The place of the oxymetholone in the treatment of aplastic anemia

Bu çalışma, 19-20 Kasım 1981 tarihlerinde İstanbul[Türkiye]'da düzenlenen XVI. Ulusal Hematoloji Kongresi'nde bildiri olarak sunulmuştur.Çalışmamızda, EdinseI Aplastik Anemili 13 hastaya, en az 2 ay süre ile oral yoldan 2,5 mg/ kg/gün dozunda Oxymetholone verildi. Çalışma sonunda 7 hastada (% 54) tam remisyon, 5 hastada (% 38.4) kısmi remisyon sağlanmış, 1 hastada ( % 7.9) ise hiç cevap alınamamıştır. Tam remisyon sağlanan hastalardan 4'ü 7-23 aydır ilaçsız olarak takip edilmekte olup, 3 ünde ise azaltılmış dozlarda oxymetholone tedavisine devam edilmektedir. Tedavi sırasında .5 hastada serum transaminazlarında yükselme, 2 hastada sarılık , 2 hastada amenore ve 1 'er hastada da kas krampları , virilizasyon ve ahne görülmüştür. Bu yan etkiler ilacın geçici olarak kesilmesi veya dozunun azaltılması ile tamamen kaybolmuştur.In our study , peros 2.5 mg/kg/day Oxymetholone were given lo thirteen patients with acquired aplastic anemia for minimum two months. At the end of the treatment complete remission was achieved in 7 patient (% 54 ), partial remis·sion in .5 patients (% 38.4) and no response in one (% 7.9). In 4 patients with complete remission therapy was ceased for a period of 7-23 months, and in 3 patient treatment was continued in low doses. The side effects observed during therapy were: rise in transaminase levels (5 cases), Jaundice (2 cases), amenorrhea (2 cases), muscle cramps, virilization and acnea (I case). All these side effects were subsided after the reduction or cessation of the therapy

De opkomst van de 'nieuwe' sociale klassen binnen de dienstenklasse in Nederland: Politieke oriëntatie van de 'nieuwe' sociale klassen tussen 1970 en 2000 [The rise of ‘new’ social classes within the service class in the Netherlands: Political orientation of the ‘new’ social classes between 1970 and 2000]

Contains fulltext : 54875pub.pdf (publisher's version ) (Open Access)The employment structure of the Netherlands and other advanced countries is evolving from an industrial structure to a post-industrial structure. Yet existing social class schemas, like the well-known EGP class schema, were constructed for an industrial employment structure. In this study we adjust the EGP class schema to account for this transformation by using ‘new class’ theories and the literature on post-industrial class structure. Our research question is to what extent does the adjusted EGP class schema explain people’s political orientation better than the standard EGP class schema in the transition from an industrial to a post-industrial employment structure. Our first hypothesis states that the ‘new’ social classes distinguished in the adjusted EGP class schema differ in their political orientation from the ‘old’ social classes in the service class. Our second hypothesis states that, during their formation, the ‘new’ social classes will become increasingly effective in explaining differences (effect size) in people’s political orientation. Experts’ knowledge has been employed to classify the occupations within the service class. Furthermore, we used 18 data sets gathered in the Netherlands between 1970 and 2000. The total number of respondents was 32,700. The adjusted EGP class schema proved substantially better at explaining people’s political orientation than the standard EGP class schema; the ‘new’ social classes did differ substantially in their political orientation from the ‘old’ classes. Furthermore, our results showed that the political orientation of the low-grade social and cultural specialists became more crystallized from 1970 onwards.23 p

New social classes within the service class in the Netherlands and Britain. Adjusting the EGP class schema for the technocrats and the social and cultural specialists

Contains fulltext : 56427.pdf (publisher's version ) (Open Access)RU Radboud Universiteit Nijmegen, 19 januari 2007Promotor : Graaf, N.D. de Co-promotor : Need, A.192 p

Weerstand tegen zwarte scholen? Empirisch onderzoek in een grote stad

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Prospective Primary Teachers’ Metaphorical Perceptions Towards Mathematics

For Lakoff and Johnson (2005), who believe that metaphorical relations form a considerable part of conceptual system, metaphor is to understand and experience a phenomena/fact according to a phenomena/fact. Being primarily a means of perception, metaphor includes a transfer of information from the known end to new/unknown end, in teaching of mathematics, abstractness of mathematical notions and pretty much hardness of these notions indirectly, accentuate metaphors as a powerful mental model in understanding of abstract, complex or theoretical fact, and in explaining metaphors as a powerful mental model. There are many research revealed that metaphors, in recent years, are said to be a powerful means of research determining perceptions (Inbar, 1996; Guerrero and Villamil, 2002; Saban et al. 2006)

Evaluation of a web based mathematics teaching material on the subject of functions

The aim of the study is to develop a web-based mathematics teaching (WBMT) material and to evaluate the effectiveness of the WBMT material for 9th grade students learning the concept of mathematical function. Firstly, a WBMT material was designed and piloted. As a result of this pilot study the site was revised as a final form. The study was conducted during the fall term of 2004-2005 academic years and was carried out in two different classes taught by the same teacher. Through mixed methods study the qualitative and quantitative data were collected from the sample, consisting of eighteen teachers and eighty 9th grade students. One of these teachers taught the control and experimental groups at the high school where the main study was conducted. This examination included comparing the results of students experiencing learning with WBMT with those do not, and interpreting the teachers' responses to the use of WBMT materials. The analysis of the data suggests positive effect of WBMT on student learning of mathematical function and on attitudes towards WBMT. However, the teachers all represented and shared some common ideas that because of the technical problems and readiness of teachers and students there would be some problems in terms of successful implementation of WBMT in schools. Nevertheless, the results provide support for the use of this WBMT material as a complement to traditional classes. © 2007 Elsevier Ltd. All rights reserved