Ahi Evran University

About: Ahi Evran University is a education organization based out in Kırşehir, Turkey. It is known for research contribution in the topics: Density functional theory & Ab initio. The organization has 842 authors who have published 2270 publications receiving 21904 citations.

The association of plasma oxidative status and inflammation with the development of atrial fibrillation in patients presenting with ST elevation myocardial infarction.

Abstract: Atrial fibrillation (AF) is the most common supraventricular arrhythmia following ST elevation myocardial infarction (STEMI). Oxidative stress and inflammation may cause structural and electrical r...

Spectroscopic characterization of novel d -amino acid-Schiff bases and their Cr(III) and Ni(II) complexes as antimicrobial agents

Abstract: The aim of this work was to investigate the antibacterial and antifungal activities of novel d-amino acid-Schiff bases including fluorine atom and their Cr(III) and Ni(II) complexes. All these substances have been examined for antibacterial activity against pathogenic strains Listeria monocytogenes 4b ATCC19115, Staphylococcus aureus ATCC25923, Escherichia coli ATCC1280, Salmonella typhi H NCTC 901.8394, Brucella abortus (A.99, UK-1995) RSKK03026, Staphylococcus epidermis sp., Micrococus luteus ATCC9341, and Shigella dysenteria typ 10 NCTC 9351, and antifungal activity against Candida albicans Y-1200-NIH, Tokyo. The antimicrobial test results of these amino acid-Schiff base complexes exhibited better activity than some known antibiotics. In particular, diamagnetic Ni(II) complexes were more potent bactericides than all of the substances synthesized.

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

Abstract: 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.