Amasya University

About: Amasya University is a education organization based out in Amasya, Turkey. It is known for research contribution in the topics: Density functional theory & Molecular geometry. The organization has 525 authors who have published 1286 publications receiving 10355 citations. The organization is also known as: Amasya Üniversitesi.

Distance education: a systems view of online learning

Abstract: Moore and Kearsley propose that a distance education system contains subsystems and is also embedded within larger systems. They begin their book by likening distance education to a human body, whi...

On operations of soft sets

Abstract: Soft set theory, proposed by Molodtsov, has been regarded as an effective mathematical tool to deal with uncertainties. In this paper, first we prove that certain De Morgan's law hold in soft set theory with respect to different operations on soft sets. Then, we discuss the basic properties of operations on soft sets such as intersection, extended intersection, restricted union and restricted difference. Moreover, we illustrate their interconnections between each other. Also we define the notion of restricted symmetric difference of soft sets and investigate its properties. The main purpose of this paper is to extend the theoretical aspect of operations on soft sets.

Coronavirus (COVID-19) Classification using CT Images by Machine Learning Methods

Abstract: This study presents early phase detection of Coronavirus (COVID-19), which is named by World Health Organization (WHO), by machine learning methods. The detection process was implemented on abdominal Computed Tomography (CT) images. The expert radiologists detected from CT images that COVID-19 shows different behaviours from other viral pneumonia. Therefore, the clinical experts specify that COVID-19 virus needs to be diagnosed in early phase. For detection of the COVID-19, four different datasets were formed by taking patches sized as 16x16, 32x32, 48x48, 64x64 from 150 CT images. The feature extraction process was applied to patches to increase the classification performance. Grey Level Co-occurrence Matrix (GLCM), Local Directional Pattern (LDP), Grey Level Run Length Matrix (GLRLM), Grey-Level Size Zone Matrix (GLSZM), and Discrete Wavelet Transform (DWT) algorithms were used as feature extraction methods. Support Vector Machines (SVM) classified the extracted features. 2-fold, 5-fold and 10-fold cross-validations were implemented during the classification process. Sensitivity, specificity, accuracy, precision, and F-score metrics were used to evaluate the classification performance. The best classification accuracy was obtained as 99.68% with 10-fold cross-validation and GLSZM feature extraction method.

The Components of Effective Professional Development Activities in terms of Teachers' Perspective

Abstract: Teacher preparedness is linked to student achievement, yet regularly teachers are entering the profession unprepared. In-service training, or professional development activities, are increasingly being used to remedy this situation. There is little agreement regarding exactly what key components should be included in an effective professional development activity. This study seeks to provide the meaning of effective professional development activities and to offer a list of key components inherent in any effective professional development offering. Sixteen elementary school teachers (8 male, 8 female), from a large city in Turkey, were interviewed about their experiences with professional development activities offered over a 12-month period. They were asked to generate a list of the key components to be included in an effective professional development activity. Additionally, document analysis of result reports from Ministry of National Education trainings was performed. The findings indicate that any effective professional development activity should consist of the following components: 1) a match to existing teacher needs, 2) a match to existing school needs, 3) teacher involvement in the design/planning of professional development activities, 4) active participation opportunities, 5) long-term engagement, and 6) high-quality instructors. The researcher hopes that the Ministry of National Education will consider these findings and begin providing more effective professional development activities for teachers. With this means of on-going professional development Turkish teachers’ growth will be enhanced and students will be better prepared to compete in a 21st century global environment.