Abnormal gel flotation in a patient with apperant pneumonia diagnosis: a case report     

Fethullah Gerin  Dilber Coban Ramazan  Ozgur Baykan  Onder Sirikci  Goncagul Haklar 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):180-182

Introduction:

Serum blood collection tubes with separator gel are widely used by many laboratories for chemistry analyses. We describe a case of a primary blood collection tube filled with blood sample and a floating separator gel.

Materials and methods:

The blood sample was collected from a 51 years old female in intensive care unit with the diagnosis of pneumonia into a BD Vacutainer SST tube (Becton Dickinson, NJ, USA) containing serum separator gel and conveyed to the core laboratory of Marmara University Hospital within 30 minutes from collection. Sample was immediately centrifuged at room temperature at 1500 × g for 10 minutes.

Results:

The analyses revealed a highly increased total protein concentration of 145 g/L (reference interval 64–83 g/L). The nephelometric analyses showed an elevated serum IgG concentration of 108 g/L (reference interval 6.5–16 g/L) and IgG lambda monoclonal band was determined by serum immunofixation electrophoresis.

Conclusion:

Limitation of the separator gel tubes in patients with a high plasma density and its possible effects on test results and laboratory costs should be remembered. The clinical diagnosis stated in the information system should also reveal known comorbid conditions besides the apparent admission reason. This information would avoid resampling, additional testing, and communication efforts with the clinicians.  相似文献   

Preservice Science Teachers’ Efficacy Regarding a Socioscientific Issue: A Belief System Approach     

Ahmet Kılınç  Tezcan Kartal  Barış Eroğlu  Ümit Demiral  Özlem Afacan  Dilber Polat  Mutlu P. Demirci Guler  Özkan Görgülü 《Research in Science Education》2013,43(6):2455-2475

The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers’ teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers’ beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy.  相似文献   

High school students' understanding of projectile motion concepts     

Refik Dilber  Ibrahim Karaman  Bahattin Duzgun 《Educational Research and Evaluation》2013,19(3):203-222

The aim of this study was to investigate the effectiveness of conceptual change-based instruction and traditionally designed physics instruction on students' understanding of projectile motion concepts. Misconceptions related to projectile motion concepts were determined by related literature on this subject. Accordingly, the Projectile Motion Concepts Test was developed. The data were obtained through 43 students in an experimental group taught with learning activities based on conceptual change instruction and 39 students in a control group who followed traditional classroom instruction. The results showed that conceptual change-based instruction caused significantly better acquisition of conceptual change of projectile motion concepts than the traditional instruction.  相似文献   

Predicting conflict management based on organizational commitment and selected demographic variables     

Refik Balay 《Asia Pacific Education Review》2007,8(2):321-336

The purpose of this study is to investigate the relationship between different levels of organizational commitment (compliance, identification, internalization) of teachers and their different conflict management strategies (compromising, problem solving, forcing, yielding, avoiding). Based on a questionnaire survey of 418 teachers, this study indicated that male teachers are more likely to experience commitment based on compliance, and are more likely to avoid conflicts than female teachers. As teachers get older they are more likely to experience commitment based on internalization and on identification, and they are more likely to use problem solving conflict management strategies than those who are younger. The results also revealed that both identification and internalization are significant determinants of the use of compromising and problem-solving conflict management strategies. Commitment based on compliance is the only significant predictor of forcing behavior. Commitment based both on identification and compliance are found to be the important determinants of avoiding behavior. Of these two, identification was found to be the most significant predictor of avoiding conflict behavior. Conflict resolution through yielding was not predicted by any level of organizational commitment.  相似文献