BackgroundThe increasing production of nanoplastics and the fragmentation of microplastics into smaller particles suggest a plausible yet unclear hazard in the natural environment, such as soil. We investigated the short-term effects (28 days) of polystyrene nanoparticles (PS-NPs) on the activity and biomass of soil microbiota, and the functional diversity of soil enzymes at environmental relevant low levels in an incubation experiment.ResultsOur results showed a significant decrease in microbial biomass in treatments of 100 and 1000 ng PS-NP g−1 DM throughout the incubation period. Dehydrogenase activity and activities of enzymes involved in N-(leucine-aminopeptidase), P-(alkaline-phosphatase), and C-(β-glucosidase and cellobiohydrolase) cycles in the soil were significantly reduced at day 28 suggesting a broad and detrimental impact of PS-NPs on soil microbiota and enzymes. Leucine-aminopeptidase and alkaline-phosphatase activities tended to decrease consistently, while β-glucosidase and cellobiohydrolase activities increased at high concentrations (e.g., PS-NP-1000) in the beginning of the incubation period, e.g., at day 1. On the other hand, basal respiration and metabolic quotient increased with increasing PS-NP application rate throughout the incubation period possibly due to increased cell death that caused substrate-induced respiration (cryptic growth).ConclusionsWe herewith demonstrated for the first time the potential antimicrobial activity of PS-NPs in soil, and this may serve as an important resource in environmental risk assessment of PS-NPs in the soil environment.Electronic supplementary materialThe online version of this article (10.1186/s12302-018-0140-6) contains supplementary material, which is available to authorized users.

In this study, the factor affecting the level of self-efficacy in psychological consultation was investigated. Variables of gender, age, and vocational seniority, the type of institution they are working in, and the departments from which psychological counselors graduated working in the province of Gaziantep are taken into consideration and the role of organizational psychological capital, job satisfaction, burnout and self-efficacy level regarding psychological consultation are aimed to be shown. The data obtained show that there are significant differences among the test points in terms of their gender, age, vocational seniority and graduated departments but there are not significant statistical results in terms of the type of school they are working in.

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ÖZETOkul yaşam kalitesinin bazı değişkenler açısından incelendiği bu çalışma, Şanlıurfa iline bağlı Birecik ilçesinde, 2012Birecik ilçesinde, -2013 Öğretim yılında öğrenim görmekte olan 6. 7. ve 8. sınıf öğrencileri (n=469) üzerinde yapılmıştır. Araştırmanın verileri, araştırmacı tarafından geliştirilen kişisel bilgi formu ve Sarı (2007) tarafından geliştirilen Okul Yaşam Kalitesi Ölçeği (OYKÖ) ile toplanmıştır. Verilerin analizinde t-testi ile ANOVA kullanılmıştır. Araştırma sonucunda cinsiyet açısından; Okul Yaşam Kalitesi Ölçeği'nin "öğrenciler arasındaki iletişim" ve "öğretmen boyutu" alt ölçeklerinden elde edilen puanlar arasında; anne-babalarının birlikte veya ayrı yaşıyor olmalarına göre "öğretmen boyutu" alt ölçeğinden elde ettikleri puanlar arasında; algıladıkları sosyo-ekonomik düzeylerine göre "statü", "okul yönetimi", "okula yönelik duygular" ve "öğretmen boyutu" alt ölçeklerinden elde edilen puanlar ile ölçeğin toplamından alınan puanlar arasında; öğrencilerin kendilerini okul başarısı açısından algılama düzeylerine göre "statü", "okul yönetimi" ve "okula yönelik duygular" alt ölçeklerinden elde edilen puanlar arasında, anlamlı derecede farklılaşmalar olduğu görülmüştür. Anahtar Kelimeler: Okul Yaşam Kalitesi (OYK), akademik başarı, okul yönetimi Study of School Life Quality Based on Certain VariablesABSTRACT This work researches the quality of school life related to different variables and was done in Birecik, Şanlıurfa on 2012-2013 school year with 6th 7th and 8th (n=469) graders. Data from this research is collected through a personal information form developed by the researcher and the Quality of School Life Scale (Sari, 2007). ANOVA and t-test are used for analysing the data. Meaningful differentiation is observed in terms of gender for scores obtained from "relationships between the students" and "in terms of the teacher" subscales from the Quality of School Life Scale, scores they have obtained "in terms of the teacher" subscale depending on parents living together or separately, depending on their perceived socio-economical level "status", "school administration", "feelings toward the school", "in terms of the teacher" subscales and the scores obtained from the whole of the research, "status", "school administration", "feelings toward the school" subscales related to student's self-perceptions about school success.

This study aims to identify the relationship between thinking styles and the need for cognition in students of the faculty of education, as well as the existence of significant differences between these two variables according to gender, department of study, class level, educational background from secondary school level, monthly incomes of families and the place where families have resided longest. The study was conducted with 820 students studying at different departments of the Faculty of Education at Gaziantep University, during the 2014-2015 academic year. In the study, data was collected using the Thinking Styles Scale and the Need for Cognition Scale, while demographic details of students were obtained through a Personal Information Form created by the researcher. Pearson’s correlation test, t-test and one-way analysis of variance (ANOVA) were employed in SPSS 20 software for data analysis. According to the findings of the study, students of the education faculty use the legislative thinking style the most and the conservative thinking style the least among the others given in the Thinking Styles Scale. According to the findings regarding the relationship between thinking styles and the need for cognition; the Thinking Styles Scale shows that there are significant differences between the legislative, executive, judicial, hierarchic, oligarchic, anarchic, local, internal, liberal dimensions of thinking and the need for cognition, while there is no significant difference between the global and conservative thinking styles and the need for cognition. It is seen that legislative, executive and hierarchic dimensions of the Thinking Styles Scale differ significantly according to the gender variable. Local, conservative and oligarchic dimensions of the Thinking Style Scale also show significant differences according to the department where the students study. This differentiation is seen in favor of the classroom teaching department against the Psychological Counselling and Guidance (PCG) students in the local thinking style dimension, while it is more favorable for the mathematics teaching department against the PCG students in both conservative and oligarchic dimensions. It is also seen that the legislative and local dimensions of the Thinking Styles Scale differ significantly according to the monthly incomes of families. This differentiation is in favor of the 2000 TL and above income group in each of these thinking styles, against those with monthly incomes between 500-1000 TL. On the other hand, the place where families have resided the longest, which is often the same place where students have completed their secondary education, do not differ significantly according to class levels. The Need for Cognition Scale scores differ significantly in favor of the 4th grade students according to the class level variable. A similar significant differentiation in the Need for Cognition Scale scores is also seen in favor of urban areas (provinces) against rural areas (villages) according to the place where families have resided the longest. Finally, the Need for Cognition Scale scores do not show any significant difference in terms of the departments students study at, their secondary school majors and monthly incomes of families.