The aim of this review was to assess the effectiveness of specific exercise types on pulmonary functions, aerobic and functional capacity in patients with ankylosing spondylitis (AS). A systematic search of Cochrane Database of Systematic Review, MEDLINE (EBSCO), Physiotherapy Evidence Database (PEDro), CINAHL (EBSCO), PUBMED, AMED, EMBASE (OVID) was conducted in January 2016. The outcome measures were spirometric measurements, chest expansion, 6 minute walk distance (6MWD), pVO, Bath Ankylosing Spondylitis Functional Index (BASFI) and Bath Ankylosing Spondylitis Disease Activity Index (BASDAI). The search strategy was applied with limitation of date and language and this initial electronic search resulted in 143 relevant studies. After duplicates were removed, the titles and abstracts of 52 articles were screened. Of these, 14 full-text articles met initial criteria and were retrieved for review, with eight studies meeting final inclusion criteria. Both specific and conventional exercise groups showed significant improvements in BASDAI and BASFI scores (p < 0.05) in patients with AS, although there was no significant difference between two exercise groups. As for pulmonary functions, the specific exercise groups have greater improvements than conventional group in spirometric measurement, chest expansion (p < 0.05). However, there was no significant difference between specific conventional exercise types in 6MWD (p > 0.05). Specific exercises are an effective adjuvant therapy to enhance cardiopulmonary functions in patients with AS; therefore, it is assumed that in addition to the medical treatments, specific exercise therapy might reduce the cardiopulmonary complications related with AS.
This study aimed to reveal mathematical modeling processes and difficulties encountered in model-eliciting activities (MEAs) of 8th-grade students in a STEM education setting. This qualitative research is a case study conducted at a public school located in the central districts of a large province in the Mediterranean Region. The participants of the study are groups of 8th-grade middle school students in a classroom (five groups of students), which were selected with the purposeful sampling method in the 2019-2020 academic year. The student groups were applied an MEA according to a certain plan, and the students’ model-eliciting processes were recorded. Then, the participants’ modeling activity process and the cognitive activities they put forward through documents and interviews were examined by considering the stages in a mathematical modeling process. For this purpose, each group’s modeling process was analyzed qualitatively using the modeling cycle of Blum and Borromeo Ferri (2009). The results of the study revealed that these 8th-grade students faced some difficulties in the process of modeling. These difficulties were identified in 7 categories: understanding the problem, establishing a model, using mathematics, and explaining the results, - which are the four stages of the modeling process- working within a group, verifying the created model, and time management.
Although the international interest in teaching probability has allowed probability to be treated as a separate learning area in Turkey, its intensity has been reduced and mitigated in the middle school mathematics program. Despite this, the addition of statistics and probability courses for middle school mathematics teacher candidates during their undergraduate education shows the need for them to be trained in these subjects' teaching. However, it is claimed that the probability knowledge that teacher candidates receive in their undergraduate years is not sufficient; they cannot learn probability with different approaches, and therefore do not have the necessary competence to teach probability. In this case, it is necessary to examine the probability knowledge in terms of common content knowledge (CCK), advanced content knowledge (ACK), and specialized content knowledge (SCK) required to teach the probability of mathematics teacher candidates. In this study, probability content knowledge (CCK, ACK, and SCK) of mathematics teacher candidates was examined in the context of different meanings of probability (classical, frequentist, and subjective). According to the general results obtained by applying the probability content knowledge test, which was adapted to Turkish to 98 teacher candidates, it was found that the content knowledge in which participants were most successful was CCK and had a sufficient level of understanding for the classical meaning of probability. However, it was found that there are deficiencies in teacher candidates for ACK and SCK, and their understanding of the frequentist and subjective approach of probability is insufficient. It was recommended to improve and expand the scope of statistics and probability courses given during university education. In parallel, restructuring middle school mathematics programs could be applied to emphasize classical and other meanings of probability.
Çalışma sonucuna göre ameliyat sonrası yüzüstü pozisyonunda yatırılan pilonidal sinüs hastalarının drenaj miktarı sol lateral/yarı sırtüstü pozisyonunda yatan pilonidal sinüs hastalarından daha fazla olduğu görüldü.
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