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Biomedical subjects

W Dunn

Publications and source records attributed to W Dunn.

16 recordsLinked to original sources
PubMed1992

Effects of BRB-I-28, a novel antiarrhythmic agent, and its derivatives on cardiac Na+,K(+)-ATPase, Mg(2+)-ATPase activities and contractile force.

The effects of BRB-I-28, SAZ-VII-22 and SAZ-VII-23, a novel class of antiarrhythmic agents and other 3,7-diheterobicyclo[3.3.1]nonane (DHBCN) derivatives on guinea pig myocardial Na+,K(+)-ATPase and Mg(2+)-activated ATPase activities were investigated in comparison with those of tedisamil, lidocaine and ouabain. BRB-I-28, SAZ-VII-22, SAZ-VII-23, tedisamil and their derivatives produced concentration-dependent inhibition on both Na+,K(+)-ATPase and Mg(2+)-activated ATPase. Ouabain had no effect on the Mg(2+)-activated ATPase activity and GLG-IV-44 had no significant inhibition on Na+,K(+)-ATPase. Molar refractivity, retention time in reverse-phase HPLC, and partition coefficients were determined and the influence of these three parameters on the inhibitory effects of DHBCN on ATPase was examined. It seems that inhibitory effects of DHBCN derivatives on Na+,K(+)-ATPase and Mg(2+)-activated ATPase increase with an increase in lipophilicity, while hydrophilic groups of the drugs may not be important for interaction between drugs and ATPases. The effects of BRB-I-28 on contractile force development in rabbit atrial and papillary muscles were studied. At paced rates of 0.5 and 1.0 Hz in atrial muscle, BRB-I-28 produced an apparent positive inotropic effect in isolated rabbit atrial muscle, which is consistent with its inhibitory effects on Na+,K(+)-ATPase and Mg(2+)-ATPase activities. Inhibitory effects on myocardial Na+,K(+)-ATPase and Mg(2+)-activated ATPase activities may be the basis of some electrophysiological effects of antiarrhythmic properties of BRB-I-28, SAZ-VII-22, SAZ-VII-23, and tedisamil.

Animals↗
PubMed1988

Models of occupational therapy service provision in the school system.

Occupational therapy is a related service when provided within the public schools, which means that services must enhance or support educational goals. Three service provision models have been described for school therapists: direct service, monitoring, and consultation. Direct service addresses individualized needs that require specialized intervention strategies which can safely be performed only by the occupational therapist. Monitoring, which is sometimes referred to as integrated programming, uses therapeutic expertise within functional tasks to maximize opportunities for practice and generalization. Consultation addresses problems by enabling others to work more effectively on the educational goals they have set for the students. Evidence is accumulating to demonstrate that each model is effective when chosen and applied appropriately. This paper reviews each model, provides examples of studies that have been conducted, and suggests directions for future research.

Humans↗
PubMed1985

Occupational therapy's challenge: caregiving and research.

This article is based on the closing General Session presentation at the 1984 AOTA Conference in Kansas City, Missouri. The paper addresses the need for clinicians to become committed to research endeavors. The occupational therapy profession must heighten its commitment to the systematic documentation of its principles and the efficacy of its therapeutic approaches. The practicing clinician has the potential to maximize the outcome of these endeavors by contributing current practice knowledge and by participating in research projects themselves. The factors that seem to be having an impact on clinicians are addressed. External factors include social, technological, and economic pressures, and internal factors include lack of knowledge about the research process and the resulting anxieties about approaching a new territory. Acknowledging these factors, a variety of proposals are made to help the clinician make the transition to clinical researcher.

Attitude of Health Personnel↗
PubMed1975

Tape/slide programmes for independent study. Methods of presentation to students.

Programmed audio tape/slide presentations have been presented to students by a variety of methods, (a) individual or pairs of students using automatic equipment in study booths; (b) students using simple portable equipment in or out of the learning centre; (c) groups of students in which discussion was encouraged; and (d) groups of students in which the student answered the questions individually without discussion. Each method has its advantages and disadvantages. With the exception of the groups without discussion, all were popular and chosen by a significant number of students as the method of choice. Automatic equipment in study booths was the most popular single method though the use of simple portable equipment had particular advantages. The majority of students prefer to have access to more than one method of presentation and attempts should be made to provide the learner with a variety of opportunities. The use of individual learning materials by groups of students should be further explored.

Attitude↗