Visible colorimetric sensing of Zn2+ and CN- by diaminomaleonitrile derived Schiff’s base and its applications to pharmaceutical and food sample analysis

Glutaraldehyde is a useful tissue and molecular fixing reagents. The aldehyde moiety reacts mainly with primary amino groups to form a Schiff's base, which is reversible but reasonably stable at pH 7; a stable covalent bond may be formed by reduction with, e.g., sodium cyanoborohydride (Fig. 1). The bifunctional glutaraldehyde, (CHO-(CH2)3-CHO), successfully stabilizes protein molecules due to generally plentiful amines on their surface; bovine serum albumin has 60; 59 lysines + 1 α-amino. With some enzymes, catalytic activity after fixing is preserved; with respect to antigens, glutaraldehyde treatment can compromise their recognition by antibodies in some cases. Complicating the chemistry somewhat are the reported side reactions, where glutaraldehyde reacts with other amino acid side chains, cysteine, histidine, and tyrosine. It has also been reported that glutaraldehyde can polymerize in aqueous solution. Newer crosslinkers have been found that are more specific for the amino group, such as the N-hydroxysuccinimide esters, and are commonly preferred for forming conjugates. However, most of these linkers hydrolyze in solution, so that the activity is lost over several hours, whereas the aldehyde group is stable in solution, and may have an advantage of overall efficiency.

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Assessing Functional Language in School-Aged Children Using Language Sample Analysis

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00079 ◽

2020 ◽

Vol 5 (3) ◽

pp. 622-636

Author(s):

John Heilmann ◽

Alexander Tucci ◽

Elena Plante ◽

Jon F. Miller

Keyword(s):

Computer Hardware ◽

School Age Children ◽

Functional Language ◽

School Age ◽

Clinical Use ◽

Sample Analysis ◽

Validity And Reliability ◽

Language Sample Analysis ◽

Accuracy And Repeatability ◽

Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

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Issues in Language Sample Collection and Analysis With Children Using AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac23.2.65 ◽

2014 ◽

Vol 23 (2) ◽

pp. 65-74 ◽

Cited By ~ 2

Author(s):

Gail Van Tatenhove

Keyword(s):

Clinical Practice ◽

Augmentative And Alternative Communication ◽

Language Production ◽

Expressive Language ◽

Sample Analysis ◽

Alternative Communication ◽

Sample Collection ◽

Speech Language Pathologists ◽

Language Sample Analysis ◽

Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

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