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Presented here is a detailed account of the development and implementation of macrocyclic cobaloxime complexes as sulfur-free, catalytic chain transfer agents (CTAs) in crosslinking photopolymerizations. Although much of this review is dedicated to understanding the fundamentals of catalytic chain transfer (CCT) in photopolymerizations, its impact on network topology and resultant mechanical properties, future goals of applying this technology to multimaterial 3D printing are also discussed. It is our long-term ambition for catalytic, sulfur-free CTAs to supplant existing consumptive, sulfur-based agents to provide new, unexplored, and not currently possible to fabricate photopolymeric materials with a specific eye towards application in dentistry, additive manufacturing, and responsive materials. 

ABSTRACT Undergraduate genetics courses have historically focused on simple genetic models, rather than taking a more multifactorial approach where students explore how traits are influenced by a combination of genes, the environment, and gene-by-environment interactions. While a focus on simple genetic models can provide straightforward examples to promote student learning, they do not match the current scientific understanding and can result in deterministic thinking among students. In addition, undergraduates are often interested in complex human traits that are influenced by the environment, and national curriculum standards include learning objectives that focus on multifactorial concepts. This research aims to discover to what extent multifactorial genetics is currently being assessed in undergraduate genetics courses. To address this, we analyzed over 1,000 assessment questions from a commonly used undergraduate genetics textbook; published concept assessments; and open-source, peer-reviewed curriculum materials. Our findings show that current genetics assessment questions overwhelmingly emphasize the impact of genes on phenotypes and that the effect of the environment is rarely addressed. These results indicate a need for the inclusion of more multifactorial genetics concepts, and we suggest ways to introduce them into undergraduate courses. 

Abstract This review introduces relevant nanoscale thermal transport processes that impact thermal abatement in power electronics applications. Specifically, we highlight the importance of nanoscale thermal transport mechanisms at each layer in material hierarchies that make up modern electronic devices. This includes those mechanisms that impact thermal transport through: (1) substrates, (2) interfaces and 2-D materials and (3) heat spreading materials. For each material layer, we provide examples of recent works that (1) demonstrate improvements in thermal performance and/or (2) improve our understanding of the relevance of nanoscale thermal transport across material junctions. We end our discussion by highlighting several additional applications that have benefited from a consideration of nanoscale thermal transport phenomena, including RF electronics and neuromorphic computing. 

Abstract When people are exposed to information that leads them to overestimate the actual amount of genetic difference between racial groups, it can augment their racial biases. However, there is apparently no research that explores if the reverse is possible. Does teaching adolescents scientifically accurate information about genetic variation within and between US census races reduce their racial biases? We randomized 8^thand 9^thgrade students (n = 166) into separate classrooms to learn for an entire week either about the topics of (a) human genetic variation or (b) climate variation. In a cross‐over randomized trial with clustering, we demonstrate that when students learn about genetic variation within and between racial groups it significantly changes their perceptions of human genetic variation, thereby causing a significant decrease in their scores on instruments assessing cognitive forms of prejudice. We then replicate these findings in two computer‐based randomized controlled trials, one with adults (n = 176) and another with biology students (n = 721, 9^th–12^thgraders). These results indicate that teaching about human variation in the domain of genetics has potentially powerful effects on social cognition during adolescence. In turn, we argue that learning about the social and quantitative complexities of human genetic variation research could prepare students to become informed participants in a society where human genetics is invoked as a rationale in sociopolitical debates.