京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第22471号 / 工博第4732号 / 新制||工||1739(附属図書館) / 京都大学大学院工学研究科高分子化学専攻 / (主査)教授 秋吉 一成, 教授 大内 誠, 准教授 松岡 秀樹 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

Ökad miljömedvetenhet, växande klimatpåverkan och en fortsatt teknologisk utveckling gör att demand responsive transportation (DRT), ses som ett allt mer attraktivt alternativ till traditionell kollektivtrafik för att resa hållbart. Den här uppsatsen undersöker vilka skillnader det finns med DRT-implementationer på landsbygd jämfört med i stadsmiljö, samt vilken roll interaktivitet mellan operatör och resenär kan spela för ett DRT-systems effektivitet.För att svara på detta används en systematisk litteraturstudie och två fallstudier. Resultaten visar att DRT generellt lämpar sig bättre för landsbygd än i stadsmiljö och att DRT fungerar bättre som ett komplement till traditionell kollektivtrafik än som ersättning av den. DRTs potentiella roll i samhället och möjliga framtida forskningsriktningar presenteras och diskuteras. / An increased awareness of environmental issues, climate changes and a continuing technological development makes demand responsive transportation (DRT) a more likely and attractive option for public transportation. This paper examines the differences between various DRT implementations in rural areas compared to cities. It also examines what role interacitivity can play to increase a DRT-systems efficiency.To answer this, a systematic literature review is conducted along with two case studies. The results show that DRT is generally more suited to rural areas compared to cities. It also shows that DRT works better as a complement to public transport, rather than a replacment of it.The potential role of DRT in a society and future research matters are presented and discussed.

Polymer nanoparticles (PNPs) that exhibit selective stimuli-responsive degradation and drug release at tumor sites are promising candidates in the development of smart nanomedicines. In this thesis, we demonstrate a microfluidic approach to manufacturing biological stimuli-responsive PNPs with flow-tunable physicochemical and pharmacological properties. The investigated PNPs contain cleavable disulfide linkages in two different locations (core and interface, DualM PNPs) exhibiting responsivity to elevated levels of glutathione (GSH), such as those found within cancerous cells. First, we conduct a mechanistic study on the microfluidic formation of DualM PNPs without encapsulated drug. We show that physicochemical properties, including size, morphology, and internal structure, of DualM PNPs are tunable with manufacturing flow rate. Microfluidic formation of DualM PNPs is explained by the interplay of shear-induced coalescence, shear-induced breakup, and intraparticle chain rearrangements. In addition, we demonstrate that rates of GSH-triggered changes in size and internal structure are linearly correlated with initial PNP sizes and internal structures, respectively. Next, we expand our study to focus on microfluidic control of pharmacological properties of DualM PNPs containing either an anticancer drug (paclitaxel, PAX-PNPs) or a fluorescent drug surrogate (DiI-PNPs). Microfluidic PAX-PNPs and DiI-PNPs show similar sizes and morphologies with their non-drug-loaded counterparts under the same flow conditions. We then show that pharmacological properties of DualM PNPs, including encapsulation efficiency, GSH-triggered release rate, cell uptake, cytotoxicity against MCF-7 (cancerous) and HaCaT (healthy), and relative difference in MCF-7 and HaCaT cytotoxicity, all increase linearly as flow-directed PNP size decreases, providing remarkably simple process-structure-property relationships. In addition, we show that microfluidic manufacturing improves encapsulation homogeneities within PNPs relative to bulk nanoprecipitation. These results highlight the potential of flow-directed shear processing in microfluidics for providing controlled manufacturing routes to biological stimuli-responsive nanomedicines optimized for specific therapeutic applications. Finally, we summarize various design strategies of biological stimuli-responsive PNPs. We show that the location and density of disulfide linkages within PNPs determines stimulus-triggered degradation mechanism and kinetics. In addition, we show various bottom-up approaches to tune PNP responsivities that involves chemical processing, including formulation chemistry and intramolecular forces. Along with the top-down microfluidic approach that we demonstrate experimentally, this chapter provides a more comprehensive understanding of process-structure-property relations opening up vast possibilities for manufacturing smarter nanomedicines. / Graduate

Indiana University-Purdue University Indianapolis (IUPUI) / Many Americans espouse “post-racial” conceptions of race and its role in children’s access to equitable learning opportunities; however, recent studies have illuminated the need to examine the ways in which “new” forms of institutionalized and interpersonal racism continue to hinder the schooling experiences of students in urban schools. Despite that students in urban schools are predominantly African American (27%) and Latinx (41%), the teaching force remains predominantly white (71%). Within these schools, white teachers’ lack of cultural competence and racial literacy marginalize students’ opportunities for social, emotional, and academic development and, thereby, foster racially hostile learning environments. However, cases of teachers in urban schools who create and sustain learning environments in which their students thrive socially, emotionally, and academically exist and need to be studied. This case study investigated the pedagogical beliefs and practices enacted by two highly regarded African American educators who created racially safe learning environments in two racially hostile urban elementary students. Ethnographic data was collected over a five-month period. Using constant comparative analysis within and across both cases, several significant findings emerged. Findings revealed how “new racism” manifested in the discourses, policies, and practices at both schools and, thus, illuminated the ways in which race marginalized not only the schooling experiences of African American and Latinx students, but their African American educators as well. Findings examined how each teachers’ pedagogical enactments aligned with the ideologies, beliefs, and practices associated with African American pedagogy and revealed how they fostered cultures of community, love, and achievement within their classrooms. Findings suggest that their culturally specific pedagogical beliefs and practices have the potential to create racially safe learning environments within, otherwise, racially hostile schools. Although African American pedagogical excellence is often relegated to discussions of practices needed to reach African American students, this study expands the knowledge base needed to center AAPE in discussions of best practices for teachers in urban schools. This study adds critical insights to discussions of race and its role in the schooling experiences and opportunities to learn in racially hostile urban schools.

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This study analyzed elementary teachers’ perceptions of their challenges working with children who live in conditions of poverty. This study found that teachers often work with children from very difficult situations, including exposure to alcohol, drugs, violence, and abandonment. This study found that no matter the challenges teachers encounter daily, they remain motivated, dedicated and determined to take the necessary steps to meet the needs of their students. One way they do this is by using Culturally Responsive Pedagogy, which attempts to include various aspects of their students’ daily lives and interests in the curriculum. The teachers in this study were concerned about the number and frequency of mandated tests, which can take away from instructional time. However, this study also found that teachers valued formative assessments to help them meet their students where they are academically. All the teachers reported that establishing partnerships with stakeholders was important to obtain community support for their schools. Although children from a background of poverty will always present challenges, the teachers in this study remained committed to working with their students with respect and appreciation and to meet their personal and academic needs in moving these children towards academic success.

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