Investigations Directed at the Total Synthesis of Ouabain. Lessons Learned fromDegradation Studies

Heterocycles ◽  
2000 ◽  
Vol 52 (3) ◽  
pp. 1297 ◽  
Author(s):  
Larry E. Overman ◽  
Paul V. Rucker
Keyword(s):  
Total Synthesis ◽  
Lessons Learned

Sassafras oil, carrot bits and microwaves: green lessons learned from the formal total synthesis of (−)-talampanel

RSC Advances ◽  
2015 ◽  
Vol 5 (125) ◽  
pp. 103563-103565 ◽  
Author(s):  
Alvaro Takeo Omori ◽  
Camila de Souza de Oliveira ◽  
Kleber Tellini Andrade ◽  
Marina Gonçalves Capeletto
Keyword(s):  
Total Synthesis ◽  
Lessons Learned ◽  
Reaction Conditions

A formal total synthesis of (−)-talampanel (1), a 2,3-benzodiazepine is described. This work was undertaken to utilize greener reaction conditions.

ChemInform Abstract: Total Synthesis of (.+-.)-Dragmacidin E; Problems Solved and Lessons Learned

ChemInform ◽  
2012 ◽  
Vol 43 (42) ◽  
pp. no-no
Author(s):  
Ken S. Feldman ◽  
Paiboon Ngernmeesri
Keyword(s):  
Total Synthesis ◽  
Lessons Learned ◽  
Dragmacidin E

scholarly journals Total Synthesis of (±)-Phomactin A. Lessons Learned from Respecting a Challenging Structural Topology

2011 ◽  
Vol 76 (17) ◽  
pp. 7027-7039 ◽  
Author(s):  
Grant S. Buchanan ◽  
Kevin P. Cole ◽  
Yu Tang ◽  
Richard P. Hsung
Keyword(s):  
Total Synthesis ◽  
Lessons Learned ◽  
Structural Topology ◽  
Phomactin A

scholarly journals Total Synthesis of (±)-Dragmacidin E; Problems Solved and Lessons Learned

Synlett ◽  
2012 ◽  
Vol 23 (13) ◽  
pp. 1882-1892 ◽  
Author(s):  
Ken Feldman ◽  
Paiboon Ngernmeesri
Keyword(s):  
Total Synthesis ◽  
Lessons Learned ◽  
Dragmacidin E

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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