Nanofibrous solid dosage form of living bacteria prepared by electrospinning

The aim of this work was to investigate the suitability of electrospinning for biodrug delivery and to develop an electrospinning-based method to produce vaginal drug delivery systems. Lactobacillus acidophilus bacteria were encapsulated into nanofibers of three different polymers (polyvinyl alcohol and polyvinylpyrrolidone with two different molar masses). Shelf life of the bacteria could be enhanced by the exclusion of water and by preparing a solid dosage form, which is an advantageous and patient-friendly way of administration. The formulations were stored at –20, 7 and 25°C, respectively. Viability testing showed that the nanofibers can provide long term stability for huge amounts of living bacteria if they are kept at (or below) 7°C. Furthermore, all kinds of nanowebs prepared in this work dissolved instantly when they got in contact with water, thus the developed biohybrid nanowebs can provide new potential ways for curing bacterial vaginosis

Antibacterial properties of Ag-TiO2 composite sol-gel coatings

This study reveals the connection between the silver-doping method, the resulting nature and amount of the silver dopant together with the structural properties and the long-term antibacterial activity of composite coatings.</p

Physical and Cultural Activity for Life Skills Development - Comparative Report

Life skills are defined as psychosocial abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. Life skills can be fostered and are fundamental for a person’s progression in life, both personal and professional. Some of those skills are creativity, critical thinking, problem-solving, effective communication and collaboration skills, cultivation of responsibility, development of healthy relationships and decision- making. These skills can be acquired through life experience but can be further developed through constant training and engagement. Life skills are particularly important for adolescents and young people. Adolescents and young people leave behind the dependence and the safety that childhood is associated with and enter adulthood with all its opportunities and freedoms but also with all its insecurities and anxieties. Life skills can help adolescents and young people strengthen their self-confidence, interpersonal skills, learn how to use them in assessing knowledge, use resources for their benefit, and make the proper decisions in order to promote their wellbeing2. This way life skills can help young people anticipate with all the difficulties that might occur in adulthood and be involved in the society. In other words, life skills can equip young people with all the necessary qualities in order to become resilient individuals and active citizens. The University of Gloucestershire (UK), Play Gloucestershire (UK), Rogers Személyközpontú Oktatásért Alapítvány (HU), KENTRO MERIMNAS OIKOGENEIAS KAI PAIDIOU(GR), CESIE (IT) and CLAVIS sprog & competence (DK) are implementing the 2 year Erasmus+ project entitled: PAClife – Physical and Cultural Activity for Life Skills Development (2020-2021). The project aims to support disadvantaged and migrant young people in building resilience through acquiring and developing life skills and key competences by participating in a programme of physical and cultural activity. This report presents the findings of a desk-based comparison of domestic projects that will inform the future development of the PAClife training tool to low-skilled/low qualified migrant and disadvantaged young people

Physical and Cultural Activity for Life Skills Development - Comparative Report

Life skills are defined as psychosocial abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. Life skills can be fostered and are fundamental for a person’s progression in life, both personal and professional. Some of those skills are creativity, critical thinking, problem-solving, effective communication and collaboration skills, cultivation of responsibility, development of healthy relationships and decision- making. These skills can be acquired through life experience but can be further developed through constant training and engagement. Life skills are particularly important for adolescents and young people. Adolescents and young people leave behind the dependence and the safety that childhood is associated with and enter adulthood with all its opportunities and freedoms but also with all its insecurities and anxieties. Life skills can help adolescents and young people strengthen their self-confidence, interpersonal skills, learn how to use them in assessing knowledge, use resources for their benefit, and make the proper decisions in order to promote their wellbeing2. This way life skills can help young people anticipate with all the difficulties that might occur in adulthood and be involved in the society. In other words, life skills can equip young people with all the necessary qualities in order to become resilient individuals and active citizens. The University of Gloucestershire (UK), Play Gloucestershire (UK), Rogers Személyközpontú Oktatásért Alapítvány (HU), KENTRO MERIMNAS OIKOGENEIAS KAI PAIDIOU(GR), CESIE (IT) and CLAVIS sprog & competence (DK) are implementing the 2 year Erasmus+ project entitled: PAClife – Physical and Cultural Activity for Life Skills Development (2020-2021). The project aims to support disadvantaged and migrant young people in building resilience through acquiring and developing life skills and key competences by participating in a programme of physical and cultural activity. This report presents the findings of a desk-based comparison of domestic projects that will inform the future development of the PAClife training tool to low-skilled/low qualified migrant and disadvantaged young people

A pályaorientáció szerepe a társadalmi integrációban

Az elektronikus kiadvány a TÁMOP 5.4.4.-09/1-C. 2009-0001 „Képzésfejlesztés az összetartozásért” projektje keretében készül

3D-Beacons: decreasing the gap between protein sequences and structures through a federated network of protein structure data resources.

While scientists can often infer the biological function of proteins from their 3-dimensional quaternary structures, the gap between the number of known protein sequences and their experimentally determined structures keeps increasing. A potential solution to this problem is presented by ever more sophisticated computational protein modeling approaches. While often powerful on their own, most methods have strengths and weaknesses. Therefore, it benefits researchers to examine models from various model providers and perform comparative analysis to identify what models can best address their specific use cases. To make data from a large array of model providers more easily accessible to the broader scientific community, we established 3D-Beacons, a collaborative initiative to create a federated network with unified data access mechanisms. The 3D-Beacons Network allows researchers to collate coordinate files and metadata for experimentally determined and theoretical protein models from state-of-the-art and specialist model providers and also from the Protein Data Bank