Hydrophobic and ionic-interactions in bulk and confined water with implications for collapse and folding of proteins

Water and water-mediated interactions determine thermodynamic and kinetics of protein folding, protein aggregation and self-assembly in confined spaces. To obtain insights into the role of water in the context of folding problems, we describe computer simulations of a few related model systems. The dynamics of collapse of eicosane shows that upon expulsion of water the linear hydrocarbon chain adopts an ordered helical hairpin structure with 1.5 turns. The structure of dimer of eicosane molecules has two well ordered helical hairpins that are stacked perpendicular to each other. As a prelude to studying folding in confined spaces we used simulations to understand changes in hydrophobic and ionic interactions in nano droplets. Solvation of hydrophobic and charged species change drastically in nano water droplets. Hydrophobic species are localized at the boundary. The tendency of ions to be at the boundary where water density is low increases as the charge density decreases. Interaction between hydrophobic, polar, and charged residue are also profoundly altered in confined spaces. Using the results of computer simulations and accounting for loss of chain entropy upon confinement we argue and then demonstrate, using simulations in explicit water, that ordered states of generic amphiphilic peptide sequences should be stabilized in cylindrical nanopores

Promotion of imagination in the process of getting acquainted with a fairy tale for pre-school children

Anоtācija Nataļjas Dmitrijevas kvalifikācijas darbs izstrādāts par tēmu „Iztēles sekmēšana pasakas iepazīšanas procesā vecākā pirmsskolas vecuma bērniem” ar mērķi teorētiski pētīt un empīriski pamatot pasaku izmantošanas iespējas vecākā pirmsskolas vecuma bērnu iztēles sekmēšanai. Mūsdienās, kad visa izglītības sistēma, izglītības programmas tiek pārorientētas no faktoloģiskas (reproduktīvas, uz zināšanām balstītas) izglītības uz kompetenču izglītību (kas pats par sevi ietver pieredzes kombinēšanu jaunu produktu radīšanai), iztēles kā svarīga psihiskā procesa attīstīšana kļūst īpaši aktuāla. Pētījuma teorētiskajā daļā, balstoties uz tādu autoru pētījumiem kā A. Vorobjovs, Ļ.Vigotskis, V. Hibere, L Grasmane, L. Subotina, O. Djačenko, D. Elkoņins u.c. analizētas iztēles kā psihiskā procesa attīstības likumsakarības, noteiktas iztēles īpatnības pirmsskolas vecuma bērniem. Par svarīgāko iztēles attīstīšanas līdzekli pirmsskolas pedagoģiskajā procesā skatīta pasaka, analizējot tās iespējas un konkrētos pielietojuma paņēmienus. Empīriskajā daļā pētīta iztēles attīstība 12 vecākā pirmsskolas vecuma bērniem (5 - 6 gadi), fiksēti novērošanas rezultāti, aprakstītas rotaļnodarbības, kuru centrā ir izmantotas dažādas labi pazīstamas tautas un literārās pasakas, labi atklājot šo nodarbību specifiku. Kopumā iegūtoie rezultāti ļauj secināt, ka ir apstiprināta hipotēze: aktīva bērnu darbība ar pasakām pirmsskolas pedagoģiskā procesa ietvaros sekmē radošās iztēles attīstību vecākā pirmsskolas vecuma bērniem. Pētījums var būt noderīgs gan pirmsskolu pedagogiem, gan studentiem, kas interesējas par iztēles attīstīšanas iespējām pirmsskolas pedagoģiskajā procesā. Apjoms: 49 lpp., 4 tabulas, 11 attēli, izmantoti 51 literatūras avoti, 2 pielikumi. Atslēgas vārdi: iztēle, vecākais pirmsskolas vecums, pasakas.Natālijas Dmitrijeva`s qualification work has been on the theme “Promotion of imagination in the process of getting acquainted with a fairy tale for pre-school children” with the aim to theoretically study and empirically justify the options to use the fairy tales to promote imagination of pre-school children. Today, when the whole educational system, educational programs are being reoriented from the factual (reproductive, knowledge-based) education to competence education (which itself includes combining of experience for new product creation) imagination as an important mental process development becomes particularly actual. In the theoretical part of the study, based on the research of authors' as A. Vorobjovs, L.Vigotsky, V. Heber, L Grasmane, L. Subbotina, O. Djačenko, D. Elkonin etc. analyzed the imagination as a mental process development regularities, certain peculiarities of imagination preschool for children. The fairy tale is viewed as the most important development tool for the promotion of imagination of pre-school educational process, based on the analysis of its features and specific application techniques. In the empirical part the development of imagination of 12 senior preschool children (5 - 6 years) was studied, observation results fixed, playlessons based on a variety of well-known folk and literary tales described, well revealing the specifics of this lesson. Overall obtained results suggest that the hypothesis is confirmed: active children`s activities with faity tales in the pre-school pedagogical process contributes to the development of creative imagination of the oldest pre-school age children. The study may be useful for both pre-school teachers and students who are interested in the development opportunities of imagination for preschool educational process. Volume: 49 p., 4 tables, 11 pictures, 51 used literature sources, 2 annexes. Keywords: imagination, senior preschool age, tales