For the first time we achieved incontestable evidence that the real process of dielectric relaxat... more For the first time we achieved incontestable evidence that the real process of dielectric relaxation during the polymerization reaction of polyvinylpyrrolidone (PVP) is described in terms of the fractional kinetic equations containing complex-power-law exponents. The possibility of the existence of the fractional kinetics containing non-integer complex-power-law exponents follows from the general theory of dielectric relaxation that has been suggested recently
Journal of clinical pharmacy and therapeutics, 2004
Although 5-fluorouracil (5-FU)-related cardiotoxicity is well known, atrial arrhythmia, as a pote... more Although 5-fluorouracil (5-FU)-related cardiotoxicity is well known, atrial arrhythmia, as a potentially serious complication has not been studied in detail. The aim of this study was to determine the P max and Pd in the electrocardiograms (ECG) of patients receiving 5-FU treatment. Twenty-five patients (mean age: 62 years) receiving a 5-FU bolus plus continuous infusion with calcium leucovorin over 48 h and with normal pre-treatment cardiac physical examinations, ECG and echocardiography were enrolled. P maximum (P max), P minimum (P min) and P dispersion (Pd) (maximum minus minimum P wave duration) were measured from the 12-lead ECG at the 0th and 48th hour of the first chemotherapy cycle. Echocardiography was also obtained in all patients at the same times. Clinical cardiotoxicity was observed in two patients. P max and Pd were both significantly longer after 5-FU treatment at the 48th hour (P < 0.001). P min did not change (P > 0.05). Treatment with 5-FU based regimens may...
The study aimed to describe and compare the perceptions of web-based distance
education students... more The study aimed to describe and compare the perceptions of web-based distance
education students and campus-based face-to-face students about the quality of
education provided in their programs with regard to variables including gender, maritalstatus,
and employment status. A baseline descriptive survey design and complementary
ex post facto design were used in this study. A total of 536 students studying at two
higher education institutions participated in the study. “Student Program Assessment
Scale [SPAS]” was developed and used to assess web-based and face-to-face students’
perceptions about the quality of education in their programs.
The results showed that web-based students were most positive about lifelong learning
opportunities provided in their distance programs, followed by learning-teaching
procedures, abilities to access and share resources, and lastly chances of cooperation and
socialization. Face-to-face students were almost neutral in all aspects and, compared to
web-based students, they were significantly less positive about lifelong learning
opportunities (large effect size), learning-teaching procedures (medium effect size), and
abilities to access and share resources (small effect size) provided by their programs.
Face-to-face and web-based learners were similarly and moderately positive about the
cooperation and socialization opportunities provided in their programs. Gender, marital
status and employment were found to cause no differences in practical sense on
perceptions of web-based and face-to-face students.
For the first time we achieved incontestable evidence that the real process of dielectric relaxat... more For the first time we achieved incontestable evidence that the real process of dielectric relaxation during the polymerization reaction of polyvinylpyrrolidone (PVP) is described in terms of the fractional kinetic equations containing complex-power-law exponents. The possibility of the existence of the fractional kinetics containing non-integer complex-power-law exponents follows from the general theory of dielectric relaxation that has been suggested recently
Journal of clinical pharmacy and therapeutics, 2004
Although 5-fluorouracil (5-FU)-related cardiotoxicity is well known, atrial arrhythmia, as a pote... more Although 5-fluorouracil (5-FU)-related cardiotoxicity is well known, atrial arrhythmia, as a potentially serious complication has not been studied in detail. The aim of this study was to determine the P max and Pd in the electrocardiograms (ECG) of patients receiving 5-FU treatment. Twenty-five patients (mean age: 62 years) receiving a 5-FU bolus plus continuous infusion with calcium leucovorin over 48 h and with normal pre-treatment cardiac physical examinations, ECG and echocardiography were enrolled. P maximum (P max), P minimum (P min) and P dispersion (Pd) (maximum minus minimum P wave duration) were measured from the 12-lead ECG at the 0th and 48th hour of the first chemotherapy cycle. Echocardiography was also obtained in all patients at the same times. Clinical cardiotoxicity was observed in two patients. P max and Pd were both significantly longer after 5-FU treatment at the 48th hour (P < 0.001). P min did not change (P > 0.05). Treatment with 5-FU based regimens may...
The study aimed to describe and compare the perceptions of web-based distance
education students... more The study aimed to describe and compare the perceptions of web-based distance
education students and campus-based face-to-face students about the quality of
education provided in their programs with regard to variables including gender, maritalstatus,
and employment status. A baseline descriptive survey design and complementary
ex post facto design were used in this study. A total of 536 students studying at two
higher education institutions participated in the study. “Student Program Assessment
Scale [SPAS]” was developed and used to assess web-based and face-to-face students’
perceptions about the quality of education in their programs.
The results showed that web-based students were most positive about lifelong learning
opportunities provided in their distance programs, followed by learning-teaching
procedures, abilities to access and share resources, and lastly chances of cooperation and
socialization. Face-to-face students were almost neutral in all aspects and, compared to
web-based students, they were significantly less positive about lifelong learning
opportunities (large effect size), learning-teaching procedures (medium effect size), and
abilities to access and share resources (small effect size) provided by their programs.
Face-to-face and web-based learners were similarly and moderately positive about the
cooperation and socialization opportunities provided in their programs. Gender, marital
status and employment were found to cause no differences in practical sense on
perceptions of web-based and face-to-face students.
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education students and campus-based face-to-face students about the quality of
education provided in their programs with regard to variables including gender, maritalstatus,
and employment status. A baseline descriptive survey design and complementary
ex post facto design were used in this study. A total of 536 students studying at two
higher education institutions participated in the study. “Student Program Assessment
Scale [SPAS]” was developed and used to assess web-based and face-to-face students’
perceptions about the quality of education in their programs.
The results showed that web-based students were most positive about lifelong learning
opportunities provided in their distance programs, followed by learning-teaching
procedures, abilities to access and share resources, and lastly chances of cooperation and
socialization. Face-to-face students were almost neutral in all aspects and, compared to
web-based students, they were significantly less positive about lifelong learning
opportunities (large effect size), learning-teaching procedures (medium effect size), and
abilities to access and share resources (small effect size) provided by their programs.
Face-to-face and web-based learners were similarly and moderately positive about the
cooperation and socialization opportunities provided in their programs. Gender, marital
status and employment were found to cause no differences in practical sense on
perceptions of web-based and face-to-face students.
education students and campus-based face-to-face students about the quality of
education provided in their programs with regard to variables including gender, maritalstatus,
and employment status. A baseline descriptive survey design and complementary
ex post facto design were used in this study. A total of 536 students studying at two
higher education institutions participated in the study. “Student Program Assessment
Scale [SPAS]” was developed and used to assess web-based and face-to-face students’
perceptions about the quality of education in their programs.
The results showed that web-based students were most positive about lifelong learning
opportunities provided in their distance programs, followed by learning-teaching
procedures, abilities to access and share resources, and lastly chances of cooperation and
socialization. Face-to-face students were almost neutral in all aspects and, compared to
web-based students, they were significantly less positive about lifelong learning
opportunities (large effect size), learning-teaching procedures (medium effect size), and
abilities to access and share resources (small effect size) provided by their programs.
Face-to-face and web-based learners were similarly and moderately positive about the
cooperation and socialization opportunities provided in their programs. Gender, marital
status and employment were found to cause no differences in practical sense on
perceptions of web-based and face-to-face students.