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In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum. Two student groups in a fully in-person General Chemistry 2 laboratory course were studied in spring 2021--those who completed the prerequisite lab course online (N = 258) and those who fulfilled the prerequisite via an exam or dual-enrollment programs (N = 85). Using paired pre- and postsurveys, we examined student perceptions of their affective and cognitive learning and found the mode of prerequisite course did not affect student perceptions of cognitive learning but did influence affective expectations and perceived experiences. Herein, we discuss the divergences between the two student groups, the role the prerequisite online lab course played in student downstream learning, and recommendations for science lab instructors as institutions shift back to in-person environments.

The forced move to online learning in the arrival and persistence of the COVID-19 pandemic underscored the present lack of models for fully online general chemistry laboratory courses. While there exist a fair number of simulation platforms, video libraries, and one-off virtual experiments, a lack of complete general chemistry lab online courses necessitated the development of such an experience. By leveraging freely available simulations and videos, we were able to design two synchronous online delivery lab courses in the summer of 2020. Herein, the courses are described with accompanying analysis probing student perceptions of their experiences.

Herein, a SnCl4‐catalyzed intramolecular, interrupted homo‐Nazarov cascade biscyclization to access angular (hetero)aryl‐fused polycycles is reported. Subsequent decarboxylation of the readily enolizable products afforded the angular products in up to 71 % yield over two steps, with the trans‐diastereomers as the major products. The cyclopropyl homo‐Nazarov cyclization precursors were formed using a scalable and modular synthetic route that, ultimately, offers access to 6,6,6‐, 6,6,5‐, 6,5,6‐, 6,6,5,6‐, and 6,6,6,5‐fused angular polycyclic products. To showcase the rigor and utility of the method, an 8‐step total synthesis of (±)‐1‐oxoferruginol, an antibacterial aromatic abietane diterpenoid, was disclosed. [ABSTRACT FROM AUTHOR]

Discusses the technique and effectiveness of rectal probe electroejaculation in conjunction with various assistive reproductive modalities. Neurophysiology of ejaculation; Semen analysis; Information on electroejaculation technology.

Examines the use of functional electrical stimulation for incontinence. Physiology of the urethral sphincter and detrusor; Physiology of the urinary tract in spinal cord injury patients; Goal of preoperative investigations.

Describes a form of functional electrical stimulation called neuroprosthesis, a technology devised to produce lateral pinch and palmar grasp in persons with C5 and C6 motor level spinal cord injuries. Physiology of the peripheral nerve stimulation; Operation of the NeuroControl Freehand system for the improvement of hand function in tetraplegics; Preoperative techniques that should be performed prior to implantation of the Freehand system.

Examines the techniques, usage, methods and clinical results of functional electrical stimulation applied to the peroneal nerve in the treatment of dropped foot, a neurological deficit that results from cerebrovascular accident. Information on odstock dropped foot stimulator (ODFS); Patient selection for ODFS; Outcome measurements for ODFS.