High-efficiency endosomal escape of drug delivery nanocarriers for glutathione-based reduction-responsive drug release in cytoplasm can significantly enhance the therapeutic efficacy of the loaded therapeutic drugs. In this report, we develop the polymer prodrug micelles self-assembled from the amphiphilic block copolymer prodrug, PEG-b-P(CPTM-co-ImOAMA), consisting of poly(ethylene glycol) (PEG) and copolymerized segments of disulfide bond-linked camptothecin methacrylate monomer (CPTM) and 1-(1H-imidazole-4-yl)-2-(octylamino)-2-oxoethyl methacrylate (ImOAMA). After cellular internalization through endocytosis, PEG-b-P(CPTM-co-ImOAMA) micelles are trapped in endosomes inside the tumor cells. The endosomal pH can trigger the protonation of the imidazole moieties of PImOAMA segments, which may facilitate endosome escape through the proton sponge effect and the improved interactions between protonated imidazole groups, hydrophobic octyl moieties, and endosomal membranes. Moreover, the high concentration of glutathione in the cytoplasm of cancer cells can trigger the release of active camptothecin (CPT) through cleavage of the disulfide linkers from PCPTM. The in vitro results showed that PEG-b-P(CPTM-co-ImOAMA) micelles could be effectively internalized into cells followed by endosomal escape, which contributed to the significantly improved cancer cell-killing efficacy. Moreover, in vivo studies confirmed that the PEG-b-P(CPTM-co-ImOAMA) micelles realized efficient tumor growth inhibition without obvious side toxicity. Therefore, the proposed reduction-responsive polymeric prodrug micelles with high endosomal escape capability could provide a brilliant potential in a drug delivery platform to achieve enhanced antitumor efficacy.
The current study investigates the effectiveness of practical work in physics on academic performance among learners of a secondary school in Rwanda. The study employs a quasi-experimental research design specifically pretest-posttest control group design (control group and experimental group). Two groups of learners of senior one at Groupe Scholaire Rugoma were treated differently through an expository and practice-based approach respectively. Physics achievement test prepared to evaluate the effect of practical work indicated that learners in the experimental group outperformed those of the control group treated by the expository teaching method. Various factors that may advance or hinder the implementation of practical work were identified and views from science teachers were collected. Most of the respondents strongly agreed that those factors have a significant impact on the implementation of practical work which in turn influence learners’ overall academic performance during Physics Achievement Test (PAT). A significant difference was observed from the statistical analysis performed by using SPSS version 21.0. (Pretest and posttest among learners in the experimental group; t = 27.243; 32.743; MD = 8.4239; 13.12500 respectively whereas the pretest and posttest among learners are as follow, t = 28.442; 32.627; MD = 9.82500; 2.38005 respectively and for all performance evaluation hypotheses were tested at .05 level of significance. Based on the observed results, it was found that practical work was more effective in improving learners’ performance in Physics. It was therefore concluded that practical work continues to be a promising approach in teaching sciences, particularly teaching Physics in secondary schools.
This study sought to establish teachers’ reflections on the role of inquiry-based learning in science education. The study was quantitative in nature and used the descriptive research design. Data was gathered through a questionnaire containing closed ended items. Respondents were eighty-two science teachers from secondary schools in Kirehe District. It is concluded that the choice of appropriate teaching and learning approaches influences understanding in science education. Inquiry-based learning is effective for acquisition of practical skills and development of higher order thinking skills. However, shortage of continuous professional development impedes teachers’ implementation of the inquiry-based learning. The use of inquiry-based learning serves as a promising learning method to enhance learners’ understanding. It is recommended that school administrators should understand the 5-E model that governs the inquiry-based learning as one of the best teaching and learning approaches and collaborate with teachers to find out means and strategies that may stimulate the implementation of new teaching and learning approaches in science education. School administrators should regularly organize internal workshops and training of teachers on teaching and learning approaches.
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