Balıkesir University

The standard method for transporting tissues during limb transplantation and replantation is cold ischemic transport (CIT). However, CIT cannot completely prevent ischemia-reperfusion injury (IRI). As an alternative, extracorporeal perfusion (ECP) methods that provide an adequate metabolic environment for ischemic tissues could be considered. In this study, we investigated the differences between CIT and ECP in terms of their effects on IRI. An ischemia-reperfusion model was used to compare the CIT and ECP groups. This model includes a 6-hour ischemia period followed by a one-hour reperfusion period. Superoxide dismutase, catalase, total antioxidant status, total oxidant status, and total thiol levels in muscle and blood samples were biochemically analyzed to determine oxidative damage levels. TNF-α, NF-κB, and IL-10 levels were measured in the same samples to evaluate the degree of inflammation. Apoptosis was evaluated by measuring the levels of Bax and Bcl-2 proteins in muscle samples. Histopathologic examination was performed for tissue damage and mitochondria were evaluated by Cox staining. It was found that the ECP causes less oxidative and inflammatory damage than the CIT. Bax and bcl-2 levels did not differ between the 2 groups. Biochemical parameters were found to be higher in the CIT group. More mitochondrial damage was observed in the CIT system. ECP caused less inflammatory and oxidative damage compared with CIT. The promising results of our experimental study suggest that the clinical use of extracorporeal circulation machines for extremity transport may reduce histopathologic damage.

Bu çalışmada kimya öğretmen adaylarının yaparak yazarak bilim öğrenimi (YYBÖ) yaklaşımını kullanarak ortaöğretim kimya deneylerini sınıf ortamında uygulamaları sonrasında, YYBÖ uygulamalarının çeşitli yönlerine ilişkin görüşlerinin ortaya çıkarılması amaçlanmıştır. Nitel araştırma desenlerinden tekil, betimleyici ve açıklayıcı durum çalışması desenine göre yürütülen bu çalışmada kimya öğretmenliği programı 4. sınıfına devam eden altı kimya öğretmen adayı yer almıştır. Veriler yapılandırılmış yazılı görüş formu aracılığıyla toplanmıştır. Çalışma sonunda ulaşılan önemli sonuçlardan birisi kimya öğretmen adaylarının tamamının YYBÖ’nün diğer laboratuvar strateji ve yaklaşımlarına kıyasla belirgin biçimde farklılaştığını düşündüklerinin belirlenmesidir. Öğretmen adayları bu farklılaşmayı; YYBÖ’nün öğreneni merkeze alan, etkin katılım ve özerkliği artıran yapısı ile süreçte birden fazla yöntem/teknik ve materyalin birlikte kullanılmasına imkân vermesi üzerinden açıklamışlardır. Ayrıca öğrencilerin araştırma yapmasını desteklediği, öğrencileri düşünmeye yönelttiği ve yazma becerisi ile bilimsel süreç becerilerinden gözlem becerilerini geliştirdiği gibi olumlu etkileri olduğunu belirtmişlerdir. Bununla birlikte öğretmen adayları YYBÖ uygulamalarında sınıf yönetimi ve zaman yönetimi açısından güçlükler yaşanabileceğini ayrıca yaklaşımın her konuya ya da deneye uyarlanmasının her zaman mümkün olmayabileceğini ifade etmişlerdir. Çalışma sonunda ortaöğretim kimya derslerinde deneylerin yürütülmesi sırasında YYBÖ’nün kullanımı ve kimya öğretmen adayları ile meslekteki kimya öğretmen eğitimine yönelik önerilere yer verilmiştir. Bu kapsamda YYBÖ’nün etkili uygulanabilmesi için özellikle sınıf yönetimi, zaman planlaması ve içerik uyarlamasına yönelik destekleyici öğretmen eğitimlerinin önem taşıdığı vurgulanmıştır.

Grange syndrome is an ultra-rare autosomal recessive disorder caused by biallelic loss-of-function variants in the YY1AP1 gene. It is clinically characterized by multisystem involvement, including vascular stenosis, brachysyndactyly, osteopenia, cardiac anomalies, and neurodevelopmental delay. Our case was followed up in the Child and Adolescent Psychiatry clinic with the diagnosis of intellectual disability. Whole-exome sequencing (WES) was performed, and Sanger sequencing was used to confirm the identified variant and conduct familial segregation analysis. We report a 17-year-old Turkish female who presented with academic failure, speech delay, dysarthria, facial dysmorphism, and surgically corrected hand syndactyly. Notably, she exhibited no clinical signs of vascular stenosis or hypertension at the time of diagnosis. A novel compound heterozygous variant combination in YY1AP1 (NM_139119.3) was identified: c.1489_1492del (p.Glu636ProfsTer13), previously reported as pathogenic, and c.1637_1638del (p.Pro546ArgfsTer26), a novel frameshift variant. These variants were maternally and paternally inherited, respectively. This is the first reported case of Grange syndrome diagnosed based on neurodevelopmental and dysmorphic findings before the onset of vascular or hypertensive symptoms. Our findings highlight the importance of considering YY1AP1-related pathology in the differential diagnosis of intellectual disability and syndactyly, even in the absence of vascular features. Early genetic diagnosis enables clinical surveillance for life-threatening complications associated with this syndrome.

Purpose The purpose of this article is to identify neurophysiological learning needs in tourism education by examining the subjective perspectives of educators and scholars. The study aims to contribute to discussions on how neuroscience-informed approaches can support curriculum development in a practice-oriented discipline without undermining its experiential and contextual foundations. Design/methodology/approach The study adopts Q methodology to systematically explore academic subjectivities. Based on an interdisciplinary concourse, 40 Q statements addressing pedagogical, cognitive, affective and technological dimensions were developed. A forced quasi-normal Q sort was conducted with academics from tourism-related disciplines, and the data were analyzed using principal component analysis with varimax rotation. Findings The findings reveal strong agreement that conventional lecture-based and sedentary teaching methods are inadequate for tourism education, while experiential, field-based and simulation-supported learning approaches are widely endorsed. At the same time, participants express caution toward the direct pedagogical application of certain neuroscientific claims. Four distinct and internally consistent epistemic perspectives were identified through factor analysis. Research limitations/implications The study is limited by its relatively small and discipline-specific sample, which restricts the generalizability of the findings. Nevertheless, it provides important theoretical implications by framing neuroscience-related debates in tourism education as epistemological and by demonstrating the usefulness of Q methodology in interdisciplinary educational research. Practical implications The findings suggest that tourism curricula should prioritize experiential and practice-oriented learning environments while adopting neuroscience-informed insights cautiously and contextually. Rather than promoting prescriptive brain-based techniques, educators and curriculum designers are encouraged to use neuroscientific knowledge as a reflective support tool that complements experiential learning, emotional engagement and disciplinary practice. Social implications By fostering more effective, reflective and learner-centered educational practices, the study contributes to the development of tourism education that is responsive to contemporary cognitive and experiential learning needs. A context-sensitive integration of neuroscience has the potential to enhance student engagement, professional competence and long-term learning outcomes, thereby supporting the social relevance and sustainability of tourism education. Originality/value This article offers original value by systematically mapping plural academic perspectives on neurophysiological learning needs in tourism education. It advances the literature by showing how neuroscience-informed insights can be integrated into curriculum design in a reflective, context-sensitive and evidence-based manner.

Radiological assessment has become indispensable for modern clinical decision-making. Image quality plays a critical role in the reliability of radiological interpretation. Unlike most previous studies, this study investigated the effect of monitor type on diagnostic accuracy and ease of diagnosis under physical conditions outside the radiology unit. Three image sets were prepared for the study, consisting of emergency radiological images, each containing 50 computed tomography, magnetic resonance imaging, and digital radiography images. The image sets were examined by five emergency specialists, who were blinded to each other's work, under emergency service conditions on a standard monitor (SM), medical monitor (MM), and advanced monitor (AM). The accuracy and ease of diagnosis were analyzed statistically according to the type of monitor used. Overall diagnostic accuracy rates were 98.7% for SM, 100% for AM, and 100% for MM. Cochran's Q test demonstrated a statistically significant difference between monitor types (p = 0.002), with significant pairwise differences for SM-AM and SM-MM comparisons. The absolute risk difference between SM and AM/MM was 1.3%, corresponding to a relative risk of 1.013 and a number needed to benefit (NNB) of 77. Ease of diagnosis scores increased progressively across monitor types (SM: 7.6 [IQR 7-8], AM: 9.4 [IQR 9-9.8], MM: 9.8 [IQR 9.6-10]; p < 0.001), with a large overall effect size (Kendall's W = 0.81). Multilevel modeling confirmed that these associations persisted after adjustment for clustering effects. In situations where medical monitors cannot be used due to cost and operational constraints, opting for advanced monitors instead of standard monitors may modestly improve diagnostic accuracy while substantially enhancing perceived ease of diagnosis.