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We found that interactions of dipalmitoylphosphatidylcholine(DPPC) lipid monolayers with sugars are influenced by addition ofNaCl. This work is of general importance in understanding how sugar–lipid–saltinteractions impact biological systems. Using Langmuir isothermalcompressions, fluorescence microscopy, atomic force microscopy, andneutron reflectometry, we examined DPPC monolayers upon addition ofsugars/polyols and/or monovalent salts. Sugar–lipid interactionsin the presence of NaCl increased with increasing complexity of thesugar/polyol in the order glycerol ≪ glucose < trehalose.When the anion was altered in the series NaF, NaCl, and NaBr, onlyminor differences were observed. When comparing LiCl, NaCl, and KCl,sodium chloride had the greatest influence on glucose and trehaloseinteractions with DPPC. We propose that heterogeneity created by cationbinding allows for sugars to bind the lipid headgroups. While cationbinding increases in the order K+< Na+

Highlights: [•] Combating microbes is paramount as many species have developed resistance to antibiotics. [•] Membrane-active molecules preclude resistance development and are promising as future drugs. [•] Physiochemical properties of membrane-active peptides have guided design of synthetic mimics. [•] Rationally-designed polymers can be tuned to be selective antimicrobial agents. [ABSTRACT FROM AUTHOR]

The article presents a study which explored bibliometric research quality assessment exercises' impact on academic development during specialist inter-disciplinary and small conferences in Australia. The study described the experiences of conference organizers, academics, and researchers. Results suggest the need for the scientific committees and conference organizers to consider various strategies for maximising conference papers' bibliometric impact like the development of alliances between peer-reviewed journals. Meanwhile, it mentions the importance of the study to the conference participants and organizers who are adapting the bibliometrics culture.

Purpose - This paper aims to investigate the influence of professional and academic identities in online teaching practices in higher education. Design/methodology/approach - This paper draws on data from a longitudinal study of five professional degree academics teaching subjects in nursing, teaching, engineering, allied health sciences, and journalism (here a "subject" refers to a course or unit which is usually undertaken over a semester and forms a part of a larger degree program). The research utilises community of practice as a social theory of learning, and the construct of identity, to better understand the connection between academic teachers' pedagogical beliefs and their teaching practices in a web-enhanced learning setting. The authors contend that lecturers' online teaching practices are mediated by their continually negotiated identities as members of multiple communities of practice. Findings - This research has found that the professional degree lecturers intentionally utilised the available technologies and tools to enact pedagogical strategies in ways that enabled them to manage the integrity of their occasionally conflicting identities as educators, professional practitioners and institutional employees. Originality/value - This research goes beyond the assumption that past experiences flavour teachers' pedagogical styles. A lecturer continually negotiates and maintains multiple identities where each represents a fundamental understanding of the world and can sometimes be at odds with one-another. This study has revealed how educational technologies have mediated the gap between the multiple identities held by teaching academics and been used as a bridging mechanism to connect beliefs with practice. [ABSTRACT FROM AUTHOR]