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1.
Brigitte Stadler 《Biomicrofluidics》2015,9(5)
In this special topic of Biomicrofluidics, the importance of microfluidics in the field of drug delivery is highlighted. Different aspects from cell-drug carrier interactions, delivery vehicle assembly to novel drug delivery devices are considered. The contributing reviews and original articles illustrate the synergistic outcomes between these two areas of research with the aim to have a positive impact on biomedical applications.Microfluidics is certainly one of the huge success stories when it comes to anticipated impact and fulfilled promises in academic research environments. Microfluidic approaches are game changers in many disciplines in natural science, including (bio)medical science. In the latter case, the fields of biosensing/diagnostics, tissue engineering, and drug discovery/delivery have benefited from concepts which allow for the fast throughput manipulation of fluids at the submillimeter length scale.A key aim in microfluidic-assisted drug discovery is the development of strategies which will facilitate the identification of potential “hits”—new drugs with the anticipated therapeutic benefit. In this context, “organ(disease)-on-chips” are considered as highly sophisticated in vitro models with lower cost and less ethical issues compared to extensive testing in animals. This technology is still very young with countless research challenges to be addressed and eventually overcome, but the few current reports are promising, and include “gut-on-chip,” “cancer-on-chip,” or “blood vessel-on-chip.” Additionally, intravenously injected drug delivery vehicles are exposed to the blood stream and the induced mechanical forces which are likely to affect their interaction with cells and tissue. Therefore, understanding the diffusion phenomena of biomolecules in microfluidic devices as reviewed by Yesil-Celiktas and coworkers in the current special content is crucial.1 What is more, the contribution by Hosta-Rigau and colleagues provides a comprehensive overview over the interaction of drug carriers and cells in microfluidic-based systems which deliver a simple, but yet more realistic model of the dynamic in vivo situation.2 Further, to illustrate the relevance of shear stress when assessing the potential of nanocarriers for drug delivery applications, we assembled novel block copolymers consisting of poly(cholesteryl acrylate) as the hydrophobic core and poly(N-isopropylacrylamide) as the hydrophilic extensions together with lipids into vesicles using the evaporation-rehydration method.3 Following on, we biologically evaluated the assemblies with applied shear stress using macrophages. In a related report by the Chakraborty group, a biocompatible acoustic microfluidic system was outlined including the effect of microbubbles with the applied acoustic field on biological cells.4From a different perspective, droplet microfluidics has become a popular method to assemble a huge diversity of particles of different size, shape, and morphology equipped with options for active or passive drug release. Microfluidics provides unique opportunities and flexibility to fabricate decent amounts of mono-disperse drug carriers using monomers, polymers, lipids, or inorganic precursor materials as building blocks. The assembly of size-tunable polymer/lipid particles by Sun et al.,5 and the fabrication of poly (lactic-co-glycolic acid) nanoparticles incorporated within poly (ethylene glycol) (PEG) microgels by the Chen group,6 provide interesting examples in this context. Further, artefacts associated with this technique have to be addressed and understood to avoid inaccurate and misleading data as reported by Litten et al.7 Microfluidic techniques can also be employed for cell encapsulation. Fan et al. demonstrated the trapping of human colon cancer cells in hydrogel particles with preserved viability and response to inflammatory stimuli.8Novel drug delivery devices which consider microfluidic concepts and set-ups are an interesting addition to traditional approaches. Implantable drug delivery systems provide an alternative to ensure constant drug level in blood without relying on the compliance of the patient while circumventing challenges involved in oral drug delivery coming from drug instability or limited absorbance among others. Yi and coworkers propose a reservoir approach in combination with a heat responsive valve towards the long term delivery of solid drugs.9 What is more, nebulizers, as alternative to inhalers for pulmonary drug delivery, suffer from miniaturization and drug degradation issues. Cortez-Jugo et al. report on a novel portable acoustomicrofluidic device, which successfully nebulized monoclonal antibodies into a fine aerosol mist including the first positive biological evaluation.10Further, combining microfluidics with sensing concepts as illustrated by Knoll and coworker11 is of importance, since the design of drug delivery vehicles strongly relies on the fundamental understanding of the interaction between biomolecules, cells, and tissue.Taken together, these articles give an overview over the use of microfluidics in the area of drug delivery, which goes beyond the assembly of drug carries, but also provides a platform for their biological evaluation or the design of entirely new drug delivery devices. I hope that this collection of articles will stimulate new ideas and future collaborations between engineers/chemists/physicist and biologists towards the common goal to provide solutions for biomedical challenges. Finally, I would like to thank Professor Leslie Yeo for the invitation to be the guest editor for this special topic, and Christine Urso and other editorial and production staffs of Biomicrofluidics for making it a reality. 相似文献
2.
Bichler Sarah Stadler Matthias Bühner Markus Greiff Samuel Fischer Frank 《Instructional Science》2022,50(3):335-359
Instructional Science - Extensive research has established that successful learning from an example is conditional on an important learning activity: self-explanation. Moreover, a model for... 相似文献
3.
This article presents the developmental continuum of children’s storytelling skills and provides examples at each of five
levels: labeling, listing, connecting, sequencing and narrating. The authors connect these developing narrative skills to
communication, literacy and cognition. Strategies to facilitate development from one level to another are described. 相似文献
4.
This study compared the rates of different types of joint book reading behaviors of parents of preschool children with and without language impairments using two different text genres. Participants included 72 preschool children between the ages of 51 and 70 months. Fifty-five children were typically developing and 17 were diagnosed with language impairments. Parent–child dyads were videotaped during periods of joint book reading using two different types of text (one alphabet-rhyming and one narrative). Results indicated parents rarely used reading behaviors known to enhance their preschoolers’ phonological awareness. However, when used, there was a significant difference between the two types of texts. The alphabet book elicited a higher rate of phonological awareness and print concept behaviors, while the narrative book resulted in parents using more content behaviors. In addition, the parents of typically developing children used more phonological awareness behaviors than the parents of children with language impairments. 相似文献
5.
This paper describes the structure and unique features of an inservice training course for science teachers (Pädagogik und Fachdidaktik für Lehrer, PFL). The course is based on the view that most issues of classroom practice are at the same time issues of pedagogy, methodology and subject knowledge. Therefore, the close connection between the participants' work required during the course and their teaching situation is most important: the teachers selected issues of direct concern to their daily work, performed research on these issues by methods of action research, analysed their findings, took appropriate action and documented the process in written form. They were supported by a team of mentors. A preliminary evaluation indicates a high degree of satisfaction of the participants and provides suggestions for the improvement of initial teacher education. In the PFL-project inservice science teacher education is considered not only an opportunity for professional development of individual teachers, but also a contribution to the development of science education and—in a larger context—school development. 相似文献
6.
Stefanie Stadler 《High Ability Studies》1991,1(1):33-41
Results from a developmental study on pitch matching ability (PMA) were used to draw conclusions on diagnostic and educational practice in music. Forty children from 3 age groups (4, 6, 8 years) participated in a cross‐sectional study with repeated measurements. The factor age was not important in the development of vocal PMA, whereas timbre of note presentation had strong effects on reproduction: Children in all age groups were more successful with vocal than with instrumental presentation. Remarkable were the large individual differences: There are 4‐year‐old children who hare higher ability than many 8‐year‐olds. Evidence is presented that actively produced music gives more valid insights into the individual's competence than the perceptually and verbally dominated traditional procedures for assessing PMA. Emphasis is thus placed on vocal activities because they are the earliest musical (and/or prosodic) expressions. 相似文献
7.
The complex route to success: complex problem-solving skills in the prediction of university success
Successful completion of a university degree is a complex matter. Based on considerations regarding the demands of acquiring a university degree, the aim of this paper was to investigate the utility of complex problem-solving (CPS) skills in the prediction of objective and subjective university success (SUS). The key finding of this study was that CPS was not only strongly correlated to objective university success but also explained university grade point averages (GPA) of N?=?78 German business students even after intelligence and high-school GPA were controlled for. In addition, priority setting while working on a complex problem explained self-rated SUS. Given this incremental validity over the most established predictors of objective university success and its versatility, we argue that CPS may be a valuable addition to existing predictors in university applicant selection. 相似文献
8.
Holly A. Stadler Suhyun Suh Debra C. Cobia Renee A. Middleton Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206
To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated. 相似文献
9.
Sailer Michael Stadler Matthias Botes Elouise Fischer Frank Greiff Samuel 《European Journal of Psychology of Education - EJPE》2022,37(1):279-292
In pandemic crises such as the COVID-19 pandemic, individuals’ behavior has a strong impact on epidemiological processes. Compliance with prevention guidelines, such as social distancing, is critical to avoid further spreading an infectious disease or to slow down its spread. However, some individuals also or instead engage in panic behavior, such as hoarding. We investigate how education prepares individuals to respond adequately by modelling the path from seeking information about COVID-19 to eventual behavior. Based on a sample of N = 1182 adult Americans, gathered at the pandemic’s onset (March 2020), we conclude that science knowledge helps individuals convert information into coronavirus knowledge. This knowledge then helps individuals avoid panic behavior. Individuals lacking coronavirus knowledge and science knowledge still comply with prevention guidelines when they have a general trust in medicine. Individuals lacking knowledge still follow prevention guidelines when they trust in medicine. Facilitating science knowledge and trust in science through education and targeted public health messaging are likely to be of fundamental importance for bringing crises such as the COVID-19 pandemic under control.
相似文献10.
The logic of success: the relation between complex problem-solving skills and university achievement
Matthias Stadler Nicolas Becker Johannes Schult Christoph Niepel Frank M. Spinath Jörn R. Sparfeldt Samuel Greiff 《Higher Education》2018,75(1):1-18
This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject’s engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semi-structured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory “gatekeeping” responsibility; 3. a breach of the “everyday normality”; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them. 相似文献