Yabancı Diller Yüksekokulu / School of Foreign Languages

Permanent URI for this collectionhttps://hdl.handle.net/11727/3651

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    Management of Septic Open Abdomen in a Morbid Obese Patient with Enteroatmospheric Fistula by Using Standard Abdominal Negative Pressure Therapy in Conjunction with Intrarectal One
    (2015) Yetisir, Fahri; Salman, A.Ebru; Acar, Hasan Zafer; Ozer, Mehmet; Aygar, Muhittin; Osmanoglu, Gokhan; 26779360
    Introduction. Management of open abdomen (OA) with enteroatmospheric fistula (EAF) in morbid obese patient with comorbid disease is challenging. We would like to report the management of septic OA in morbid obese patient with EAF which developed after strangulated recurrent giant incisional hernia repair. We would also like to emphasize, in this case, the conversion of EAF to ileostomy by the help of second Negative Pressure Therapy (NPT) on ostomy side, and the chance of new EAF occurrence was reduced with intrarectal NPT. Case Presentation. 62-year-old morbid obese woman became an OA patient with EAF after strangulated recurrent giant hernia. EAF was converted to ostomy with pezzer drain by the help of second NPT on ostomy. Colonic distention was reduced with the third NPT application via rectum. Abdominal reapproximation anchor (ABRA) system was used for delayed abdominal closure. Conclusions. Using the 2nd NPT on ostomy side may help in the maturation of the ostomy created in a difficult condition in an open abdomen. Using the 3rd NPT through rectum may decrease the chance of EAF formation by reducing the pressure difference between intraluminal pressure and extraluminal pressure in hollow viscera.
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    The Role of Metacognitive Activities on University Level Preparatory Class EFL Learners' Reading Comprehension
    (2016) Balikcioglu, Gulin; Efe, Tuba
    The aim of this study is to investigate the role of metacognitive activities on university level preparatory class EFL learners' reading comprehension. The research was conducted in one of the foundation universities in Ankara, Turkey in the fall term of 2015-2016 academic year. It was designed as an action research study to improve the efficiency of reading lessons in the institution, and two existing B level prep classes were taken as experimental (n:19) and control groups (n:14). In both groups, related vocabulary was introduced prior to giving multiple choice reading test consisting of ten questions, but in the experimental group the learners were also exposed to metacognitive strategies (Socratic circle and shape shifting) as pre-reading activities. Then, an interview study was conducted with 3 randomly selected students from the experimental group to learn how they felt during these activities. The data collected from the reading comprehension text was analyzed statistically and the results showed that the experimental group students slightly outperformed the control group students. This research concludes that significant results can be attained if metacognitive strategies as pre-reading activities are integrated more frequently into reading lessons. (C) 2016 Published by Elsevier Ltd.