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When analyzing two planes intersecting at right angles under the influence of shearing, tensile, and compressive stresses, it is essential to identify principal planes, maximum shearing stress, and principal stresses. To find the principal planes, apply a formula that equates them to twice the shearing stress divided by the difference between tensile and compressive stresses.
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Updated: Oct 7, 2025

Glycomics-Guided Glycoproteomics Facilitates Comprehensive Profiling of the Glycoproteome in Complex Tumor Microenvironments
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From hardship to scholarship.

Maria Gallardo-Williams1

  • 1Department of Chemistry, and SoTL Faculty Fellow, Office for Faculty Excellence, North Carolina State University, Raleigh, NC USA.

Nature Reviews. Chemistry
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Summary
This summary is machine-generated.

Sharing pandemic chemistry teaching experiences is crucial for improving science education. This study details practical strategies and lessons learned during the global health crisis.

Keywords:
Chemical educationEducation

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Area of Science:

  • Chemistry education
  • Pandemic pedagogy

Background:

  • The COVID-19 pandemic necessitated rapid shifts in educational delivery.
  • Higher education institutions faced unprecedented challenges in maintaining effective chemistry instruction.

Purpose of the Study:

  • To document and analyze chemistry teaching experiences during the pandemic.
  • To identify successful pedagogical strategies and challenges encountered.
  • To provide insights for future remote or hybrid science education.

Main Methods:

  • Qualitative analysis of instructor experiences.
  • Surveys and interviews with chemistry educators.
  • Review of adapted laboratory and lecture methodologies.

Main Results:

  • Significant challenges in virtual laboratory instruction and student engagement.
  • Successful implementation of digital tools for collaborative learning.
  • Varied effectiveness of online assessment strategies.

Conclusions:

  • Effective pandemic chemistry teaching requires adaptability and innovative use of technology.
  • Sharing these experiences is vital for developing resilient science education models.
  • Future curriculum development should incorporate lessons learned from remote teaching.