The particular physicochemical properties of nanomaterials are able to elicit unique biological responses. The property activity relationship is usually established for in-depth understanding of toxicity mechanisms an...The particular physicochemical properties of nanomaterials are able to elicit unique biological responses. The property activity relationship is usually established for in-depth understanding of toxicity mechanisms and designing safer nanomaterials. In this study, the toxic role of specific crystallographic facets of a series of polyhedral lead sulfide （PbS） nanocrystals, including truncated octahedrons, cuboctahedrons, truncated cubes, and cubes, was investigated in human bronchial epithelial cells （BEAS-2B） and murine alveolar macrophages （RAW 264.7） cells./100} facets were found capable of triggering facet-dependent cellular oxidative stress and heavy metal stress responses, such as glutathione depletion, lipid peroxidation, reactive oxygen species （ROS） production, heme oxygenase-1 （HO-1） and metallothionein （MT） expression, and mitochondrial dysfunction, while {111} facets remained inert under biological conditions. The {100}-facet-dependent toxicity was ascribed to {100}-facet-dependent lead dissolution, while the low lead dissolution of {111} facets was due to the strong protection afforded by poly（vinyl pyrrolidone） during synthesis. Based on this facet-toxicity relationship, a ＂safe-by-design＂ strategy was designed to prevent lead dissolution from {100} facets through the formation of atomically thin lead-chloride adlayers, resulting in safer polyhedral PbS nanocrystals.展开更多
The rapid pace of innovation in the life sciences raises new questions about the safety and security of emerging technologies and processes.Therefore,it is important to investigate what is taught about safety and how ...The rapid pace of innovation in the life sciences raises new questions about the safety and security of emerging technologies and processes.Therefore,it is important to investigate what is taught about safety and how it is taught during the early stages of scientific training in higher education.In this study,we conducted a gap analysis based on an inventory of learning content covering different dimensions and elements of safety,including understanding and reasoning related to the Safe-by-Design concept.Each topic was evaluated using two three-level scales:one describing how frequently it appeared in the curriculum and another reflecting the depth of learning,from cognitive knowledge to skill and attitude development.Using Wageningen University as a case study,we conducted a series of qualitative interviews with programme directors and lecturers from various life science divisions.Our results show that the technical aspects of safety received the most attention,particularly when teaching about the development phase of innovations.At the same time,skills related to anticipating and managing risks and other responsibility-related elements needed to be strengthened in the curricula.Notably,the frequency with which a safety element is taught was always higher than the extent to which the corresponding skills were developed.This highlights the need to equip students with the skills needed to improve their own judgment of safety in their future careers.展开更多
基金This work was primarily supported by the National Natural Science Foundation of China （Nos. 21573216 and 21501170）, Hundred Talent Program of CAS, Science and Technology Development Project Foundation of Jilin Province （Nos. 20160101304JC and 20160520134JH）, Scientific Research Foundation for the Returned Overseas Chinese Scholars, State Education Ministry, the Start-up fund from Changchun Institute of Applied Chemistry, CAS, and Talent Development fund of Jilin, China.
文摘The particular physicochemical properties of nanomaterials are able to elicit unique biological responses. The property activity relationship is usually established for in-depth understanding of toxicity mechanisms and designing safer nanomaterials. In this study, the toxic role of specific crystallographic facets of a series of polyhedral lead sulfide （PbS） nanocrystals, including truncated octahedrons, cuboctahedrons, truncated cubes, and cubes, was investigated in human bronchial epithelial cells （BEAS-2B） and murine alveolar macrophages （RAW 264.7） cells./100} facets were found capable of triggering facet-dependent cellular oxidative stress and heavy metal stress responses, such as glutathione depletion, lipid peroxidation, reactive oxygen species （ROS） production, heme oxygenase-1 （HO-1） and metallothionein （MT） expression, and mitochondrial dysfunction, while {111} facets remained inert under biological conditions. The {100}-facet-dependent toxicity was ascribed to {100}-facet-dependent lead dissolution, while the low lead dissolution of {111} facets was due to the strong protection afforded by poly（vinyl pyrrolidone） during synthesis. Based on this facet-toxicity relationship, a ＂safe-by-design＂ strategy was designed to prevent lead dissolution from {100} facets through the formation of atomically thin lead-chloride adlayers, resulting in safer polyhedral PbS nanocrystals.
基金funded by the research programme‘SafeChassis:Implementing and Assessing Safeguards for Lifestyle Engineering of a Versatile Industrial Chassis’,with project number 15814the research programme‘Virtues for Innovation in Practice(VIPs):A Virtue Ethics Account of Responsibility for Biotechnology’,with project numberVI.Veni.191F.010+1 种基金financed by the Dutch Research Councilthe study received funding from the Horizon Europe research project IBISBA-DIALS under grant agreement 101131085.
文摘The rapid pace of innovation in the life sciences raises new questions about the safety and security of emerging technologies and processes.Therefore,it is important to investigate what is taught about safety and how it is taught during the early stages of scientific training in higher education.In this study,we conducted a gap analysis based on an inventory of learning content covering different dimensions and elements of safety,including understanding and reasoning related to the Safe-by-Design concept.Each topic was evaluated using two three-level scales:one describing how frequently it appeared in the curriculum and another reflecting the depth of learning,from cognitive knowledge to skill and attitude development.Using Wageningen University as a case study,we conducted a series of qualitative interviews with programme directors and lecturers from various life science divisions.Our results show that the technical aspects of safety received the most attention,particularly when teaching about the development phase of innovations.At the same time,skills related to anticipating and managing risks and other responsibility-related elements needed to be strengthened in the curricula.Notably,the frequency with which a safety element is taught was always higher than the extent to which the corresponding skills were developed.This highlights the need to equip students with the skills needed to improve their own judgment of safety in their future careers.
