Browsing by Author "Kaya, Murat"
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- Natural β-chitin-protein complex film obtained from waste razor shells for transdermal capsaicin carrierPublication . Aylanc, Volkan; Ertosun, Seymanur; Akyuz, Lalehan; Koc Bilican, Behlul; Gokdag, Semih; Bilican, Ismail; Cakmak, Yavuz Selim; Yilmaz, Bahar Akyuz; Kaya, MuratIn the literature, the produced β-chitin samples are in powder or flake forms but there is no natural β-chitin based film. Also, the commercially available transdermal patches are produced from synthetic polymers. In this regard,we produced natural β-chitin-protein complex (CPC) film fromthewaste shells of Ensis spp. The obtained natural filmwas characterized by FTIR, TGA and SEM. Additionally, swelling, thickness, contact angle and antioxidant tests were done to learn more about the films. After production and characterization of the film, capsaicin, which is commonly used for pain reliefwas loaded into the film. The loading capacitywas recorded as 5.79%. The kineticmodelswere studied in three different pH, then the resultswere fittedwith Higuchimodelwith high correlation at pH 7.4. After considering all the obtained results, the capsaicin loaded CPC film may be an alternative candidate for transdermal patch instead of the synthetic ones.
- Three continents, three countries: the remote education by higher education students in the pandemic timePublication . Tadeu, Pedro José Arrifano; Ribeiro, Maria do Céu; Kaya, Murat; Takunyaci, Mithat; Fonseca, Janete Rosa da; Carmona, David ArenasThe epidemiological situation caused by the COVID-19 pandemic has led to the close of physical spaces of schools of all levels of education. To overcome this, it was necessary to adopt emergency measures, including Emergency Remote Education (ERE), using technologies to interact synchronously with students. Besides, it was also required to reconfigure educational practices and develop skills in digital literacy to enable the continuity of educational experiences, respecting isolation but maintaining the interaction of teachers and students. We consider that it is essential to collect information about the degree of student satisfaction with the (ERE) in three countries (Portugal, Brazil and Turkey), located on three continents (Europe, America and Asia). Data were collected on 19/20 and 20/21 by researchers from the countries using a survey created on Google Forms, assuring the confidentiality of the data. We obtained 566 valid responses: Portugal 140, Turkey 359 and Brazil 67. From the results, the models chosen in the three countries did not please in a unanimous way all the students involved. There are significant differences in access, knowledge of the platforms used and even in the methodologies used by different teachers concerning countries. On the contrary, about the possibility of moving to a permanent online model, there is unanimity, verifying from the opinions that face-to-face education is not replaceable by the model that has been used over the last two years.