The venom proteome of Temple Pit Viper (Tropidolaemus wagleri) is unique among pit vipers, characterized by a high abundance of a neurotoxic peptide, waglerin. To further explore the genetic diversity of its toxins, the present study de novo assembled the venom gland transcriptome of T. wagleri from west Malaysia. Among the 15 toxin gene families discovered, gene annotation and expression analysis reveal the dominating trend of bradykinin-potentiating peptide/angiotensin-converting enzyme inhibitor-C-type natriuretic peptide (BPP/ACEI-CNP, 76.19% of all-toxin transcription) in the transcriptome, followed by P-III snake venom metalloproteases (13.91%) and other toxins. The transcript TwBNP01 of BPP/ACEI-CNP represents a large precursor gene (209 amino acid residues) containing the coding region for waglerin (24 residues). TwBNP01 shows substantial sequence variations from the corresponding genes of its sister species, T. subannulatus of Northern Philippines, and other viperid species which diversely code for proline-rich small peptides such as bradykinin-potentiating peptides (BPPs). The waglerin/waglerin-like peptides, BPPs and azemiopsin are proline-rich, evolving de novo from multiple hyper-mutatable propeptide regions within the orthologous BPP/ACEI-CNP genes. Neofunctionalization of the peptides results in phylogenetic constraints consistent with a phenotypic dichotomy, where Tropidolaemus spp. and Azemiops feae convergently evolve a neurotoxic trait while vasoactive BPPs evolve only in other species.

In Southeast Asia, the Malayan Pit Viper (Calloselasma rhodostoma) is a venomous snake species of medical importance and bioprospecting potential. To unveil the diversity of its toxin genes, this study assembled and analyzed the de novo venom gland transcriptome of C. rhodostoma from Malaysia. The expression of toxin genes dominates the gland transcriptome by 53.78% of total transcript abundance (based on overall FPKM), in which 92 non-redundant transcripts belonging to 16 toxin families were identified. Snake venom metalloproteinase (SVMP, PI>PII>PIII) is the most dominant family (37.84% of all toxin FPKM), followed by phospholipase A2 (29.02%), bradykinin/angiotensinogen-converting enzyme inhibitor-C-type natriuretic peptide (16.30%), C-type lectin (CTL, 10.01%), snake venom serine protease (SVSP, 2.81%), L-amino acid oxidase (2.25%) and others (1.78%). The expressions of SVMP, CTL and SVSP correlate with hemorrhagic, anti-platelet and coagulopathic effects in envenoming. The SVMP metalloproteinase domains encode hemorrhagins (kistomin and rhodostoxin), while disintegrin (rhodostomin from P-II) is platelet-inhibitory. CTL gene homologues uncovered include rhodocytin (platelet aggregators) and rhodocetin (platelet inhibitor), which contribute to thrombocytopenia and platelet dysfunction. The major SVSP is a thrombin-like enzyme (ancrod homolog) responsible for defibrination in consumptive coagulopathy. The findings provide insight into the venom complexity of C. rhodostoma and the pathophysiology of envenoming.

The design, facilities and conditions inside a classroom play a significant role in the teaching and learning experience for both students and lecturers. Prior studies of primary schoolchildren indicate three design principles affecting student learning, namely: naturalness, individualisation and stimulation. The current study extends these investigations to Higher Education through a survey of undergraduate students and university lecturers aimed at determining the most critical factors in undergraduate classroom design. One-to-one interviews were conducted with students and lecturers (n. 31) at the University of Nottingham, Malaysia Campus. Interviewees were encouraged to express their opinions, comments, concerns and suggestions through open-ended questions. The interviews were recorded and then transcribed and coded using NVivo10. Results show a strong desire among lecturers and students for improved classroom equipment, greater flexibility in classroom arrangement, more attractive decoration and for the addition of natural elements to the classroom environment. Of the three design principles, individualisation and naturalness emerged most strongly from the interviews and appear to be more important factors for undergraduates than stimulation. These findings could make a novel and significant contribution to the physical aspects of classroom design in Higher Education settings. Educational institutions are increasingly employing non-traditional classroom designs, which are expected to provide for more flexible, collaborative, and active learning and teaching experiences. Taking into consideration the environmental psychology of teaching and learning, several of the reported design attributes can serve as benchmarks for upgrading current classroom design and facilities in the future, as institutions look to upgrade their physical infrastructures to meet the changing demands of teachers and learners arising from technological innovations and shifts in our understanding of the methods and purposes of Higher Education.