Due to the increasing applications of nanomaterials and nanotechnology, potential danger of nanoparticle exposure has become a critical issue. However, recent nanotoxicity studies have mainly focused on the health risks to healthy adult population. The nanotoxicity effects on susceptible populations (such as pregnant, neonate, diseased, and aged populations) have been overlooked. Due to the alterations in physiological structures and functions in susceptible populations, they often suffer more damage from the same exposure. Thus, it is urgent to understand the effects of nanoparticle exposure on these populations. In order to fill this gap, the potential effects of nanoparticles to pregnant females, neonate, diseased, and aged population, as well as the possible underlying mechanisms are reviewed in this article. Investigations show that responses from susceptible population to nanoparticle exposure are often more severe. Reduced protection mechanism, compromised immunity, and impaired self-repair ability in these susceptible populations may contribute to the aggravated toxicity effects. This review will help minimize adverse effects of nanoparticles to susceptible population in future nanotechnology applications.

<p>The purpose of this research study was to explore the influence of Confucian-heritage culture on Chinese learners’ online learning and engagement in online discussion in U.S. higher education. More specifically, this research studied Chinese learners’ perceptions of power distance and its impact on their interactions with instructors and peers in an online setting. This study was conducted at a research university in the southwestern U.S. Twelve undergraduate students from the Confucian-heritage culture, including mainland China, Taiwan, and Hong Kong, participated in the study. This study provided evidence that the online setting benefited these Chinese learners’ engagement in class discussion, but it may increase the level of anxiety in their participation. Learning, perceived by the Chinese learners, was more instructor-centered. Instructors were viewed as authorities, major sources of knowledge, and possessed high power to students. As a result, when encountering difficulties in learning, the Chinese learners were intimidated to interact with their instructors. Instead, they tended to seek help from peers, particularly those who shared similar cultural and linguistic backgrounds.</p>

An education agent is a third-party entity who is paid to assist a student to find, apply to, and/or prepare for college. In China, agents are often hired to assist students in finding an international institution fitting their academic goals. Although using an agent has been a common practice in China, there is virtually no research regarding the balance of costs and benefits of using an agent, nor is there evidence of any examination if Chinese students have been well served by their agents when applying to a foreign institution. Using both quantitative and qualitative data, this study intends to provide a better understanding about Chinese students’ rationale of using, or not using, an agent; their expectation of using an agent; major problems related to the application process; and factors that most defined or discriminated the two groups of students in terms of using or not using an agent.

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