Water-soluble fullerene (C60) derivatives as nonviral gene-delivery vectors.

A new class of water-soluble C60 transfecting agents has been prepared using Hirsch-Bingel chemistry and assessed for their ability to act as gene-delivery vectors in vitro. In an effort to elucidate the relationship between the hydrophobicity of the fullerene core, the hydrophilicity of the water-solubilizing groups, and the overall charge state of the C60 vectors in gene delivery and expression, several different C60 derivatives were synthesized to yield either positively charged, negatively charged, or neutral chemical functionalities under physiological conditions. These fullerene derivatives were then tested for their ability to transfect cells grown in culture with DNA carrying the green fluorescent protein (GFP) reporter gene. Statistically significant expression of GFP was observed for all forms of the C60 derivatives when used as DNA vectors and compared to the ability of naked DNA alone to transfect cells. However, efficient in vitro transfection was only achieved with the two positively charged C60 derivatives, namely, an octa-amino derivatized C60 and a dodeca-amino derivatized C60 vector. All C60 vectors showed an increase in toxicity in a dose-dependent manner. Increased levels of cellular toxicity were observed for positively charged C60 vectors relative to the negatively charged and neutral vectors. Structural analyses using dynamic light scattering and optical microscopy offered further insights into possible correlations between the various derivatized C60 compounds, the C60 vector/DNA complexes, their physical attributes (aggregation, charge) and their transfection efficiencies. Recently, similar Gd@C60-based compounds have demonstrated potential as advanced contrast agents for magnetic resonance imaging (MRI). Thus, the successful demonstration of intracellular DNA uptake, intracellular transport, and gene expression from DNA using C60 vectors suggests the possibility of developing analogous Gd@C60-based vectors to serve simultaneously as both therapeutic and diagnostic agents.

An examination of the rate of high school completion experienced by handicapped and nonhandicapped students in the state of Texas

This research examines the graduation rate experienced by students receiving public education services in the state of Texas. Special attention is paid to that subgroup of Texas students who meet Texas Education Agency criteria for handicapped status. The study is guided by two research questions: What are the high school completion rates experienced by handicapped and nonhandicapped students attending Texas public schools? and What are the predictors of graduation for handicapped and nonhandicapped students?^ In addition, the following hypotheses are explored. Hypothesis 1: Handicapped students attending a Texas public school will experience a lower rate of high school completion than their nonhandicapped counterparts. Hypothesis 2: Handicapped and nonhandicapped students attending school in a Texas public school with a budget above the median budget for Texas public schools will experience a higher rate of high school completion than similar students in Texas public schools with a budget below the median budget. Hypothesis 3: Handicapped and nonhandicapped students attending school in large Texas urban areas will experience a lower rate of high school completion than similar students in Texas public schools in rural areas. Hypothesis 4: Handicapped and nonhandicapped students attending a Texas public school in a county which rates above the state median for food stamps and AFDC recipients will experience a lower rate of high school completion than students living in counties below the median.^ The study will employ extant data from the records of the Texas Education Agency for the 1988-1989 and the 1989-1990 school years, from the Texas Department of Health for the years of 1989 and 1990, and from the 1980 Census.^ The study reveals that nonhandicapped students are graduating with a two year average rate of.906, while handicapped students following an Individualized Educational Program (IEP) achieve a two year average rate of.532, and handicapped students following the regular academic program present a two year average graduation rate of only.371. The presence of other handicapped students, and the school district's average expense per student are found to contribute significantly to the completion rates of handicapped students. Size groupings are used to elucidate the various impacts of these variables on different school districts and different student groups.^ Conclusions and implications are offered regarding the need to reach national consensus on the definition and computation of high school completion for both handicapped and nonhandicapped students, and the need for improved statewide tracking of handicapped completion rates. ^