Estimation of pharmacokinetic parameters from non-compartmental variables using Microsoft Excel((R))

This study was conducted to develop a method, termed 'back analysis (BA)', for converting non-compartmental variables to compartment model dependent pharmacokinetic parameters for both one- and two-compartment models. A Microsoft Excel((R)) spreadsheet was implemented with the use of Solver((R)) and visual basic functions. The performance of the BA method in estimating pharmacokinetic parameter values was evaluated by comparing the parameter values obtained to a standard modelling software program, NONMEM, using simulated data. The results show that the BA method was reasonably precise and provided low bias in estimating fixed and random effect parameters for both one- and two-compartment models. The pharmacokinetic parameters estimated from the BA method were similar to those of NONMEM estimation.

Quantification of cellulase activity using cellulose-azure

Despite wide application of cellulose-azure as a substrate for measuring cellulase activity, there is no quantification of hydrolysis rate or enzymatic activities using this substrate. The aim of this study was to quantify the hydrolysis rate in terms of product formation and dye released using cellulose-azure. The amount of dye released was correlated with the production of glucose and the enzyme concentrations. It is shown that the lack of correlation can be due to (1) repression of the release of the azure-dye when azure-dye accumulates, (2) presence of degradable substrates in the cellulase powder which inflate the glucose measurements and (3) the degradation of cellulose which is not linked to the dye in the cellulose-azure. Based on the lack of correlation, it is recommended that cellulose-azure should only be applied in assays when the aim is to compare relative activities of different enzymatic systems. (c) 2005 Elsevier B.V. All rights reserved.

Accessible Internet training package helps people with aphasia cross the digital divide

Background : The Internet is a source of information, communication, and leisure opportunities for people with aphasia. However, accessible training is one of several barriers for people with aphasia in using the Internet. Aims : This study developed and trialled special aphasia-friendly Internet training materials for people with aphasia. Methods & Procedures : A total of 20 people with aphasia were matched with volunteer tutors. The tutor-student pairs met for six lessons. Pre- and post-test Internet skills assessments were conducted and attitudinal questionnaires were completed. The training materials were based on Microsoft Internet Explorer 5.5 and consisted of a tutor's manual and a manual for the Internet student with aphasia. These materials are available as a free download from: http://www.shrs.uq.edu.au/cdaru/aphasiagroups/ Outcomes & Results : Significant differences between pre and post scores were found and participants reached a range of levels of independence following the training. The majority reported favourable outcomes. Conclusions. Results indicated that it was possible for people with aphasia to learn to use the Internet when they were taught in a one-to-one teaching situation with the use of accessible training manuals.

An Internet training intervention for people with traumatic brain injury: Barriers and outcomes

Primary objective: To test whether people with cognitive-linguistic impairments following traumatic brain injury could learn to use the Internet using specialized training materials. Research design: Pre-post test design. Methods and procedures: Seven participants were each matched with a volunteer tutor. Basic Internet skills were taught over six lessons using a tutor's manual and a student manual. Instructions used simple text and graphics based on Microsoft Internet Explorer 5.5. Students underwent Internet skills assessments and interviews pre- and post-training. Tutors completed a post-training questionnaire. Main outcomes and results: Six of seven participants reached moderate-to-high degrees of independence. Literacy impairment was an expected training barrier; however, cognitive impairments affecting concentration, memory and motivation were more significant. Conclusions: Findings suggest that people with cognitive-linguistic impairments can learn Internet skills using specialized training materials. Participants and their carers also reported positive outcomes beyond the acquisition of Internet skills.