We present a case of a 27-year-old male patient with Behcet's disease who presented with dyspnoea and haemoptysis in whom further investigation revealed a large and free right atrial thrombus and pulmonary thromboembolism. Considering the absence of haemodynamic compromise and the risk of recurrence after surgical treatment for cardiac thrombus, we preferred medical management which consisted of immunosuppression and anticoagulation. On a follow-up period of 12 months we observed complete dissolution of the thrombus and dramatic improvement of clinical status. (Eur J Echocardiography 2002; 3: 233-235)

The purpose of the present study was to examine the relationship between attitudes towards the teaching proficiency and self-efficacy beliefs of the pedagogical formation students. For this purpose 508 pedagogic formation students from Çankırı Karatekin University and Hacettepe University participated in the study. Participants filled in the "Scale for Proficiency Self-Efficacy Beliefs" and "Scale for Attitudes toward Teaching Profession". Both of the scales were checked for validity and reliability. To investigate if the scales were valid, confirmatory factor analysing was used and both scales were found to be valid. In order to see whether the scales were reliable, Cronbach's alpha coefficients were calculated and both scales were reliable. The data collected from the participants were firstly analysed with descriptive statistical techniques including arithmetical means, standard deviations and the value of percentage. As for the relationship between attitudes towards teaching profession and self-efficacy beliefs, Pearson correlation coefficient was used. To examine if self-efficacy beliefs are a significant predictor of attitudes towards the teaching profession, multiple regression analyses were conducted. Results showed that participants' opinions about their attitudes towards the teaching profession were positive. Besides, it was seen that participants' self-efficacy beliefs about their profession was relatively high. Correlation analyses indicated that there was a significant, positive but weakrelationship between the participants' professional self-efficacy beliefs and their attitudes towards the teaching profession. Regression results revealed that professional self-efficacy beliefs were a significant predictor of attitudes towards the teaching profession. However, it was observed that the level of professional self-efficacy beliefs accounted for only some of the variance in attitudes towards the profession.

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Bu çalışmanın amacı eğitim politikalarındaki güncel eğilimleri ortaya koymak ve olası bir geleceğin resmini çizmektir. Bu kapsamda "21. yüzyıldaki büyük değişimler" klişesini eğitimsel doğurguları bağlamında ele almak üzere, büyük ölçüde Kuzey Amerika ve Avrupa temelli kapsamlı araştırma ve güncel raporlar üzerine bir doküman incelemesi gerçekleştirilmiştir. İncelemede günümüzde öğrenmenin somutlaştırılmış, bireysel, bağlamsal ve hayat boyu bir niteliğe sahip olması gerektiği sonucuna ulaşılmış olup, elde edilen bulgular eğitim politikasının temel ilkeleri açısından değerlendirilmiştir. Öğrenmeye yönelik bu tür bir paradigma değişikliğinin yenilikçi eğitim süreçleri, öğrenen özellikleri, eğitimci nitelikleri, teknolojinin eğitimsel kullanım alanları ve biçimleri ile ölçme ve değerlendirme üzerinde önemli etkileri olabileceği öngörülmektedir. Çalışma, eğitim sistemlerinin dönüşümlerine yönelik potansiyel senaryolar ve çıkarımlarla ilgili değerlendirmeler yapılmıştır.

The purpose of this study is to examine the research on faculty members as one of the central subjects of Turkish higher education research based on data from 256 articles, master’s and doctoral theses between 2015 and 2019. An analytical framework was used to review and classify the information on research and researchers, the object of study, and the object of knowledge. Turkish higher education research on faculty members was mainly published in the form of articles in peer-reviewed journals in Turkish. The primary objects of study were about the islands of teaching and learning, policy studies, identity development, institutional research, and the scholarships of discovery and teaching. As for the object of knowledge, Turkish higher education research on faculty members was found to be descriptive. Quantitative studies employed parametric tests for research data based on the target population and simple random sampling with a maximum of 400 respondents. The qualitative studies used interviews and content analysis for data collection and analysis. Establishing structures focusing on systematic and long-term research on faculty around the issues such as recruitment, career, and post-career stages was among the recommendations of the paper