We measured in nine patients, poisoned by organophosphorus agents (ethyl parathion, ethyl and methyl parathion, dimethoate, or bromophos), erythrocyte and serum cholinesterase activities, and plasma concentrations of the organophosphorus agent. These patients were treated with pralidoxime methylsulphate (Contrathion), administered as a bolus injection of 4.42 mg.kg-1 followed by a continuous infusion of 2.14 mg.kg-1/h, a dose regimen calculated to obtain the presumed "therapeutic" plasma level of 4 mg.l-1, or by a multiple of this infusion rate. Oxime plasma concentrations were also measured. The organophosphorus agent was still detectable in some patients after several days or weeks. In the patients with ethyl and methyl several days or weeks. In the patients with ethyl and methyl parathion poisoning, enzyme reactivation could be obtained in some at oxime concentrations as low as 2.88 mg.l-1; in others, however, oxime concentrations as high as 14.6 mg.l-1 remained without effect. The therapeutic effect of the oxime seemed to depend on the plasma concentrations of ethyl and methyl parathion, enzyme reactivation being absent as long as these concentrations remained above 30 micrograms.l-1. The bromophos poisoning was rather mild, cholinesterases were moderately inhibited and increased under oxime therapy. The omethoate inhibited enzyme could not be reactivated.

The advancements in the field of VR allow designers to use VR as a technology for sketching ideas in a virtual space. In this paper, Gravity Sketch (a VR sketching software) is used as an ideation sketching tool in the process of product styling. The goal of this research is to examine the advantages and points-of-pain when using virtual reality tools in the process of product styling. 29 Master students used the VR sketching tool in their design process and all of them had feedback and insights on the tool.

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Abstract. Over the last years, the popularity of folding bikes has been increasing as a result of the rise of multi-modal transport. They are used by commuters as a complement to public transport. Despite the increasing popularity, the current market offer of folding bikes still represents quite some restrictions and downsides which decrease their usability. This paper shows a user-centred process of designing and prototyping a composite folding bike with the aim of improving the user experience of folding bike using commuters. By improving the usability and ease of use of folding bikes, their full potential can be unlocked. The design process led to a disruptive folding bike design with front and rear single-sided offset wheel mounting. The concept excels in its intuitive and quick folding mechanism, superior riding performance and comfort, adjustability and overall ease of use. In addition to the design process and prototyping of the folding bike, this extended abstract elaborates on the performed user tests and its results. These tests range from the impact of offset wheels to the intuitiveness of the folding mechanism and were performed in order to prove different aspects of the design. This research shows how rethinking and redesigning a bike concept (product) from scratch, using a user-centred design process and taking into account the three aspects -business, technology and people -can lead to a disruptive design that improves usability and the overall user experience of the stakeholders.

Increasingly, higher education is turning towards project-based learning as part of its curricula. Concurrently, there has been increasing attention given to the ways in which designers typically solve problems, popularized under the term 'Design Thinking' with several commercial and educational efforts to present non-experts with tools to apply design thinking in their own organizations. Yet, as a review of these tools illustrates, while comprehensive in nature, they provide novices with an overwhelming number of tools and techniques, making it hard for non-experts to apply. To this end, we have developed an online wizard, intended for use by novice non-design students that provides a curated selection of tools to support students in project-based learning, with an emphasis on end-user involvement. The toolkit follows an iterative approach, with checks on whether intermediate requirements are met (i.e.: problem definition, knowledge of the user or stakeholders). Our article will present this toolkit and its use among a group of students who did not follow a traditional design education (n=18). We expand on the rationale for the toolkit and reflect on the results of the evaluation.