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Creators/Authors contains: "Rani, Neha"

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  1. We report on a new water-soluble cobalt(II) complex capable of water splitting bifunctionality, i.e., water reduction and water oxidation. The species [CoII(LQpy)H2O]ClO4 (1), where LQpy is the deprotonated form of the new tripodal ligand N1,N1-bis(pyridin-2-ylmethyl)-N2-(quinolin-8-yl)benzene-1,2-diamine, HLQpy, was developed aiming to replace an oxidation prone methylene group by a sturdy and redox stable quinoline. The molecular and electronic structures of 1 were evaluated by multiple spectroscopic, spectrometric, electrochemical and computational methods, and detailed pre- and post-catalytic studies were conducted to ascertain the molecular nature of the conversions. Complex 1 performs water reduction at a low onset overpotential (eta) of 0.65 V at pH 7, reaching TON3h 2900 (TOF 970 h-1) and TON18h 12 100 (TOF 672 h-1) with up to 98% faradaic efficiency (FE). Species 1 also promotes water oxidation at eta = 0.34 V under pH 8, achieving TON3h 193 (TOF 64 h-1) at 84% FE. Experimental and DFT results enabled us to propose reaction intermediates and mechanisms. 
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    Free, publicly-accessible full text available July 23, 2026
  2. The lack of catalytic stereoselective approaches for producing 1,2-cis S-furanosides emphasizes the critical need for further research in this area. Herein, we present a stereoselective S-furanosylation method, utilizing a 4,7-dipiperidine-substituted phenanthroline catalyst. This developed protocol fills a gap in the field, enabling the coupling of cysteine residues and thiols with furanosyl bromide electrophiles. The process allows for stereoselective access to 1,2-cis S-furanosides. Through computational and experimental investigations, thiol is found to be less reactive than alcohol but exhibits greater stereoselectivity. The 1,2-cis stereoselectivity of O-products depends on the nature of the electrophile, while S-products are obtained with excellent 1,2-cis stereoselectivity, irrespective of the furanose structure. The displaced bromide ion from the glycosyl electrophile influences the reaction’s reactivity and stereoselectivity. Alcohol-OH forms a stronger hydrogen bond with bromide ion than thiol-SH, contributing to the difference in their reactivity. The energy difference between forming S-furanoside and O-furanoside transition states is 3.7 kcal/mol, supporting the increased reactivity of alcohol over thiol. The difference in transition state energies between the major and minor S-product is greater than that for the major and minor O-product. This is consistent with experimental data showing how thiol is more stereoselective than alcohol. The catalyst and reaction conditions utilized for the generation of 1,2-cis O-furanosides in our prior studies are found to be unsuitable for the synthesis of 1,2-cis S-furanosides. In the present study, a highly reactive phenanthroline catalyst and specific reaction conditions have been developed to achieve stereoselective S-linked product formation. 
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    Free, publicly-accessible full text available January 2, 2026
  3. Carbohydrate molecules with an alpha-glycosylated carboxylic acid motif provide access to biologically relevant chemical space but are difficult to synthesize with high selectivity. To address this challenge, we report a mild and operationally simple protocol to synthesize a wide range of functionally and structurally diverse alpha-glycosylated carboxylic acids in good yields with high diastereoselectivity. While there is no apparent correlation between reaction conversion and the pKa of carboxylic acids, there is a notable trend in selectivity. Carboxylic acids with a pKa ranging from 4 to 5 exhibit high selectivity, whereas those with a pKa of 2.5 or lower do not display the same level of selectivity. Our strategy utilizes readily available 2,9-dibutyl-1,10-phenanthroline as an effective nucleophilic catalyst to displace a bromide leaving group from an activated sugar electrophile in a nucleophilic substitution reaction, forming phenanthrolinium intermediates. The attack of the carboxylic acid takes place from the alpha-face of the more reactive intermediate, resulting in the formation of alpha-glycosylated carboxylic acid. Previous calculations suggested that the hydroxyl group participates in the hydrogen bond interaction with the basic C2-oxygen of a sugar moiety and serves as a nucleophile to attack the C1-anomeric center. In contrast, our computational studies reveal that the carbonyl oxygen of the carboxylic acid serves as a nucleophile, with the carboxylic acid-OH forming a hydrogen bond with the basic C2-oxygen of the sugar moiety. This strong hydrogen bond (1.65 Å) interaction increases the nucleophilicity of the carbonyl oxygen of carboxylic acid and plays a critical role in the selectivity-determining step. In contrast, when alcohol acts as a nucleophile, this scenario is not possible since the -OH group of the alcohol interacts with the C2-oxygen and attacks the C1-anomeric carbon of the sugar moiety. This is also reflected in alcohol-OH's weak hydrogen bond (1.95 Å) interaction with the C2-oxygen. The O(C2)-HO (carboxylic acid) angle was measured to be 171° while the O(C2)-HO (alcohol) angle at 122° deviates from linearity, resulting in weak hydrogen bonding. 
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  4. A good amount of research has explored the use of wearables for educational or learning purposes. We have now reached a point when much literature can be found on that topic, but few attempts have been made to make sense of that literature from a holistic perspective. This paper presents a systematic review of the literature on wearables for learning. Literature was sourced from conferences and journals pertaining to technology and education, and through anad hocsearch. Our review focuses on identifying the ways that wearables have been used to support learning, and provides perspectives on that issue from a historical dimension, and with regards to the types of wearables used, the populations targeted, and the settings addressed. Seven different ways of how wearables have been used to support learning were identified. We propose a framework identifying five main components that have been addressed in existing research on how wearables can support learning, and present our interpretations of unaddressed research directions based on our review results. 
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