Our results suggest that serum TGF-β1, TIMP-1, fetuin-A, and FGF21 are not useful for the assessment of the extent of liver fibrosis in CHB in this patient group. However, APRI, FIB-4, and Forn's index have a better diagnostic value in patients with significant fibrosis than in those with no/minimal fibrosis.

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Owing to its unique nutritional and immunological characteristics, breast milk is the most important food source for infants. But, children are at greater risk for exposure to environmental toxicants from breast milk. The aim of this study was to evaluate the influence of environmental pollution on essential and toxic element contents of breast milk and determine the risky locations in our population. This study was conducted on women who were breastfeeding (n=90). Milk samples were collected at three locations in Marmara region, Turkey: highly industrialized region highly affected by pollution, urbanized region moderately and rural area that is affected little. Breast milk samples (5 mL) were collected at approximately one month postpartum (mature milk). The concentrations of cadmium (Cd), cobalt (Co), chromium (Cr), copper (Cu), iron (Fe), manganese (Mn), nickel (Ni), lead (Pb) and zinc (Zn) in milk samples were compared to the milk samples coming from different locations. Lead, cadmium, nickel, chromium, iron and manganese levels in the breast milk are highest and engrossing especially in rural areas compared to the other regions but cobalt, copper, zinc levels are highest in highly industrial areas. The levels of essential and toxic elements in breast milk can vary in different regions. The levels presented in our study are above some countries' data albeit not at toxic levels. Because of global effects, environmental pollution is not the problem for industrializing regions only. Rural area also may not be safe for breastfeed babies.

The aim of this study is to examine how well gifted students' self-efficacy beliefs and epistemological beliefs (justification, development and source/certainty) predict their metacognition use at solving science problem. For this purpose, Epistemological Beliefs Questionnaire, Motivated Strategies for Learning Questionnaire, and Metacognitive Activities Inventory were administered to 81 gifted students. Descriptive statistics and multiple regression analysis were conducted. Results showed that gifted students strongly believe that knowledge changes and critical examination of evidence causes construction of knowledge. They also believe that the source of knowledge is the learners themselves and there is more than one correct. Moreover, gifted students appear to be self-efficacious in science learning and they use metacognition at science problem solving. In addition, the gifted students who feel self-efficacious in science and who believe that scientific knowledge can change, and it is constructed via critically judging evidence and experts' opinions tend to use metacognition at higher levels while solving science problems. Based on these findings, some suggestions were made for teachers to be able to help students to use their metacognition more effectively in science classes.