1. A Graphical Journey of Innovative Organic Architectures That Have Improved Our Lives
2. Professor Hans Reich has made important contributions towards this goal. His Web site (http://www.chem.wisc.edu/areas/reich/syntheses/syntheses.htm) features hundreds of syntheses, all of which display each sequence on a single page. Although packed with valuable information and helpful search features, this site does not offer the same type of interactive educational experiences our site does. Recently, a new Web site called SynArchive (http://www.synarchive.com) was launched that follows a very similar presentation path to that of Professor Reich’s site (accessed May 2012) .
3. Chemistry By Designhttp://www.chemistrybydesign.oia.arizona.edu(accessed May 2012) .
4. As of May 20, 2012, there have been more than 150,000 visits to Chemistry By Design Web site along with tens of thousands of downloads of the iphone or ipad and android app versions of the Web site since its June 26, 2011, launch. Google Analytics data monitoring of the site shows that individuals from most countries in the world, every state in the union, and countless cities around the globe have used Chemistry By Design. We are pleased to report that many students, professors, and industrial chemists have taken time to submit a synthetic sequence of their choice to the site. By following the instructions for sequence submission provided on the Chemistry By Design Web site, more than 80 new syntheses have been added to the site since its launch. The names of those individuals have all been added to the online acknowledgement roster. This last fall semester (2011), Professors Gregory B. Dudley (Florida State University), Uttam K. Tambar (UT Southwestern Medical Center), and Aaron Aponick (University of Florida) successfully used the site as a supplement to the graduate organic chemistry course. The names of the students in their classes that participated by submitting a sequence are also part of the continuously growing acknowledgement list.
5. Computer-assisted second language vocabulary learning in a paired-associate paradigm: a critical investigation of flashcard software