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Objective: Knowing the exact amount of active pharmaceutical ingredient (API) in pharmaceutical dosage form is of utmost importance to meet regulatory requirements and to ensure patient safety. Spectrophotometric analysis provides a simple, efficient, and economic approach for estimation of API in the pharmaceutical dosage form. In the present work, we have developed simple, sensitive, and highly economic ultraviolet (UV) spectrophotometric method for the estimation of amoxapine in a pharmaceutical formulation.Methods: Amoxapine shows maximum absorbance of light at wavelength 297 nm in water. The linearity study revealed that it obeys Beer-Lambert's law over the range of 2-20 µg/mL. Absorptivity value of amoxapine was found to be 206.6±1.341. Result:The tablet formulation was successfully analyzed by developed UV spectrophotometric method. The developed method was validated as per International Conference on Harmonization guidelines with respect to accuracy, precision, specificity robustness . The limit of detection and limit of quantitation was found to be 19.8 and 60.50 ng/mL, respectively. Conclusion:The developed method is simple, precise, accurate, and cost-effective and can be used for routine analysis of amoxapine.

Low acceptance of evolution remains an obstacle to quality biology instruction. We develop and utilize a novel assessment which measures emotional experience in light of real-world evolution education scenarios. We presented 296 science teachers 4 pro-evolution and 8 anti-evolution scenarios and asked them to rate their levels of joy, anger, sadness, fear, disgust, shame, and guilt elicited by that scenario on an ordinal 5-point scale. We used exploratory factor analysis to extract the most important dimensions in the teachers' responses, Rasch analysis to explore the validity of the extracted subscales, and stepwise regression to find the most important factors driving emotional dispositions. We extracted 3 factors: (1) pro-evolution experience (positive emotions on pro-evolution and negative emotions on anti-evolution scenarios), (2) anti-evolution experience (negative emotions on pro-evolution and positive emotions on anti-evolution scenarios), and (2) feelings of regret over anti-evolution scenarios (shame and guilt on anti-evolution scenarios). Acceptance of evolution facts and a non-theistic religious orientation were positively related to pro-evolution experience. Anti-evolution experience was predicted by lack of microevolution acceptance and lack of teacher preparation. Feelings of regret around anti-evolution scenarios were driven by acceptance of evolution facts and lower levels of teacher preparation. This work advances our understanding of how teachers relate affectively to the theory of evolution and offers empirical insight into ways to improve dispositions about evolution.