No abstract

SUMMARY1. Bile secretion was studied in anaesthetized rabbits from whom hepatic bile was collected by cannulation of the common bile duct.2. The flow and composition of bile formed by rabbits anaesthetized with urethane differed significantly from that formed by rabbits anaesthetized with pentobarbitone sodium.3. The i.P. injection of a hypertonic solution of sucrose (3 M) decreased bile flow and produced changes in the ionic composition of bile and of plasma.4. The infusion of sodium taurodeoxycholate (1.5-20 ,umole/min I.v.) gave higher rates of bile flow than did equimolar infusions of sodium taurocholate, and unlike taurocholate, increased the bicarbonate concentration of bile.5. Acetazolamide (10-100 mg/kg) increased the concentration of bicarbonate both in bile and in plasma, and had little effect on bile flow.6. The infusion of bromsulphthalein (5 mg/kg I.v.) decreased the excretion of bicarbonate into bile, and was associated with the formation of a hypotonic bile.7. The implications of these results in relation to the mechanisms of bile secretion are discussed.

SUMMARY1. The biliary effects of sodium taurodeoxycholate and sodium taurocholate were investigated in anaesthetized dogs and rats, and in the isolated perfused rat liver.2. Both bile salts had similar qualitative and quantitative effects on the flow and composition of bile in the dog.3. In the rat, the bile salts had similar effects on the ionic composition of bile, but differed in that bile flow was not always directly related to the rate of bile salt secretion in bile, in the experiments with sodium taurodeoxycholate.4. Sodium taurodeoxycholate is hydroxylated to form sodium taurocholate by the liver of the rat but not by that of the dog. 5. The biliary effects of sodium taurodeoxycholate in the rat and in the dog are contrasted with its effects in the rabbit, and the differences between the three species are discussed.

No abstract

In this paper the authors discuss their experiences in admitting students with an arts 'A' (advanced) level General Certificate of Education background to an undergraduate nursing degree course. Firstly, the implications of students' different cognitive styles, both professionally and in teaching, are examined. Secondly, there is a description of an introductory course that has been used to assist students in the arts-science transition. Finally, the performance of 'arts' students, in a physiology course over a 6-year period is described, analysed and discussed. The proposition emerges that arts students may be disadvantaged initially by having not only a lack of knowledge in physiology, but a different cognitive style to science specialists. The results of the students' examination performance over 6 years suggests that with the provision of only a limited amount of special help 'arts' students can perform as well as the 'science' students in physiology examinations. Other variables which may have contributed to this positive outcome are discussed.