Pharmacokinetics and Pharmacodynamics in Space

The Pharmacokinetics and Pharmacodynamics Panel met on 29-30 Aug. 1988 at the Lunar and Planetary Institute in Houston, Texas to discuss pharmacokinetic and pharmacodynamic implications of space flight and make recommendations for operational and research strategies. Based on the knowledge available on the physiological changes that occur during space flight, the dependence of pharmacokinetics on physiological factors, and the therapeutic requirements for future space missions, the panel made several recommendations for research. It was suggested that using medications available with a large (wide) therapeutic window will avoid unforeseen therapeutic consequences during flight. The sequence for conducting research was outlined as follows: (1) identify ground-based simulation models (e.g., antiorthostatic bed rest) for conducting pharmacokinetic and pharmacodynamic research; (2) estimate parametric changes in these models using pharmacologic agents that have different pharmacokinetic characteristics and a narrow therapeutic index; (3) verify these findings during flight; and (4) develop and identify appropriate and effective drug delivery systems, dosage forms, and regimens. The panel recommended gaining a thorough understanding of the pharmacokinetic deviations of medications that have a narrow therapeutic index (e.g. cardiovascular drugs and sedative hypnotics) in order to ensure safe and effective treatment during flight with these agents. It was also suggested that basic information on physiological factors such as organ blood flow, protein composition and binding, tissue distribution, and metabolism by hepatic enzymes must be accumulated by conducting ground-based animal and human studies using models of weightlessness. This information will be useful to construct and identify physiologically based pharmacokinetic models that can provide valuable information on the pharmacodynamic consequences of space flight and aid in identifying appropriate therapeutic regimens

Intranasal scopolamine preparation and method

A new method and preparation for intranasal delivery of scopolamine provides a safe and effective treatment for motion sickness and other conditions requiring anticholinergic therapy. The preparation can be in the form of aqueous nasal drops, mist spray, gel or oinment. Intranasal delivery of scopolamine has similar bioavailability and effect of intravenous delivery and is far superior to oral dosage. Scopolamine is prepared in a buffered saline solution at the desired dosage rate for effective anticholinergic response

The Taino Are Still Alive, Taino Cuan Yahabo: An Example Of The Social Construction Of Race And Ethnicity

Definitions and boundaries of race and ethnicity are socially constructed. They are malleable inventions created by the negotiation of ascribed ideas from outside groups and asserted notions from the inside group\u27s membership. The revitalization of Taíno identity and culture within the Puerto Rican and related communities is a classic case example of this negotiation. Although objective conditions exist to recognize the descendants of these Caribbean aboriginals as an identifiable group, their identities are contested and sometimes ridiculed. Even though Taíno heritage is accepted as an essential root of Puerto Rico\u27s cultural and biological make-up, this group has been classified as extinct since the early 16th century. This thesis analyzes the official newsletters of the Taíno Nation of the Antilles--one of the leading organizations working for revitalization. The content of this material culture was dissected and organized into rhetorical categories in order to reveal patterns of endogamic assertions of race and ethnicity. This thesis will provide a descriptive analysis of the Taíno Nation\u27s rhetorical process of convincing the world that they do in fact exist

Comparing the Effects of Feedback Types on Caregiver Training of Hispanic Parents

The purpose of this study was to identify the preference of feedback types used during parent training with Hispanic caregivers. Knowing the caregiver’s preference of feedback formats allowed for the intervention plan to be designed based on caregiver choice and might enhance the likelihood that the treatment will be carried out as designed by the caregiver. A secondary purpose of the current study was to incorporate cultural values, specifically of Hispanic caregivers in the intervention process. By including cultural components in the intervention, practitioners may improve their cultural competency. Parent training protocols and behavioral skills training (BST) was conducted in either English or Spanish, depending on the caregiver preference. BST was used to teach the caregiver how to respond, reinforce, and prompt their child to communicate appropriately. The independent variable was the two feedback formats: corrective+supportive and supportive-only feedback, which was provided during the training. A preference evaluation survey on the intervention outcome was completed by the caregiver. The primary dependent variable was the caregiver’s preferred feedback format. The secondary dependent variable was the accuracy of the caregiver’s performance of the protocol steps following each of the two forms of feedback. Results indicated parent training can be culturally sensitive with Hispanic caregivers and that preferences of feedback types are idiosyncratic

Assessing General Education Teacher Training on IDEA and Section 504 Law

The purpose of this study is to assess how much general education teachers actually know about the Individuals with Disabilities Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 in order to identify training needs for general education teachers regarding these two laws. A survey was created to cover several areas within the legal mandates of IDEA law (2004) and Section 504 of the Rehabilitation Act of 1973. Results showed that teachers have a lot to learn about 1) the referral, assessment, and placement process; and 2) requirements of the IEP team meeting and the IEP document; and 3) Section 504. Scores on the survey indicate that there is a significant need for better pre-service training and more widespread in-service training

A Framework For Measuring The Value-added Of Knowledge Processes With Analysis Of Process Interactions And Dynamics

The most known and widely used methods use cash flows and tangible assets to measure the impact of investments in the organization’s outputs. But in the last decade many newer organizations whose outputs are heavily dependent on information technology utilize knowledge as their main asset. These organizations’ market values lie on the knowledge of its employees and their technological capabilities. In the current technology-based business landscape the value added by assets utilized for generation of outputs cannot be appropriately measured and managed without considering the role that intangible assets and knowledge play in executing processes. The analysis of processes for comparison and decision making based on intangible value added can be accomplished using the knowledge required to execute processes. The measurement of value added by knowledge can provide a more realistic framework for analysis of processes where traditional cost methods are not appropriate, enabling managers to better allocate and control knowledge-based processes. Further consideration of interactions and complexity between proposed process alternatives can yield answers about where and when investments can improve value-added while dynamically providing higher returns on investmen

An Analysis of Performance-Based Funding Measures in Florida

Florida adopted Performance-Based funding (PBF) as the tool to fund the State University System (SUS), and the Florida College System (FCS). SUS and FCS are the two public higher education systems in Florida. Under PBF, the state governing boards evaluate institutions based on performance outcomes such as graduation rates, retention rates, and job placement, amongst others. Researchers have investigated whether the implementation of PBF would positively affect graduation and retention rates. Shin (2010) found no conclusive evidence that PBF has positively affected them. Others, such as Dougherty and Reddy (2013), Dougherty and Hong (2006), Phillips (2002), and Bell (2005) reported some positive changes in graduation rates, but also cautioned against claiming that the increases in degrees or graduation rates are due to PBF. Empirical research on PBF, therefore, has been inconclusive. There is no research on how PBF affects changes to both public higher education systems in Florida. The purpose of the study was to explore the role of PBF in the two public higher-education systems in Florida. In order to understand this role, this study analyzes student success outcome variables over time. Specifically, this study attends to changes in graduation and retention rates, student employment data, faculty-student-ratios, and institutional expenditures, variables considered to be determinants of degree productivity, for both the FCS and SUS. The data in this study supports what the literature about PBF has found. Changes in the graduation rates are slow and small, and retention rates seem to be unaffected by the implementation of PBF. The employment metric shows a constant increase for the SUS while for the FCS it decreases for the 2015 cohort. Faculty-student ratio decrease patterns seem to be unaffected by the adoption of PBF while expenses seem to shift to instruction (for the FCS) and institutional support (for the SUS). Future research should investigate the reasons for the shifts in expenditures. If PBF leads institutions to invest more funds in instruction and institutional support, one should understand what the direct result of such a shift is, and whether such shift contributes to degree productivity

Aging Well in 21st Century America: Towards a Theological Ethics of Aging

As Third Agers transition into life after work they are faced with a renewed challenge, living the good life. The normative images emanating from the social and cultural landscape allow Third Agers to either envision and live their new life, or adopt a course set out for them. These new lives require a re-discovery and re-defining of the self, a reinterpretation of one\u27s role in society, and relationship to others. As with other phases of life, individuals need guidance when confronted with images of living well that are contradictory or perhaps antithetical to what they imagined for themselves. Various social and cultural practices and beliefs limit acceptable modes of self-expression for the retired person. Thus, the dissertation analyzes and responds to these social and cultural imageries and proposes a social ethical framework to be used moving forward when considering the good life in the Third Age