Burcin Gungen - Academia.edu (original) (raw)
Papers by Burcin Gungen
Change, Architecture, Education, Practices, 2012 ACSA International Conference in Barcelona, Spain, 2013
Aims and objective(s): The objective of this systematic review was to determine the needle length... more Aims and objective(s): The objective of this systematic review was to determine the needle length required to reach the dorsogluteal muscle based on body mass index and sex. Our aim was to provide evidence-based recommendations to current intramuscular injection guidelines from the result(s) of this review. Background: Studies worldwide are documenting reduced medication effectiveness due to improperly placed dorsogluteal intramuscular injections because of incorrect needle length, wrong site selection and/or obesity. Current intramuscular injection guidelines lack specific instructions according to weight or sex. While there are similar concerns with other injectable sites, this review focuses solely on adult dorsogluteal intramuscular injections. Design: A systematic review of relevant literature of dorsogluteal intramuscular injections based on body mass index and sex. Methods: This systematic review was reported using the PRISMA checklist 2020. The review protocol was registered with Center for Open Science (OSF). We analysed 1,412 articles from nine databases. We compared twelve studies that utilised computerised tomography or ultrasonography using The Johns Hopkins Evidence-Based Practice Model and Guidelines. Results: A significant number of dorsogluteal intramuscular injections are administered into subcutaneous tissue rather than muscle because needles are too short for populations with body mass indexes over 25, especially women. Poor landmarking often results in improperly placed injections. Conclusions: To prevent administering a dorsogluteal intramuscular injection into subcutaneous tissue, women with a BMI of 25 and over require needles longer than 38 mm (1.5 inches). Men have less subcutaneous tissue in the dorsogluteal area and only require longer needles if BMI is 35 and over. If skin-to-muscle depth is questionable in either sex, an ultrasound-guided intramuscular injection is warranted for accurate dorsogluteal placement. Landmarking and needle length are key to appropriately placed IM injections. Relevance to clinical practice: Dorsogluteal injections are often injected into subcutaneous tissue rather than muscle because needles are not long enough to reach muscle, especially in women. Critical elements that determine placement of intramuscular injections into muscle versus subcutaneous tissue are sex, BMI, needle length and landmarking. Medications delivered into subcutaneous tissue may have reduced bioavailability.
Şekil 4.62: "Konut silosu"nda işlev öbeklerini biraraya getirmek ve karma mini komşuluklar oluştu... more Şekil 4.62: "Konut silosu"nda işlev öbeklerini biraraya getirmek ve karma mini komşuluklar oluşturmak için diyagramatik bir çalışma (MVRDV, 1998). Şekil 4.63: Otopark alanı planı, bu planın birim ölçülerini tutarak uygulanan yapıların bir rastlantısal dağılımı şeması (MVRDV, 1998)..
A/Z : ITU journal of Faculty of Architecture, 2018
This study originates from a second year architectural design studio experience which was conduct... more This study originates from a second year architectural design studio experience which was conducted at İstanbul Technical University, Faculty of Architecture in 2012 and it discusses a paradigm shift in architectural design education in the context of studio culture. The main motivation distinguishing the studio was to start an open studio culture in a cultivation atmosphere, and elaborate architectural design education in a multifaceted manner while questioning the teaching-learning duality. 'Parallax-Room 3407' inherited its name from the book 'Parallax' by Holl, which triggered the conceptual discussions it is founded on, and the studio 3407 of Taşkışla. The studio during the period of fall semester, followed different synchronous trajectories which are covered in the following subtopics in this paper: Bodily Experience, Critical Thinking, Learning By Doing, Narratives On Urban Context, Parallax: Thinking With Concepts, and Thinking By Representing. This learning environment referred to a constructivist educational approach, and was founded on the acknowledgement that design knowledge can only be achieved through discovery, not by a passive transmission from the teacher to the student. The contextual character of architectural design knowledge necessitates a paradigm shift; the activation of an open studio culture and burgeoning approaches of learning to learn, learning by discovering/ experiencing/ doing instead of pursuing conventional practices.
A/Z : ITU journal of Faculty of Architecture
This study originates from a second year architectural design studio experience which was conduct... more This study originates from a second year architectural design studio experience which was conducted at İstanbul Technical University, Faculty of Architecture in 2012 and it discusses a paradigm shift in architectural design education in the context of studio culture. The main motivation distinguishing the studio was to start an open studio culture in a cultivation atmosphere, and elaborate architectural design education in a multifaceted manner while questioning the teaching-learning duality. 'Parallax-Room 3407' inherited its name from the book 'Parallax' by Holl, which triggered the conceptual discussions it is founded on, and the studio 3407 of Taşkışla. The studio during the period of fall semester, followed different synchronous trajectories which are covered in the following subtopics in this paper: Bodily Experience, Critical Thinking, Learning By Doing, Narratives On Urban Context, Parallax: Thinking With Concepts, and Thinking By Representing. This learning environment referred to a constructivist educational approach, and was founded on the acknowledgement that design knowledge can only be achieved through discovery, not by a passive transmission from the teacher to the student. The contextual character of architectural design knowledge necessitates a paradigm shift; the activation of an open studio culture and burgeoning approaches of learning to learn, learning by discovering/ experiencing/ doing instead of pursuing conventional practices.
Abstract: First year design studio is generally acknowledged,as a preliminary environment,where s... more Abstract: First year design studio is generally acknowledged,as a preliminary environment,where students are introduced to a new vocabulary of design and architecture. First year studio is also ,a space ,where students learn to learn, discover themselves, gain a critical perspective, express themselves and are trained to become an
Abstract: First year design studio is generally acknowledged,as a preliminary environment,where s... more Abstract: First year design studio is generally acknowledged,as a preliminary environment,where students are introduced to a new vocabulary of design and architecture. First year studio is also ,a space ,where students learn to learn, discover themselves, gain a critical perspective, express themselves and are trained to become an
Change, Architecture, Education, Practices, 2012 ACSA International Conference in Barcelona, Spain, 2013
Aims and objective(s): The objective of this systematic review was to determine the needle length... more Aims and objective(s): The objective of this systematic review was to determine the needle length required to reach the dorsogluteal muscle based on body mass index and sex. Our aim was to provide evidence-based recommendations to current intramuscular injection guidelines from the result(s) of this review. Background: Studies worldwide are documenting reduced medication effectiveness due to improperly placed dorsogluteal intramuscular injections because of incorrect needle length, wrong site selection and/or obesity. Current intramuscular injection guidelines lack specific instructions according to weight or sex. While there are similar concerns with other injectable sites, this review focuses solely on adult dorsogluteal intramuscular injections. Design: A systematic review of relevant literature of dorsogluteal intramuscular injections based on body mass index and sex. Methods: This systematic review was reported using the PRISMA checklist 2020. The review protocol was registered with Center for Open Science (OSF). We analysed 1,412 articles from nine databases. We compared twelve studies that utilised computerised tomography or ultrasonography using The Johns Hopkins Evidence-Based Practice Model and Guidelines. Results: A significant number of dorsogluteal intramuscular injections are administered into subcutaneous tissue rather than muscle because needles are too short for populations with body mass indexes over 25, especially women. Poor landmarking often results in improperly placed injections. Conclusions: To prevent administering a dorsogluteal intramuscular injection into subcutaneous tissue, women with a BMI of 25 and over require needles longer than 38 mm (1.5 inches). Men have less subcutaneous tissue in the dorsogluteal area and only require longer needles if BMI is 35 and over. If skin-to-muscle depth is questionable in either sex, an ultrasound-guided intramuscular injection is warranted for accurate dorsogluteal placement. Landmarking and needle length are key to appropriately placed IM injections. Relevance to clinical practice: Dorsogluteal injections are often injected into subcutaneous tissue rather than muscle because needles are not long enough to reach muscle, especially in women. Critical elements that determine placement of intramuscular injections into muscle versus subcutaneous tissue are sex, BMI, needle length and landmarking. Medications delivered into subcutaneous tissue may have reduced bioavailability.
Şekil 4.62: "Konut silosu"nda işlev öbeklerini biraraya getirmek ve karma mini komşuluklar oluştu... more Şekil 4.62: "Konut silosu"nda işlev öbeklerini biraraya getirmek ve karma mini komşuluklar oluşturmak için diyagramatik bir çalışma (MVRDV, 1998). Şekil 4.63: Otopark alanı planı, bu planın birim ölçülerini tutarak uygulanan yapıların bir rastlantısal dağılımı şeması (MVRDV, 1998)..
A/Z : ITU journal of Faculty of Architecture, 2018
This study originates from a second year architectural design studio experience which was conduct... more This study originates from a second year architectural design studio experience which was conducted at İstanbul Technical University, Faculty of Architecture in 2012 and it discusses a paradigm shift in architectural design education in the context of studio culture. The main motivation distinguishing the studio was to start an open studio culture in a cultivation atmosphere, and elaborate architectural design education in a multifaceted manner while questioning the teaching-learning duality. 'Parallax-Room 3407' inherited its name from the book 'Parallax' by Holl, which triggered the conceptual discussions it is founded on, and the studio 3407 of Taşkışla. The studio during the period of fall semester, followed different synchronous trajectories which are covered in the following subtopics in this paper: Bodily Experience, Critical Thinking, Learning By Doing, Narratives On Urban Context, Parallax: Thinking With Concepts, and Thinking By Representing. This learning environment referred to a constructivist educational approach, and was founded on the acknowledgement that design knowledge can only be achieved through discovery, not by a passive transmission from the teacher to the student. The contextual character of architectural design knowledge necessitates a paradigm shift; the activation of an open studio culture and burgeoning approaches of learning to learn, learning by discovering/ experiencing/ doing instead of pursuing conventional practices.
A/Z : ITU journal of Faculty of Architecture
This study originates from a second year architectural design studio experience which was conduct... more This study originates from a second year architectural design studio experience which was conducted at İstanbul Technical University, Faculty of Architecture in 2012 and it discusses a paradigm shift in architectural design education in the context of studio culture. The main motivation distinguishing the studio was to start an open studio culture in a cultivation atmosphere, and elaborate architectural design education in a multifaceted manner while questioning the teaching-learning duality. 'Parallax-Room 3407' inherited its name from the book 'Parallax' by Holl, which triggered the conceptual discussions it is founded on, and the studio 3407 of Taşkışla. The studio during the period of fall semester, followed different synchronous trajectories which are covered in the following subtopics in this paper: Bodily Experience, Critical Thinking, Learning By Doing, Narratives On Urban Context, Parallax: Thinking With Concepts, and Thinking By Representing. This learning environment referred to a constructivist educational approach, and was founded on the acknowledgement that design knowledge can only be achieved through discovery, not by a passive transmission from the teacher to the student. The contextual character of architectural design knowledge necessitates a paradigm shift; the activation of an open studio culture and burgeoning approaches of learning to learn, learning by discovering/ experiencing/ doing instead of pursuing conventional practices.
Abstract: First year design studio is generally acknowledged,as a preliminary environment,where s... more Abstract: First year design studio is generally acknowledged,as a preliminary environment,where students are introduced to a new vocabulary of design and architecture. First year studio is also ,a space ,where students learn to learn, discover themselves, gain a critical perspective, express themselves and are trained to become an
Abstract: First year design studio is generally acknowledged,as a preliminary environment,where s... more Abstract: First year design studio is generally acknowledged,as a preliminary environment,where students are introduced to a new vocabulary of design and architecture. First year studio is also ,a space ,where students learn to learn, discover themselves, gain a critical perspective, express themselves and are trained to become an