The Role of Microenvironment Reagent Solubility on Reaction Kinetics of 4-Nitrophenol Reduction

The Role of Microenvironment Reagent Solubility on Reaction Kinetics of 4-Nitrophenol Reduction Michael Zeevi1 with Andrew Harrison1 and Christina Tang, PhD1 1Department of Chemical and Life Science Engineering, VCU School of Engineering Introduction: Nanoparticles are of increasing interest due to their high surface area to volume ratio, as well as that they enable fine-tuning of the reaction microenvironment. Through flash nanoprecipitation, core-shell polymer nanoreactors were formed by directed self-assembly. Using the reduction of 4-nitrophenol as a model reduction reaction, we investigated the effect of reagent solubility in the nanoreactor microenvironment’s on nanoreactor kinetics. Methods: The standard reaction was conducted at room temperature, with a 1000-fold excess of sodium borohydride in a quartz cuvette for real-time in situ­ UV-Vis analysis. Reagent concentrations were varied to examine the resulting effect on the calculated reaction rate constant. Reagent solubility limits in the nanoreactor microenvironment were estimated from solubility measurements in solvents with similar Hansen solubility parameters. Ethanol was chosen to represent the hydrophilic poly(ethylene) glycol phase and chloroform was chosen to represent the hydrophobic polystyrene phase. The hydrophilic phase had a visual absorbance at nm, and thus UV-Vis spectrometry was used to determine the saturation concentration. 1H NMR analysis with chloroform-D containing an internal standard (v/v TMS 0.03%) was used to measure the reagent solubility in the hydrophobic phase. Results: 4-nitrophenol solubility in ethanol was determined by UV-Vis spectrometry to be . The solubility in chloroform-D was determined by 1H NMR to be . When 4-nitrophenol concentration is varied independently of sodium borohydride, an inverse relationship is observed with respect to the rate constant. However, when 4-nitrophenol and sodium borohydride concentrations are varied concurrently, no change is witnessed in the rate constant above the standard reaction concentration. Conclusions: This experiment demonstrated that the rate of reaction in polystyrene core nanoreactors is not dependent on the reagent concentrations above the standard concentration. Solubility in each phase was measured in an effort to explain this behavior. The differences in solubility observed between the hydrophobic and hydrophilic phases may serve to explain this behavior if the interior, hydrophobic phase is saturated by 4-nitrophenol at the standard concentration. Future work should include study of concentrations at lower values than the standard concentration to determine when a change in the observed rate constant occurs.https://scholarscompass.vcu.edu/uresposters/1287/thumbnail.jp

Co-Occurrence of Multiple Risk Factors and Intimate Partner Violence in an Urban Emergency Department

Introduction: Urban emergency departments (ED) provide care to populations with multiple health-related and overlapping risk factors, many of which are associated with intimate partner violence (IPV). We examine the 12-month rate of physical IPV and its association with multiple joint risk factors in an urban ED.Methods: Research assistants surveyed patients regarding IPV exposure, associated risk factors, and other sociodemographic features. The joint occurrence of seven risk factors was measured by a variable scored 0–7 with the following risk factors: depression; adverse childhood experiences; drug use; impulsivity; post-traumatic stress disorder; at-risk drinking; and partner’s score on the Alcohol Use Disorders Identification Test. The survey (N = 1037) achieved an 87.5% participation rate.Results: About 23% of the sample reported an IPV event in the prior 12 months. Logistic regression showed that IPV risk increased in a stepwise fashion with the number of present risk factors, as follows: one risk factor (adjusted odds ratio [AOR] [3.09]; 95% confidence interval [CI], 1.47-6.50; p<.01); two risk factors (AOR [6.26]; 95% CI, 3.04-12.87; p<.01); three risk factors (AOR = 9.44; 95% CI, 4.44-20.08; p<.001); four to seven risk factors (AOR [18.62]; 95% CI, 9.00-38.52; p<001). Ordered logistic regression showed that IPV severity increased in a similar way, as follows: one risk factor (AOR [3.17]; 95% CI, 1.39-7.20; p<.01); two risk factors (AOR [6.73]; 95% CI, 3.04-14.90; p<.001); three risk factors (AOR [10.36]; 95%CI, 4.52-23.76; p<.001); four to seven risk factors (AOR [20.61]; 95% CI, 9.11-46.64; p<001).Conclusion: Among patients in an urban ED, IPV likelihood and IPV severity increase with the number of reported risk factors. The best approach to identify IPV and avoid false negatives is, therefore, multi-risk assessment

A qualitative evaluation of home based contraceptive and sexual health care for teenage mothers

This paper reports on the findings from a qualitative study exploring the experiences of teenage mothers using a nurse-led, home-based contraceptive service designed to prevent repeat unplanned pregnancies. The aim was to understand if, and how the service was effective in equipping teenage mothers to make informed choices about contraception, thus preventing a second pregnancy. Unplanned teenage pregnancy remains a significant focus of health and social policy in the United Kingdom (UK). Despite the long-term pattern of declining conception rates, the UK continues to report higher rates than comparable countries elsewhere in Europe. Current estimates suggest that approximately one fifth of births amongst under 18’s are repeat pregnancies (Teenage Pregnancy Independent Advisory Group, 2009). Services that are designed to reduce second unplanned pregnancies are an important element in promoting teenage sexual health. However, there has been no UK research that explores this kind of service and the experiences of service users. We conducted a qualitative interview study. From 2013–2014 we interviewed 40 teenage mothers who had engaged with the nurse-led, home-based contraceptive service. The data demonstrates that the service was effective in preventing repeat pregnancies in a number of cases. Among the aspects of the service which were found to contribute to its effectiveness were privacy, convenience, flexibility, appropriately timed access, the non-judgemental attitude of staff and ongoing support

A Survey on Ear Biometrics

Recognizing people by their ear has recently received significant attention in the literature. Several reasons account for this trend: first, ear recognition does not suffer from some problems associated with other non contact biometrics, such as face recognition; second, it is the most promising candidate for combination with the face in the context of multi-pose face recognition; and third, the ear can be used for human recognition in surveillance videos where the face may be occluded completely or in part. Further, the ear appears to degrade little with age. Even though, current ear detection and recognition systems have reached a certain level of maturity, their success is limited to controlled indoor conditions. In addition to variation in illumination, other open research problems include hair occlusion; earprint forensics; ear symmetry; ear classification; and ear individuality. This paper provides a detailed survey of research conducted in ear detection and recognition. It provides an up-to-date review of the existing literature revealing the current state-of-art for not only those who are working in this area but also for those who might exploit this new approach. Furthermore, it offers insights into some unsolved ear recognition problems as well as ear databases available for researchers

Hands-Free Ultrasound Transducer Attachment

This document describes a background on current ultrasound technologies and the troubles that have inspired the need for a hands-free ultrasound transducer device, as well as the regulatory requirements, like patents and standard codes, for the intended invention. It also explains the Stage Gate Review process used to project plan the design of the device, a description of the final design and how it was developed, and the IQ/OQ/PQ. The objectives necessary to design this device, in order to meet all the requirements of the sponsor, are also summarized here. The design process including manufacturing instructions, prototype evolution, and the finalized device are presented. Lastly, project conclusions, recommendations, and acknowledgements are presented in this final report

Educating engaged citizens through service: Innovative models for reflection and dialogue

Community service, accompanied by regular, guided reflection, provides a highly effective tool for engaging students in democratic practices within their communities (Astin, 1998; Kolb, 1984; Kuh, 1995). Community service programs must include components that develop greater identification with the community, promote civil dialogue and critical thought, and teach communication skills. Reflection practices can teach students about a range of social issues and also deepen their understanding of the common good. Engagement in the community through service provides an ideal vehicle for sparking conversation about previously unexamined concepts of self in relation to society, and the notion of a common good that weaves through the tapestry of society. After a yearlong process that included a literature review, examination of models implemented at other universities, and self�evaluation of education and reflection practices, staff from the Center for Community Service and Justice developed an innovative model designed to raise the quality of and participation in structured reflection sessions proceeding and following co�curricular community service experiences. The new model is structured around three key components ��Commitment, Training, and Curriculum ��that address both the weaknesses of the previous model and further the goals of experiential education. To assess the effectiveness of the new model in accomplishing the goals for reflection, qualitative and quantitative data have been collected and evaluated for both student participants and student leaders

Enjoyable online staff development in e-assessment with feedback

This paper describes work in progress in the development of a short online course for university teaching staff to encourage and assist them in their use of e-assessment. Two important criteria for the design of the course were that it should be felt to be enjoyable and that its content should include a particular focus on giving feedback

The Research Informed Teaching Project at Staffordshire University 2013-2016: Conference Paper: Enhancing Students’ Skills Development in Contract Law through an Online Simulation (MLX)

Description of Session & Abstract. In this session at the Association of Law Teachers (ALT) annual conference 2016, members of the RiT project team and colleagues from Pearson Education, notably Kerry George and Prof. Stephen Gomez - who have been working with the SU RiT team - presented preliminary finding from a collaborative study of the use of a new digital, online learning resource called MyLegalExperience (MLX) to assist student learning in Contract Law. The presentation drew on the work of Judith Tillson, lead researcher for the work being done with Pearson on MLX, and Prof Stephen Gomez. The session started with some background, describing the challenges faced with traditional teaching methods of applying Contract Law to practical advice needs for clients; and then explaining the use of an online system to address these challenges. Emphasis was placed on how collaboration between tutor, student and content provider can be facilitated through technology. As well as a demonstration, questions from delegates were taken by the presenters. Abstract. The RiT project has been interested in a range of issues since it started in 2013, including the support that Law students get from on-line systems and services which support their research, teaching, and learning, and the application of knowledge. Previous presentations by the team at ALT conferences, including those at Nottingham and Cardiff, have been concerned with the use of on-lines systems and the development and deployment of research and research-related skills, and assessment aspects. The MLX project focuses on the problems students can have with putting their knowledge into practice, for instance when advising clients about legal matters. The context is that students are requesting more opportunities to practice and to obtain greater feedback, including more individual, personalised comments from tutors. With the increase in student numbers, all these requirements have an impact on tutor workload. New internet technologies have the potential for addressing these issues but lecturers either do not have the time or web skills to produce sophisticated online systems at a standard expected by their students who are used to professional software on the internet. The RiT project team, notably Judith Tillson, have teamed up with Pearson, the education publishers, to consider these challenges, and to trial MLX. The MLX system provides an online simulation designed to support students’ engagement and skills development in Contract Law across 6 topics. However, only two topics have been used in this particular trial, as it has been managed by Judith. In each topic, students play a legal advisory role, and complete practical tasks in response to the issues raised by a fictional client. Each topic consists of four scaffolded activities that build up in complexity as students work through them. The activities are: 1. Issue spotting - students answer a series of self-assessed MCQs (multiple choice questions) to identify the legal issues and legal principles from the facts related to Contract Law. 2. Analysing the Law - students fill in the blanks to identify the legal issues and legal principles from the facts. 3. Applying legal advice – this involves a practical task designed to put knowledge into practice by students uploading a piece of work which is then marked by the lecturer who gives feedback to be used to feed forward as assessment for learning as the basis of the fourth activity below. 4. Reflection- model answer and reflective MCQs to compare work completed in activity 3 to the model answer to facilitate self-assessment as a link to self-organised learning. Judith and the team have been exploring the effectiveness or efficacy of MLX in supporting learning through a simulation in the manner described above. Though we are using a specific learning resource (i.e. MLX) in the study, it is intended that we will establish a pedagogy that can be applied in other contexts. The project has been run by Judith in a live module in 2015-16 using a mix of qualitative and quantitative methods to assess students’ attitudes and perspectives, as well as data analytics to measure student engagement and performance both in MLX and in summative module assignments. Judith has also been using an innovative Twitter approach to charting student attitudes throughout their usage of MLX. Project Findings. Preliminary findings were provided in the course of the presentation. Further work is being undertaken by Judith and Christine, and it is hoped the results will feature in an article in The Law Teacher in 2017-18 and in other outputs