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2026

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Optimized Nano-Bilosomes Loaded Ocular Insert As A Promising Approach For Boosting Voriconazole Ocular Bioavailability: In-Vitro, Microbiological, And In-Vivo Assessments, Eman Gomaa Jan 2026

Optimized Nano-Bilosomes Loaded Ocular Insert As A Promising Approach For Boosting Voriconazole Ocular Bioavailability: In-Vitro, Microbiological, And In-Vivo Assessments, Eman Gomaa

Nanotechnology Research Centre

The eye possesses numerous physiological barriers that significantly limit the absorption of administered drugs, as only < 5 % get through. These barriers restrict drug bioavailability, often necessitating multiple dosing, which can lead to poor patient compliance. The study goal is to efficiently incorporate Voriconazole (VRC), a wide-spectrum antifungal candidate with a short half-life, into stable, biocompatible, non-irritating bile salt nanoparticles (Bilosomes, BLOs) to enhance its ocular delivery. Bilosomes were prepared by the ethanol injection method. Experimental (33) Box–Behnken Design (BBD) was employed; the amount of bile salt, cholesterol, and span-60 were chosen as independent variables, while entrapment efficiency (EE%), cumulative VRC release (Q8h), particle size (PS), zeta potential (ZP), and polydispersity index (PDI) were the dependent variables. The formula of optimization showed EE% (59.04 ± 1.88 %), cumulative release after 8 h (81.35 ± 0.69 %), PS (222.53 ± 2.04 nm), ZP (−72.53 ± 1.75 mV), and PDI (0.225 ± 0.03). It was chemically characterized using DSC and FTIR. Its spherical arrangement was confirmed using TEM. For ophthalmic application, the optimized formula was included in ocular inserts to extend ocular residence time while minimizing dosing frequency. The optimal VRC-loaded bilosomal ocular insert met the acceptable physicochemical criteria, was sterilized using UV radiation for conducting microbiological assay, in-vivo study, and pharmacokinetic analysis. For safety evaluation, an eye irritation study and histopathological examination were conducted. The results confirmed its effectiveness as evidenced by a significantly larger inhibition zone and 8.39-fold enhancement in VRC bioavailability compared to its suspension. These findings support the potential of bilosomes-loaded ocular insert as an effective ocular delivery of VRC.

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More Than Just Multiculturally Competent: Doctoral Student Competency And Preparedness To Work With Individuals With Disabilities, Kristen N. Dickens, Chantrelle Varnado-Johnson, Synthia Best Jan 2026

More Than Just Multiculturally Competent: Doctoral Student Competency And Preparedness To Work With Individuals With Disabilities, Kristen N. Dickens, Chantrelle Varnado-Johnson, Synthia Best

Georgia Educational Researcher

Phenomenological inquiry was used to interview counselor education doctoral students about their experiences and perceived competency and preparedness to counsel individuals with disabilities. Three overarching themes emerged: (1) continuous self-directed learning, (2) disability is multifaceted, misunderstood, and evolving, and (3) influential learning factors. Implications and recommendations for counselor educators and training programs are provided.

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Play-Based Learning In Private International Preschools In Cairo: Teachers' Perspectives, Kesha L. Stovall Jan 2026

Play-Based Learning In Private International Preschools In Cairo: Teachers' Perspectives, Kesha L. Stovall

Theses and Dissertations

This thesis explores how play-based learning is practiced and contextualized in private, international preschools in Cairo, Egypt through the perspective of teachers. It calls upon both historical and contemporary theories of play and play pedagogies ranging from the times of Plato and Al-Farabi to the 21st century with Montessori and Dewey. Using a contemporary theory of play presented by Stuart Lester and Wendy Russell as a guiding framework, it examines how play and play-based learning are implemented, shaped and even challenged in a Cairene context. These contexts include sociocultural factors such as parents’ expectations and aspirations, institutional barriers, teacher development …

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