Background:Attitudes of nurses towards death and related concepts influence end-of-life care. Determining nurses’ views and attitudes towards these concepts and the factors that affect them are necessary to ensure quality end-of-life care.Objectives:The purpose of this study was to determine nurses’ views and attitudes about death, dying patient, euthanasia and the relationships between nurses’ characteristics.Methods:Participants consist of the nurses who volunteered to take part in this descriptive study from 25 hospitals which has a paediatric or adult intensive care unit and located (...) within the boundaries of Ankara, Turkey. ‘Nurse Information Form’ and ‘Attitude Scale about Euthanasia, Death and Dying Patients ’ were used as data collection tool.Ethical consideration:Written permissions were received from the ‘Noninterventional Clinical Researches Ethics Board’ of authors’ university and education councils of each hospital. Informed consent was obtained from participants.Findings:It is found that there are statistically significant difference among the factors of marital status, having a child, years of experience, bereavement experience, affected by working with dying patient, definition of euthanasia, views about patients who are appropriate for euthanasia, views about patients who desire to die and feeling need for counselling on these concepts according to the mean total score of nurses’ attitudes about euthanasia, death and dying patient.Conclusion:The results indicate that nurses are negatively affected to face the concepts of death, euthanasia and work with dying patient. This is reflected in their attitude. In order to gain positive attitude towards death, dying patient and euthanasia, the implementation of training and consulting services to nurses at appropriate intervals during both education and professional life are required. (shrink)

Plasmodium falciparum is the most deadly human malarial parasite, responsible for an estimated 207 million cases of disease and 627,000 deaths in 2012. Recent studies reveal that the parasite actively regulates a large fraction of its genes throughout its replicative cycle inside human red blood cells and that epigenetics plays an important role in this precise gene regulation. Here, we discuss recent advances in our understanding of three aspects of epigenetic regulation in P. falciparum: changes in histone modifications, nucleosome occupancy (...) and the three‐dimensional genome structure. We compare these three aspects of the P. falciparum epigenome to those of other eukaryotes, and show that large‐scale compartmentalization is particularly important in determining histone decomposition and gene regulation in P. falciparum. We conclude by presenting a gene regulation model for P. falciparum that combines the described epigenetic factors, and by discussing the implications of this model for the future of malaria research. (shrink)

A variety of semiotic resources makes the construction of scientific knowledge possible and meaning-making resources are conveyed by certain semiotic modes. Next, numerous studies have demonstrated the pedagogical importance of gestures in the demonstration of scientific knowledge in the classroom. Drawing on social semiotic systemic functional theory and legitimation code theory, this study explores the types and the role of gestures in the semiotic construction of scientific knowledge in pedagogic semiosis and their pedagogical values for the meaning-making of science content. (...) With this aim, a gesture observation protocol (GOP) is developed to annotate and analyze data. Two science lectures, which are broadcast remotely for middle school students including gifted students, are observed. Systemic Functional Multimodal Discourse Analysis (SF-MDA) method is employed to analyze and evaluate data. Results demonstrated that the deployment of gestures that contributes to the construction of scientific knowledge is low and deployed gestures mostly do not have pedagogical value. It is recommended that teachers should be more conscious and educated about deploying gestures to present scientific knowledge efficiently. (shrink)

Maʼamar "Hatsileni mi-pezur ha-nefesh": a praḳṭishe hilf far meḥankhim, elṭern, mener un froyen ... -- Derashat hitḥazḳut be-ʻinyan "ahavat ḥaverim" -- Yalḳuṭ igrot u-mikhtavim : liḳuṭ amarim u-khetavim, ratsuf be-tokham niṭfe ḥizuḳ ... .

Neutrosophic set has been derived from a new branch of philosophy, namely Neutrosophy. Neutrosophic set is capable of dealing with uncertainty, indeterminacy and inconsistent information. Neutrosophic set approaches are suitable to modeling problems with uncertainty, indeterminacy and inconsistent information in which human knowledge is necessary, and human evaluation is needed. Neutrosophic set theory firstly proposed in 1998 by Florentin Smarandache, who also developed the concept of single valued neutrosophic set, oriented towards real world scientific and engineering applications. Since then, the (...) single valued neutrosophic set theory has been extensively studied in books and monographs introducing neutrosophic sets and its applications, by many authors around the world. (shrink)

L'Aufklärung allemande s'est réapproprié polémiquement le concept rousseauiste de perfectibilité, souvent avec d'importants déplacements. Théologie, philosophie, histoire naturelle, pédagogie, anthropologie concourent à un débat critique par lequel cette anthologie montre la pluralité des Lumières. --.

In a recent article Mr. D. A. West investigated the meaning of haurire, haustus, showing how the primary sense ‘to take by scooping, to draw’ is present in a number of passages which have been incorrectly interpreted in the light of extensions made only later of this usage. He noted in passing that ‘this sense may well survive in, the cognate of haurire’. In this article I hope to show that the recognition of this as the basic sense of and (...) its cognates and compounds helps to clear away a number of errors arising from the misunderstanding of the fact that the action of scooping, or drawing, is at the root of Gk., as of Lat. haurire. (shrink)