Lanosterol biosynthesis pathway in GtoPdb v.2023.1

Lanosterol is a precursor for cholesterol, which is synthesized primarily in the liver in a pathway often described as the mevalonate or HMG-CoA reductase pathway. The first two steps (formation of acetoacetyl CoA and the mitochondrial generation of (S)-3-hydroxy-3-methylglutaryl-CoA) are also associated with oxidation of fatty acids

Lanosterol biosynthesis pathway (version 2019.4) in the IUPHAR/BPS Guide to Pharmacology Database

Lanosterol is a precursor for cholesterol, which is synthesized primarily in the liver in a pathway often described as the mevalonate or HMG-CoA reductase pathway. The first two steps (formation of acetoacetyl CoA and the mitochondrial generation of (S)-3-hydroxy-3-methylglutaryl-CoA) are also associated with oxidation of fatty acids

PROBLEM SOLVING INSTRUCTIONAL STRATEGY (PSIS) AND SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENTS IN QUADRATIC EQUATION IN ENUGU STATE, NIGERIA

The study investigated the effects of Problem Solving Instructional Strategy (PSIS) on senior secondary school students’ academic achievements in Mathematics. The design of the study was quasi experimental which adopted pre-test post-test non equivalent control group design. The sample consisted of 94 (48 males and 46 females) senior secondary one (SS1) students drawn through multi stage sampling technique. Three research questions and three   hypotheses guided the study. Quadratic Equation Achievement Test (QEAT) was used as instrument for data collection while lesson plan on problem solving instructional strategy developed by the researcher was used for experimental treatment. The instruments were face and content validated by three experts and also trial tested. The item analysis was conducted on QEAT in order to fully standardize the instrument. The reliability of QEAT was established using Kuder Richardson formula 20 (KR-20) which yielded reliability coefficient of 0.94 considered high enough for the study. The data collected from the field were analyzed using descriptive and inferential statistics. Mean, standard deviation was used to answer the research questions while t- test was used to test the hypotheses at 0.05 alpha levels. The results indicated among others that the PSIS have significant effect on students’ achievement scores in quadratic equations; gender and school location has significant effect on students’ achievement scores in quadratic equations. Based on the findings of the study, it was therefore recommended among others that Mathematics teachers should employ the use of problem solving instructional strategy in mathematics classroom so that teaching and learning of mathematics will be student centred

The integration of pharmacists in the Australian general practice setting : implementation, evaluation and development of an evidence-based training program

University of Technology Sydney. Graduate School of Health.Background: Traditionally pharmacists have predominantly worked in community and hospital pharmacy settings. A recently expanding area of pharmacist practice is the provision of services by pharmacists integrated in general practice. General practice pharmacy is expanding worldwide with significant programs currently operating in the United Kingdom, the United States of America and Canada. In Australia, pharmacists have been employed in the general practice setting for some time, but this has previously been on a small scale, and focused around the funded services of home medicines review. More recently, project funding from Primary Health Networks (PHNs) has enabled the employment of larger numbers of general practice pharmacists across multiple states and regions of Australia. One such project is the WentWest General Practice Pharmacist project, which commenced in selected general practices across Western Sydney, New South Wales in 2016. Objectives: This thesis covers the synthesis, analysis and development of knowledge relating to the implementation of a GP pharmacist intervention in the Australian context and the development of an evidence-based education program for these pharmacists. Methodology: Mixed methodologies were employed. A process evaluation and a further two prospective observational studies were conducted to evaluate the GP pharmacist intervention. A systematic narrative review of the literature was conducted to allow the GP pharmacist scope of practice and competency map to be defined. A Delphi validation study was used to develop an expert consensus position on GP pharmacist educational needs and finally a theoretical work was produced outlining the educational program development. Results: Evaluation of the WentWest GP Pharmacist Project enabled identification of barriers and facilitators of the intervention. (Chapters 3-5) The lack of specific training for GP pharmacists was identified as a significant barrier to the intervention and this led to a narrowing of the research focus. The GP pharmacist scope of practice and competency map was defined. (Chapter 6) Educational needs of pharmacists wishing to practice as GP pharmacists were identified. (Chapter 7) An evidence-based educational program for GP pharmacists was developed. (Chapter 8) Conclusion: The results from the evaluation of the WentWest GP Pharmacist Project enabled adjustment and improvements to the intervention model and have been used to inform ongoing research. In addition, the research conducted into the GP pharmacist scope of practice and educational needs has enabled the development of the first comprehensive evidence-based education program for GP pharmacists in Australia

Piloting the Integration of Non-Dispensing Pharmacists in the Australian General Practice Setting: A Process Evaluation

This process evaluation examined the circumstances affecting implementation, intervention design and situational context of the twelve week pilot phase of a project integrating five pharmacists into twelve general practice sites in Western Sydney. The interventional design included three phases, patient recruitment and selection, the pharmacist consultation and the communication and recording of recommendations. A number of barriers and facilitators affecting implementation were identified. Insight into the situational context of the intervention was gained from examining the differences between individual pharmacists and between practice sites. Conducting a process evaluation in the pilot phase of an integrated care project can allow adjustments to be made to the project procedures to improve the effectiveness and reproducibility of the intervention going forward

A systematic review of postgraduate training programmes directed at pharmacists entering primary care

This systematic review explores the international postgraduate education and training programmes designed to provide or develop knowledge or skills focused on enabling pharmacists to work in a general practice setting. Four thousand, eight hundred and seventy-one (4,871) articles were identified from database searches of SCOPUS, EMBASE, Medline, CINAHL, IPA, Web of Science and ERIC. After removal of duplicates and article screening, seven articles were included. Educational content, setting, contact time and methods of assessment varied across all studies. There is paucity of published literature relating to the development and evaluation of education programmes directed at pharmacists entering into general practice. A combination of work and classroom-based education provided by general practitioners and pharmacists already working in primary care is deemed most beneficial coupled with systematic debriefing sessions at the completion of training courses. The findings suggest future training should focus on specific disease states

Working with bilingual children at risk of developmental language disorder:adapting assessment and intervention for the nursery-aged bilingual child

A proportion of all children (7.58%: RCSLT) have significant difficulty acquiring language, irrespective of whether this applies to their first and only language or to two or more languages acquired in a multilingual setting. These children have developmental language disorder (DLD) and once identified are supported in school by speech & language therapists working with SENDCOs and other school staff. The majority are slow to develop language in the preschool years and identification and intervention at that point is crucial for later education including literacy. This poses a problem for professionals if the child is bilingual; distinguishing overall language delay from lack of familiarity with the majority language and providing intervention in the home language are both problematic. This work is part of a larger project (LIVELY) investigating the effectiveness of an early language programme for 3-4 year olds who are at risk for DLD. The programme focuses on early word combinations and sentences of increasing complexity. We are conducting a number of case studies with children who are acquiring a home language and expected to learn English. For these children, the programme will be conducted in their home language. This involves adaptation of both language assessment and intervention material to this language, with the possibility of remote working with the child if dictated by the pandemic situation. In this presentation we describe the strategies used to make these adaptations to Polish and to Mirpuri (Pakistani Heritage language), both of which are spoken widely in the UK. While sentence structure differs across languages, the focus is on the unique events that can be communicated through early sentences, universal to all linguistic contexts. Specific issues that we have encountered in developing these adaptations will also be discussed. Language Intervention in the Early Years (LIVELY): https://research.ncl.ac.uk/lively/aboutlively/ Royal College of Speech & Language Therapists (RCSLT): https://www.rcslt.org

Eye Movement Patterns Can Distinguish Schizophrenia From the Major Affective Disorders and Healthy Control Subjects

Open Access under the OUP Agreement Funding This project was supported by the following grants: The Royal Society of London, Chief Scientist Office Scotland (CZB/4/734), NHS Grampian Tenovus Scotland (G12/31), NHS Grampian Endowment Fund, Miller MacKenzie Trust, EU-FP6 (SGENE) and Health Innovation Challenge Fund, jointly from Wellcome Trust and Department of Health (WT-103911/Z/14/Z). The funders had no role in the original study design, the ongoing data collection and analysis, interpretation, or writing of the manuscript. We thank all who helped with clinical aspects of the study including research assistants Barbara Duff, Kate Cotton, Foteini Okonomitsiou, Elizabeth Hannaford, Zsuszanna Nemeth and Joanna Rodzinko Paska as well as the patients and volunteers whose help was indispensable. P Benson and D St Clair are co-founders of SACCADE Diagnostics Ltd a spin out company tasked to develop eye movement technology to assist diagnosis of major mental health disorders. The University of Aberdeen has patents pending in Europe (PCT/GB2013/050016) and USA (14/370,611). The data reported in this paper arose solely from funding by the acknowledged UK research bodies and charities none of whom have vested interests in the company. David St Clair had full access to all the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis. Design of study and development of protocols: D St Clair, P Benson and S Beedie. Recruitment of patients, case note review and clinical and eye movement data collection, quality control and feature extraction of eye movement variables: St Clair, Rujescu, MacIntosh, Beedie, Lemmon, Nouzova. Drafting of the manuscript: St Clair and Nath. Critical revision of manuscript for important intellectual content: all authors. Statistical analyses: Nath and Benson. Interpretation of results: Nath, Benson, MacLennan and St Clair. Obtained funding: St Clair, Benson, MacIntosh, Rujescu. Supervision: St Clair, Benson, MacIntosh, Nath, Rujescu.Peer reviewedPublisher PD