The aim of this paper is to recommend a new strategy for the analytical validation based on the uncertainty profile as a graphical decision-making tool, and to exemplify a novel method to estimate the measurement uncertainty. Indeed, the innovative formula that we offer to assess the uncertainty is based on the calculation of the β-content tolerance interval. Three chemometric methodologies are exposed to build the (β, γ) tolerance interval, namely: the Satterthwaite approximation, the GPQ method (generalized pivotal confidence) and the MLS procedure (modified large simple). Furthermore, we illustrate the applicability and flexibility of the uncertainty profile to assess the fitness of the purpose of chromatographic and electrophoretic analytical methods, which use different instrumental techniques such as liquid chromatography (LC-UV, LC-MS), gas chromatography (GC-FID, GC-MS) and capillary electrophoresis (CE, CE-MS). In addition, we demonstrate here that (β, γ) tolerance intervals will provide perfect estimates of the routine uncertainty. In particular, we show that there is no difference statistically between the uncertainties estimated by our methodology as of the validation stage with those obtained from the routine phase.

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A triphenylamine compound bridged with a pyrazine derivative was characterized theoretically using DFT and TD-DFT as a promising acceptor in BHJs.

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Objective: The aim of this study was to assess the satisfaction of pharmacy students with e-learning during the COVID-19 lockdown. Methods: A cross-sectional study was conducted in the Pharmacy School of Mohammed VI University of Health Sciences of Casablanca in April 2020. An anonymous questionnaire previously validated by the pedagogical committee of the university was administered to students via google forms. Results: A total of 154 responses were received, 122 (79.22%) were female students. The majority of students were satisfied with the general organisation (between 60.4% and 81.8% depending on the studied parameter), e-learning (63.6%), educational content (between 61% and 85.7% depending on the studied parameter), self-assessment methods (between 64.9% and 84.4% depending on the studied parameter), adaptation (63%), the involvement of teachers (83.8%), and the administration of the faculty (75.9%). Multivariate analysis showed that two factors were significantly associated with student satisfaction related to e-learning in this study. This corresponds to the level of study (p-value = 0.026; OR=4.009; IC95% [1.176-13.663]) and the adaptation (p-value = 0.004; OR=3.671; IC95% [1.519-8.868]). This study found that satisfaction levels were higher among third year students, which could be interpreted by the fact that they were more familiar with e-learning. Conclusion: Students were mostly satisfied with e-learning during the lockdown. The experience from this study showed an advantage for other schools by the partial introduction of e-learning training as a teaching method in normal situations in order to better deal with emergency situations.