Selective hydrogen bonding and hierarchical nanostructures in poly(hydroxyether of bisphenol A)/poly(ε-caprolactone)-block-poly(2-vinyl pyridine) blends

The phase behavior, hydrogen bonding interactions and morphology of poly(hydroxyether of bisphenol A) (phenoxy) and poly(var epsilon-caprolactone)-block-poly(2-vinyl pyridine) (PCL-b-P2VP) were investigated using differential scanning calorimetry (DSC), Fourier transform infrared (FTIR) spectroscopy, optical microscopy and atomic force microscopy (AFM). In this A-b-B/C type block copolymer/homopolymer system, both P2VP and PCL blocks have favorable intermolecular interaction towards phenoxy via hydrogen bonding. However, the hydrogen bonding between P2VP and phenoxy is significantly stronger than that between PCL and phenoxy. Selective hydrogen bonding between phenoxy/P2VP pair at lower phenoxy contents and co-existence of two competitive hydrogen bonding interactions between phenoxy/P2VP and phenoxy/PCL pairs at higher phenoxy contents were observed in the blends. This leads to the formation of a variety of composition dependent nanostructures including wormlike, hierarchical and core–shell morphologies. The blends became homogeneous at 95 wt% phenoxy where both blocks of the PCL-b-P2VP were miscible with phenoxy due to hydrogen bonding. In the end, a model was proposed to explain the microphase morphology of blends based on the experimental results obtained. The swelling of the PCL-b-P2VP block copolymer by phenoxy due to selective hydrogen bonding causes formation of different microphases

An analysis of side chain interactions and pair correlations within antiparallel β-sheets : the differences between backbone hydrogen-bonded and non-hydrogen-bonded residue pairs

Cross-strand pair correlations are calculated for residue pairs in antiparallel β-sheet for two cases: pairs whose backbone atoms are hydrogen bonded together (H-bonded site) and pairs which are not (non-H-bonded site). The statistics show that this distinction is important. When glycine is located on the edge of a sheet, it shows a 3:1 preference for the H-bonded site. Thestrongest observed correlations are for pairs of disulfide-bonded cystines, many of which adopt a close-packed conformation with each cystine in a spiral conformation of opposite chirality to its partner. It is likely that these pairs are a signature for the family of small, cystine-rich proteins. Most other strong positive and negative correlations involve charged and polar residues. It appears that electrostatic compatibility is the strongest factor affecting pair correlation. Significant correlations are observed for β- and γ-branched residues inthe non-H-bonded site. An examination of the structures showsa directionality in side chain packing. There is a correlation between (1) the directionality in the packing interactions of non-H-bonded β- and γ-branched residue pairs, (2) the handedness of the observed enantiomers of chiral β-branched side chains, and (3) the handedness of the twist of β-sheet. These findings have implications for the formation of β-sheets during protein folding and the mechanism by which the sheet becomes twisted

Empirical studies of pair programming for CS/SE teaching in higher education: a systematic literature review

The objective of this paper is to present the current evidence relative to the effectiveness of pair programming (PP) as a pedagogical tool in higher education CS/SE courses. We performed a systematic literature review (SLR) of empirical studies that investigated factors affecting the effectiveness of PP for CS/SE students and studies that measured the effectiveness of PP for CS/SE students. Seventy-four papers were used in our synthesis of evidence, and 14 compatibility factors that can potentially affect PP's effectiveness as a pedagogical tool were identified. Results showed that students' skill level was the factor that affected PP's effectiveness the most. The most common measure used to gauge PP's effectiveness was time spent on programming. In addition, students' satisfaction when using PP was overall higher than when working solo. Our meta-analyses showed that PP was effective in improving students' grades on assignments. Finally, in the studies that used quality as a measure of effectiveness, the number of test cases succeeded, academic performance, and expert opinion were the quality measures mostly applied. The results of this SLR show two clear gaps in this research field: 1) a lack of studies focusing on pair compatibility factors aimed at making PP an effective pedagogical tool and 2) a lack of studies investigating PP for software design/modeling tasks in conjunction with programming tasks.