Bu araştırma, Türkiye'deki bir kamu lisesinde bulunan ergenlerin umutsuzluk ve yalnızlık seviyelerinin okula aidiyet duygularını yordamakta mıdır sorusuna cevap aranmıştır. Araştırmanın örneklemini lisedeki 9 ve 10. sınıflardaki 189 ergen oluşturmaktadır. Veri toplama araçları olarak; Okula Aidiyet Duygusu Ölçeği, Beck Umutsuzluk Ölçeği ve UCLA Yalnızlık Ölçeği-Ergenler için Kısa Formu kullanılmıştır. Verilerin çözümlenmesinde betimleyici istatistikler, Pearson korelasyon analizi ve çoklu doğrusal regresyon analizi kullanılmıştır. Çalışmanın en önemli bulgusu liseli ergenlerin umutsuzluk ve yalnızlıklarının okula aidiyet duygusunu anlamlı düzeyde yordamakta olduğudur. Umutsuzluk ve yalnızlık okula aidiyet duygusundaki toplam varyansın % 27'sini açıklamaktadır. Bir diğer bulgu ise okula aidiyet duygusunun umutsuzluk ve yalnızlık ile negatif yönde ilişkili olduğudur.
A six-year-old male patient was admitted to our hospital due to itching and scalding crusts that persisted 10-15 days in both eyes. Upon biomicroscopic examination, 5-6 semi-translucent, yellowish brown living lice attached to the upper eyelashes and a large number of eggs were observed. Following application of pilocarpine hydrochloride (Pilomann 2%, Bausch-Lomb) and topical proparacaine hydrochloride (Alcaine 0.5%, Alcon), the paralyzed parasites and eggs were manually removed by pulling with forceps. The lice were identified as adult forms of pubic louse, Pthirus pubis, and its eggs. The patient was treated with pilocarpine hydrochloride, which was applied thrice a day combined with pure vaseline. One week later, no lice or eggs were seen on the eyelashes.
This study examines the post-traumatic growth of adolescents who have lost their parents about their experiences. Eight adolescents whose parents had died participated in the study conducted in the phenomenological design. The data were collected with three-step semi-structured interviews and analyzed using the phenomenological analysis technique performed in five stages. The findings were grouped into three main themes as “reactions to loss,” “readjustment,” and “post-traumatic growth,” and nine subthemes under each, and these sub-themes were categorized into forty-five codes.
In the preschool period children develop rapidly in cognitive, social-emotional, physical, psycho-motor, language, and aesthetic areas. In this period, besides basic habits and skills, it is important for children to gain environmental awareness. Research shows that children are mostly affected by environmental problems. Yet, living in a clean and healthy world is a basic necessity for children. For this reason, it is possible that children can show a healthy development in all developmental areas and create a healthy future by establishing ecological balance through gaining environmental awareness during the preschool period for sustainability. Science and nature activities in the preschool education program play an important role in creating an environmental awareness of the children in this period as they include activities to acquire environmental awareness and provide important contributions to helping children gain environmental awareness for sustainability. The present study was conducted using a total of 80 students attending pre-school institutions in Konya province. The environmental pollution awareness scale was used as pre - test and post - test prepared by the researchers. The data was analyzed via the SPSS 18 program. As the post test scores of preschool students revealed, there was a significant difference for the experimental group with regard to environmental pollution awareness.
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