Luminescent and Mesoporous Europium-Doped Bioactive Glasses (MBG) as a Drug Carrier

Luminescent and mesoporous europium-doped bioactive glasses (MBG:Eu) were successfully synthesized by a two-step acid-catalyzed self-assembly process combined with hydrothermal treatment in an inorganic-organic system. The obtained MBG was performed as a drug delivery carrier to investigate the drug storage/release properties using ibuprofen (IBU) as a model drug. The structural, morphological, textural and optical properties were well characterized by X-ray diffraction (XRD), transmission electron microscopy (TEM), N-2 adsorption/desorption, and photoluminescence (PL) spectra, respectively. The results reveal that the MBG exhibit the typical ordered characteristics of the hexagonal mesostructure. This composite shows sustained release profile with ibuprofen as the model drug. The IBU-loaded samples still show red luminescence of Eu3+ (D-5(0)-F-7(1, 2)) under UV irradiation, and the emission intensities of Eu3+ in the drug carrier system vary with the released amount of IBU, thus making the drug release be easily tracked and monitored by the change of the luminescence intensity.

Bioactive, Luminescent and Mesoporous Europium-doped Hydroxyapatite as a Drug Carrier

Bioactive, luminescent and mesoporous europium-doped hydroxyapatite (Eu:HAp) was successfully prepared through a simple one-step route using cationic surfactant as template. The obtained multifunctional hydroxyapatite was performed as a drug delivery carrier to investigate the drug storage/release properties using ibuprofen (IBU) as a model drug

Multifunctional Hydroxyapatite Nanofibers and Microbelts as Drug Carriers

Luminescent, mesoporous, and bioactive europium-doped hydroxyapatite (HAp:Eu3+) nanofibers and microbelts have been prepared by a combination of sol-gel and electrospinning processes with a cationic surfactant as template. The obtained multifunctional hydroxyapatite nanofibers and microbelts, which have mesoporous structure and red luminescence, were tested as drug carriers by investigating their drug-storage/release properties with ibuprofen (IBU) as model drug. X-ray diffraction, scanning electron microscopy (SEM), transmission electron microscopy (TEM), high-resolution (HR) TEM, FTIR spectroscopy, N-2 adsorption/desorption, photoluminescence (PL) spectra, and UV/Vis spectroscopy were used to characterize the structural, morphological, textural, and optical properties of the resulting samples.

学习不良少年的污名效应研究

Stigma is defined as a sign of disgrace or discredit that sets a person apart from others. Stigmatized individuals had been significantly influenced by their group-based stigma. Through the methods of laboratory experiment and questionnaire surveys, the current study started with examining the attitudes of middle school students to the students with learning disabilities (LD), systemly explored the characteristics of perceived stigma and self-stigma of LD students, the mechanism that the influences of stigma on students with LD, and the mental control required to cope with the stigma. The results of the present studies had significant implications for the understanding of the LD phenomenon and the intervention of LD adolescents. The results indicate that: 1. Generally, middle school students had negative implicit attitude and negative explicit attitudes towards the LD students. The effect size of the phenomenon of this study is large. The LD students showed a more positive attitude than others on the explicit attitude measure; all students consistently had negative attitudes toward LD students on the implicit attitude indices, in addition, no group differences and gender differences were observed in the implicit attitude. 2. Eight hundred and seventy two students were surveyed to test the reliability and validity of the new developed perceived stigma scale and self-stigma scale. Both questionnaires showed sufficient content validity, construct validity, criterion-related validity and adequate internal consistency reliability. Then, both questionnaires were administered to student with high academic achievement (high achiever), students with middle academic achievement (middle achiever), and LD students. Results revealed that the LD students mildly stigmatized by the social culture. The LD students had more stigma perception and self-stigma than the middle achievers and high achievers. The results also indicated that there were more stigma perception and self-stigma for LD students in grade two than that of LD students in grade one and grade three; meanwhile, male LDstudent hade more stigma perception and self-stigma than female LD students in all grades. 3. A latent variable path analysis was conducted to investigate how the stigma affect the academic goals using the data collected from 186 LD students. The results suggested that the LD-related stigma did not have direct influence on academic goals. The LD-related stigma indirectly influenced the academic goals through mediating effects of self-stigma and academic efficacy. 4. Stereotype threat could have some influences on the relationship between the task feedback and self-esteem. The results of study using eighty-four LD students showed that: when the negative stereotype was not primed, the self-esteem of the LD students was significantly influenced by the feedback of the task: an enhance self-esteem following a positive feedback and a lower self-esteem following a negative feedback. When the negative stereotype was primed, there was no significantly difference between the positive feedback group and negative feedback group. All the results showed that priming the negative stereotype could weaken the influence of feedback to the self-esteem of LD students. 5. There was more cognitive and behavioral control when LD students tried to cope with the stigma by concealing negative academic achievement during an individual interview with an unfamilar expert. The LD students whose academic achievements could be concealed had more thought suppression and thought intrusion and reported more self-monitoring behavior than the participants in the other experimental conditions.

计算机环境下的呈现方式对学生样例学习的影响

This study designed tow experiments to explore the effect of two presentation forms(liner presentation and concept-map navigation presentation)on the student's learning process. Using the method of protocal analysis and the learning path records of these students, the author of this paper further analysed the information-processing process of these students. The main results showed as follows: (1) In the initial study phase, the main effects of both the presentation form and the learner type were obvious, and the interaction effect of these two variables was also obvious. Contrasting with the liner presentation form, the concept map navigation form interfered with the learning process of the student, especially the learning-disabled students. (2) There was a significant difference between excellent students and learning-disabled learning-disabled on self explanations amount. Excellent students produced more self- explanations than learning-disabled students, especially on two phases of learning from the the example and the conclusion. (3) Under the same learning path, the main effect of the learner type variable was obvious, the main effect of the presentation form and interaction effect of these two variables weren't obvious. But the liner presentation grouped still acquired a better result than the concept-map navigation presentation groupe.

Construction of hollow DNA/PLL microcapsule as a dual carrier for controlled delivery of DNA and drug

DNA/poly-L-lysine (PLL) capsules were constructed through a layer-by-layer (LbL) self-assembly of DNA and PLL on CaCO3 microparticles, and then used as dual carriers for DNA and drug after dissolution of carbonate cores. The permeability of DNA/PLL microcapsules was investigated with fluorescence probes with different molecular weights by confocal microscopy. The result revealed that the fluorescence probes were able to penetrate the capsule walls even its molecular weight up to 150 kDa. The resultant capsules were used to load drug model molecules-fluorescein isothiocyanate (FITC)-dextran (4 kDa) via spontaneous deposition mechanism.

Hollow DNA/PLL microcapsules with tunable degradation property as efficient dual drug delivery vehicles by alpha-chymotrypsin degradation

Hollow deoxyribonucleic acid (DNA)/poly-L-lysine (PLL) capsules were successfully fabricated through a layer-by-layer (LbL) self-assembly of DNA and PLL on porous CaCO3 microparticles, followed by removal of templates with ethylenediamine tetraacetic acid disodium salt (EDTA). The enzymatic degradation of the capsules in the presence of alpha-chymotrypsin was explored. The higher the enzyme concentration, the higher is the degradation rate of hollow capsules. in addition, glutaric dialdehyde (GA) cross-linking was found to be another way to manipulate degradation rate of hollow capsules.

A magnetic, luminescent and mesoporous core-shell structured composite material as drug carrier

In this paper, hydrothermal synthesized Fe3O4 microspheres have been encapsulated with nonporous silica and a further layer of ordered mesoporous silica through a simple sol-gel process. The surface of the outer silica shell was further functionalized by the deposition of YVO4:Eu3+ phosphors, realizing a sandwich structured material with mesoporous, magnetic and luminescent properties. The multifunctional system was used as drug carrier to investigate the storage and release properties using ibuprofen (IBU) as model drug by the surface modification. X-ray diffraction (XRD), scanning electron microscopy (SEM), transmission electron microscopy (TEM), X-ray photoelectron spectra (XPS), Fourier transform infrared spectroscopy (FT-IR), N-2 adsorption/desorption, photoluminescence (PL) spectra, and superconducting quantum interference device (SQUID) were used to characterized the samples.