The response of the systemic, pulmonary, hepatic and portal circulations to infusion of dopamine and epinephrine was studied in newborn piglets 1 to 3 d of age. Anesthetized animals were instrumented to measure cardiac index (CI), hepatic arterial flow, and portal venous blood flow. Catheters were inserted for measurement of systemic arterial pressure (SAP), pulmonary arterial pressure (PAP), and for sampling of arterial, portal venous, and mixed venous oxygen saturations and plasma lactate levels. Systemic, pulmonary and mesenteric vascular resistance indices (SVRI, PVRI, MVRI), and systemic and mesenteric oxygen extraction were calculated. Dopamine and epinephrine were infused in doses of 2, 10, 32 microg/kg/min and 0.2, 1.0, 3.2 microg/kg/min respectively, given in random order. Significant increases in SAP, PAP, and CI were demonstrated with 32 microg/kg/min of dopamine and the two higher doses (1.0 and 3.2 microg/kg/min) of epinephrine. There were no significant changes in SVRI and PVRI with dopamine infusions. Epinephrine at 3.2 microg/kg/min significantly elevated SVRI and PVRI. The SAP/PAP ratio was decreased with 32 microg/kg/min of dopamine whereas epinephrine did not affect the ratio. Dopamine had no significant effect on hepatic arterial flow, portal venous flow, or mesenteric vascular resistance. Epinephrine infusion at 3.2 microg/kg/min decreased portal venous blood flow, total hepatic blood flow, and hepatic oxygen delivery with an increase in calculated mesenteric vascular resistance. Systemic and mesenteric oxygen extraction were not affected by dopamine or epinephrine infusions. Plasma lactate levels were significantly elevated with epinephrine infusion 3.2 microg/kg/min. The differential responses of dopamine and epinephrine on pulmonary and mesenteric circulations may be significant in the pathophysiology and management of persistent fetal circulation and necrotizing enterocolitis.

Two diastereoisomeric cycloadducts are capable of accelerating their own formation through the assembly of catalytic ternary complexes. The two cycloadducts do not have any measurable catalytic effect on the rate of formation of their diastereoisomer. [structure: see text]

Different approaches to the use of "clickers" (also known as student response systems) were introduced to a cohort of 127 students over a two-year period with the aim of making students think more deeply in-class about their chemistry knowledge. Student performance was monitored, and individual, anonymous student feedback was frequently obtained using the clicker platform. This work, labeled Project Ponder, tracked the pedagogical benefit of clicker technology when applied to problem-based learning. In phase 1, multiple-choice questions (MCQs) were integrated into problem class sessions. All enrolled students received a clicker handset on a year-long loan, and their responses were anonymously recorded, with repolling and peer discussion where appropriate. Phase 2 adopted a team-based model using the same student cohort as they progressed into year 2 of their studies; however, only one handset was provided per team, which was programmed to score the team's final response to each question. More sophisticated handsets with an alphanumerical keypad were used to allow short-answer questions (SAQs) to be embedded alongside MCQs; additionally, this enabled individual free-text feedback using the handset's multiple response setting. Superior exam performance was taken as an indicator of clicker success. 94% and 100% of students agreed that clickers improved their learning experience, following phases 1 and 2, respectively, and 96−98% responded positively to expanding the project. The thoughtful way that phases 1 and 2 were developed was aided by frequently gauging the student view. The overwhelming preference for a team-based model over individual clicker use can be explained by greater peer instruction and discussion, and in this context helps address conflicting literature regarding the success of these two, very different, clicker approaches.

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This work explores the performance of online postlecture chemistry crossword puzzles as revision aids for 132 first-year and 120 second-year undergraduate pharmacy students. The use of these puzzles as a form of remote active learning was fortuitously evaluated immediately prior to and during the COVID-19 pandemic based on students' online study behavior patterns, which captured some fascinating data on the frequency and timing of student online viewings. Students' anonymous feedback responses were also evaluated. Across 24 individual crossword postings, student-tracking data showed a total of 17,717 views; equivalent to approximately three views per posting by each student across the two different year groups, with evidence of some similarities and differences to student study habits when forced to work remotely. Furthermore, questionnaire feedback showed that around 80% of second-year students found the crosswords helpful and would welcome more, yet just over 50% of first-year students held these views, illustrating some year group differences. Interestingly, all students had similar opinions regarding their preferred online delivery resources should COVID-19 continue to prevent on-campus teaching. In short, chemistry-themed online crossword puzzles were well-received when incorporated immediately prior to and during the COVID-19 pandemic. As many teaching institutions move away from a campus-based delivery, these effective and easy to prepare crossword revision aids should be considered by instructors alongside other online resources as they plan their teaching amidst continuing uncertainty.