Silver nanoparticles (nano-Ag) are potent and broad-spectrum antimicrobial agents. In this study, spherical nano-Ag (average diameter = 9.3 nm) particles were synthesized using a borohydride reduction method and the mode of their antibacterial action against E. coli was investigated by proteomic approaches (2-DE and MS identification), conducted in parallel to analyses involving solutions of Ag(+) ions. The proteomic data revealed that a short exposure of E. coli cells to antibacterial concentrations of nano-Ag resulted in an accumulation of envelope protein precursors, indicative of the dissipation of proton motive force. Consistent with these proteomic findings, nano-Ag were shown to destabilize the outer membrane, collapse the plasma membrane potential and deplete the levels of intracellular ATP. The mode of action of nano-Ag was also found to be similar to that of Ag(+) ions (e.g., Dibrov, P. et al, Antimicrob. Agents Chemother. 2002, 46, 2668-2670); however, the effective concentrations of nano-Ag and Ag(+) ions were at nanomolar and micromolar levels, respectively. Nano-Ag appear to be an efficient physicochemical system conferring antimicrobial silver activities.

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A 4-year longitudinal study was conducted to examine the relationship between Chinese children's phonological skills and their success in reading. Initially, 100 Hong Kong Chinese children were tested on visual and phonological skills at the age of 3, before they could read. The findings showed that prereading phonological skills significantly predicted the children's reading performance in Chinese 2 and 3 years later, even after controlling for the effects of age, IQ, and mother's education. The main reason for this relationship is that phonological knowledge helps children to use the phonetic component in Chinese characters.

The present study was conducted to examine the cognitive profile and multiple-deficit hypothesis in Chinese developmental dyslexia. Thirty Chinese dyslexic children in Hong Kong were compared with 30 average readers of the same chronological age (CA controls) and 30 average readers of the same reading level (RL controls) in a number of rapid naming, visual, phonological, and orthographic tasks. Chinese dyslexic children performed significantly worse than the CA controls but similarly to the RL controls on most of the cognitive tasks. The rapid naming deficit was found to be the most dominant type of cognitive deficit in Chinese dyslexic children. Over half of the dyslexic children exhibited deficits in 3 or more cognitive areas, and there was a significant association between the number of cognitive deficits and the degree of reading and spelling impairment. The present findings support the multiple-deficit hypothesis in Chinese developmental dyslexia.