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Solid lipid nanoparticles (SLN) have been widely used in a variety of drug delivery routes, which have the outstanding advantage of controlled drug release. The release of SLN is dominated by many factors, among which the particle size of SLN is a critical one. The aim of this project was to explore the relationship between drug release profile and particle size of SLN. SLN were synthesized via the hot high-pressure homogenization (HPH) method, budesonide (BUD) was used as the model drug, and BUD-SLN1–BUD-SLN4 with increasing particle size was obtained, i.e. 120, 240, 360, and 480 nm. The prepared SLN has good encapsulation efficiency, drug loading capacity, and stability. In vitro release behavior studies showed that the cumulative release of BUD-SLN in Tris-Maleate (Tris-M) media was negligible, while that in Tris-M plus pancreatin media or Tris-M-ethanol media obeyed Ritger-Peppas model or first-order kinetic model, respectively. Noticeably, the release behavior of SLN was to some extent related to the average particle size of SLN, but the correlation was insignificant when the intersection degree of particle size distribution was great. This study provides a new idea for the understanding of in vitro release of SLN and has a certain referencing value for the research and development of novel nanomedicines. [ABSTRACT FROM AUTHOR]

Massive Open Online Courses (MOOCs) are platforms teachers can use to seek guidance on different strategies to update their teaching skills. This study finds the effectiveness of MOOCs in developing professional performance and skills of school teachers. It tries to show the extent to which school teachers can benefit from these courses and how they apply them in their practical teaching. A mixed-method sequential explanatory (following up the quantitative findings with qualitative ones) method by using multiple data sources, including the MOOC system’s log files, final grades and the discussion forum, with additional of face to face class snapshots was used. Some of the data were analysed using statistical, correlations and clustering models, with others coded in excel to develop different themes based on reported experiences. Results indicated how TPD core features uncover school teachers’ knowledge and skills level through their learning behaviour variables for the MOOC platform, which will help to transform their pedagogical and instructional approaches while shifting their classrooms into 21st Century classrooms. Generally, this study contributes fresh insights into the literature on the importance of MOOCs for teachers’ professional growth while sustaining their work and connections for networked learning. Implications for future studies are also discussed. [ABSTRACT FROM AUTHOR]