Objectives:The purpose of the study was to investigate the eyelid hyperlaxity, anterior segment, and corneal topographic parameters in patients with obstructive sleep apnea syndrome (OSAS) using Scheimpflug camera and topography system. Methods: In this prospective and cross-sectional clinical study, 32 eyes of 32 patients with OSAS and thirty-two eyes of 32 healthy subjects were evaluated. The participants with OSAS were selected from those with an apnea-hypopnea index ≥ 15. The minimum corneal thickness (ThkMin), apical corneal thickness (ACT), central corneal thickness (CCT), pupillary diameter (PD), aqueous depth (AD), aqueous volume (AV), anterior chamber angle (ACA), horizontal anterior chamber diameter (HACD), corneal volume (CV), simulated K readings (sim-K), front and back corneal keratometric values at 3 mm, RMS/A values, highest point of ectasia on the anterior and posterior corneal surface (KVf, KVb), symmetry indices and keratoconus measurements were taken by combined Scheimpflug-Placido corneal topography and compared with healthy subjects. Upper eyelid hyperlaxity (UEH) and floppy eyelid syndrome were also evaluated. Results: There were no statistically significant difference between groups in terms of age, gender, PD, ACT, CV, HACD, simK readings, front and back keratometric values, RMS/A-KVf and KVb values, symmetry indices, and keratoconus measurements (p>0.05). ThkMin, CCT, AD, AV, and ACA values were significantly higher in OSAS group compared to the control (p<0.05). UEH was detected in two cases in the control group (6.3%) and in 13 cases in the OSAS group (40.6%) and the difference was significant (p<0.001). Conclusion:The anterior chamber depth, ACA, AV, CCT, and UEH increase in OSAS. These ocular morphological changes occurring in OSAS may explain why these patients prones to normotensive glaucoma.

This study aims to reveal the current attitudes and beliefs of English teachers about reflective teaching with an interview along with using a technique called diary keeping. It also focuses on the effects of keeping diaries on teachers' self-reflection and tries to bring the contributions it can provide to teachers' reflective teaching skills into the results of this study. It has been presumed that teachers will benefit the most in this process from this technique that allows them to look at their own practices closely through an introspective, mirror-like experience. For this study, the data were collected from four English teachers and diaries were used as the instrument of this study. Prediary questions were also asked teachers to reveal their current attitudes related to the topic as well as to identify the level of awareness on the topic. The data were analyzed qualitatively by using thematic analysis. It is found out that teachers have used this technique both as a source and as a tool. They have used it as a source of awareness, self-evaluation, and preparation for further lessons and as a tool to analyze student needs, detect routine activities, and uncover the problems. As a result of this study, diaries have been suggested for further educational practices and current English teachers because they lead one of the best ways the teachers can be reflective, give themselves effective feedback and advance their teaching skills.