An efficient, green and eco-friendly procedure has been developed using Fe 3 O 4 @SiO 2 -Imid-PMA n as magnetic catalyst for rapid and an improved synthesis of 2,4,5-trisubstituted and 1,2,4,5-tetrasubstituted imidazoles under solvent-free conditions and microwave irradiation in excellent yields. The reactions in conventional heating conditions were compared with the microwave-assisted reactions. The operational simplicity, practicability and applicability of this protocol to various substrates make it an interesting alternative to previous procedures.The present approach offers several advantages such as short reaction times, high yields, simplicity of operation, easy work-up, a cleaner reaction and ease of recovery and reusability of the catalyst by magnetic field. Also, nanocatalyst can be easily recovered by a magnetic field and reused for the next reactions for at least 5 times without distinct deterioration in catalytic activity. SEM, BET, DLS and leaching of catalyst after each reaction cycle were investigated.
This study examined the relationship between L2 motivation and engagement in academic reading skill from the lenses of L2 motivational self-system and transformative experience. More specifically, following the transformative experience (TE) framework, we investigated the level of students’ engagement in academic reading skills inside and outside English classes. We also explored what motivational factors act as strong predictors of transformative experience and whether L2 motivation and engagement of students differ across different disciplines. Stratified purposive sampling was followed to recruit 419 undergraduate English for academic purposes (EAP) students studying in different majors. As such, we developed a questionnaire for measuring TE and utilized a pre-established questionnaire to operationalize L2 motivational self-system. We found that L2 motivation significantly covaried with students’ level of engagement in English academic reading skill. Furthermore, the results of multiple regression analysis revealed that L2 learning experience and ideal L2 self were strong predictors of transformative engagement; ought-to L2 self played a marginal role in the occurrence of TE. Discipline-wise, Life Sciences students were considerably more motivated than those in Arts and Humanities. However, no significant difference was observed in the extent of transformative engagement among students across disciplinary groups. Implications for EAP instructors, educational authorities, and material and curricula developers are discussed.
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