Extent Of Preparation Research Articles

Relationship between Attitude and Practices on Pre-Retirement Planning

This descriptive-relational research focused on determining the relationship between attitude and practices on pre-retirement planning among the pre-retiring personnel in one of the government agencies in the Philippines. Additionally, this research sought to describe these respondents with reference to their work-related characteristics whether these characteristics are associated with their attitude and practices in preparation for retirement. This research surveyed ninety (n=90) pre-retiring personnel. Descriptive statistics and the Chi-square test were utilized in analyzing the data. Analysis showed the attitude on pre-retirement planning of the pre-retiring personnel was unfavorable. Furthermore, the respondents have been practicing actions and activities to a great extent in preparation before they retire. The study also showed that respondents’ personal monthly income, length of service, and office position or designation are associated with their planning-related behavior before retiring. Finally, the study revealed that the pre-retiring personnel’s disposition on preparing before retirement is significantly related to their planning preparations before they retire from government service.

Evaluation of two evidence-based decision aids for female BRCA1/2 mutation carriers in Germany: study protocol for a randomised controlled parallel-group trial

BackgroundWomen with BRCA1/2 mutations have a higher risk of developing breast and ovarian cancer compared to women of the general population. Various preventive options are available to deal with the increased risk of developing cancer. These include intensified breast cancer screening and risk-reducing bilateral mastectomy and salpingo-oophorectomy. The choice of a preventive option can lead to increased decisional conflict. To support these women in their decision-making process, two evidence-based decision aids were developed in an upstream research process and adapted to the German healthcare context. These will be evaluated within a randomised controlled trial (RCT) in terms of their effects on decision-making, women’s level of information and psychological outcome variables.MethodsA sample of 310 women carrying BRCA1/2 mutations (A) without a history of cancer or (B) with a history of unilateral breast cancer who have received post-test genetic counselling will be enrolled. Upon study consent, women will be randomly assigned to either the intervention or the control group. All participants will receive standard care including a physician’s letter summarising the counselling content. After baseline data collection (t0), the intervention group receives the respective decision aid while the control group receives standard care only. The primary outcome variable assessed at a 3-month follow-up (t1) is the change of extent in decisional conflict (measured with the Decisional Conflict Scale). Secondary outcome variables comprise the stage of decision-making, self-reported symptoms of anxiety, depression and stress due to the genetic test result, and knowledge regarding cancer risks and preventive options. At t1, the extent of preparation for decision-making and acceptability of the decision aids will also be examined. Another secondary outcome variable assessed at 6-month follow-up (t2) is the extent of decision regret.DiscussionThese will be the first decision aids available for BRCA1/2 mutation carriers in Germany to be evaluated regarding their effectiveness and acceptability in clinical use within an RCT. Subsequently, they are to be integrated into the care concept of the centres of the German Consortium for Hereditary Breast and Ovarian Cancer and the affiliated breast centres.Trial registration {2a}DRKS DRKS00015823. Retrospectively registered on 14 June 2019

Emerging Innovations in Teaching Social Science Courses

The Fourth Industrial Revolution propelled humanity to respond to its sophisticated requirements. Thus, education has to align its content towards it. This study investigated how the 21 st century instructors and professors, especially in the Higher Education level, employ innovations in teaching Social Science courses. The study utilized the descriptive research design using a correlational approach. The respondents were the Social Science instructors and professors across seven (7) campuses of Surigao del Sur State University (SDSSU). Based on the findings, the emerging innovations in teaching Social Sciences were moderately utilized by the instructors and professors in the university. In addition, they had agreed that they employed substantial preparation on the development of these teaching innovations. Consequently, the extent of preparation and extent of utilization of the emerging innovations have revealed a positive correlation. However, the results showed that there is a significant correlation among the big campuses compared to the small campuses of SDSSU.

Factors influencing Time and Cost Overruns on Freeform Construction Projects

Freeform buildings differ from conventional buildings in a way that they have irregularly shaped facades. Oftentimes, freeform projects run behind schedule and over the budget. This study aimed at exploring factors that influence time and cost overruns on freeform buildings. The study employed questionnaire surveys to collect data from experts with freeform project experience, and the responses were analyzed using R statistical program. The study used exploratory factor analysis to identify the most critical latent factors to freeform project success. The study found factors related to application of Building Information Modeling (BIM) and fabrication of freeform components as very crucial to timely completion, whereas factors related to personnel involved as essential to completing within budget. Additionally, the study summarized time overrun variables into three latent factors; uniqueness, capabilities and practices of the parties involved, and level of preparation for the project. The cost overrun latent factors were: cost uncertainty, client decisions, extent of preparation, and delay. Understanding the causes of time and cost overruns on freeform buildings identified in this study can help clients make informed decisions regarding undertaking freeform projects as well as help consultants and contractors minimize the risk of encountering such overruns.

Predicting while comprehending language: A theory and review.

Researchers agree that comprehenders regularly predict upcoming language, but they do not always agree on what prediction is (and how to differentiate it from integration) or what constitutes evidence for it. After defining prediction, we show that it occurs at all linguistic levels from semantics to form, and then propose a theory of which mechanisms comprehenders use to predict. We argue that they most effectively predict using their production system (i.e., prediction-by-production): They covertly imitate the linguistic form of the speaker's utterance and construct a representation of the underlying communicative intention. Comprehenders can then run this intention through their own production system to prepare the predicted utterance. But doing so takes time and resources, and comprehenders vary in the extent of preparation, with many groups of comprehenders (non-native speakers, illiterates, children, and older adults) using it less than typical native young adults. We thus argue that prediction-by-production is an optional mechanism, which is augmented by mechanisms based on association. Support for our proposal comes from many areas of research (electrophysiological, eye-tracking, and behavioral studies of reading, spoken language processing in the context of visual environments, speech processing, and dialogue). (PsycINFO Database Record

Challenges in Utilising Budgets among SMES in the Manufacturing Sector Is the Cape Metropole

As management accounting tools, budgets are internationally recognised for their role in planning of activities, and efficient allocation of resources in business entities. Preparation and utilisation of budgets for managing businesses is not without challenges. The purpose of this study was to establish the extent of preparation and utilisation of budgets by SMEs in the manufacturing industry in the Cape Metropole, with a focus on identifying the challenges faced by these entities in using these management accounting tools. To this end the study pursued a descriptive research design, collecting data from 108 owners/managers of SMEs in the manufacturing industry in the Cape Metropole. The data was collected through a questionnaire which contained closed questions and Likert-scale questions. Data analysis was conducted using SPSS version 24, and the results were presented through descriptive statistics in the form of percentages, means, standard deviations, graphs and tables. The results of the study show that close to 30 % of SMEs in the manufacturing industry in the Cape Metropole do not prepare budgets at all. Amongst the 70% who prepare budgets, 67% face challenges in utilising budgets. Overall, only 23% of the surveyed SMEs prepare budgets and utilise them without facing challenges.

Budding Science and Literacy. A Classroom Video Study of the Challenges and Support in an Integrated Inquiry and Literacy Teaching Model

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students’ investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students’ conceptual learning.

Oral Health and Interprofessional Education Experiences in Family Medicine and Pediatric Residency

INTRODUCTION Prevention of dental diseases in children requires interprofessional education (IPE) and care coordination between oral health professionals and primary care providers; however, the extent of preparation of medical residents and its impact on their provision of preventive oral health services in clinical practice requires further investigation. METHODS A two-stage cluster sample of 470 US family medicine and 205 pediatric residency programs was used. A random sample of 30% (N=140) of family medicine and 29% (N=60) of pediatric residency programs were randomly selected. Of these, 42 programs (21%) invited residents to participate. Residents (N=95, 28%) completed an online questionnaire regarding oral health training in residency. Statistical analysis included frequencies and Spearman’s rank correlations. RESULTS Eighty-three percent of family medicine and pediatric residents combined reported receiving oral health education. Clinical experiences involving oral healthcare were frequently reported (77%, n=75); however, IPE with an oral health professional was limited. Both groups indicated they provided anticipatory guidance regarding regular dental visits and toothbrushing “very often” and avoiding bottles at bedtime “often.” Residents reported performing dental caries assessments “often” and applying fluoride varnish “occasionally.” For family medicine residents, moderate correlations (p ≤ 0.01) were found between hours of oral health education and providing anticipatory guidance. For pediatric residents, a moderate correlation (p < 0.01) was found between hours of oral health education and assessing teeth for demineralization. CONCLUSION Increased effort is needed to meet national recommendations for educating family medicine and pediatric residents regarding oral healthcare for children, including increased IPE involving oral health professionals. Received: 05/25/2015 Accepted: 08/28/2015 Published: 10/22/2015 © 2015 Bailey et al. This open access article is distributed under a Creative Commons Attribution License, which allows unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. H IP & Oral Health and Interprofessional Education ORIGINAL RESEARCH 2(3):eP1081 | 2 Introduction Oral health is a vital component of overall health and, therefore, the responsibility of pediatricians. Accordingly, the American Academy of Pediatrics (AAP) recommends pediatricians play an integral role in children’s oral health by providing preventive oral health services including anticipatory guidance, oral health screenings and assessments, and fluoride varnish applications during well-child visits (AAP, 2014). This recommendation applies not only to pediatricians but to other primary care providers (PCP), such as family physicians, nurse practitioners, and physician assistants (PA) (National Interprofessional Initiative on Oral health [NIIOH], 2011). In 2014, the U.S. Preventive Services Task Force (USPSTF) recommended PCP prescribe fluoride supplementation to children beginning at 6 months of age if they reside in areas with suboptimal fluoride concentration in the drinking water and provide fluoride varnish applications to all children beginning at eruption of the first tooth (USPSTF, 2014). In support of these recommendations, medical insurers are requir-ed to reimburse providers under the Affordable Care Act (ACA) for services assigned a grade A or B by the USPSTF. This reimbursement includes fluoride varnish applications for children ages 0-5 years (Kaiser Family Foundation [KFF], 2014). These national children’s oral health initiatives coincide with the recent emphasis on integrating interprofessional education (IPE) opportunities across the healthcare professions to improve the health of the nation and overall quality of care (Institute of Medicine [IOM], 2011). IPE opportunities involving oral health experts such as dental hygienists, dentists, and/or dental professional students are integral to effectively train PCP to de-liver preventive oral health services to children. Little is known about IPE opportunities involving dental professionals in family medicine and pediatric residencies. Patients of all ages experience needless dental diseaserelated pain and expense, in part, because their PCP has not been trained to provide preventive oral health services (NIIOH, 2009). The general health status of children and adolescents can be improved by prevention and early intervention of oral diseases, including dental caries, before they develop into more complicated Implications for Interprofessional Practice

Investigating teaching performance in seminars; a questionnaire study with a multi-level approach.

BackgroundTeachers play an important role in seminars as facilitators and content experts. However, contextual factors like students’ preparation, group size, group interaction, and content appear to influence their performance. Understanding the impact of these contextual factors on students’ perception of teaching performance may help to further understand seminar teaching. Besides that, it may help curriculum organisers and teachers to get more insight in how to optimise their versatile role in seminars. The aim of this study is to investigate how students’ perception of teaching performance in seminars is explained by students’ extent of preparation, seminar group size, group interaction, and content.MethodsThe Utrecht Seminar Evaluation (USEME) questionnaire was used to collect information on teaching performance and the aforementioned explanatory variables. To account for intra-student, intra-seminar, and intra-teacher correlation in the data, multilevel regression was used to analyse 988 completed questionnaires in 80 seminars with 36 different teachers.ResultsGroup interaction and seminar content had large (B = 0.418) and medium (B = 0.212) positive effects on perceived teaching performance scores, whereas the effects of students’ preparation (B = -0.055) and group size (B = -0.130) were small and negative.ConclusionsThis study provides curriculum organisers and teachers indications on how to optimise variables that influence perceived teaching performance in seminars. It is suggested that teachers should search for the most appropriate combination of motivating and challenging content and facilitation method within seminars to optimise discussion opportunities between students.Electronic supplementary materialThe online version of this article (doi:10.1186/1472-6920-14-203) contains supplementary material, which is available to authorized users.

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

Finding a space for art

Abstract The article addresses a key issue raised by the Office for Standards in Education (Ofsted) with regard to the working spaces within schools where children can develop their art, craft and design skills and knowledge. In this comparative study the researcher interviewed two artists and four early years/primary teachers to try and establish the importance of the working space in developing effective practice, either as an artist or teacher of art. The interviews were recorded and field notes taken en situ. It became clear that the existence of a successful space for artworking was dependent upon other factors, for example, the practitioner’s specialist knowledge of art, how ideas for art were initiated, the extent of preparation and organization for artworking and the crucial importance of ‘practice’ for artist, child and teacher alike.

The delivery of the roof of Terminal 5

The 176 m free-spanning dramatic roof structure of Heathrow's Terminal 5 main terminal building will undoubtedly become one of London's iconic buildings. This paper describes the various processes that the roof team used to ensure compliance and system integrity in order to guarantee that the 17 000 t structure could be built safely while negotiating one of the project's critical paths. The paper describes the engineering issues and how collaborative working contributed to achieving one of BAA's most successful sub-projects. The focus of the paper concentrates on the structure and describes how the design criteria set the fundamental requirements for the construction operations while the design of both permanent and temporary works was developed together. It details the rigorous review and approval processes and describes why risk assessment and compliance audit were crucial. The importance of the team structure and how this operated in conjunction with the lifting protocol to guarantee the success of critical operations is emphasised. It covers the development of the engineering procedure and how this was used to develop the hold points to control key stages. A full description of the construction engineering studies is provided to highlight the complexity and extent of preparation undertaken.

Partnerships for Learning Population‐Based Public Health Nursing: Web‐Delivered Continuing Education for Public Health Nurse Preceptors

Public health and other community health nurses frequently serve as preceptors to undergraduate student nurses learning population-based nursing in community/public health practicum courses. The extent of preparation and support for the preceptor role provided by schools of nursing is often limited. One strategy to address this problem is to provide targeted, Web-delivered continuing education (CE) to preceptors. A Web-delivered CE course entitled, "Partnerships for Learning Community Health Nursing," was created and pilot tested. Course content includes preceptor roles; assisting students in learning population-based public health nursing, critical thinking, and cultural competence; learning styles and teaching strategies; what to do in challenging situations; evaluation and feedback; and specific information about school policies, procedures, and course assignments. Precourse knowledge was assessed using a mailed survey. Postcourse knowledge and satisfaction were assessed using questions embedded in the course. Postsemester knowledge and satisfaction were evaluated through a postsemester survey. Knowledge gain was tested using repeated measures ANOVA and paired t tests. Thirteen preceptors participated in the pilot test. Repeated measures ANOVA indicated that knowledge gain occurred (multivariate F=55.603, df=2, error df=11, p<.0001). Participants increased knowledge from pretest to posttest (t=-10.25, p<.00001) and from pretest to end of the semester (t=-4.95, p<.0003). Knowledge decline from end of course to end of semester was not significant (t=1.94, p=.08). Participants reported satisfaction with the course. Web-delivered CE for community/public health nurse preceptors can support preceptor learning and is an acceptable method for receiving this type of education. Further research is needed on the impact of preceptor education on student learning.

A cohort study of the incidence and risk factors for negative behavior changes in children after general anesthesia

Hospitalization and anesthesia can have a substantial psychological impact on children, which may be manifested by negative behavioral change. The primary aims of this study were to estimate the incidence of negative behavior change postanesthesia in a large cohort of children, and to identify the possible risk factors. One thousand two hundred and fifty children aged from 3 to 12 years scheduled for anesthesia for a variety of procedures were enrolled. The absolute version of the Vernon Post Hospitalization Behavior Questionnaire (PHBQ) was used to assess behavior change at 3 and 30 days postanesthesia. Deterioration in seven or more items of behavior was defined to be a significant negative behavior change. Demographic data, anesthesia details, type and extent of preparation, details of procedure and length of hospitalization were recorded. Child temperament, child anxiety and parental anxiety were also measured. Twenty-four percent of children had significant negative behavior change at day 3 and 16% at day 30. After logistic regression, factors associated with significant negative behavior change at 3 days were increased parental state anxiety, younger age, overnight admission, lower birth order and preparation via having a discussion with the anesthetist. At day 30, longer hospitalization, younger age, reading the anesthesia preparation book and a previous difficult anesthesia experience were associated with significant negative behavior change. Also at day 30, reading the anesthesia preparation book was strongly associated with negative behavior change in children having short procedures, but not longer procedures. However, at both 3 and 30 days, the amount of variability explained by factors included in the models was low. Significant negative behavior change can occur in children after anesthesia. It is difficult to precisely predict in which children this will occur, however, some individual, family and procedural variables are associated with significant negative behavior change. If used, preparation should be considered according to level of surgical complexity.

Microstructural and Microchemical Characterization of Roman Period Terra Sigillate Slips from Archeological Sites in Southern France

Terra Sigillata is a fine ware produced during the Roman period. Its great success was because of its remarkable gloss (or slip), which provides a bright deep red color. Transmission electron microscopy and X‐ray powder diffraction techniques were used to characterize the microstructure and microcomposition of Roman period Terra Sigillata slip from two sites in southern France. Investigations on eight samples are presented. The slip coatings have similar structures and compositions, consisting of sub‐micrometric hematite (≤μm) and nanometric corundum (few tens nm) crystals in a glass matrix with inclusions of spinel and quartz crystals of varying size depending on the extent of preparation by eleutriation. The firing temperature, determined in previous studies, was in the range of 1020°–1080°C. The matrix does not contain iron or other metallic ions. Hematite and corundum crystals are homogeneously dispersed in the matrix and, together, confer the specific red‐orange color to the sigillata.

Pigments of rat liver microsomes.

Abstract The total hemin content of washed rat liver microsomes is 2.15 times the cytochrome b5 content, only a small part being due to bound hemoglobin. The content of flavine is 4 5 that of cytochrome b5. The flavine probably does not contribute to the DPNH reduced difference spectrum. The difference spectra of the reduced minus oxidized pigments have been determined. Reduction with DPNH yields only the difference spectrum of cytochrome b5; reduction with dithionite changes this spectrum further, probably due to the reduction of small amounts of methemoglobin. Carbon monoxide forms an intense absorption band at 450 mμ upon reduction of the microsomes by DPNH or dithionite, but no corresponding absorption band in the visible region has been found. The CO 450-mμ absorption appears only to a small extent in preparations containing 2% cholate. The molecular extinction coefficient of cytochrome b5 has been determined by titrations with DPNH and ferricyanide to be 160 cm.−1 mM−1 for the Soret peak and 20 cm.−1 mM−1 for the α-peak (peak-to-trough values in the difference spectrum).

Preparation for year 6 national tests

This paper examines the preparation of pupils for end of Key Stage 2 national tests. Evidence cited in the SCAA and QCA reports has highlighted the extent of preparation but has not been used to discuss the complexities of preparation processes, nor to reconceptualise the changing relationships of teaching, learning and assessment within Year 6. Changes of such proportion require sustained and in-depth consideration. This paper discusses the context of KS 2 testing within an assessment framework, examines the types of learning being tested and offers five teaching strategies considered essential both for helping pupils prepare for the national tests and for developing lifelong learning.

How Teachers and University Faculty Perceive the Need for and Importance of Professional Development in Performance-Based Assessment

A survey examining the extent to which performance-based learning and assessment experiences are viewed as important and needed was administered to 19 middle school mathematics teachers and 18 school of education faculty members. Significant differences were found between the two groups on items rating the importance of understanding fundamental measurement concepts, distinguishing between different types of assessments, and knowing how to align classroom instruction with the goals and objectives of performance-based assessment. In all instances, teachers attached greater importance to these items. Survey results guided the planning of professional development workshops. Based on the Talent Development school reform model, these workshops focused on topics specific to teachers' needs and were aimed at helping teachers develop performancebased assessments. Teachers frequently are called upon to construct and use assessments to appraise the learning that takes place in their classrooms. They are also expected to understand the results of those assessments sufficiently enough to interpret them for students and parents, and to plan instructional programs that meet the needs identified by those results. However, as several researchers have noted, the background knowledge many teachers have for these tasks is limited (Impara, 1995). Over half the teachers in the United States have never completed a course in educational measurement, and fewer than one-third of all states require such course work for initial certification (Boothroyd, McMorris, & Pruzek, 1992). Further, the presentations of reliability, item analysis, and test interpretation found in current measurement texts are based upon classical test theory (Fleitz & Perdomo, 1994). Yet, the growing emphasis on constructed response rather than multiple-choice assessments demands hands-on learning and presentation of readings in performance assessment. Classroom use of performance-based assessment provides an opportunity for teachers to align their evaluations of student learning with a culturally responsive approach to teaching. This approach stresses that the cultural strengths and knowledge children bring with them to school can be used in both teaching and assessment as well as instruction and learning Johnson, 1997). Its focus is not on ranking, sorting, or assigning normreferenced scores. Rather, it is on incorporating classroom activities that assess student learning by evaluating-in a sustained, extended fashion-students' work on cumulatively complex activities. It also involves a rethinking on the part of faculty in teacher education programs about the types and extent of preparation in assessment teachers should have. The present article details the work of a group of researchers (the authors) from the Center for Research on the Education of Children Placed At Risk (CRESPAR), who sought to determine the extent to which school reform efforts influence instructional practices and teacher efficacy and attitudes toward teaching and assessment, specifically the use of performance-based assessment. We subsequently examined the perceptions of teachers and university school of education faculty regarding the kinds of assessment experiences they deem important and needed by teachers.' The study described here was conducted in an urban school district (Washington, D.C.) that was at the time in the process of instituting a performance-based approach to learning. It was part of a larger effort to build a relevant professional development program for teachers in consonance with the Talent Development model of instruction described by Boykin (1996); culturally responsive teaching, as described by Ladson-Billings (1994); and the Performance-based Education (PBE) learning outcomes outlined by the District of Columbia Public Schools (1994).2 The common features of all three perspectives are presented in Table I. The goal of the professional development program was to improve teachers' performance and personal efficacy in an assessment approach that builds on the cultural strengths of diverse groups of learners. …

Nitric oxide donors improve gut function after prolonged hypothermic ischemia.

The objective of this study was to determine whether the nitric oxide (NO) donors, spermine NO and 3-morpholinosydonimine-N-ethyl-carbamide (SIN1), alter the mucosal and microvascular responses of the feline small intestine to 6 hr of hypothermic ischemia and 2 hr of normothermic reperfusion. Intestinal mucosal permeability was monitored using the blood-to-lumen clearance of 51Cr-EDTA. Lymph flow and lymphatic protein clearance estimates were used to assess intestinal microvascular fluid filtration and vascular protein leakage, respectively. Spermine NO (0.1 mmol/L) or SIN1 (0.5 mmol/L) was added to the luminal perfusate during the entire reperfusion period. Both NO donors were effective in attenuating the increased mucosal permeability to 51Cr-EDTA and the depressed net water absorption, relative to untreated intestinal preparations exposed to the same protocol. Intestinal lymph flow, lymphatic protein clearance, and capillary hydrostatic pressure were increased by a greater extent in preparations treated with spermine NO. These findings suggest that NO donors may improve mucosal function in intestinal allografts subjected to prolonged hypothermic ischemia. This protective effect on mucosal epithelium appears to be unrelated to an action of the NO donors on the microvasculature.

Age-dependent Modifications of the Role of Prostanoids in Cardiac Preparations from Normotensive and Hypertensive Rats

The cardiac response to field stimulation of adrenergic nerve terminals in isolated atrial preparations from adult (6-month-old) normotensive Wistar Kyoto (WKY) and spontaneously hypertensive (SH) rats was enhanced in comparison to that observed in the atrial tissue of young (2-month-old) animals of both strains; the increase in the sympathetic response was significantly higher in preparations from SHR than in those from age-matched WKY rats. The sensitivity of cardiac adrenergic neurotransmission to the prejunctional inhibitory effects exerted by exogenously administered prostaglandin E 2 (0.1 nM-1 μM) and iloprost (0.1-10 μM) did not show any strain-dependent difference in preparations from both young and adult rats. Moreover, acetylsalicylic acid (500 μM) induced a similar degree of potentiation of the response to sympathetic stimulation in atrial tissues of young WKY and SH animals; however, the effect of the cyclo-oxygenase inhibitor was completely missing in preparations from adult rats of both strains. Finally, arachidonic acid (10 μM) inhibited the adrenergic response to a greater extent in preparations from young and adult SH rats than in those from agematched normotensive rats. The results of the study indicate that, at least in cardiac preparations, changes in the modulatory role of endogenous prostaglandins occur as age-dependent processes and, therefore, may not be indicative of possible differences in the role of prostaglandins between hypertensive and normotensive animals. The possible significance of the dissimilar response to arachidonic acid, detected as the only difference between preparations from SH and WKY rats, is discussed.