Comparison of thoracotomy and thoracoscopy in patients with esophageal atresia - tracheoesophageal fistula

Objective: The aim of this study was to compare the patients who underwent EA-TEF repair with both classical and thoracoscopic methods, and thus to reveal the advantages and disadvantages of both techniques. Materials and methods: In this study, the files of 45 patients who underwent surgery for EA-TEF at the Erciyes University Faculty of Medicine (EUFM) Pediatric Surgery Clinic between August 2005 and July 2012 were retrospectively examined. Patients were divided into two groups based on the surgical method applied. Results: A total of 45 patients who presented with EA-TEF and underwent surgical procedures were evaluated. Thirty-one (70%) patients underwent thoracotomy (Group I), and 14 (30%) patients underwent surgery using the thoracoscopic method (Group II). The average gestational age was 37.5 weeks, and the birth weight was 2600 grams. Nineteen (42%) of the patients were female, and 26 (58%) were male. Group I was 39 weeks and 38 weeks in Group II. There was no significant difference in gestational age between the two groups (p>0.05). There was no significant difference between the groups regarding accompanying system anomalies (p>0.05). The time to surgery for patients in both groups was 2 days (p>0.05). The operation time in Group I (95 minutes) was shorter than in Group II (105 minutes) (p<0.05). The time to start gavage feeding after surgery in Group II was shorter compared to Group I (p<0.05). No difference was detected between the groups concerning the time to start oral feeding (p>0.05). No difference was detected between the groups concerning the length of hospital stay (p>0.05). There was no significant difference between the groups regarding the rate of complications (p>0.05). No patient died during surgery. Eleven (35%) of the 31 patients in Group I and 2 (14%) of the 14 patients in Group II died between postoperative days 1 and 25. There was no difference in mortality rates between the groups (p>0.05). Conclusions: Postoperative complications were detected at similar rates in both groups

Sitostatik azalan karaciğer rejenasyonuna glukagon'un etkisini araştıran deneysel çalışma

TEZ2417Tez (Uzmanlık) -- Çukurova Üniversitesi, Adana, 1982.Kaynakça (s. 67-74) var.74 s. ; res. , 30 cm.

An Examination of the Effect of Performance Duty in Science and Technology Course on Students' Academic Success

The aim of this study is to examine the impact of performance tasks on the 6th grade students' academic achievement in science and technology course in 2011-2012 academic year. The research is a quasi-experimental research including pre-test and post-test designs and it was carried out in a school in Giresun city in the north of Turkey with total 39 students in two classes in the 6th grade and two teachers. Two participant classes were randomly assigned to the two diverse conditions as the control group (n=20) and experiment (n=19) group. Performance tasks used in the experimental group and control group performed the normal course process. The teacher who participated in the study taught similarly in both classes. As a data collection tool, "Light and Sound Achievement Test" and "semi-structured interview Scale" developed by the researchers were used. Achievement test was prepared according to the light and sound units, and applied as pre-and post-test to both experiment and control groups. The data of the research was evaluated by t-test and content analysis. The research results show that treatment group students is more successful than control group students. In addition, the interviews carried out with experiment group pointed out the fact that students who carried out performance tasks stated that performance tasks helped them to develop skills to interpret and recall, they learned better and developed positive attitudes towards the course. The students who prepared performance stated that preparing performances was fun and enjoyable and added that they would like to continue to do performance homework if they are given opportunities.Bu çalışmanın amacı fen ve teknoloji dersinde performans görevi hazırlamanın öğrencilerin akademik başarılarına etkisini araştırmaktır. Çalışma 2011-2012 eğitim-öğretim yılında gerçekleştirilmiştir. Araştırma, ön-test, sontest desenlere sahip yarı deneysel bir araştırma olup, Türkiye’nin kuzeyindeki Giresun ilinde yer alan bir ilköğretim okulundaki 2 ayrı sınıftan toplam 39 altıncı sınıf öğrencisi ve bir öğretmen ile gerçekleştirilmiştir. Tesadüfî olarak bir sınıf kontrol (n=20); diğer sınıf ise deney grubu (n=19) olarak belirlenmiştir. Deney grubunda performans ödevleri kullanılmış, kontrol grubunda ise normal ders süreci işlenmiştir. Çalışmaya katılan öğretmen her iki sınıfta da benzer şekilde ders işlemiştir. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen "Işık ve Ses Başarı Testi" ile "Yarı Yapılandırılmış Bir Görüşme Ölçeği" kullanılmıştır. Işık ve ses ünitelerine göre hazırlanan başarı testi, ön ve son test olarak hem deney hem de kontrol grubuna uygulanmıştır. Araştırmanın verileri t testi ve içerik analizi ile değerlendirilmiştir. Araştırma sonuçları deney grubu öğrencilerinin kontrol grubu öğrencilerinden istatistiksel olarak daha başarılı olduğunu ortaya çıkarmıştır. Ayrıca deney grubu öğrencileriyle yapılan görüşmelerde performans ödevlerini gerçekleştiren öğrenciler, yorum yapma ve hatırlama yeteneklerinin geliştiğini, konuyu daha iyi öğrendiklerini, derse karşı olumlu tutumlar geliştirdiklerini ifade etmişlerdir. Performans hazırlayan öğrenciler, performans hazırlamanın eğlenceli ve zevkli bir uğraş olduğunu belirterek fırsat verildiği takdirde derslerde performans ödevi yapmayı sürdürmek istediklerini belirtmişlerdir