Spatial abilities during the circalunar cycle in both sexes

Spatial abilities vary during the menstrual cycle. The effects of a similar rhythm in men are unknown. Mental rotation and spatial visualization of young healthy volunteers (29 females and 31 males) were tested during the menstrual and periovulatory phase of the menstrual cycle in women, and during the low-testosterone and high-testosterone phases of the circatrigintan rhythm in men in random order. Men outperformed women in both tests. In women, higher scores were achieved during the periovulatory phase, in men during the low-testosterone phase. The correlation between actual salivary testosterone levels and spatial abilities were positive in women and negative in men. According to our knowledge, this is the first study showing effects of a male infradian rhythm on cognitive abilities.     

Investigation of ABCA1 C69T polymorphism in patients with type 2 diabetes mellitus

Introduction:

Non insulin dependent diabetes mellitus is the most common type of diabetes. Genetic factors, lipid profiles, hypertension are potential risk factors for diabetes mellitus. Adenosine binding cassette transporter proteins 1 (ABCA1) plays a role in cholesterol metabolism, especially high density lipoprotein (HDL-cholesterol). There are multiple mechanisms by which HDL-cholesterol can be atheroprotective, it is clear that the relative activity of ABCA1 plays a major role. We aimed to investigate association of ABCA1 C69T gene polymorphism with lipid levels in Turkish type 2 diabetic patients.

Materials and methods:

After isolation of DNA by ethanol precipitation we determined ABCA1 gene polymorphism by using polimerase chain reaction - restriction fragment lenght polymorphism (PCR-RFLP) method in 107 type 2 diabetic patients and 50 healthy controls.

Results:

We have observed that the frequency of TT genotype is significantly higher in healthy controls compared to patients (14% vs. 3%; P = 0.008). Also frequency of T allele was higher in controls than in patients (34% vs. 21%; P = 0.020; OR (95% CI) = 0.52 (0.30–0.88)). There was no association of lipid levels and ABCA1 C69T polymorphism subgroups.

Conclusion:

We have found significantly higher frequency of both T allele and genotype in control group when compared to patients that made us think that T allele may be a protective factor against diabetes mellitus. But, we could not find a relationship between genotypes and lipid concentrations in our two groups. Larger studies will help us to understand the relationship between ABCA1 C69T genotype and lipid parameters in diabetes mellitus.     

Reliability and validity of a Turkish version of the DELES

The primary aim of this study was to examine the reliability and validity of a Turkish version of the Distance Education Learning Environment Survey (DELES) in post-secondary distance education. The second aim was to investigate empirically the conceptualisation of the distance education learning environment as a singular latent construct, within a second-order factorial structure that consists of six first-order factors. The DELES is a 34-item instrument for assessing social-psychological perceptions among distance education students. The tested hypotheses concerned key antecedents and consequences of the factorial structure of DELES in the Turkish context using confirmatory factor analyses. Principal component analysis of the Turkish data revealed six main factors of interest, which corresponded to the hypothesised constructs in the original DELES. The data suggested good reliability and validity for the Turkish DELES (DELES-TR) relative to the original version. Further, second-order analyses were conducted with two complementary samples to demonstrate the validity of six dimensions of the DELES-TR and their contributions to an overall factorial structure of social-psychological learning environment in distance education. Initial support for the second-order factorial validity of DELES-TR was found. Results indicate that a dimensional model of DELES-TR with the six first-order factors provided a superior fit to the data than first-order DELES-TR with six factors. Additionally, an investigation was conducted regarding associations between the DELES-TR’s psychosocial scales and a student satisfaction scale. This study is unique in its focus on the learning environment in distance education in the Turkish setting.     

X-ray radiography and tomography for monitoring the penetration depth of consolidants in Opuka – the building stone of Prague monuments

Stone consolidation is one of the major restoration treatments used for historical monuments preservation. A natural stone is a complicated heterogeneous porous system making the process of consolidation dependent on many variables. In practical restoration aims, for a given stone type, the selection of a suitable consolidant and consolidation conditions therefore remains a complex issue. The impregnation depth is a key factor for the assessment of the treatment efficiency. The combination of state-of-the-art hybrid pixel semiconductor detectors with newly available micro-focus X-ray sources makes possible to apply X-ray radiography, an ideal non-destructive tool, for penetration depth monitoring. In this study, high-resolution X-ray radiography is used for monitoring the penetration depth of organosilicon consolidants in the Opuka stone. The penetration depth has been evaluated in relation to the time of consolidation, stone porosity and consolidation mixtures properties. The exact influence of the X-ray contrast agent on the consolidation depth has been investigated as well. The information obtained provides supplementary knowledge on the suitability of investigated products for the treatment of this type of stone. In our study, the capabilities of X-ray radiography have been demonstrated on X-ray radiography simple projections, high-resolution computed tomography (CT) as well as on the dynamic processes monitoring. The results thus can serve also as an instrumental and methodological example applicable for consolidation monitoring of other stone types.     

Support services and learning styles influencing interaction in asynchronous online discussions

This paper reports a case of online classes from the English Language Teaching Programme at Anadolu University, Turkey. The study used an explanatory case oriented research design that assisted to examine relations between students’ learning styles and factors influencing students’ participation in asynchronous interactions in online courses. The study was carried out during the 2006–2007 academic year with a sample of 139 junior and senior students. The converger learners were more involved in discussion boards compared to other learning style groups. The most popular support service was found to be pedagogical and social guidance for all types of learning styles while the least preferred support services were the administrative and technical.

Unterstützungsdienste und Lernstiele zur Beeinflussung von asynchronen Online‐Diskussionen

In diesem Papier wird vom English Language Teaching Program der Anadolu Universität in der Türkei berichtet. Die Studie nutzte ein Erläuterungsprogramm, das zur Unterstützung von Beziehungen zwischen dem Lernverhalten und Faktoren, die die Teilnahme von Studenten an asynchronen Interaktionen in Online‐Kursen beeinflussen. Die Studie wurde 2006 und 2007 von einer Gruppe von 139 Junior‐ und Senior‐Studenten durchgeführt. Die “Converger” ‐Lerner waren im Vergleich zu anderen Gruppen. stärker in Diskussionsgruppen engagiert. Als der populärste Unterstützungsservice wurde der sowohl pädagogisch als auch sozial führende für alle Typen von Lernstielen empfunden, während die mit administrativ und technischem Schwerpunkt am Ende der Beliebtheitsskala rangierten.

Les services d’assistance et les styles d’apprentissage influencent l’interaction dans les discussions asynchrones en ligne

Cet article étudie le cas de cours en ligne du Programme d’Enseignement de la Langue Anglaise à l’Université Anadolu en Turquie. Dans cette étude on a utilisé un plan de recherche orienté vers l’examen de cas qui a aidé à examiner les relations entre les styles d’apprentissage des étudiants et les facteurs qui influencent leur participation aux interactions asynchrones dans les cours en ligne. Cette étude a été conduite pendant l’année universitaire 2006–2007 avec un échantillonnage de 139 étudiants de 3^e et de 4^e année. Les apprenants convergents participaient davantage aux groupes de discussion si on les compare aux groupes possédant d’autres styles d’apprentissage. Il ressort que le service d’appui le plus populaire était l’orientation pédagogique et sociale, ceci pour tous les types de style d’apprentissage alors que les services d’appui les moins populaires étaient d’ordre administratif et technique.

La influencia de los servicios de apoyo y de los estilos de aprendizaje sobre las interacciones en las discusiones asincrónicas en línea

Este artículo informa sobre el caso de cursos en línea dentro del Programa de Enseñanza de la Lengua Inglesa en la Universidad Anadolu de Turquía. En el presente estudio se utilizó un diseño explicativo de investigación orientado hacia los estudios de casos para facilitar la revisión de de las relaciones entre los estilos de aprendizaje de los alumnos y los factores que influyen sobre la participación de los alumnos en interacciones asincrónicas dentro de los cursos en línea. El estudio fuez llevado a cabo durante el año académico 2006–2007 con una muestra de 139 estudiantes de 3° y 4° año. Los discentes convergentes estaban más involucrados en los paneles de discusión en comparación con grupos con otros estilos de aprendizaje. Se notó que el servicio de apoyo más popular era la orientación pedagógica y socialesto para todos los tipos de estilos de aprendizaje mientras los servicios de apoyo menos preferidos eran administrativos y técnicos.     

American Hungarian Library Connections: Collecting,Inventorying, Preserving,and Sharing Hungarian Documents in the United States

Several waves of Hungarian immigrants arrived in the United States, beginning with the economic immigrants of the late nineteenth century through the interwar period and post-World War II, to the last major refugee crisis after 1956. Hungarian communities preserved their cultural heritage and ethnic identity by creating their own institutions: churches, societies, schools, libraries, etc. The author discusses the relationships between Hungarian and American libraries and librarians in terms of collecting, registering, preserving, and sharing the Hungarian cultural heritage.     

“You have betrayed us for a little dirty money!” The Prague Spring as seen by primary school teachers

This study focuses on the everyday operation of primary schools in Czechoslovakia during the so-called Prague Spring and the subsequent communist political clampdown after the invasion by the Warsaw Pact forces. The authors focus primarily on the experiences of teachers, how events in this complex period affected their professional lives, and how the renewal of totalitarian power was reflected in their work. The research is based on oral history as a method which enabled us to acquire unique knowledge concerning the work and life of teachers in the period under study. Findings from extensive archival research are also an important part of the research. These show that during the Prague Spring, as in Czechoslovak society as a whole, the socio-political climate in primary schools relaxed and communist power weakened, as reflected both in school operation and in-class instruction. After the Warsaw Pact invasion in August 1968, the regime became stricter again in schools and elsewhere (similar to before the onset of the Prague Spring). This was manifested especially in the constant control of teachers’ activities during the Prague Spring, in their persecution, and through the increasing emphasis on ideological aspects of teacher training and pupil formation through instruction.     

Short-Term Effects of Field Programme on Students’ Knowledge and Attitude Toward Biology: a Slovak Experience

Field trips are ideal for increasing students’ experience and perceptions of various organisms and their relationship between the original habitat. However, in general field trips are greatly neglected by teachers and their short-term effects are thought to be questionable. Therefore, we conducted a one-day field trip for both improving students’ knowledge in ecology and for examining short-term effects. Based on the results of the research conducted 3 days after the trip, we found a significant and positive increase in students’ attitudes toward biology, natural environment outside and future career in biology. Moreover, students displayed a better understanding of ecology concepts like ecosystems and food webs. However, no similar pattern was observed for the control group experienced only traditional biology settings. Thus, this study is unique showing significant short-term effects of a field trip on students’ attitude and knowledge toward biology.