This study investigated the effect of jigsaw cooperative learning and animation versus traditional teaching methods on students' understanding of electrochemistry in a first-year general chemistry course. This study was carried out in three different classes in

Aim Congenital undescended scapula (Sprengel deformity) is a rare deformity that is reported in the literature mostly as small case series with short-or medium-term follow-up periods. Here, we aimed to present the long-term results of this deformity treated with modified Green procedure. Method The modified Green procedure was performed in 24 patients (28 shoulders) with Sprengel deformity. Clavicular osteotomy accompanied in all, and omovertebral bone excision in 13 shoulders. The mean age of the patients at the time of surgery was 4.5 years (range 1.5-17 years). Mean follow-up period was 11 years 4 months (4.3-17 years). Preoperative cosmetic appearance was noted as Cavendish III in 17 shoulders and as IV in 11 shoulders. In addition to the Cavendish scale, shoulder abduction, shoulder asymmetry, and scapular elevation and medialization were evaluated. ResultsThe decrease in scapular elevation and Cavendish scale, and the improvement in shoulder abduction and scapular medialization postoperatively were statistically significant (P \ 0.001). Cosmetic improvement of at least one Cavendish grade were attained in 88.9% of shoulders. One patient (unilateral) who was Cavendish grade IV preoperatively died in the early postoperative period from unrelated causes. Of the remaining 10 preoperatively grade IV shoulders, 2 remained at the same grade, 1 improved to grade III, and 7 shoulders to grade I. Of the 17 preoperatively grade III shoulders, 1 shoulder stayed the at same grade, 7 shoulders improved to II, and 9 shoulders to grade I. Postoperative winging in 2 shoulders and hypertrophic scarring in 6 shoulders were noted. Conclusion The modified Green procedure is a relatively safe and reliable method in the treatment of severe Sprengel deformity cases and provides highly constructive and aesthetic results in the long term.

Background: Chronic non-bacterial prostatitis (NBP) is the most common prostatitis syndrome. Prevention and cure are not possible because the cause of NBP is unknown. However, patients may benefit from supportive measures. The impact of the frequency of ejaculation alone on the course of NBP was evaluated in the present study. Methods: Thirty-four single male patients who avoided masturbation and extramarital sexual intercourse for personal and/or religious beliefs and who did not respond to a clinical trial of doxycycline hydrochloride therapy (200 mg daily for 4 weeks) directed against mycoplasmas, chlamydiae and ureaplasmas were enrolled in the study. They were encouraged to masturbate regularly at least twice a week and were re-evaluated at the end of a 6 month period, including a complete inquiry regarding their sexual function during this time.Response was assessed by a symptom severity index.Results: Clinical and laboratory re-evaluation could be performed in 28 patients. Of 18 patients who adhered to the recommendations, two (11%) experienced complete relief of symptoms, whereas six (33%) had marked improvement, six had moderate improvement and four (22%) did not benefit. In contrast, three of seven patients who masturbated less frequently reported partial improvement. Three patients who did not ejaculate other than during wet dreams had a worse prognosis. Conclusions:Young men who are single and suffering from NBP must be informed about their illness in detail and, if they are not doing so, they should be encouraged to ejaculate regularly, for example by masturbation in the absence of a sexual relationship with a partner. We believe that normal sexual activity decreases the incidence of NBP in some cases.

This study aimed to analyze deaths related to tractor accidents in Eskişehir Province and characteristics of these cases to provide data and suggestions along with the literature. The cases involved individuals died due to tractor‐related accidents were retrospectively examined between 1992 and 2016 (25‐year period). Demographic data related to the cases and crime scenes, characteristics of events, and autopsy findings were evaluated. In the 25‐year period, 61 individuals (88.5% males, average age: 48.7 years) died due to tractor accidents in Eskişehir Province, and approximately 45.9% of these accidents most commonly involved tractor rollover. Deaths due to tractor accidents will be decreased by raising awareness among tractor drivers, preventing young individuals from driving tractors, not allowing individuals to drive without license, making mechanical and physical features of tractors suitable for agricultural activity to be performed, ensuring their safety for travel and use, and avoiding carrying passengers on tractors.

Fen derslerinin soyut kavramlardan oluşması, fen öğretiminde yaparak ve yaşayarak öğrenmeyi ön plana çıkaran uygulamaların tercih edilmesini gerektirmekte ve bu uygulamalar da öğrencileri pasif olmaktan çıkararak kendi öğrenmelerinde etkin rol oynamalarını sağlamaktadır (Yiğit & Akdeniz, 2003). Öğretmen merkezli öğretim yöntemlerinin aksine öğrenci merkezli öğretim yöntemleri, öğrencileri karşılaştıkları yeni durumları kendi deneyimlerine göre anlamlandıran ve bu süreçte aktif olarak öğrenen bireyler olarak görmektedir. Aktif olarak öğrenen bireyler bilgiyi kendileri yapılandırmaktadır.Günümüz eğitim sisteminde yapılandırmacı yaklaşımı esas alan öğrenci merkezli öğretim yöntemleri aktif öğrenme içinde ele alınmakta ve uygulanmaktadır. Aktif öğrenme, öğretmeni sadece bilgi sunan konumundan çıkararak öğrencilerin aktif olarak katıldığı ve öğretmenlerin bu süreci kontrol ettiği eylemsel bir süreç haline getirir. (Duch, Groh & Allen, 2001). Aktif öğrenme süreci, öğrencinin yaşamında kullanabileceği ileri düzeyde beceriler kazanmasına ve entelektüel girişimlerde bulunmasına önemli katkılarda bulunur (Akpınar & Gezer 2010).Aktif öğrenmede öğrenciler çalışmalarında kaynaklara kendileri ulaşır, değişik kaynaklardan bilgiye ulaşmanın yollarını öğrenir, elde ettikleri bilgileri örgütler ve sunar, bireysel ve grup projelerinde sorumluluk alır ve bunu paylaşırlar, bilgileri paylaşır, etkileşimde bulunur ve ortak bilgi üretimi için işbirliği yaparlar (Akar 2012). Dolayısıyla öğrenme ve öğretme ortamında öğrenciler aktif rol almış olurlar. Aktif öğrenme yöntemleri; probleme dayalı öğrenme yöntemi, sorgulamaya dayalı öğrenme yöntemi, projeye dayalı öğrenme yöntemi, araştırmaya dayalı öğrenme yöntemi ve işbirlikli öğrenme yöntemi gibi birçok öğrenci merkezli uygulamaları içerir (Aydın, 2011).Aktif öğrenme yöntemlerinden biri olan işbirlikli öğrenme teori, araştırma ve eğitim uygulamaları alanında yaygın bir şekilde görülen modellerden biridir (Graham, 2005; Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Bilgisayar ve Eğitim Araştırmaları Dergisi www.joucer.com www.dergipark.ulakbim.gov.tr/jcer Journal of Computer and Education Research www.joucer.com www.dergipark.ulakbim.gov.tr/jcer