2020
DOI: 10.26434/chemrxiv.11514189
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RASS-Enabled S/P–C and S–N Bond Formation for DEL Synthesis

Abstract: DNA Encoded Libraries have shown promise as a valuable technology for democratizing the hit discovery process. Although DEL provides relatively inexpensive access to libraries of unprecedented size, their production has been hampered by the idiosyncratic needs of the encoding DNA tag relegating DEL compatible chemistry to dilute aqueous environments. Recently Reversible Adsorption to Solid Support (RASS) has been demonstrated as a promising method to expand DEL reactivity using standard organic synthesis proto… Show more

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Cited by 4 publications
(8 citation statements)
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“…In keeping with the complex nature of most natural resource problems, and the need for flexibility and adaptability (Dietz et al 2003, Walker et al 2004, Folke et al 2005, the 'solutions' promoted in the RPGs prioritse: stakeholder collaboration, communication and problem-solving over specific technical guidelines or mandated ecological outcomes. This is reflected in the evidence of positive social learning outcomes as RPG users acquire topical knowledge and understanding (cognitive learning), adjust their views and opinions (normative learning), and develop new interpersonal connections and networks in a trusting environment (relational learning) (Aubert et al 2018, den Haan and van der Voort 2018, Flood et al 2018. In several cases, games were a preliminary step in a larger process, 'priming' participants for cooperation and ultimately behaviour change (Ducrot et al 2014).…”
Section: Capacity Developmentmentioning
confidence: 99%
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“…In keeping with the complex nature of most natural resource problems, and the need for flexibility and adaptability (Dietz et al 2003, Walker et al 2004, Folke et al 2005, the 'solutions' promoted in the RPGs prioritse: stakeholder collaboration, communication and problem-solving over specific technical guidelines or mandated ecological outcomes. This is reflected in the evidence of positive social learning outcomes as RPG users acquire topical knowledge and understanding (cognitive learning), adjust their views and opinions (normative learning), and develop new interpersonal connections and networks in a trusting environment (relational learning) (Aubert et al 2018, den Haan and van der Voort 2018, Flood et al 2018. In several cases, games were a preliminary step in a larger process, 'priming' participants for cooperation and ultimately behaviour change (Ducrot et al 2014).…”
Section: Capacity Developmentmentioning
confidence: 99%
“…Serious games (SGs) are games primarily intended for education, rather than amusement (Abt 1987: 9), contributing to pre-defined objectives while engaging the user (Susi et al 2007). In recent years, SGs have been used in diverse contexts including agriculture (Hill et al 2014), risk management, food security, water resource management, climate change (Lawrence and Haasnoot 2017), environmental management (García-Barrios et al 2017), health and education (Ricciardi and De Paolis 2014) to engage individuals, communities, and decision-makers with complex resource problems, including wicked problems (Lawrence 2010, Flood et al 2018). Many of these games, in an environmental context, draw attention to, or focus on, adaptive governance mechanisms for resolving tensions between competing demands.…”
Section: Introductionmentioning
confidence: 99%
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“…SR methodologies have been promoted in the literature as a way to efficiently and effectively review and summarise the growing body of adaptation knowledge (Berrang-Ford et al 2015). Originating in the health sciences, SR is now increasingly being used for climate change adaptation to systematise knowledge at multiple scales-from local, regional, national -diverse jurisdictions, and contexts (Ford et al 2011, Flood et al 2018, Pearce et al 2018, Vermeulen et al 2018. While such reviews are welcome, there remain significant challenges to systematising and assessing the results of various studies and operationalising findings to enable effective adaptation.…”
Section: Introductionmentioning
confidence: 99%