In Mongolia, there are 12 species of birch grow. Numerous researches conducted in Russia, Bulgaria, Japan, and China on B.pubescens, B.pendula, B.Rezniczenkoana (Litv) Schischk, B.humilis Schrank, and B.mandshurica Rgl Nakai found that birch barks and leaves contain antioxidants and they have anti-cancer, anti-yeast, anti-bacterial and anti-inflammatory properties, protect liver and promote bile secretion. In Mongolian traditional medicine, the birch leaves and barks are used to treat acute liver diseases. The birch leaves are considered to be not poisonous and detailed chemical compound structure of birch leaves hasn't been identified. Therefore, the purpose of this research is to conduct phytochemical research and isolate chemical compounds and their structures. The leaves of B.Hippolytii were powdered and extracted using 80% acetones. The fluid extracts were further evaporated and thickened. The thick-extract was suspended by ether, water and methanol 22.9 grams of diethyl ether were extracted and 12 compounds were identified using column and liquid chromatography methods and Mass spectral (MS) spectrometric methods including 13 C-NMR, 1 H-NMR, DEBT, COSY and HMBC methods. From the isolated 12 compounds, 4 compounds were cyclic diarylheptanoids and 8 compounds were flavonoids and their flavonol glycosides. The identified 4 diarylheptanoids compounds were macrocyclic diarylheptanoids: Alnusonol (4.4 mg), Alnusonon (5.6 mg), Acerogenin K (3.4 mg) and ether of diarylheptanoids 3,5'-dihydroxy-4'-methoxy-3',4''-oxo -1,7-diphenyl-1-heptene (6.5 mg). Flavonoids and their glycosides quercetin (1.6 mg), quercetin-3-O-(4-O-acetyl)-α-Lrhamnopyranoside (35.5 mg), myricetin (1.0mg), myricetin-3-O-rutinoside (1.0 mg), myricetin-3-O-(4-O-acetyl)-α-L-rhamnopyranoside (8.2 mg), keampferol-3-O-β-D-(6 // -O-E-p-coumaroyl) glucopyranoside (2.9 mg), kaempferol-3-O-α-L-rhamnopyranoside (11.9 mg) and acacetin-7-O-(4-O-acetyl)-α-L-rhamnopyranoside (9.9 mg). All compounds were isolated for the first time from this leaves B.Hippolytii.
The study included pharmacists from the Monos chain, Mongolia of pharmacies. A total of 152 pharmacists from 84 pharmacies (75 are in Ulaanbaatar and 9 are from rural areas) participated in the survey, and then its results were calculated. Under the age group of the respondents, 68.4% are between the ages of 20-35, which shows that there is an opportunity to use technology and introduce digital marketing. Comparing the interests of the participants to attend online learning and classroom training, 74.7% are interested in online learning, and 25.3% are interested in classroom education. Appraising the completion of distance learning was undertaken for pharmacists, 81 votes were given for the great and the greatest outcomes of online learning, and 91 votes were given for the great and the greatest consequences of classroom education. The highest percentage (33%) of the types of sales promotions offered by the company was for the 'moil' scoring system, and the highest percentage (41.3%) is for the 'moilbot' platform, respectively.In order to increase the learning activity of pharmacists, we have developed an online learning section on the Moilbot platform using the latest technical and technological advances and training solutions. This will allow not only the pharmacists' attendance but also increase user engagement, return on investment, build potentiality to develop using technology to improve data quality, timing, and the learning process.
This paper describes a test and case study of self-evaluation of online courses during the pandemic time. Due to the Covid-19, the whole world needs to sit on lockdown in different periods. Many things need to be done in all kinds of business including education sector of countries. To sustain the education development, teaching methods had to switch from traditional face-to-face teaching to online courses. The government made decisions quickly, and educational institutions had no time to prepare the materials for online education. All classes of the Mongolian University of Pharmaceutical Sciences switched to online lessons. Challenges were raised before professors and tutors during online teaching. Our university did not have a specific learning management system for online education and e-learning. Therefore, professors used different platforms for their online instructions, such as Zoom and Google meet. Moreover, different social networking platforms played an active role in communication between students and professors. The situation is challenging for professors and students. To measure the quality of online courses and figure out the positive and weak points of online teaching, we need to evaluate e-learning.
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