The structure-based design, synthesis, and biological activity of a novel indazole-containing inhibitor series for S-adenosyl homocysteine/methylthioadenosine (SAH/MTA) nucleosidase are described. Use of 5-aminoindazole as the core scaffold provided a structure-guided series of low nanomolar inhibitors with broad-spectrum antimicrobial activity. The implementation of structure-based methodologies provided a 6000-fold increase in potency over a short timeline (several months) and an economy of synthesized compounds.

Purpose Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts. Design/methodology/approach This article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Sciences, and Searching-as-Learning. Findings The article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee. Originality/value The article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.

The current study explored the impact of students' residence hall experience in terms of academic, social and personal development and students' motivation to join residence hall activities at a Hong Kong university. The results revealed significant differences, with females, local and non-first-year student groups reporting more gains from their residential hall experience relative to male, non-local and first-year students. Findings are useful in the refinement of the residence hall system to cater for students of diverse backgrounds.