Nanotechnology Applications in Biomedical Engineering

Oncology ◽  
2017 ◽  
pp. 352-365 ◽  
Author(s):  
Cajetan M. Akujuobi
Keyword(s):  
Dental Implants ◽  
21St Century ◽  
Biomedical Engineering ◽  
Well Being ◽  
Orthopedic Implants ◽  
Vascular Stents ◽  
Safety Aspects ◽  
Drug Eluting ◽  
And Mathematics ◽  
The Impact

The 21st century has seen a massive explosion in the applications of nanotechnology. These applications cover all areas of Science, Technology, Engineering, and Mathematics (STEM). The advantage of nanotechnology comes from the fact that it has revolutionized the miniaturizations of many products that are useful to the well-being of society. A typical nanotechnology application example in biomedical engineering is its usage as drug eluting interfaces for implantable devices, such as vascular stents, orthopedic implants, and dental implants. The purpose of this chapter is to discuss the various applications of nanotechnology to biomedical engineering. Some of the future nanotechnology applications in biomedical engineering include healthcare/medical, consumer medical goods, environmental, and electronics. The impact of nanotechnology applications to biomedical engineering is in many ways enabling humans to survive different ailments that otherwise could have been very difficult to manage. The safety aspects in the applications of nanotechnology to biomedical engineering are also examined.

Nanotechnology Applications in Biomedical Engineering

2015 ◽  
pp. 50-63
Author(s):  
Cajetan M. Akujuobi
Keyword(s):  
Dental Implants ◽  
21St Century ◽  
Biomedical Engineering ◽  
Well Being ◽  
Orthopedic Implants ◽  
Vascular Stents ◽  
Safety Aspects ◽  
Drug Eluting ◽  
And Mathematics ◽  
The Impact

The 21st century has seen a massive explosion in the applications of nanotechnology. These applications cover all areas of Science, Technology, Engineering, and Mathematics (STEM). The advantage of nanotechnology comes from the fact that it has revolutionized the miniaturizations of many products that are useful to the well-being of society. A typical nanotechnology application example in biomedical engineering is its usage as drug eluting interfaces for implantable devices, such as vascular stents, orthopedic implants, and dental implants. The purpose of this chapter is to discuss the various applications of nanotechnology to biomedical engineering. Some of the future nanotechnology applications in biomedical engineering include healthcare/medical, consumer medical goods, environmental, and electronics. The impact of nanotechnology applications to biomedical engineering is in many ways enabling humans to survive different ailments that otherwise could have been very difficult to manage. The safety aspects in the applications of nanotechnology to biomedical engineering are also examined.

scholarly journals A Flourishing Brain in the 21st Century: A Scoping Review of the Impact of Developing Good Habits for Mind, Brain, Well‐Being, and Learning

2021 ◽  
Author(s):  
Rolf Ekman ◽  
Anna Fletcher ◽  
Joanna Giota ◽  
Axel Erikson ◽  
Bertil Thomas ◽  
...  
Keyword(s):  
21St Century ◽  
Scoping Review ◽  
Well Being ◽  
The Impact

scholarly journals EXPLORING STUDENTS’ METACOGNITIVE REGULATION SKILLS AND MATHEMATICS ACHIEVEMENT IN IMPLEMENTATION OF 21ST CENTURY LEARNING IN MALAYSIA

2020 ◽  
Vol 78 (3) ◽  
pp. 314-327
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
21St Century ◽  
Mathematics Learning ◽  
21St Century Learning ◽  
Metacognitive Regulation ◽  
Curriculum Transformation ◽  
And Mathematics ◽  
The Impact ◽  
School Standard

21st-century learning is integral to the transformation of the curriculum in Malaysia with the transition from School Integrated Curriculum (SIC) to School Standard Curriculum (SSC) introduced around 2014. During this time, the implementation of 21st-century learning was acceptable and very rewarding. However, the impact of implementation on students' skills, abilities, potentials and achievements should be looked at to ensure that the new curriculum is stable and practical to continue. There is a need to discuss the level of metacognitive regulation skills and students’ achievement in line with the introduction and implementation of 21st-century learning in the context of the Malaysian curriculum. Therefore, this research was conducted to examine whether the implementation of 21st-century learning has an impact on metacognitive regulation skills and student achievement. This quantitative survey was conducted by 201 Form 2 students from four secondary schools in Pasir Gudang District, Johor, Malaysia. The results show that the level of students' metacognitive regulation skills and the level of achievement in mathematics is moderate. Correlation analysis also showed there was a significant correlation between metacognitive regulation skills and student achievement. The implications from this research suggest that stakeholders including ministries, curriculum developers, education departments and teachers need to take initiatives to strengthen and improve the reputation of curriculum transformation in line with the 21st-century learning era in producing quality education. Keywords: curriculum transformation, mathematics learning, metacognitive regulation skills, students’ achievement, 21st-century learning.

Measuring Impact of Stress in Sandwich Generation Caring for Demented Parents

GeroPsych ◽  
2014 ◽  
Vol 27 (4) ◽  
pp. 171-179 ◽  
Author(s):  
Laurence M. Solberg ◽  
Lauren B. Solberg ◽  
Emily N. Peterson
Keyword(s):  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Social Worker ◽  
Resource Availability ◽  
Well Being ◽  
Sandwich Generation ◽  
Item Questionnaire ◽  
Significant Difference ◽  
Adult Caregivers ◽  
The Impact

Stress in caregivers may affect the healthcare recipients receive. We examined the impact of stress experienced by 45 adult caregivers of their elderly demented parents. The participants completed a 32-item questionnaire about the impact of experienced stress. The questionnaire also asked about interventions that might help to reduce the impact of stress. After exploratory factor analysis, we reduced the 32-item questionnaire to 13 items. Results indicated that caregivers experienced stress, anxiety, and sadness. Also, emotional, but not financial or professional, well-being was significantly impacted. There was no significant difference between the impact of caregiver stress on members from the sandwich generation and those from the nonsandwich generation. Meeting with a social worker for resource availability was identified most frequently as a potentially helpful intervention for coping with the impact of stress.

Efficacy of Crisis Intervention

Crisis ◽  
1999 ◽  
Vol 20 (2) ◽  
pp. 78-85 ◽  
Author(s):  
Thomas Reisch ◽  
Petra Schlatter ◽  
Wolfgang Tschacher
Keyword(s):  
Crisis Intervention ◽  
Intervention Program ◽  
Suicide Ideation ◽  
Indirect Evidence ◽  
Well Being ◽  
Term Therapy ◽  
Contributing Factors ◽  
Step Therapy ◽  
Long Term Therapy ◽  
The Impact

This study assesses the efficacy of the treatment approach implemented in the Bern Crisis Intervention Program, where particular emphasis is placed on the remediation of suicide ideation and suicidal behavior, and depression, fear, and phobia are generally considered to be contributing factors. Four questionnaires addressing psychopathology, emotional well-being, social anxiety, and personality were administered prior to and after the treatment of 51 patients over a period of 2 to 3 weeks. The reduction of symptoms contributing to suicidal ideation and behavior was interpreted as indirect evidence of an antisuicidal effect of the program. Significant improvements were found in the psychopathology ratings, with depression and anxiety showing the largest reductions. The impact on personality and social phobia, however, was only moderate, and on average patients still exhibited symptoms after attending the program. This residual symptomatology points to the necessity of introducing a two-step therapy approach of intensive intervention targeted at the precipitating causes of the crisis, augmented by long-term therapy to treat underlying problems.

The Therapist’s Reaction to a Patient’s Suicide

Crisis ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 99-105 ◽  
Author(s):  
Friedrich Martin Wurst ◽  
Isabella Kunz ◽  
Gregory Skipper ◽  
Manfred Wolfersdorf ◽  
Karl H. Beine ◽  
...  
Keyword(s):  
Emotional Responses ◽  
Well Being ◽  
Emotional Reaction ◽  
Emotional Reactions ◽  
Analog Scale ◽  
General Hospitals ◽  
Item Questionnaire ◽  
Retrospective Nature ◽  
The Impact ◽  
Over Time

Background: A substantial proportion of therapists experience the loss of a patient to suicide at some point during their professional life. Aims: To assess (1) the impact of a patient’s suicide on therapists distress and well-being over time, (2) which factors contribute to the reaction, and (3) which subgroup might need special interventions in the aftermath of suicide. Methods: A 63-item questionnaire was sent to all 185 Psychiatric Clinics at General Hospitals in Germany. The emotional reaction of therapists to patient’s suicide was measured immediately, after 2 weeks, and after 6 months. Results: Three out of ten therapists suffer from severe distress after a patients’ suicide. The item “overall distress” immediately after the suicide predicts emotional reactions and changes in behavior. The emotional responses immediately after the suicide explained 43.5% of the variance of total distress in a regression analysis. Limitations: The retrospective nature of the study is its primary limitation. Conclusions: Our data suggest that identifying the severely distressed subgroup could be done using a visual analog scale for overall distress. As a consequence, more specific and intensified help could be provided to these professionals.

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