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Yarrow essential oil is used in complementary and alternative therapy for several diseases. Biological effects of essential oils span various cells and microorganisms. The aim of this study was to investigate the effects of different concentrations of the essential oil obtained from the yarrow plant (Achillea millefolium) on HeLa (CCL-2) cells. The components of the essential oil were studied by means of GC-MS analysis. Out of 10 determined compounds in the essential oil; 1,8-Cineole, Camphor, Beta-eudesmol and Camphene were found to be higher than others; and their biological effects were depicted with Ingeniuty Pathway Analysis (IPA) analysis. Moreover, cell cycle and proliferation tests were conducted on HeLa cells where yarrow plant’s essential oil was used. When extracted yarrow oil applied on HeLA Cells, apoptotic effects had been determined, furthermore proliferation of these cells decreased. In addition, activation of cell cycle control points was observed . Essential oil components could arrest the development of HeLa cells due to induction of cellular damage control mechanisms. In conclusion, we propose that the essential oil had a more repressive effect on HeLa cells, decreases their proliferation and prevented the increase in the number of cells.

In this study, a total of 444 objectives that forms the 2018 1-8 Mathematics Curriculum were evaluated via both knowledge and cognitive process dimensions of Revised Blooms' taxonomy. In this context, all of the Mathematics Curriculum objectives were separately analyzed by experts and after the independent analysis process, the differences between experts' classifications were discussed to reach an agreement. Kendall's coefficient of concordance between experts was calculated as 0,99 for both knowledge and cognitive process dimensions. Considering the curriculum from the cognitive process dimension revealed a very limited amount of analyze, evaluate, and create levels of objectives. When the curriculum explored in terms of knowledge dimension, it was determined that there was no objective in the metacognitive level. In addition, in this study, it is observed that some of the objectives were constructed with multiple educational goals, were not clear and understandable, and were not arranged from simple to complex. In order to ensure the creation of more meaningful learning for students and growth on students' performance; the number of the high-level cognitive objectives should be increased, the objectives that have structural defects should be rearranged with consideration of educational goals of the curriculum, and objectives should be correlated with daily life-problems.

Web 2.0-based learning enables collaborative learning and knowledge sharing and makes an important contribution to student learning. This study extended the original Technology Acceptance Model (TAM) by considering the effects of tool literacy, metacognitive self-regulation, subjective norm, facilitating conditions, and institutional support to understand pre-service teachers' intentions to use Web 2.0 technology in their courses. The sample data of 318 responses were from pre-service teachers. Structural equation modeling results showed a good fit for the extended model, indicating that metacognitive self-regulation and subjective norm had a significant influence on perceived ease of use and perceived usefulness, while institutional support and enabling conditions were not significantly associated with them. In addition, perceived ease of use and perceived usefulness influenced attitude, which in turn had a significant effect on intention. Furthermore, perceived ease of use, perceived usefulness, and attitude acted as significant mediators of behavioral intention. The indirect effect of perceived ease of use on perceived usefulness and attitude, and the indirect effect of perceived usefulness on attitude were also significant. Overall, the current study helps researchers and practitioners better understand future teachers' intentions to use Web 2.0 technologies in their courses.