A study on the interactions between perfluorosulfonic acids and P-glycoprotein

Perfluoroalkyl substances (PFAS) have received a great deal of attention due to the ubiquitous occurrence and persistence in the environment, resistance to degradation, and biological accumulation in wildlife and humans. PFAS are being detected around the globe, raising concerns regarding the toxicity and health risks to humans. Studies have shown that environmental toxicants, including PFAS, can interact with transporter proteins involved in the absorption and distribution, as well as detoxification, of drugs, xenobiotics and other toxicants. In this study, the effects of PFAS of different carbon chain lengths, perfluorooctane sulfonic acid (PFOS), perfluorohexane sulfonic acid (PFHxS) and perfluorobutane sulfonic acid (PFBS), on the activity of P-glycoprotein (P-gp) were investigated using the Caco-2 cell line model. Additionally, it was investigated whether PFOS, PFHxS and PFBS cross the Caco-2 cell monolayer. Two known P-gp substrates, quinidine and verapamil, were used to inhibit P-gp in Caco-2 cells, to examine whether PFOS, PFHxS and PFBS might be substrates of P-gp. No interaction between the tested compounds and digoxin were observed, suggesting that these individual PFAS did not modulate the activity of P-gp. Nevertheless, it was observed that PFOS, PFHxS and PFBS crossed the Caco-2 monolayer. Inhibition of P-gp by known inhibitors caused a slight decrease in the rate of PFOS and PFHxS, but not PFBS, in the apical to basolateral direction and in the basolateral to apical direction, suggesting that active uptake and efflux might be involved in the transport of PFOS, PFHxS, but not PFBS, across the Caco-2 monolayer

Система ідентифікації стилю навчання: проєктування та аналіз даних

The article analyzes different approaches to design adaptive educational systems on the basis of students' learning style identification. As a result of the investigation a system to identify the student's learning style with the data analyzing module has been designed and implemented. A data analyzing module is applied for the further adaptation of digital educational content and educational methods to students' learning style. The data background for the module to analyze learning style identification system is the universal e-learn environment users’ database, the results of learning style identification due to VARK (visual, audial, read-write, kinesthetic) model or any open external information like psychotype, type of intelligence, etc. Data storage uses the concept of data warehousing to predict special methods for data model design taking into account the integrity of datasets from different sources, object orientation, consistency, data consolidation or multidimensional data architecture to simplify analytical queries. The data analyzing technologies being applied within the system are based on the information retrieval approach using SQL language; OLAP and Data Mining technologies. The results of the system implementation gave an opportunity to fix the correlation of learning styles with other personal characteristics like psychotype, gender, secondary education level, academic achievements, etc. The represented data of data analysis concerning IT major students give reason for the conclusion about the necessity to adapt digital content to multimodal and kinesthetic learning style, to apply learning methods and technologies on the basis of project tasks, group communication and collaboration.У статті проаналізовано різні підходи до проєктування адаптивних освітніх систем на основі ідентифікації стилів навчання учнів. За результатами дослідження було розроблено та впроваджено систему ідентифікації стилю навчання студента за допомогою модуля аналізу даних. Модуль аналізу даних застосовується для подальшої адаптації цифрового освітнього змісту та освітніх методів до стилю навчання студентів. Основою даних модуля для аналізу системи ідентифікації стилю навчання є універсальна база даних користувачів середовища електронного навчання, результати ідентифікації стилю навчання завдяки моделі VARK (візуальна, аудіальна, читання-запис, кінестетична) або будь-яка відкрита зовнішня інформація, така як психотип, тип інтелекту тощо. Зберігання даних використовує концепцію зберігання даних для прогнозування спеціальних методів проектування моделі даних з урахуванням цілісності наборів даних з різних джерел, орієнтації об’єктів, послідовності, консолідації даних або багатовимірної архітектури даних для спрощення аналітичних запитів . Технології аналізу даних, що застосовуються в системі, базуються на підході до пошуку інформації з використанням мови SQL; OLAP та технології видобутку даних. Результати впровадження системи дали змогу зафіксувати співвідношення стилів навчання з іншими особистісними характеристиками, такими як психотип, стать, рівень середньої освіти, навчальні досягнення тощо. Представлені дані аналізу даних щодо основних студентів ІТ дають підставу для висновку про необхідність адаптації цифрового вмісту до мультимодального та кінестетичного стилю навчання, застосування методів та технологій навчання на основі проектних завдань, групового спілкування та співпраці

BA in Photographic Media Graduate Show 2016

The work seen in this book relates to the students’ major final photographic project of 20 Credits, consisting of: Book/Folio, Written Visual Diary to support the project + Exhibition. Contributors: Alexksandra Isats, Charlotte Herron, Claudia Verdecchia, David Fogarty, Declan Kelly, Deirdre Fallon, Giselle Sanguino Romero, Hannah Tiernan, Joseph Chatham, John Carroll, Jozsef Kukola, Justina Brazauskalte, Lauren Gaynor, Pablo Jean, Paul Quigley, Simon Walsh, Sunniva Lervik, Tetyana Voloshyn

Tiotropium versus Salmeterol for the Prevention of Exacerbations of COPD

BACKGROUND Treatment guidelines recommend the use of inhaled long-acting bronchodilators to alleviate symptoms and reduce the risk of exacerbations in patients with moderate-tovery-severe chronic obstructive pulmonary disease (COPD) but do not specify whether a long-acting anticholinergic drug or a β2-agonist is the preferred agent. We investigated whether the anticholinergic drug tiotropium is superior to the β2-agonist salmeterol in preventing exacerbations of COPD. METHODS In a 1-year, randomized, double-blind, double-dummy, parallel-group trial, we compared the effect of treatment with 18 μg of tiotropium once daily with that of 50 μg of salmeterol twice daily on the incidence of moderate or severe exacerbations in patients with moderate-to-very-severe COPD and a history of exacerbations in the preceding year. RESULTS A total of 7376 patients were randomly assigned to and treated with tiotropium (3707 patients) or salmeterol (3669 patients). Tiotropium, as compared with salmeterol, increased the time to the first exacerbation (187 days vs. 145 days), with a 17% reduction in risk (hazard ratio, 0.83; 95% confidence interval [CI], 0.77 to 0.90; P<0.001). Tiotropium also increased the time to the first severe exacerbation (hazard ratio, 0.72; 95% CI, 0.61 to 0.85; P<0.001), reduced the annual number of moderate or severe exacerbations (0.64 vs. 0.72; rate ratio, 0.89; 95% CI, 0.83 to 0.96; P=0.002), and reduced the annual number of severe exacerbations (0.09 vs. 0.13; rate ratio, 0.73; 95% CI, 0.66 to 0.82; P<0.001). Overall, the incidence of serious adverse events and of adverse events leading to the discontinuation of treatment was similar in the two study groups. There were 64 deaths (1.7%) in the tiotropium group and 78 (2.1%) in the salmeterol group. CONCLUSIONS These results show that, in patients with moderate-to-very-severe COPD, tiotropium is more effective than salmeterol in preventing exacerbations. (Funded by Boehringer Ingelheim and Pfizer; ClinicalTrials.gov number, NCT00563381.

Methods for creating academic Internet-resources for it students’ indyvidual work management

Informational and educational resources for independent work of students today are one of the most effective means. Technique of creating and using these tools requires constant research through the intensive development of of new information technologies. The present article describes the most effective tools and technologies for creating Internet resources for independent work of students of IT-specialties. Methods of their use in the educational process are The present article describes the most effective tools and technologies for creating Internet resources for independent work of students of IT-specialties, substantiated methods of their use in the educational process substantiated

G SUIT FOR EDUCATION AS AN ENVIRONMENT FOR STUDENTS OF EDUCATIONAL PRACTICES

Materials article analyzes the opportunities and benefits of using cloud services G Suite (Google Apps) during the practical training of students. In the course of the study, an e-environment based on G Suit for Education was developed and its use for effective organization of information technology practice training. A model of e-learning environment for organizing group project work in Google Classroom-based training has been built. The design methodology is grounded as one of the most effective for the organization of educational practice in information technologies. The stages of realization of the project task during the educational practice, as well as the tools, the achieved competence, features of the activity of teachers and students at each stage are researched. Examples of tasks, resources and services that were used to achieve project results are given.The implementation of individual project implementation phases in the Google Classroom-based electronic environment has been demonstrated, in particular, project planning, adding new services in the electronic environment, collaborative work with documents, portfolio elements, student reflection. The results of the survey of students on the organization of educational practice using the method of projects and the e-environment based on the use of cloud services G Suite (Google Apps) are analyzed

Learning Style Identification System: Design and Data Analysis

The article analyzes different approaches to design adaptive educational systems on the basis of students' learning style identification. As a result of the investigation a system to identify the student's learning style with the data analyzing module has been designed and implemented. A data analyzing module is applied for the further adaptation of digital educational content and educational methods to students' learning style. The data background for the module to analyze learning style identification system is the universal e-learn environment users’ database, the results of learning style identification due to VARK (visual, audial, read-write, kinesthetic) model or any open external information like psychotype, type of intelligence, etc. Data storage uses the concept of data warehousing to predict special methods for data model design taking into account the integrity of datasets from different sources, object orientation, consistency, data consolidation or multidimensional data architecture to simplify analytical queries. The data analyzing technologies being applied within the system are based on the information retrieval approach using SQL language; OLAP and Data Mining technologies. The results of the system implementation gave an opportunity to fix the correlation of learning styles with other personal characteristics like psychotype, gender, secondary education level, academic achievements, etc. The represented data of data analysis concerning IT major students give reason for the conclusion about the necessity to adapt digital content to multimodal and kinesthetic learning style, to apply learning methods and technologies on the basis of project tasks, group communication and collaboration

Е-ENVIRONMENT BASED ON MICROSOFT SHAREPOINT FOR THE ORGANIZATION OF GROUP PROJECT WORK OF STUDENTS AT HIGHER EDUCATION INSTITUTIONS

Materials of the article are devoted to the experience of implementing cloud services in the process of training students at the National University of Life and Environmental Sciences of Ukraine. The latest research in the field of designing and creating e-environments for the organization of group project work has been analyzed. The e-environment model based on Microsoft SharePoint is developed and the method of using Office 365 cloud services in a single e-environment for organizing group project work of students is given. This article offers the developed criteria and selected tools for assessing the effectiveness of using the e-environment for the organization of group project work. It presents the materials and analysis of the results of applying the project method in the course of studying the academic discipline “Information Technologies” at the National University of Life and Environmental Sciences of Ukraine. It also defines the advantages of applying e-environment based on Microsoft SharePoint for the organization of students’ project work

Effects of the lercanidipine - Enalapril combination vs. The corresponding monotherapies on home blood pressure in hypertension: Evidence from a large database

103siObjective: To compare a combination of a dihydropyridine calcium-channel blocker with an angiotensin converting enzyme inhibitor vs. monotherapy with one or the other drug and placebo for their effects on home blood pressure (HBP). Methods: After a 2-week placebo wash-out, patients with an elevated office blood pressure (BP) (diastolic 100–109 and systolic <180 mmHg) and HBP (diastolic 85 mmHg) were randomized double-blind to a 10-week treatment with placebo, lercanidipine, 10 or 20mg daily, enalapril, 10 or 20mg daily, or the four possible combinations. In addition to office BP, HBP was self-measured via a validated semiautomatic device twice in the morning and twice in the evening during the 7 days before randomization and at the end of treatment. Baseline and treatment HBP values were separately averaged for each day, morning, evening or the whole monitoring period, excluding the first day. Day-by-day HBP variability was defined as the SD or the variation coefficient of the daily BP averages. Results: Eight hundred and fifty-four patients with valid HBP recordings at baseline and at the end of treatment were analyzed (intention-to-treat population). From the baseline value (147.011.6 mmHg) systolic/diastolic HBP showed a small reduction (average baseline-adjusted change: –1.8/–1.6 mmHg) with placebo, a more marked significant fall with monotherapies (8.8/5.9 mmHg, P<0.001/<0.001 vs. placebo) and even more with combination treatment (11.6/7.6 mmHg, P<0.001/ <0.001 vs. placebo and P<0.01/<0.05 vs. monotherapy). A similar pattern was observed for each of the days of the BP self-monitoring period as well as for either morning or evening values, although the difference between mono and combination treatment appeared to be consistently significant for the morning values only. Dayby- day systolic BP-SD was unaffected by placebo and slightly reduced by drug treatments, with no, however, significant changes in SBP-variation coefficient. Baseline and end of treatment HBP values showed a limited correlation with office BP values, this being particularly the case for treatment-induced changes (correlation coefficients: 0.37 for systolic and 0.45 for diastolic BP). Conclusion: This large HBP database shows that the lercanidipine–enalapril combination lowers HBP more effectively than the corresponding monotherapies and placebo, and that this greater effect is consistent between days.reservedmixedMancia, Giuseppe; Omboni, Stefano; Chazova, Irina; Coca, Antonio; Girerd, Xavier; Haller, Hermann; Parati, Gianfranco; Pauletto, Paolo; Pupek-Musialik, Danuta; Svyshchenko, Yevgeniya; Boye, Alain; Charrier, Bruno; Couffin, Yvon; Marmor, Philippe; Marty, Jacques; Navarre, Jean Louis; Ansari, Anwar; Büttner, Claudia; Kropp, Maximilian; Mehling, Heidrun; Paschen, Christine; Schenkenberger, Isabelle; Schneider, Helmut; Sperling, Karsten; Stübler, Petra; Von Behren, Volker; Lembo, Giuseppe; Scanferla, Flavio; Sechi, Leonardo Alberto; Gębala, Andrzej; Hoffmann, Andrzej; Janik, Krzysztof; Klimza-Masłowska, Anna; Kaczmarek, Barbara; Koźminski, Piotr; Makowiecka-Cies̈la, Magdalena; Mordaka, Robert; Nowakowski, Tomasz; Pasternak, Dariusz; Skibińska, Elzbieta; Sulik, Piotr; Szpajer, Michał; Walczewska, Jolanta; Zaczek, Marcin; Zienciuk-Krajka, Agnieszka; Alexeeva, Nadezhda; Bokarev, Igor; Chazova, Iina; Conrady, Alexandra; Emelyanov, Alexander; Galustyan, Anna; Idrisova, Elena; Khasanov, Niyaz; Khokhlov, Alexander; Libov, Igor; Reshetko, Olga; Sokurenko, German; Stryuk, Raisa; Tereshchenko, Sergey; Trofimov, Vasily; Zrazhevsky, Konstantin; Carlos Calvo, S.; De Teresa, Luis; Ferre, Raimon; García, Juan; Gil, Apolonia; Gil, Blas; Montenegro, Jesús; Oliván, Josefina; Ortiz, Jacinto; Pascual, José María; Rivera, Antonio; De Quevedo, José Antonio Sainz; Zúñiga, Manuel; Martinez, Valentin; Pujol, Montserrat; Bazylevych, Andriy; Gyrina, Olga; Ignatenko, Grygoriy; Kazymyrko, Vitaly; Khomazyuk, Tetyana; Kononenko, Lyudmyla; Korzh, Oleksii; Kovalenko, Volodymyr; Kuryata, Oleksander; Kushnir, Mykola; Lishnevska, Viktoriia; Lymar, Iurii; Ostrovska, Lidiia; Popik, Galyna; Rudyk, Yuriy; Shershnyova, Oxana; Sierkova, Valentyna; Storozhuk, Borys; Tseluyko, Vira; Vatutin, Mykola; Vayda, Myroslava; Vizir, Vadym; Volkov, Volodymyr; Voloshyna, Olena; Yagensky, Andriy; Zhurba, Svitlana; Zorin, ValeriiMancia, Giuseppe; Omboni, Stefano; Chazova, Irina; Coca, Antonio; Girerd, Xavier; Haller, Hermann; Parati, Gianfranco; Pauletto, Paolo; Pupek Musialik, Danuta; Svyshchenko, Yevgeniya; Boye, Alain; Charrier, Bruno; Couffin, Yvon; Marmor, Philippe; Marty, Jacques; Navarre, Jean Louis; Ansari, Anwar; Büttner, Claudia; Kropp, Maximilian; Mehling, Heidrun; Paschen, Christine; Schenkenberger, Isabelle; Schneider, Helmut; Sperling, Karsten; Stübler, Petra; Von Behren, Volker; Lembo, Giuseppe; Scanferla, Flavio; Sechi, Leonardo Alberto; Gębala, Andrzej; Hoffmann, Andrzej; Janik, Krzysztof; Klimza Masłowska, Anna; Kaczmarek, Barbara; Koźminski, Piotr; Makowiecka Cies̈la, Magdalena; Mordaka, Robert; Nowakowski, Tomasz; Pasternak, Dariusz; Skibińska, Elzbieta; Sulik, Piotr; Szpajer, Michał; Walczewska, Jolanta; Zaczek, Marcin; Zienciuk Krajka, Agnieszka; Alexeeva, Nadezhda; Bokarev, Igor; Chazova, Iina; Conrady, Alexandra; Emelyanov, Alexander; Galustyan, Anna; Idrisova, Elena; Khasanov, Niyaz; Khokhlov, Alexander; Libov, Igor; Reshetko, Olga; Sokurenko, German; Stryuk, Raisa; Tereshchenko, Sergey; Trofimov, Vasily; Zrazhevsky, Konstantin; Carlos Calvo, S.; De Teresa, Luis; Ferre, Raimon; García, Juan; Gil, Apolonia; Gil, Blas; Montenegro, Jesús; Oliván, Josefina; Ortiz, Jacinto; Pascual, José María; Rivera, Antonio; De Quevedo, José Antonio Sainz; Zúñiga, Manuel; Martinez, Valentin; Pujol, Montserrat; Bazylevych, Andriy; Gyrina, Olga; Ignatenko, Grygoriy; Kazymyrko, Vitaly; Khomazyuk, Tetyana; Kononenko, Lyudmyla; Korzh, Oleksii; Kovalenko, Volodymyr; Kuryata, Oleksander; Kushnir, Mykola; Lishnevska, Viktoriia; Lymar, Iurii; Ostrovska, Lidiia; Popik, Galyna; Rudyk, Yuriy; Shershnyova, Oxana; Sierkova, Valentyna; Storozhuk, Borys; Tseluyko, Vira; Vatutin, Mykola; Vayda, Myroslava; Vizir, Vadym; Volkov, Volodymyr; Voloshyna, Olena; Yagensky, Andriy; Zhurba, Svitlana; Zorin, Valeri