COVID-19’s pandemic has hastened the expansion of online learning across all levels of education. Countries have pushed to expand their use of distant education and make it mandatory in view of the danger of being unable to resume face-to-face education. The most frequently reported disadvantages are technological challenges and the resulting inability to open the system. Prior to the pandemic, interest in distance learning was burgeoning, as it was a unique style of instruction. The mini-review aims to ascertain students’ attitudes about distant learning during COVID-19. To accomplish the objective, articles were retrieved from the ERIC database. We utilize the search phrases “Distance learning” AND “University” AND “COVID.” We compiled a list of 139 articles. We chose papers with “full text” and “peer reviewed only” sections. Following the exclusion, 58 articles persisted. Then, using content analysis, publications relating to students’ perspectives on distance learning were identified. There were 27 articles in the final list. Students’ perspectives on distant education are classified into four categories: perception and attitudes, advantages of distance learning, disadvantages of distance learning, and challenges for distance learning. In all studies, due of pandemic constraints, online data gathering methods were selected. Surveys and questionnaires were utilized as data collection tools. When students are asked to compare face-to-face and online learning techniques, they assert that online learning has the potential to compensate for any limitations caused by pandemic conditions. Students’ perspectives and degrees of satisfaction range widely, from good to negative. Distance learning is advantageous since it allows for learning at any time and from any location. Distance education benefits both accomplishment and learning. Staying at home is safer and less stressful for students during pandemics. Distance education contributes to a variety of physical and psychological health concerns, including fear, anxiety, stress, and attention problems. Many schools lack enough infrastructure as a result of the pandemic’s rapid transition to online schooling. Future researchers can study what kind of online education methods could be used to eliminate student concerns.

The information technology used to acquire the skills determined as 21st-century competencies in the education-training process to individuals is increasing rapidly. Nowadays, Web 2.0 tools are increasingly used. Effective use of Web 2.0 tools, which are widely used in daily life, by students and teachers in education are also on the list. Effective use of assistive technologies by teachers depends on their attitudes towards assistive technologies. To increase their success, they use these technologies in activities held in the classroom. In the study, it was aimed to determine the attitudes of teachers and student candidates towards the use of assistive technology. A case study approach constituted the methodological framework of this study. This study was conducted in the fall semester of 2019-2020 with 42 students. Teachers and student’s obligation to take "instructional technology and material design course" was hence initiated as a result. Numerous Web 2.0 tools were reminded to the students for the results of the research. The data of this study were collected through open-ended questions developed by the researchers to define the opinions of the students regarding Web 2.0 tools and educational practices that they will encounter in their future professional lives. Content analysis, frequency and percentage was applied in the analysis of data. The analysis of data was sought to answer the following questions; (1) How often did teachers and students use web 2.0 tools?; (2) What are Web 2.0 tools that teachers and students use or plan to use in their current and future teaching profession?; (3) What are the reasons for teachers and students to use Web 2.0 tools as teachers in their professional lives?; (4) What are eacher education students' views on Web 3.0 technologies and (5) What are the changes and innovations these technologies will bring in the field of education?.

Assesment of arterial stiffness the substantional prognostic factor for evaluating complications of cardiovascular diseases (CVD) in patients with atherosclerosis, hypertension and type 2 diabetes, may be performed using different parameters, including cardio-ankle vascular index (CAVI). The main purpose of this review is to analyze data from studies where CAVI is used to test the arterial wall stiffness in magistral vessels. CAVI measurement is non-invasive and performed by portable devices which makes it comfortable for ambulatory use in patients who come for a check-up and also in those who already are hospitalized. It does not require any special knowledge from investigator and the test lasts a couple of minutes long. CAVI does not depend on blood pressure changes and is more specific in structural changes of arterial wall assessment than brachial-ankle pulse wave velocity (baPWV). CAVI shows considerable correlation with markers of CVD like atherosclerotic plaques in vessels, diastolic disfunction of left ventricle and angina pectoris. CAVI may be used for early monitoring and assessing the lesions of target organs in patients with atherosclerosis, chronic hypertension and type 2 diabetes. Establishing CAVI as a standart parameter in assessing patients who are at risk of CVD can help to improve complications prevention, reduce mortality and prolong their lifespan.

The aim of this study is to review trends in environmental education studies in the electronic database. Moreover, journals published in the electronic database were searched using the same keyword. 28 studies trends in environmental education context were analyzed by means of standards obtained from the related literature. A qualitative thematic review was used in this study. All articles were downloaded and read by the researchers. Each researcher studied together to determine themes. The themes were decided as attitudes toward environmental awareness and education, relation between environmental education and other variables, effectiveness of environmental education and review studies. Results reviewed in terms of trends in environmental education studies. Some implications of these results were proposed for determining and developing trends in environmental education studies.

Objective: Arterial hypertension (AH) is one of the most common and socially significant diseases worldwide. Despite years of experience gained in studying hypertension, the problems concerning selection of antihypertensive therapy with pleiotropic organ-protecting effects are still of current importance. The purpose of the study was to assess therapeutic efficacy and pleiotropic organ-protective capability of third-generation calcium antagonist lercanidipine in patients with stage 2-3 hypertension. Method: Our study enrolled a total of ninety-two 31-to-84-year-old patients. Of these, 72 patients diagnosed as having stage 2 or 3 AH composed the Study Group and 20 apparently healthy subjects were included into the Control Group. At baseline and after 6 months, all patients of the Study Group underwent examinations consisting in measuring biochemical parameters [total cholesterol (TCH), triglycerides (TG), low-density lipoprotein cholesterol (LDL CH), uric acid, urea, creatinine, glucose], 24-hour ambulatory BP monitoring, echocardiography (EchoCG) in order to assess the dimensions and volume of the cardiac chambers, thickness of the left ventricular posterior wall (LVPW) and left-ventricular myocardium mass index (LVMMI), studying microalbuminuria (MAU) , a known marker of endothelial dysfunction and early renal lesion; assessing the state of the vascular wall by the ankle-brachial index (ABI) and pulse pressure (PP). Antihypertensive therapy consisted in lercanidipine alone taken at a dose of 10-20 mg/day, failure to thereby achieve the target BP level was followed by additionally prescribing an angiotensin converting enzyme (ACE) inhibitor, enalapril, given at a dose of 5-20 mg twice daily. Results: All patients by the end of the study achieved the target level of AP (p<0.05), also demonstrating significantly improved (p<0.01) parameters of endothelial dysfunction and an early marker of renal damage (MAU), indices of elastic properties of the vascular wall ABI (p<0.05) and PP (p=0.01). Significantly positive dynamics was observed for the following parameters: decreased creatinine concentration (p<0.001), increased GFR (p<0.001), decreased levels of TCH (p<0.01) and LDL CH (p<0.001). Conclusion: Lercanidipine therapy of patients with stage 2-3 AH proved highly efficient, well tolerated, metabolically neutral with pleiotropic organprotecting properties in the form of improved condition of the vascular wall, correction of endothelial dysfunction, nephroprotective action.

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Aromatische Amine (I) bzw. (VI) können mit Diketonen (II) bzw. (III) und Formaldehyd in Gegenwart von Säuren in Nitrobenzol zu Acridinen (IV) und (V) bzw. (VII)‐(IX) kondensiert werden.