The role of ligand efficiency metrics in drug discovery

The judicious application of ligand or binding efficiencies, which quantify the molecular properties required to gain binding affinity for a drug target, is gaining traction in the selection and optimisation of fragments, hits, and leads. Retrospective analysis of recently marketed oral drugs shows that they frequently have highly optimised ligand efficiency values for their target. Optimising ligand efficiencies based on both molecular size and lipophilicity, when set in the context of the specific target, has the potential to ameliorate the molecular inflation that pervades current practice in medicinal chemistry, and to increase the developability of drug candidates

Morphy's games of chess, and Fre̲re's problem tournament.

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Teaching spelling in the primary grades: A national survey of instructional practices and adaptations

Primary grade teachers randomly selected from across the United Sates completed a survey (N = 168) that examined their instructional practices in spelling and the types of adaptations they made for struggling spellers. Almost every single teacher surveyed reported teaching spelling, and the vast majority of respondents implemented a complex and multifaceted instructional program that applied a variety of research-supported procedures. Although some teachers were sensitive to the instructional needs of weaker spellers and reported making many different adaptations for these students, a sizable minority of teachers (42%) indicated they made few or no adaptations. In addition, the teachers indicated that 27% of their students experienced difficulty with spelling, calling into question the effectiveness of their instruction with these children

Teaching writing to middle school students: A national survey

A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The findings from this survey raised concerns about the quality of middle school writing instruction. Many teachers believed their preservice and inservice preparation to teach writing was inadequate. Middle school students spend little time writing or being taught how to write. While most teachers used a variety of evidenced-based writing practices and made adaptations for struggling writers, such methods were applied infrequently. Most teachers did not appear to use assessment data to shape how they taught writing, and computers played a relatively minor role in middle school writing instruction. Even though teachers generally agreed that writing was a collective responsibility, language arts teachers placed a greater emphasis on writing instruction than social studies and science teachers