The anti-MMP activity of benzalkonium chloride

Objective: This study evaluated the ability of benzalkonium chloride (BAC) to bind to dentine and to inhibit soluble recombinant MMPs and bound dentine matrix metalloproteinases (MMPs). Methods: Dentine powder was prepared from extracted human molars. Half was left mineralized; the other half was completely demineralized. The binding of BAG to dentine powder was followed by measuring changes in the supernatant concentration using UV spectrometry. The inhibitory effects of BAC on rhMMP-2, -8 and -9 were followed using a commercially available in vitro proteolytic assay. Matrix-bound endogenous MMP-activity was evaluated in completely demineralized beams. Each beam was either dipped into BAG and then dropped into 1 mL of a complete medium (CM) or they were placed in 1 mL of CM containing BAG for 30 days. After 30 days, changes in the dry mass of the beams or in the hydroxyproline (HYP) content of hydrolysates of the media were quantitated as indirect measures of matrix collagen hydrolysis by MMPs. Results: Demineralized dentine powder took up 10-times more BAG than did mineralized powder. Water rinsing removed about 50% of the bound BAC, whilst rinsing with 0.5 M NaCl removed more than 90% of the bound BAG. BAG concentrations 0.5 wt% produced 100% inhibition of soluble recombinant MMP-2, -8 or -9, and inhibited matrix-bound MMPs between 55 and 66% when measured as mass loss or 76-81% when measured as solubilization of collagen peptide fragments. Conclusions: BAC is effective at inhibiting both soluble recombinant MMPs and matrix-bound dentine MMPs in the absence of resins. (C) 2010 Elsevier Ltd. All rights reserved.

Critical cyber pedagogy: Doing multiliteracies in the Singapore classrooms

The Ministry of Education in Singapore has embarked on the ambitious project of introducing IT in schools. The IT Masterplan, budgeted at a cost of $2 billion, aims to wire up all schools by the year 2002. While the well-funded IT Masterplan is seeing the project in its final phase of implementation, this paper argues for a "critical cyber pedagogy" along with the acquisition of the functional and operational skills of technology. Drawing on theories of critical multiliteracies (Burbules & Callister, 2000; Luke, 2000b; New London Group, 1996), this paper explores and suggests how an instructional design of two classroom activities can be utilized as new forms of cyber and technoliteracies. Through the critical evaluation of websites and hypertext construction, students will be equipped with a new literacy that extends reading and writing by incorporating new blended forms of hybrid textualities. This technology-assisted pedagogy can achieve the desired outcome of self-directed learning, teamwork, critical thinking and problem solving strategies necessary for a knowledge-based society.