Browsing by Author "Kahraman, K."

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Does Hrt Change Intraocular Pressure in Postmenopausal Women
(Yuzuncu Yil Universitesi Tip Fakultesi, 2017) Özcan, S.C.; Tolunay, H.E.; Özcan, D.Ö.; Adıbelli, F.M.; Hilali, N.G.; Kahraman, K.
We aimed to investigate the changes of intraocular pressure in menopause patients with the use of hormone replacement therapy (HRT). Totally 137 postmenopausal women were evaluated in the study. 61 of them were under the treatment of HRT due to the menopausal symptoms. 76 women did not receive treatment. Intraocular pressure (IOP) was measured with Goldmann tonometer both groups. In the HRT treatment group (study group), mean values of IOP for 2 eyes in the first visits was 15.4±1.7 mmHg and 13.9 ± 1.4 mmHg after 6 months use of HRT, respectively (p<0.05). In the non-HRT group (control group) mean values of IOP for 2 eyes in the first visits was 14.4 ± 1.4 mmHg and 14.3 ± 1.4 mmHg after six months, respectively (p˃0.05). HRT use and regular measurement of IOP regularly seems to prevents to reduce the risk of glaucoma in these patients, unless there are strong evidence that glaucoma does not occur in women on HRT. © 2017, Yuzuncu Yil Universitesi Tip Fakultesi. All rights reserved.
On the Level of Academic Achievement of the Vocational School Students: the Effect of Motivation
(Sakarya University, 2017) Aydin, S.; Genel, Y.; Kahraman, K.; Tola, Y.; Of, M.; Mutlu, C.
Motivation, a positive effect that directs behavior toward a goal could be perceived as one of the most important psychological concepts in all area of the life especially in education. In this study, it was investigated the relationship between academic achievement and motivation of vocational school students according to gender and class parameters. 192 vocational school students from 4 different programs (accounting, business, chemistry, and construction) attended the Academic Motivation Scale (AMS) which was prepared by Vallerend (1992). The AMS consisted of 28 Likert-type scale questions related to intrinsic motivation, extrinsic motivation and amotivation. Findings of the study indicated that there was only one significant relationship that was between academic achievement and two intrinsic motivation subscales. Females had higher scores in all motivation types. Also, there was only significant differences between males and females for intrinsic motivation. And, according to departments, there was significant difference in motivation by department in extrinsic motivation. © The Turkish Online Journal of Educational Technology.