In this study, it is aimed to examine the job satisfaction and burnout of visual arts teachers in terms of some variables. Based on the causal comparative method; job satisfaction and burnout of visual arts teachers were compared according to variables such as gender, age, marital status, professional seniority and school type. In addition, the relationship between job satisfaction and professional burnout of visual arts teachers was tried to be explained with correlational research design. The sample of the study consists of 308 visual arts teachers working in Ankara, Istanbul, Konya, Mersin, Eskisehir and Sanliurfa. The Maslach Burnout Inventory and Minnesota Job Satisfaction scales were used to collect the research data. According to the findings of the research, job satisfaction and burnout of visual arts teachers show significant differences according to gender, marital status, professional seniority and school type. In addition, there is a significant but negative relationship between visual arts teachers’ job satisfaction and burnout.

The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and innovation skills scales were used to collect data. According to the analysis of the data, it was seen that visual arts teacher candidates' perceptions of innovation skills and their attitudes towards computer aided teaching are high. In addition, significant differences were found in computer aided teaching attitudes and innovation skills according to faculty type, grade level and gender. Finally, significant relationships were found between innovation skills and entrepreneurship perception.

In this study, it is aimed to examine the attitudes of visual arts students in faculties of education and fine arts, towards teaching profession and their self-efficacy beliefs. Based on the causal comparison method; The attitudes of and teaching self-efficacy beliefs of the visual arts teacher candidates were compared based on faculty, gender, class and perceived academic achievement level. The sample of the study consists of 307 students studying at the faculties of education and fine arts at Selcuk, Necmettin Erbakan and Gazi Universities. Attitudes towards teaching profession and teaching selfefficacy belief scales were used to collect research data. According to the findings of the study, the attitudes and self-efficacy of the students who are educated in fine arts are different according to the type of faculty. It was seen that prospective teachers of visual arts in education faculties had more positive attitudes and higher teaching competence beliefs compared to their peers in fine arts faculties. In addition, pre-service teachers' attitudes towards self-teaching and self-efficacy beliefs differ according to gender, grade level and achievement perception. There was a positive relationship between visual arts teacher candidates' self-efficacy perceptions and their attitudes towards teaching profession.

This study aimed to examine TPACK (Technology, Pedagogy and Content Knowledge) competencies of pre-service visual arts teachers. Based on the descriptive and comparative survey model, TPACK competencies of pre-service visual arts teachers were compared on variables of gender, year of study and academic achievement. The participants of the study were 253 pre-service teachers studying in department of visual arts in Education Faculties of Atatürk, Karadeniz Teknik, Mersin and Necmettin Erbakan Universities. TPACK Competencies Scale was used to collect research data. The findings showed that TPACK competencies of pre-service visual arts teachers were low in terms of technology knowledge, but high in content knowledge. In addition, their TPACK competencies vary based on gender, year of study and academic achievement.

In the fight against the 2019 coronavirus disease (COVID-19) pandemic, countries have replaced traditional face-to-face education with distance education as a defense tool. Distance education is not only education and training but also is related to individuals. In today's world, where we are faced with a new development, the conveniences provided by distance education technologies have been used in all areas of education. Therefore, technological developments cause changes in all areas of education systems. These changes affect the quality and functions of art education directly and indirectly. In this study, visual arts teachers’ attitudes towards distance teaching during the COVID-19 pandemic were investigated. For this purpose, the attitudes towards distance education were examined by gender, age and school type variables. The study, which was carried out in the survey model, was carried out with 165 visual arts teachers working in public and private secondary and high schools in Konya, Aksaray, Karaman and Niğde provinces. Distance education attitude scale was used to collect the research data. Findings revealed that visual arts teachers’ attitudes towards distance education were generally negative. In addition, the participating teachers’ attitudes towards distance education differed based on the school type, gender and age variables.

In reduced intensity allogeneic stem cell transplantation an increasing incidence of a lichen planus-like disorder of the oral cavity as manifestation of chronic graft versus host disease (cGvHD) has been reported, sometimes combined with a similar condition in the genital area. Oral lichen planus GVHD (OLP-GvHD) can occur as a single manifestation of cGvHD, without other organs affected. It resembles classic oral lichen planus both clinically and histologically. Clinical symptoms are a painful, burning sensation, diminished taste, loss of appetite and hyposalivation, sometimes resulting in problems with medication intake. Clinical examination is the main key in the diagnosis of OLP-GvHD. In some cases (modest) alterations of liver function can be detected as well. Apparently, no GvHD of the skin or digestive tract is present. From January 2004 to March 2006, we performed a total of 96 RIST transplantations. All patients systematically underwent pretransplantation examination, including high quality photographs of the oral mucosa, by an oral medicine specialist. During follow up, 24 patients (25%) were diagnosed with OLP-GvHD without concomitant cGvHD of other organs. The diagnosis was based on clinical features, histopathology and by exclusion of any other causes (e.g. viral or yeast infections). Digital photographs of the oral lesions were compared with routinely taken pretransplantation photographs. Isolated OLP-GvHD (+/− modest liver function tests), was treated with topical dexamethasone elixer (0.11 mg/ml), if not successful (7/25 patients) also with tacrolimus ointment (0.1% + hypromellose 4000 mpa). After a median follow up of 12 months, a significant improvement of overall survival was seen in patients diagnosed with OLP-GvHD as compared with those with more extensive cGvHD or no cGvHD. The mean duration of local therapy of the oral cavity was 135 days and nearly all symptoms disappeared. We conclude that after reduced intensity allogeneic stem cell transplantation the occurrence of OLP-GvHD predicts superior survival rates. Local treatment is sufficiently effective. Figure Figure

<p>Cities are increasingly faced with the complexities, the uncertainties, local and global challenges. These problems make pressures on the life of cities and cause direct, indirect, tangible and intangible damages on physical structure, natural environment, social fabric, cultural heritage and economic situation of the cities. In order to make cities resilient against these pressures, it is substantial to improve skills to cope with these difficulties and strengthen coping capacity of urban elements. Istanbul is one of the oldest cities in the world. The city, hosted many civilizations with its 8500 year history, has dealt with the earthquakes, epidemics, floods, fires, water shortages, economic crises throughout its historical process. Istanbul with more than 16 million population is still trying to struggle against the challenges based on natural events and climate change, the consequences of irresponsible urbanization, socio-economic and cultural stresses and environmental problems. This study reveals Sustainable Resilence Strategy of Istanbul with Sustainable Development Goals against to current and evolving acute shocks and chronical stresses by taking lessons from the past, forecasting future challenges, risk reduction, supra disciplinary and interdisciplinary studies,  holistic approach, shared decision making with multiple criteria ,  competent planning, manageable systems, resource management, funding capability, alternative strategy formation capability, reserve capacity, ensuring coordination between systems, increasing adaptive, absorbing and transformation capacity, providing continuity, developing national and international cooperation.</p>

The purpose of the present study was to analyze secondary school students' learning outcomes and attitudes of Visual Arts Class in terms of their learning styles, gender, and grade levels. The research was carried out based on the causal-comparative research pattern. Through the convenience sampling method, 211 secondary school students studying in some schools in the city center of Konya were randomly selected and included in the study. 'Learning Styles Inventory,' 'Visual Arts Lesson Achievement Scales' and 'Visual Arts Lesson Attitude Scale' were used as data collection tools. Data were analyzed using an independent sample t-test and one-way analysis of variance. According to the results obtained, it was observed that female students' attitudes and achievement scores towards Visual Arts Class were higher than male students' scores. Sixth and seventh-grade students' Visual Arts Course attitudes were higher than the eighth-grade students' average scores. As a result of the research, it is observed that the students who had "placing" and "changing" learning styles had significantly higher scores than the students who had "assimilating" and "decoupling" learning styles. It was determined that as the parental education level increased, students' Visual Arts Class mean scores of achievement and attitude increased. Based on the results, some suggestions were developed for practice.