Arginine-Glycine-Aspartic (RGD), is the specific recognition site of integrins with theirs ligands, and regulates cell-cell and cell-extracellular matrix interactions. The RGD motif can be combined with integrins overexpressed on the tumor neovasculature and tumor cells with a certain affinity, becoming the new target for imaging agents, and drugs, and gene delivery for tumor treatment. Further, RGD as a biomimetic peptide can also promote cell adherence to the matrix, prevent cell apoptosis and accelerate new tissue regeneration. Functionalizing material surfaces with RGD can improve cell/biomaterial interactions, which facilitates the generation of tissue-engineered constructs. This paper reviews the main functions and advantages of RGD, describes the applications of RGD in imaging agents, drugs, gene delivery for tumor therapy, and highlights the role of RGD in promoting the development of tissue engineering (bone regeneration, cornea repair, artificial neovascularization) in recent years.

This review focuses on recent advances in the use of elegant bio-orthogonal chemistry in conjunction with rec-DNA to affect highly precise, cost-effective immobilisation of enzymes directly from cell lysate.

In this qualitative study, we aim to identify suitable pedagogical approaches to teaching and learning green chemistry among college students and preservice teachers by examining the teaching methods that have been used to promote green chemistry education (GCE) and how these methods have supported green chemistry learning (GCL). We found 45 articles published in peer-reviewed scientific journals since 2000 that specifically described teaching methods for GCE. The content of the articles was analyzed based on the categories of the teaching methods used and the revised version of Bloom’s taxonomy. Among the selected articles, collaborative and interdisciplinary learning, and problem-based learning were utilized in 38 and 35 articles, respectively. These were the most frequently used teaching methods, alongside a general combination of multiple teaching methods and teacher presentations. Developing collaborative and interdisciplinary learning skills, techniques for increasing environmental awareness, problem-centered learning skills, and systems thinking skills featuring the teaching methods were seen to promote GCL in 44, 40, 34, and 29 articles, respectively. The results showed that the integration of green chemistry teaching (GCT), e.g., with sustainable education, promoted GCL by fostering environmental consciousness and behavioral change and cognitive processes in a sustainable direction.

This study aimed to identify how the psychological characteristics of college students are reflected in understanding sustainable development goals (SDGs) by examining college students’ psychological characteristics, including attitude, interests, motivations, and self-efficacy, through the Sustainable Development Goals Psychological Inventory (SDGPI). The relationships among SDGs attitude, SDGs interest, SDGs motivation, and SDGs self-efficacy were analyzed by Pearson product-moment correlation coefficients. In addition, the Mann-Whitney U test and Kruskal-Wallis one-way analysis of variance were used to explore the differences among the college student groups in terms of gender, grade, and major in relation to attitude and personal characteristics. Attitude scores based on regression analysis were used to predict college students’ interest, motivation, and self-efficacy in relation to the SDGs. According to the results, (a) the college students considered the three most important SDGs to be good health and well-being (SDG 3) (49.72%), quality education (SDG 4) (41.39%), and no poverty (SDG 1) (32.22%), while the three least important SDGs were decent work and economic growth (SDG 8) (41.11%), partnerships for the goals (SDG 17) (38.06%), and response consumption and institutions (SDG 12) (30.83%); (b) the SDGPI had a high reliability, with a Cronbach’s alpha of 0.942; (c) there was a significant positive correlation between attitude and the variables of interest, motivation, and self-efficacy; (d) differences in attitudes, interest, and motivation between men and women were distinct and women scored much higher in these three subscales than men; (e) attitude could explain significant variance in interest, motivation and self-efficacy. In addition, attitude, interest, and motivation could account for self-efficacy. This study supports the development of sustainability education (SE) at the college level by providing new insights into college students’ psychological characteristics in relation to the SDGs.

This review summarises the use of engineered ketoreductases (KREDS), both as whole microbial cells and isolated enzymes, in the highly enantiospecific reduction of prochiral ketones.

Knoevenagel condensation was catalyzed and enhanced by Cu²⁺ and papain on hybrid nanoflowers (hNFs) in the promiscuous catalysis.