NIR photoresponsive PMO–Dox@MoS2–PEG nanoplatforms were constructed for synergistic chemo-photothermal therapy.

Background: Early intervention of amnestic mild cognitive impairment (aMCI) may be the most promising way for delaying or even preventing the progression to Alzheimer’s disease. Transcranial direct current stimulation (tDCS) is a noninvasive brain stimulation technique that has been recognized as a promising approach for the treatment of aMCI. Objective: In this paper, we aimed to investigate the modulating mechanism of tDCS on the core neurocognitive networks of brain. Methods: We used repeated anodal high-definition transcranial direct current stimulation (HD-tDCS) over the left dorsolateral prefrontal cortex and assessed the effect on cognition and dynamic functional brain network in aMCI patients. We used a novel method called temporal variability to depict the characteristics of the dynamic brain functional networks. Results: We found that true anodal stimulation significantly improved cognitive performance as measured by the Montreal Cognitive Assessment after simulation. Meanwhile, the Mini-Mental State Examination scores showed a clear upward trend. More importantly, we found significantly altered temporal variability of dynamic functional connectivity of regions belonging to the default mode network, central executive network, and the salience network after true anodal stimulation, indicating anodal HD-tDCS may enhance brain function by modulating the temporal variability of the brain regions. Conclusion: These results imply that ten days of anodal repeated HD-tDCS over the LDLPFC exerts beneficial effects on the temporal variability of the functional architecture of the brain, which may be a potential neural mechanism by which HD-tDCS enhances brain functions. Repeated HD-tDCS may have clinical uses for the intervention of brain function decline in aMCI patients.

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Purpose This study conducted a review of policy reforms of school–enterprise cooperation in China's vocational education and its characteristics at different stages. Design/Approach/Methods This study systematically reviewed vocational educational policies on school–enterprise cooperation adopted by the Chinese government since 1978 using textual analysis. Findings The development of school–enterprise cooperation in China's vocational education can be divided into four stages: spontaneous development (Stage 1), central position establishment (Stage 2), systematic design (Stage 3), and institutional construction (Stage 4). After years of practice and exploration, China's school–enterprise cooperation has made impressive achievements, but also has several problems that require further improvement. Originality/Value This study examined over 40 years of history of the development of vocational school–enterprise cooperation in China, providing a useful reference for learning and understanding Chinese vocational education.

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