Photophysicochemical properties and in vitro cytotoxicity of zinc tetracarboxyphenoxy phthalocyanine–quantum dot nanocomposites
- Oluwole, David O, Tilbury, Chelsea M, Prinsloo, Earl, Limson, Janice L, Nyokong, Tebello
- Authors: Oluwole, David O , Tilbury, Chelsea M , Prinsloo, Earl , Limson, Janice L , Nyokong, Tebello
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/240846 , vital:50878 , xlink:href="https://doi.org/10.1016/j.poly.2015.12.060"
- Description: Cadmium based quantum dots (QDs) capped with two different ligands (thioglycolic acid, TGA, and glutathione, GSH) were synthesized. The QDs are: CdTe, CdTe/ZnO, CdTeSe, CdTeSe/ZnO and CdSe/ZnS (the last one for TGA only). Cytotoxicity of the QDs against MCF-7 epithelial breast cancer was evaluated. The TGA capped core QDs were found to be highly cytotoxic to the cell lines when compared to GSH capped ones. The glutathione capped QDs were covalently linked to zinc tetracarboxyphenoxy phthalocyanine (ZnTCPPc). Cytotoxicity and photophysicochemical properties of the conjugates were investigated. The toxicity of the core QDs was reduced in the presence of ZnTCPPc. Enhanced triplet quantum yields and long triplet lifetimes were obtained for ZnTCPPc in the presence of all QDs.
- Full Text:
- Date Issued: 2015
- Authors: Oluwole, David O , Tilbury, Chelsea M , Prinsloo, Earl , Limson, Janice L , Nyokong, Tebello
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/240846 , vital:50878 , xlink:href="https://doi.org/10.1016/j.poly.2015.12.060"
- Description: Cadmium based quantum dots (QDs) capped with two different ligands (thioglycolic acid, TGA, and glutathione, GSH) were synthesized. The QDs are: CdTe, CdTe/ZnO, CdTeSe, CdTeSe/ZnO and CdSe/ZnS (the last one for TGA only). Cytotoxicity of the QDs against MCF-7 epithelial breast cancer was evaluated. The TGA capped core QDs were found to be highly cytotoxic to the cell lines when compared to GSH capped ones. The glutathione capped QDs were covalently linked to zinc tetracarboxyphenoxy phthalocyanine (ZnTCPPc). Cytotoxicity and photophysicochemical properties of the conjugates were investigated. The toxicity of the core QDs was reduced in the presence of ZnTCPPc. Enhanced triplet quantum yields and long triplet lifetimes were obtained for ZnTCPPc in the presence of all QDs.
- Full Text:
- Date Issued: 2015
Using Translanguaging in Higher Education to Empower Students' Voices and Enable Epistemological Becoming
- Asfour, Fouad-Martin, Ndabula, Yanela, Chakona, Gamuchirai, Mason, Paul, Oluwole, David O
- Authors: Asfour, Fouad-Martin , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425506 , vital:72251 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020
- Authors: Asfour, Fouad-Martin , Ndabula, Yanela , Chakona, Gamuchirai , Mason, Paul , Oluwole, David O
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/425506 , vital:72251 , xlink:href="https://doi.org/10.29086/2519-5476/2020/sp31a4"
- Description: This article is based on research conducted by a group of plurilingual postgraduate students from different disciplines who facilitated writing groups at the Centre for Postgraduate Studies at Rhodes University over the past two years. It is based on self-reflective writing of language biographies and aims to raise attention about, and to open up a discussion on, the impact of social and personal language practices. We approach the role of language not only as complex interrogation of academic identity, but also as sense of embodied self, an active element in the formation of geo- and body-politics of knowledge which has been highlighted in recent literature focussing on translanguaging in education and decolonising the curricula of Higher Education. Following selfguided research, we engaged in a critical reflection on the use of home languages in education and consulted relevant literature that argues for the inclusion of translanguaging practices in Higher Education. Our research, therefore, focuses on new epistemologies afforded by a shift away from the monolingual habitus and from the concept of multilingualism towards plurilingualism and translanguaging. Our data suggests that a plurilingual approach towards teaching and learning in Higher Education can afford epistemological access to learners across faculties and disciplines in Higher Education, and we argue that the role of languages of tuition in curricula need to be strategically re-evaluated.
- Full Text:
- Date Issued: 2020