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1. Cluster Preface: Electrochemical Synthesis and Catalysis

   https://doi.org/10.1055/s-0039-1689970  

   Kawamata, Yu; Baran, Phil S. (May 2019, Synlett)

   null (Ed.)

   Yu Kawamata was born in Japan in 1988, and he completed his undergraduate education at Kyoto University. He obtained his master’s degree and his Ph.D. at the same university under the supervision of Professor Keiji Maruoka, and he undertook a short-term internship at The Scripps Research Institute working on natural product synthesis with Professor Phil S. Baran. Upon completion of his doctoral studies, he returned to the Baran laboratory as a research associate and currently is pursuing his postdoctoral studies on organic electrochemistry.Phil S. Baran was born in New Jersey in 1977 and completed his undergraduate education at New York University in 1997. After earning his Ph.D. at The Scripps Research Institute (TSRI) in 2001, he pursued postdoctoral studies at Harvard University until 2003, at which point he returned to TSRI to begin his independent career. He was promoted to the rank of professor in 2008 and is currently the Darlene Shiley Professor of Chemistry. The mission of his laboratory is to educate students at the intersection of fundamental organic chemistry and translational science. 

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2. Thoughts on Alan Selman (1941--2021)

   Hemaspaandra, Lane A. (February 2021, Bulletin of the European Association for Theoretical Computer Science)

   Alan L. Selman passed away on January 22, 2021, at the age of 79. And with that passing, one fewer giant of the field walks among us. Alan, in his gentle, dignified way, was in his work, his service, and his mentoring of the next generations the most passionate advocate that structural complexity has ever had; I do not think we will see his like again. 

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3. Aspects of Inquiry Applied in Japan and Australia

   https://doi.org/10.58021/S54S3V  

   Cense, Barry (January 2022, Institute for Scientist & Engineer Educators (ISEE))

   Seagroves, Scott; Barnes, Austin; Metevier, Anne; Porter, Jason; Hunter, Lisa (Ed.)

   The author reflects on his experience as a participant in the Professional Development Program (PDP) in 2005 and 2006 and how he has implemented elements of inquiry learning in his curriculum. He taught courses in Japan and Australia and touches on his perception of how the students in his units learned, and what the effects of (learning) culture are on inquiry learning. Through his experiences, the author found that in the first stages of a learning process, inquiry learning can help to engage and motivate students. In the end stage of learning, inquiry learning can help students to demonstrate their ability to think and work independently. One should carefully consider the learning background of students before implementing aspects of inquiry learning, as it can be affected by the culture in which they grew up. 

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4. Modularity, homology, heterochrony: Gavin de Beer's legacy to the mammalian skull

   https://doi.org/10.1098/rstb.2022.0078  

   Hall, Brian K; Hanken, James (July 2023, Philosophical Transactions of the Royal Society B: Biological Sciences)

   Modularity (segmentation), homology and heterochrony were essential concepts embraced by Gavin de Beer in his studies of the development and evolution of the vertebrate skull. While his pioneering contributions have stood the test of time, our understanding of the biological processes that underlie each concept has evolved. We assess de Beer's initial training as an experimental embryologist; his switch to comparative and descriptive studies of skulls, jaws and middle ear ossicles; and his later research on the mammalian skull, including his approach to head segmentation. The role of cells of neural crest and mesodermal origin in skull development, and developmental, palaeontological and molecular evidence for the origin of middle ear ossicles in the evolutionary transition from reptiles to mammals are used to illustrate our current understanding of modularity, homology and heterochrony. This article is part of the theme issue ‘The mammalian skull: development, structure and function’. 

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5. Reputation Building under Observational Learning

   https://doi.org/10.1093/restud/rdac052  

   Pei, Harry (July 2022, The Review of Economic Studies)

   Abstract A patient seller interacts with a sequence of myopic consumers. Each period, the seller chooses the quality of his product, and a consumer decides whether to trust the seller after she observes the seller’s actions in the last $$K$$ periods (limited memory) and at least one previous consumer’s action (observational learning). However, the consumer cannot observe the seller’s action in the current period. With positive probability, the seller is a commitment type who plays his Stackelberg action in every period. I show that under limited memory and observational learning, consumers are concerned that the seller will not play his Stackelberg action when he has a positive reputation and will play his Stackelberg action after he has lost his reputation. Such a concern leads to equilibria where the seller receives a low payoff from building a reputation. I also show that my reputation failure result hinges on consumers’ observational learning. 

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