Introducing Children to Anatomy: “Getting to Know Our Bodies: The First Step Toward Becoming a Scientist”     

Gursel Ortug  Ahmet Midi  Deniz Sude Elbizim  Hasan Karaot  Elif Yılık  Işılsu Ezgi Uluışık 《Anatomical sciences education》2021,14(2):232-240

Museums are used in every discipline to collect, classify, and present information for scientific purposes. They also serve as an effective educational medium. Since the establishment of a boutique anatomy museum at Bahçeşehir University, lectures, conferences, and seminars have been organized there over the past four years on the history of human anatomy and the human body. In order to raise awareness about the need to make anatomy accessible to kindergarteners and school-aged children, rather than exclusively to undergraduate students, activities that are suited to a wide range of ages have been developed at the museum and at the anatomy laboratory. Four different sessions were conducted, including activities such as lectures using plastic models as props, shaping organs out of playdough, anatomy puzzles, watching cartoons, and examining specimens through a microscope. Healthy and pathologic anatomies were chosen to match daily themes. Among the kindergarteners and elementary school children, no grading was done, nor was any questionnaire administered; however, a survey was administered in the 10–12 age group (N = 64). According to the students' written feedback, 93.75% said they “are happy with microscope activities” while 84.37% said they “had so much fun” participating in the playdough activities. However, 18.75% criticized the activities, saying they “could have been longer.” In conclusion, it is believed that these “getting to know our bodies” activities that were hosted in the anatomy museum, including conferences, workshops, material preparation, and instructional movies, may play an important role in the development of a healthy society.  相似文献   

Making a hydrophoretic focuser tunable using a diaphragm     

Sheng Yan  Jun Zhang  Huaying Chen  Gursel Alici  Haiping Du  Yonggang Zhu  Weihua Li 《Biomicrofluidics》2014,8(6)

Microfluidic diagnostic devices often require handling particles or cells with different sizes. In this investigation, a tunable hydrophoretic device was developed which consists of a polydimethylsiloxane (PDMS) slab with hydrophoretic channel, a PDMS diaphragm with pressure channel, and a glass slide. The height of the hydrophoretic channel can be tuned simply and reliably by deforming the elastomeric diaphragm with pressure applied on the pressure channel. This operation allows the device to have a large operating range where different particles and complex biological samples can be processed. The focusing performance of this device was tested using blood cells that varied in shape and size. The hydrophoretic channel had a large cross section which enabled a throughput capability for cell focusing of ∼15 000 cells s⁻¹, which was more than the conventional hydrophoretic focusing and dielectrophoresis (DEP)-active hydrophoretic methods. This tunable hydrophoretic focuser can potentially be integrated into advanced lab-on-a-chip bioanalysis devices.  相似文献   

An analysis of burnout and job satisfaction between Turkish headteachers and teachers     

Musa Gursel  Ali Murat Sunbul  Hakan Sari 《European Journal of Psychology of Education - EJPE》2002,17(1):35-45

This study attempted to explore Turkish headteachers’ and teachers’ burnout and job satisfaction relating to work status, gender and years work-experiences. The purpose of this study is to find out whether there is difference between headteachers’ and teachers’ burnout and job satisfaction in terms of work status, gender and years work-experiences. In this study, quantitative approach was used. A total of 290 subjects (80 headteachers and 210 teachers) responded to the survey. As research instruments, the Job Satisfaction Scale (JSS) and the Maslach Burnout Inventory (MBI), were used to measure dimensions of headteachers’ and teachers’ burnout. The study results indicated that headteachers have more job dissatisfaction and depersonalisation than teachers. Males have less emotional exhaustion but higher depersonalisation than their female counterparts. Subjects participated in this study seemed to be different on depersonalisation and personal accomplishment dimensions on the scale in relation to their work years. More experienced subjects have higher depersonalisation and less job satisfaction than their less experienced counterparts. In contrast, more experienced subjects have higher personal accomplishment than the others.  相似文献