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Proteins exhibit diverse structures, including pockets, cavities, channels, and bumps, which are crucial in determining their functions. This diversity in topography also introduces significant chemical heterogeneity, with polar and charged domains often juxtaposed with nonpolar domains in proximity. Consequently, accurately assessing the hydropathy of amino acid residues within the intricate nanoscale topology of proteins is essential. This study presents quantitative hydropathy data for 277,877 amino acid residues, computed using the Protocol for Assigning a Residue’s Character on a Hydropathy (PARCH) scale. Leveraging this data set comprising 1000 structurally diverse proteins sourced from the Protein Data Bank, we examined residues situated in various nanoscale environments and analyzed hydropathy in relation to protein topography. Our findings indicate that the hydropathy of a residue is intricately linked to both its individual characteristics and the geometric features of its neighboring residues in response to water. Changes in the number and chemical identity of the neighbors, as well as the nanoscale topography surrounding a residue, are mirrored in its hydropathy profile. Our calculations reveal the intricate interplay of hydrophilic, hydroneutral, and hydrophobic residues distributed across the surface and core of proteins. Notably, we observe that protein surfaces can be ten times more hydrophilic than their cores.

The range of abstract concepts encountered when learning chemistry and the inability of students to make connections between the macroscopic, sub-microscopic, and symbolic representations, used in chemistry teaching, are believed to be the main reasons for students’ difficulty when learning chemistry. Prediction and determination of molecular geometry using the theory of valence shell electron pair repulsion (VSEPR) is a sample of the abstract concept that is hard to understand by students who learn chemistry. Students may comprehend these ideas better if the learning process is supplemented with cutting-edge, interactive learning aids. To address the conceptual difficulties that students encounter when learning how to predict the shapes of molecules, a card game (MGCards) has been developed which is supported by simple molecular model building (MMB). The card game allows students to work through the steps required to predict the shape of a molecule in an engaging format. The student learning process is supported by feedback at all stages (if students make a mistake, they receive hints that will help them in the next step of the game). Action research with qualitative methods has been used to design, develop, and evaluate the MGCards. The MGCards and MMB were piloted at the University of Leicester with year one Natural Sciences students and modified based on the feedback received. Both MGCards and MMB were then used as part of the first-year chemistry education programme at Tanjungpura University in Indonesia. The findings of students’ answer analysis (pre- and post-test) in both cycles showed that students had a better understanding after learning with MGCards and MMB. The positive feedback for MGCards and MMB confirmed that these resources were effective in delivering an engaging learning experience. The results suggest that MGCards and MMB play a significant role in enhancing students’ understanding while also keeping them engaged.

Irbesartan (IRB), a selective AT1 subtype angiotensin II receptor blocker used for management of hypertension, exhibiting low and variable oral bioavailability because of its poor aqueous solubility. Transdermal delivery is increasingly being used to deliver drugs since it avoids the drawbacks associated with oral delivery. The purpose of the current study was to develop a transdermal gel of IRB through encapsulation of the drug into spanlastics vesicles containing penetration enhancers to enhance transdermal permeation and sustain IRB release. By ethanol injection method, ten IRB loaded spanlastics (IRB-SPs) were prepared; Span 60 was used as the main vesicle component and the used edge activator (EA) was Tween 80. The prepared formulations were studied in regards to entrapment efficiency (EE%), particles size (PS), zeta potential (ZP), polydispersity index (PDI), and in vitro release study. The selected formula (SF) which comprised of Span 60 and Tween 80 at weight ratio of 1:1 and Labrafil as a penetration enhancer, exhibited EE% of 90.06 ± 1.44 %, PS of 311.6 ± 2.45 nm, PDI of 0.536 ± 0.044, and the % drug released after 8 h is 58.2 ± 1.87 %. Transmission electron microscopy confirmed the spherical shape of the prepared spanlastics. Differential scanning calorimetry (DSC) confirmed the drug encapsulation within the spanlastics. The SF and pure drug were incorporated into HPMC K4M based hydrogel (2.5 % w/v). Histopathological and ex-vivo skin permeation studies of hydrogel were assessed as well as its in vitro characteristics. Skin permeation was enhanced by 3.5 folds with the SF loaded gel compared to the control gel. The pharmacokinetic study revealed better bioavailability of the SF-gel by 1.72 and 2.53 fold as compared to the oral suspension and the control gel, respectively. Furthermore, the pharmacodynamic assessment was carried out on systolic blood pressure (SBP) of various IRB formulations in dexamethasone induced hypertensive rat; the antihypertensive effect of SF loaded transdermal gel showed significantly (p < 0.001) much greater blood pressure reduction than the market product's oral suspension. Finally, spanlastics-based gels could be an excellent way to improve IRB transdermal delivery.

Although the field of classroom learning environments has undergone remarkable expansion and internationalisation, no study in Afghanistan in any subject area or at any educational level has ever adopted a learning environment framework or involved the assessment and investigation of classroom environments. Our study in Afghanistan included seven learning environment scales from the widely-used What Is Happening In this Class? (WIHIC) questionnaire, together with two scales assessing the student attitudes of Enjoyment and Self-regulation. After minor modifications to suit the Afghani context, scales were translated into Dari (one of the two dominant languages in Afghanistan) and then independently back-translated to check the accuracy of the original translation. Analyses of data from 1619 grade 10‐12 science students supported the validity and reliability of the Dari-language scales. Past research in other countries was replicated in Afghanistan in that positive and statistically-significant associations were found between the learning environment and student attitudes. Some consistent patterns of gender differences and school-location differences (urban/rural) were identified.

Published ahead of print December 8, 2016.

We present Arabic texts about supernovae SN 1572 and SN 1604. The short observational reports were found in the Yemeni history book entitled Rawḥ al-Rūḥwritten by cĪsā b. Luṭf Allāh b. al-Muṭahhar. The text about SN 1604 specifies the location of a new star at the beginning of the zodiacal sign of Sagittarius, consistent with SN 1604 in the constellation of Ophiuchus. It was observed in fall a.d.1604 for some 40 days (probably limited by its heliacal setting after around a.d.1604 22 November). The object is called a najm(star) of the nayāzik(transient celestial objects), from which we can conclude that it was a tailless and/or stationary new star (rather than, e.g., a comet). It was specified to be as (large/bright as) Jupiter, consistent with the supernova in a.d.1604 October and November The text confirms other reports about SN 1604. Furthermore, a short text reports a new star (najm) in the north-east, larger than Venus, observed in the year a.h.980 (a.d.1572 May to 1573 May), connected to the death of a leader on a.d.1572 9 ± 2 November; this could well be SN 1572, otherwise observed to be as bright as Venus since a.d.1572 6 November. These new findings may indicate that more Yemeni reports about Galactic supernovae can be uncovered. The description of the new star of a.d.1604 as najm(star) of the nayāzik(transient celestial objects) and of the comet of a.d.1577 as “a star [najm] … of the nayāzik, with a tail … with a visible movement” shows that the author distinguished between cometary and star-like transient celestial objects.