Valorization of wheat bran for cost-effective production of cellulolytic enzymes by Aspergillus fumigatus SKH2 and utilization of the enzyme cocktail for saccharification of lignocellulosic biomass

Production of cellulolytic enzymes like CMCase (endoglucanase), FPase, and xylanase by Aspergillus fumigatus SKH2 under solid state fermentation was carried out employing wheat bran as low cost substrate. Fermentation time, medium pH and incubation temperature were optimized at 48 h, pH 5.0 and 35 °C, respectively. At optimized state, CMCase (endoglucanase), FPase and xylanase of 826, 102 and 1130 U/gds yield was noticed, respectively. Crude enzyme cocktail was assayed at varied pH and temperature, and pH 5.0 and 35 °C were proved to be optimal for the studied enzyme activities. Fourier transform infrared spectroscopic FTIR analysis attested that NaOH was a good delignifying agent for sugarcane bagasse and grass Aristida sp., which enhanced subsequent saccharification efficiency of cellulolytic enzyme cocktail. By correlating FTIR analysis with saccharification profile it was found that highest saccharification was achieved after 16 h and 48 h after treating with 1M and 3M NaOH for sugarcane bagasse and Aristida sp., respectively. The present investigation validates eco-friendly and cost effective production of A. fumigatus SKH2 cellulolytic enzyme cocktail using agricultural waste materials, and subsequent application of this cellulase mixture for saccharification of lignocellulosic biomass, which collectively endorse the employment of the bioprocess to produce biofuel in future

A permissive approach for optimization of L-glutaminase production using wheat bran as supporting substrate and assessment of its cytotoxic potentialities

Microbial L-glutaminase has considered as one of the most important therapeutic enzymes considering its anticancer or antitumor activity. In this study, one L-glutaminase producing potent fungus was isolated from the coastal soil and identified as Fusarium nelsonii KPJ-2. During parametric optimization, it was noted that wheat bran supported maximum L-glutaminase production than other agro-industrial wastes tested. Solid substrate fermentation was mechanized with optimum pH of 4.0, incubation temperature at 25 °C, inoculums concentration of 2.0% (v/v), substrate concentration of 7.0% (w/v) and moisture of the production media suits at 20.0% (w/v). Statistical optimization using Response Surface Methodology (RSM) was improved the L-glutaminase production by 14.5% (68.93 U/gds) than unoptimized state. The SEM-EDX analysis demonstrated the overgrowth of fungus on wheat bran and utilization of its associated minerals. A comparative cytotoxic effect of the partial purified glutaminase was examined on both cancerous HCT cell and normal Vero cell line. The result clearly demonstrated that L-glutaminase from F. nelsonii KPJ-2 is specifically cytotoxic against cancer cell line with IC50 of 203.95µg/ml, but, non-responsive against normal cell. The newly isolated fungal strain can produce a considerable amount of L-glutaminase utilizing very low-cost substrate and the enzyme have therapeutic value for real life application owing to its anticancer effectiveness

Characterization of an acidophilic α-amylase from Aspergillus niger RBP7 and study of catalytic potential in response to nutritionally important heterogeneous compound

An acidophilic α-amylase from Aspergillus niger RBP7 was purified after solid state fermentation on potato peel substrate. Molecular mass of the purified α-amylase was 37.5 kDa and it exhibited 1.4 mg/ml and 0.992 μ/mol/min Km and Vmax values, respectively. The enzyme was stable in the pH range from 2.0 to 6.0, at high NaCl concentration (3 M) and at temperatures between 40 °C and 70 °C. The enzyme showed an optimal activity at pH 3.0 and at 45 °C. The enzyme was inhibited by Hg2+ and was stable in the presence of different surfactants (Tween 60, Tween 80, and SDS at 1% level) and different inhibitory reagents (β-mercaptoethanol, phenylmethylsulfonyl fluoride, and sodium azide). This acidophilic amylase enzyme can digest heterogeneous food materials, i.e. the mixture of rice, fish, bread and curry with comparable activity to the commercial diastase enzymes available

A concept for international societally relevant microbiology education and microbiology knowledge promulgation in society

Microbes are all pervasive in their distribution and influence on the functioning and well-being of humans, life in general and the planet. Microbially-based technologies contribute hugely to the supply of important goods and services we depend upon, such as the provision of food, medicines and clean water. They also offer mechanisms and strategies to mitigate and solve a wide range of problems and crises facing humanity at all levels, including those encapsulated in the sustainable development goals (SDGs) formulated by the United Nations. For example, microbial technologies can contribute in multiple ways to decarbonisation and hence confronting global warming, provide sanitation and clean water to the billions of people lacking them, improve soil fertility and hence food production and develop vaccines and other medicines to reduce and in some cases eliminate deadly infections. They are the foundation of biotechnology, an increasingly important and growing business sector and source of employment, and the centre of the bioeconomy, Green Deal, etc. But, because microbes are largely invisible, they are not familiar to most people, so opportunities they offer to effectively prevent and solve problems are often missed by decision-makers, with the negative consequences this entrains. To correct this lack of vital knowledge, the International Microbiology Literacy Initiative–the IMiLI–is recruiting from the global microbiology community and making freely available, teaching resources for a curriculum in societally relevant microbiology that can be used at all levels of learning. Its goal is the development of a society that is literate in relevant microbiology and, as a consequence, able to take full advantage of the potential of microbes and minimise the consequences of their negative activities. In addition to teaching about microbes, almost every lesson discusses the influence they have on sustainability and the SDGs and their ability to solve pressing problems of societal inequalities. The curriculum thus teaches about sustainability, societal needs and global citizenship. The lessons also reveal the impacts microbes and their activities have on our daily lives at the personal, family, community, national and global levels and their relevance for decisions at all levels. And, because effective, evidence-based decisions require not only relevant information but also critical and systems thinking, the resources also teach about these key generic aspects of deliberation. The IMiLI teaching resources are learner-centric, not academic microbiology-centric and deal with the microbiology of everyday issues. These span topics as diverse as owning and caring for a companion animal, the vast range of everyday foods that are produced via microbial processes, impressive geological formations created by microbes, childhood illnesses and how they are managed and how to reduce waste and pollution. They also leverage the exceptional excitement of exploration and discovery that typifies much progress in microbiology to capture the interest, inspire and motivate educators and learners alike. The IMiLI is establishing Regional Centres to translate the teaching resources into regional languages and adapt them to regional cultures, and to promote their use and assist educators employing them. Two of these are now operational. The Regional Centres constitute the interface between resource creators and educators–learners. As such, they will collect and analyse feedback from the end-users and transmit this to the resource creators so that teaching materials can be improved and refined, and new resources added in response to demand: educators and learners will thereby be directly involved in evolution of the teaching resources. The interactions between educators–learners and resource creators mediated by the Regional Centres will establish dynamic and synergistic relationships–a global societally relevant microbiology education ecosystem–in which creators also become learners, teaching resources are optimised and all players/stakeholders are empowered and their motivation increased. The IMiLI concept thus embraces the principle of teaching societally relevant microbiology embedded in the wider context of societal, biosphere and planetary needs, inequalities, the range of crises that confront us and the need for improved decisioning, which should ultimately lead to better citizenship and a humanity that is more sustainable and resilient. The biosphere of planet Earth is a microbial world: a vast reactor of countless microbially driven chemical transformations and energy transfers that push and pull many planetary geochemical processes, including the cycling of the elements of life, mitigate or amplify climate change (e.g., Nature Reviews Microbiology, 2019, 17, 569) and impact the well-being and activities of all organisms, including humans. Microbes are both our ancestors and creators of the planetary chemistry that allowed us to evolve (e.g., Life's engines: How microbes made earth habitable, 2023). To understand how the biosphere functions, how humans can influence its development and live more sustainably with the other organisms sharing it, we need to understand the microbes. In a recent editorial (Environmental Microbiology, 2019, 21, 1513), we advocated for improved microbiology literacy in society. Our concept of microbiology literacy is not based on knowledge of the academic subject of microbiology, with its multitude of component topics, plus the growing number of additional topics from other disciplines that become vitally important elements of current microbiology. Rather it is focused on microbial activities that impact us–individuals/communities/nations/the human world–and the biosphere and that are key to reaching informed decisions on a multitude of issues that regularly confront us, ranging from personal issues to crises of global importance. In other words, it is knowledge and understanding essential for adulthood and the transition to it, knowledge and understanding that must be acquired early in life in school. The 2019 Editorial marked the launch of the International Microbiology Literacy Initiative, the IMiLI. HERE, WE PRESENT our concept of how microbiology literacy may be achieved and the rationale underpinning it; the type of teaching resources being created to realise the concept and the framing of microbial activities treated in these resources in the context of sustainability, societal needs and responsibilities and decision-making; and the key role of Regional Centres that will translate the teaching resources into local languages, adapt them according to local cultural needs, interface with regional educators and develop and serve as hubs of microbiology literacy education networks. The topics featuring in teaching resources are learner-centric and have been selected for their inherent relevance, interest and ability to excite and engage. Importantly, the resources coherently integrate and emphasise the overarching issues of sustainability, stewardship and critical thinking and the pervasive interdependencies of processes. More broadly, the concept emphasises how the multifarious applications of microbial activities can be leveraged to promote human/animal, plant, environmental and planetary health, improve social equity, alleviate humanitarian deficits and causes of conflicts among peoples and increase understanding between peoples (Microbial Biotechnology, 2023, 16(6), 1091–1111). Importantly, although the primary target of the freely available (CC BY-NC 4.0) IMiLI teaching resources is schoolchildren and their educators, they and the teaching philosophy are intended for all ages, abilities and cultural spectra of learners worldwide: in university education, lifelong learning, curiosity-driven, web-based knowledge acquisition and public outreach. The IMiLI teaching resources aim to promote development of a global microbiology education ecosystem that democratises microbiology knowledge.http://www.wileyonlinelibrary.com/journal/mbt2hj2024BiochemistryGeneticsMicrobiology and Plant PathologySDG-01:No povertySDG-02:Zero HungerSDG-03:Good heatlh and well-beingSDG-04:Quality EducationSDG-06:Clean water and sanitationSDG-07:Affordable and clean energySDG-08:Decent work and economic growthSDG-12:Responsible consumption and productionSDG-13:Climate actionSDG-14:Life below wate

Valorization of wheat bran for cost-effective production of cellulolytic enzymes by Aspergillus fumigatus SKH2 and utilization of the enzyme cocktail for saccharification of lignocellulosic biomass

Production of cellulolytic enzymes like CMCase (endoglucanase), FPase, and xylanase by Aspergillus fumigatus SKH2 under solid state fermentation was carried out employing wheat bran as low cost substrate. Fermentation time, medium pH and incubation temperature were optimized at 48 h, pH 5.0 and 35 °C, respectively. At optimized state, CMCase (endoglucanase), FPase and xylanase of 826, 102 and 1130 U/gds yield was noticed, respectively. Crude enzyme cocktail was assayed at varied pH and temperature, and pH 5.0 and 35 °C were proved to be optimal for the studied enzyme activities. Fourier transform infrared spectroscopic FTIR analysis attested that NaOH was a good delignifying agent for sugarcane bagasse and grass Aristida sp., which enhanced subsequent saccharification efficiency of cellulolytic enzyme cocktail. By correlating FTIR analysis with saccharification profile it was found that highest saccharification was achieved after 16 h and 48 h after treating with 1M and 3M NaOH for sugarcane bagasse and Aristida sp., respectively. The present investigation validates eco-friendly and cost effective production of A. fumigatus SKH2 cellulolytic enzyme cocktail using agricultural waste materials, and subsequent application of this cellulase mixture for saccharification of lignocellulosic biomass, which collectively endorse the employment of the bioprocess to produce biofuel in future

Adaptation of the Wound Healing Questionnaire universal-reporter outcome measure for use in global surgery trials (TALON-1 study): mixed-methods study and Rasch analysis

BackgroundThe Bluebelle Wound Healing Questionnaire (WHQ) is a universal-reporter outcome measure developed in the UK for remote detection of surgical-site infection after abdominal surgery. This study aimed to explore cross-cultural equivalence, acceptability, and content validity of the WHQ for use across low- and middle-income countries, and to make recommendations for its adaptation.MethodsThis was a mixed-methods study within a trial (SWAT) embedded in an international randomized trial, conducted according to best practice guidelines, and co-produced with community and patient partners (TALON-1). Structured interviews and focus groups were used to gather data regarding cross-cultural, cross-contextual equivalence of the individual items and scale, and conduct a translatability assessment. Translation was completed into five languages in accordance with Mapi recommendations. Next, data from a prospective cohort (SWAT) were interpreted using Rasch analysis to explore scaling and measurement properties of the WHQ. Finally, qualitative and quantitative data were triangulated using a modified, exploratory, instrumental design model.ResultsIn the qualitative phase, 10 structured interviews and six focus groups took place with a total of 47 investigators across six countries. Themes related to comprehension, response mapping, retrieval, and judgement were identified with rich cross-cultural insights. In the quantitative phase, an exploratory Rasch model was fitted to data from 537 patients (369 excluding extremes). Owing to the number of extreme (floor) values, the overall level of power was low. The single WHQ scale satisfied tests of unidimensionality, indicating validity of the ordinal total WHQ score. There was significant overall model misfit of five items (5, 9, 14, 15, 16) and local dependency in 11 item pairs. The person separation index was estimated as 0.48 suggesting weak discrimination between classes, whereas Cronbach's α was high at 0.86. Triangulation of qualitative data with the Rasch analysis supported recommendations for cross-cultural adaptation of the WHQ items 1 (redness), 3 (clear fluid), 7 (deep wound opening), 10 (pain), 11 (fever), 15 (antibiotics), 16 (debridement), 18 (drainage), and 19 (reoperation). Changes to three item response categories (1, not at all; 2, a little; 3, a lot) were adopted for symptom items 1 to 10, and two categories (0, no; 1, yes) for item 11 (fever).ConclusionThis study made recommendations for cross-cultural adaptation of the WHQ for use in global surgical research and practice, using co-produced mixed-methods data from three continents. Translations are now available for implementation into remote wound assessment pathways