GCMS characterization and biological potential of the seeds and aerial part of Galium tricorne Stokes

Khan, Sara Anees; Khan, Haroon; Ahmad, Sajjad; Rehman, Fazal; Khan, Azim; Khan, Mir Azam

doi:10.1590/1519-6984.256920

Cited by 4 publications

(4 citation statements)

References 64 publications

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“…Also, M-Learning improves interaction and collaboration between students through mobile technology. The use of online communication platforms are concrete examples, such as Google Classroom that enables the exchange of information and collaboration in remote learning projects (Khan Academy, 2024;Google, 2024).…”

Section: Discussionmentioning

confidence: 99%

Philosophy of e-learning vs m-learning

2023

Futurity Philosophy

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Aims. This study aimed to provide an in-depth analysis of e-learning and m-learning philosophy in the context of technology use in education. This research aimed to provide a deep and defined understanding of the impact of e-learning and m-learning philosophy in the context of education today. Methodology. The methodology used for this research was a literature review, which was oriented by a systematic and analytical approach, to identify, analyse and evaluate the relevant writings and studies in the field of e-learning and m-learning philosophy. Initially, the field of the study was identified and defined, including the main topics and concepts related to e-learning and m-learning philosophy. Through the content analysis, the main trends, differences, and challenges arising from these two learning modalities have been identified. Results. The results of the literature review served as a basis for further research in the field of education and technology, aspiring to contribute to the development of a comprehensive teaching approach that aligns with the needs of our rapidly advancing technological era. Scientific Novelty. One innovative aspect was the increased analysis of the synergy between e-learning and m-learning. This analysis went beyond a simple examination of the benefits and challenges of each, but also explored the shared opportunities that arose from their combination and matching, that could serve as a model for the development of a common learning approach. Conclusion. In conclusion, e-learning and m-learning philosophies serve as attractive paradigms for the use of technology in education. E-learning offers opportunities for research and advanced learning through online resources, while m-learning encourages active participation and the use of mobile technology for a personalised learning experience. These paradigms have a profound impact on students' critical and analytical skills, promoting a more dynamic and interactive approach to learning.

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Section: Discussionmentioning

confidence: 99%

Philosophy of e-learning vs m-learning

2023

Futurity Philosophy

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“…In 2023, Khan reported enantioselective amination of branched allylic carbonates using a molybdenum catalyst bearing DACH-derived (S,S)-L24 with up to 96% ee. 443…”

Section: Review Synthesismentioning

confidence: 99%

1,2-trans-Diaminocyclohexane (DACH) in Asymmetric Catalysis: Nearing Fifty Years of Faithful Service and Counting

Hanessian,

Mishra

2024

Synthesis

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This review highlights the use of DACH as a versatile ligand in catalytic asymmetric transformations providing mechanistic rationales and relevant comments presented in chronological order for each of the 21 reaction types with references up to December 25, 2023. Intended to be as practically comprehensive as possible, this review assembles useful examples of using DACH as a ligand in organocatalytic or as metal complexes in asymmetric transformations. The resulting enantiomerically enriched, if not pure, chiral non-racemic small molecules are of great utility as value added intermediates in the total synthesis of natural products, in the design and synthesis of medicinally important compounds, and in other areas in organic and bioorganic chemistry where chirality plays a role. The graphic image depicts Spartacus with his arms folded in the same sense of chirality as (R,R)-DACH.1 Introduction2 DACH: A Brief Historical Narrative3 Catalytic Asymmetric Hydrogenation of Alkenes4 Catalytic Asymmetric Dihydroxylation of Alkenes5 Catalytic Asymmetric Sulfoxidation and Sulfimidation6 Catalytic Asymmetric 1,4-Conjugate Addition6.1 Using Jacobsen’s DACH Metal–salen Complexes as Catalysts6.2 Using Takemoto’s Bifunctional H-Bonding DACH Thiourea Organocatalyst6.3 Using DACH Ni(II) Complexes as Catalysts6.4 Using DACH H-Bonding Catalysis7 Catalytic Asymmetric Epoxidation of Alkenes8 Catalytic Asymmetric Claisen Rearrangement9 Catalytic Asymmetric 1,2-Nucleophilic Addition to Carbonyl Compounds9.1 Catalytic Asymmetric Addition of Dialkylzinc to Aldehydes and Ketones9.2 Catalytic Asymmetric Alkynylation of Aldehydes and Ketones9.3 Catalytic Asymmetric Addition of Cyanide to Aldehydes and Ketones10 Catalytic Asymmetric Allylic Alkylation11 Catalytic Asymmetric Cyclopropanation of Alkenes12 Catalytic Asymmetric Cycloaddition Reactions13 Catalytic Asymmetric Aziridination of Alkenes14 Catalytic Asymmetric Hydrogenation of Prochiral Ketones and Imines15 Catalytic Asymmetric Aldol Reactions16 Catalytic Asymmetric Opening of Small Ring Systems16.1 Desymmetrization of meso-Epoxides and meso-Aziridines16.2 Kinetic Resolution of Racemic Epoxides16.3 Enantioselective Addition of CO2 to Epoxides16.4 Enantioselective Ring Opening of Oxetanes17 Catalytic Asymmetric Strecker Reactions18 Catalytic Asymmetric Mannich Reactions19 Catalytic Asymmetric Henry and Aza-Henry Reactions20 Catalytic Asymmetric Morita–Baylis–Hillman and Rauhut–Currier Reactions21 Catalytic Asymmetric Petasis Reactions22 Organocatalytic Asymmetric Cascade Reactions23 Miscellaneous Catalytic Reactions24 Conclusion and Outlook25 DACH Catalysts and Ligands List

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“…They found that GPT-3, primarily trained on English text, generated explanations that were significantly inferior to teacher-authored ones. Lately, Khan Academy has introduced a GPT-4 [1] powered tutoring system, Khanmigo [18], to assist teachers in planning their lessons and providing feedback on students writing. Our proposed approach, SimPal, is similar to Khanmigo in terms of assisting teachers in planning their lessons.…”

Section: Background and Related Workmentioning

confidence: 99%

SimPal: Towards a Meta-Conversational Framework to Understand Teacher's Instructional Goals for K-12 Physics

Farhana,

Sarkar,

Knipper

et al. 2024

Proceedings of the Eleventh ACM Conference on Learning @ Scale

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Simulations are widely used to teach science in grade schools. These simulations are often augmented with a conversational artificial intelligence (AI) agent to provide real-time scaffolding support for students conducting experiments using the simulations. AI agents are highly tailored for each simulation, with a predesigned set of Instructional Goals (IGs), making it difficult for teachers to adjust IGs as the agent may no longer align with the revised IGs. Additionally, teachers are hesitant to adopt new third-party simulations for the same reasons. In this research, we introduce SimPal, a Large Language Model (LLM) based meta-conversational agent, to solve this misalignment issue between a pre-trained conversational AI agent and the constantly evolving pedagogy of instructors. Through natural conversation with SimPal, teachers first explain their desired IGs, based on which SimPal identifies a set of relevant physical variables and their relationships to create symbolic representations of the desired IGs. The symbolic representations can then be leveraged to design prompts for the original AI agent to yield better alignment with the desired IGs. We empirically evaluated SimPal using two LLMs, ChatGPT-3.5 and PaLM 2, on 63 Physics simulations from PhET and Golabz. Additionally, we examined the impact of different prompting techniques on LLM's performance by utilizing the TELeR taxonomy to identify relevant physical variables for the IGs. Our findings showed that SimPal can do this task with a high degree of accuracy when provided with a well-defined prompt.

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GCMS characterization and biological potential of the seeds and aerial part of Galium tricorne Stokes

Cited by 4 publications

References 64 publications

Philosophy of e-learning vs m-learning

Philosophy of e-learning vs m-learning

1,2-trans-Diaminocyclohexane (DACH) in Asymmetric Catalysis: Nearing Fifty Years of Faithful Service and Counting

SimPal: Towards a Meta-Conversational Framework to Understand Teacher's Instructional Goals for K-12 Physics

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