010-2011 yılında Trabzon, Türkiye’deki iki farklı anadolu lisesinin üç farklı onuncu sınıfındaki öğrencilerle özel durum çalışması olarak yürütülmüştür. Çalışmaya toplam seksen bir öğrenci ve üç öğretmen katılmıştır. Veri toplama aracı olarak öğretmen ve öğrencilerden nitel veriler elde etmeye yarayan mülakat formları kullanılmıştır. Katılımcılardan elde edilen nitel veriler içerik analizine tabi tutulmuştur. Çalışmadan elde edilen yansımalar olumlu ve olumsuz olmak üzere iki başlık altında toplanmıştır. UZWEBMAT ile oluşturulan matematik öğrenme ortamından, bireysel öğrenim görme, matematiksel ilişkileri ve formülleri keşfetme, öğrenmede sorumluluk alma gibi olumlu yansımaların olduğu sonucuna ulaşılmıştır. Bu olumlu yansımaların yanında merkezi sınavlarda başarısız olunacağı kaygısı ve matematiğin her konusunun bu tür bir sistemle öğrenilemeyeceği kaygısı da olumsuz yansımalar olarak öne çıkmıştır. Purpose of this study is to produce a qualitative evaluation of reflections from the learning environment created by UZWEBMAT (Adaptive Intelligent WEB based MAThematics Instruction) which was developed to teach/learn sub-topics of probability unit. The study was a case study. It was conducted during 2010-2011 academic term in Trabzon, Turkey. The case study was carried out with tenth grade students from three different classes in two different Anatolian high schools. Eighty one students and three teachers participated in the study in total. Interview forms were employed as data collection tools. These forms were for collecting qualitative data from teachers and students. Qualitative data collected from the examinees were analyzed via content analysis. Reflections derived from the study were divided into two categories which were positive and negative. It was decided that there were positive reflections from the mathematics instruction environment created by UZWEBMAT such as individual learning, exploring mathematical connections and formulas, and taking the responsibility of learning. In addition to these positive reflections, there were negative reflections such as concern of failing in central exams and the impossibility/possibility of teaching other subjects of mathematics with a similar system.