A simple and inexpensive enteric-coated capsule for delivery of acid-labile macromolecules to the small intestine

Understanding the ecology of the gastrointestinal tract and the impact of the contents on the host mucosa is emerging as an important area for defining both wellness and susceptibility to disease. Targeted delivery of drugs to treat specific small intestinal disorders such as small bowel bacterial overgrowth and targeting molecules to interrogate or to deliver vaccines to the remote regions of the small intestine has proven difficult. There is an unmet need for methodologies to release probes/drugs to remote regions of the gastrointestinal tract in furthering our understanding of gut health and pathogenesis. In order to address this concern, we need to know how the regional delivery of a surrogate labeled test compound is handled and in turn, if delivered locally as a liquid or powder, the dynamics of its subsequent handling and metabolism. In the studies we report on in this paper, we chose ¹³C sodium acetate (¹³C-acetate), which is a stable isotope probe that once absorbed in the small intestine can be readily measured non-invasively by collection and analysis of ¹³CO₂ in the breath. This would provide information of gastric emptying rates and an indication of the site of release and absorptive capacity. In a series of in vitro and in vivo pig experiments, we assessed the enteric-protective properties of a commercially available polymer EUDRAGIT®L100-55 on gelatin capsules and also on DRcaps®. Test results demonstrated that DRcaps®coated with EUDRAGIT®L100-55 possessed enhanced enteric-protective properties, particularly in vivo. These studies add to the body of knowledge regarding gastric emptying in pigs and also begin the process of gathering specifications for the design of a simple and cost-effective enteric-coated capsule for delivery of acid-labile macromolecules to the small intestine.     

Chronicling educator practices and experiences in the context of democratic schooling and quality education in South Africa

An interview-based qualitative study was undertaken to explore the experiences and practices of educators in providing democratic schooling as a way of delivering quality education for learners in schools. The exploration looked at educators’ understandings of the concept of democracy in schools, their understanding of the concept quality education and whether there is any link between democratic schooling and quality education. The findings suggest that there is a perceived link between democracy in schools and the delivery of quality education for learners, even though there are tensions and contradictions in democratising schools.     

Theory, experiment and practical application in research on visual impairment

This paper examines the relation between theories of development in conditions of visual impairment, the experimental evidence on which models are based, and methods of education and remediation. It is argued that experimental findings always need fine-tuning to be adapted to individual circumstances and needs. Equally, practical procedures are based on tacit assumptions which need to be scrutinised explicitly, so that they can be updated when the empirical evidence suggests changes in our models of the role of the sense modalities in development. Spatial skill and braille learning are used as examples. The first section discusses how theory and practice are reciprocally affected by simplistic dichotomies like the “nature-nurture” distinction, and the notion that vision is either necessary, or else irrelevant to sparial understanding. Spatial development is explained next by the CAPIN hypothesis which assumes that total absence of sight requires convergent and redundant, not just substitute, information and underlines the importance of specific task conditions. A third section focuses on the dual verbal and spatial processing demands of braille. The two final sections deal with empirical methods in asking questions about blindness in psychology and education.     

Globalisation and Societal Culture: Redefining schooling and school leadership in the twenty-first century

This paper highlights the importance of societal culture to developing theory, policy and practice within an increasingly globalising educational context. It argues that tensions exist between globalisation and societal culture and that globalisation makes the recognition of societal culture and cross-cultural similarities and differences more, not less, important. Consequently, the inclusion of societal culture as a factor in investigations covering such themes as the curriculum, teaching and learning, leadership and school-based management is seen as an imperative for the future development of comparative education. Accordingly, the first part of the paper clarifies the concept of 'globalisation'. In the second part, globalisation and societal culture are juxtaposed and the interface between them is explored. The third part offers a set of dimensions by which to gauge the influence of, and to compare, cultures. Finally, we illustrate our argument for greater cultural sensitivity by raising some key issues concerning school reform and improvement.