Use of Gamma-Valerolactone as an Illuminating Liquid and Lighter Fluid

The sulfuric acid-catalyzed conversion of paper wastes in gamma-valerolactone (GVL) or dioxane leads to the formation of levulinic acid (LA) and formic acid (FA), which can be converted to GVL by transfer-hydrogenation using the Shvo catalyst in situ or separately. The isolation of LA and FA was assisted by the neutralization of the sulfuric acid with ammonia to form a biphasic system. While the ammonium sulfate and most of FA and some of LA were in the aqueous phase, the organic solvent-rich phase contained most of the LA and some of the FA. GVL was used as an illuminating liquid in glass lamps for hours without the formation of noticeable smoke and/or odor even in a small room. While neat GVL can be used for the safe but somewhat slow lighting of charcoal, the ignition with different mixtures of GVL (95 or 90 vol %) and ethanol (5 or 10 vol %) was reduced to a convenient few seconds. Ignition tests of charcoal combined with emission analyses revealed that by increasing the ethanol content to 10 vol % the relative VOC emission can be decreased by 15% compared to the commercial lighter fluids

Engaging service users and carers in health and social care education: : challenges and opportunities in the Chinese Community

This is an accepted manuscript of an article published by Taylor & Francis Group in Social Work Education on 25 June 2010, available online at: http://dx.doi.org/10.1080/02615479.2010.491542.Service users' and carers' involvement in health and social care education has become a mainstream activity in Britain. However, members from black and minority ethnic communities (BME) remain under-represented in this area of participation. In this article, we will take the readers across the globe to explore the difficulties and opportunities of engaging such an under-represented group, the Chinese community. The journey will begin in Britain where barriers to engagement of service users and carers from the Chinese community will be discussed. We will then travel to Hong Kong, a cosmopolitan city, where successful engagement in work with Chinese service users and carers will be explored. Throughout the journey, we will highlight the importance of the consideration of cultural factors, particularly Confucian beliefs such as social harmony and collectivism, when working with Chinese people. We will also fully explore the issue of ‘trust’ as a culturally laden concept in Chinese societies and its significance for successful engagement in work with Chinese service users and carers in different parts of the world.Peer reviewedFinal Accepted Versio

Valorization of the Exoskeletons of Crustaceans in Seafood Wastes to Chemicals in Renewable Solvents: A Catalytic and Mechanistic Study

Levulinic acid (LA) and γ-valerolactone (GVL) are considered valuable platform chemicals that can be derived from various types of biomass ranging from food wastes to agricultural residues. Herein, the valorization of the exoskeletons of crustaceans in seafood wastes into LA, GVL, acetic acid (AA), and ammonium (NH4)+ was studied including the catalytic and mechanistic aspects. Chitin was used as a model compound to optimize the conditions for converting the exoskeletons of crustaceans in seafood wastes using acetic acid (AA) and GVL as bio-originated renewable solvents. The same conditions were applied to convert various pretreated seafood wastes, such as the exoskeletons of crabs and lobsters. The decalcification of the crustacean samples using phosphoric acid was also studied. GVL was also used as a solvent to produce formic acid (FA), LA, NH4+, and GVL to simplify the product purification process. The reaction mixture of chitin (0.41 g, equivalent to 2 mmol of N-acetyl-glucosamine) in a mixture of 10 mL of GVL and 1.5 mL of 5 M H2SO4 was heated at 150 °C for 4 h followed by neutralization with additional NH4+ (NH4OH) to result in two phases due to the salting out effect of (NH4)2SO4. Ru-based Shvo’s catalyst was then added to the organic phase for transfer hydrogenation of LA with FA as the hydrogen donor to yield GVL. Uniformly labeled N-acetyl-[13C6]glucosamine (UL-13C6-NAG) was used to confirm the formation of 13C5-GVL in 12C5-GVL via 13C5-LA and 13C-FA. Detailed in situ NMR studies revealed the presence of two bicyclic compounds, protonated salt of 1,6-anhydro-2-deoxy-2-ammonio-glucopyranose (AGluNPH+) and 1,6-anhydro-2-deoxy-2-ammonio-glucofuranose (AGluNFH+), as proposed key intermediates of the of UL-13C6-NAG conversion

International survey for assessing COVID-19’s impact on fear and health : study protocol

Introduction COVID-19, caused by the SARS-CoV-2, has been one of the most highly contagious and rapidly spreading virus outbreak. The pandemic not only has catastrophic impacts on physical health and economy around the world, but also the psychological well-being of individuals, communities and society. The psychological and social impacts of the COVID-19 pandemic internationally have not been well described. There is a lack of international study assessing health-related impacts of the COVID-19 pandemic, especially on the degree to which individuals are fearful of the pandemic. Therefore, this study aims to (1) assess the health-related impact of the COVID-19 pandemic in community-dwelling individuals around the world; (2) determine the extent various communities are fearful of COVID-19 and (3) identify perceived needs of the population to prepare for potential future pandemics. Methods and analysis This global study involves 30 countries. For each country, we target at least 500 subjects aged 18 years or above. The questionnaires will be available online and in local languages. The questionnaires include assessment of the health impacts of COVID-19, perceived importance of future preparation for the pandemic, fear, lifestyles, sociodemographics, COVID-19-related knowledge, e-health literacy, out-ofcontrol scale and the Patient Health Questionnaire-4. Descriptive statistics will be used to describe participants’ characteristics, perceptions on the health-related impacts of COVID-19, fear, anxiety and depression, lifestyles, COVID-19 knowledge, e-health literacy and other measures. Univariable and multivariable regression models will be used to assess the associations of covariates on the outcomes. Ethics and dissemination The study has been reviewed and approved by the local ethics committees in participating countries, where local ethics approval is needed. The results will be actively disseminated. This study aims to map an international perspective and comparison for future preparation in a pandemic.Applied Science, Faculty ofNon UBCNursing, School of (Okanagan)ReviewedFacultyOthe

DataSheet_1_Safety and immunogenicity of 3 doses of BNT162b2 and CoronaVac in children and adults with inborn errors of immunity.docx

Our study (NCT04800133) aimed to determine the safety and immunogenicity in patients with IEIs receiving a 3-dose primary series of mRNA vaccine BNT162b2 (age 12+) or inactivated whole-virion vaccine CoronaVac (age 3+) in Hong Kong, including Omicron BA.1 neutralization, in a nonrandomized manner. Intradermal vaccination was also studied. Thirty-nine patients were vaccinated, including 16 with homologous intramuscular 0.3ml BNT162b2 and 17 with homologous intramuscular 0.5ml CoronaVac. Two patients received 3 doses of intradermal 0.5ml CoronaVac, and 4 patients received 2 doses of intramuscular BNT162b2 and the third dose with intradermal BNT162b2. No safety concerns were identified. Inadequate S-RBD IgG and surrogate virus neutralization responses were found after 2 doses in patients with humoral immunodeficiencies and especially so against BA.1. Dose 3 of either vaccine increased S-RBD IgG response. T cell responses against SARS-CoV-2 antigens were detected in vaccinated IEI patients by intracellular cytokine staining on flow cytometry. Intradermal third dose vaccine led to high antibody response in 4 patients. The primary vaccination series of BNT162b2 and CoronaVac in adults and children with IEIs should include 3 doses for optimal immunogenicity.</p

Public Awareness and Practices Towards Self-Medication with Antibiotics Among Malaysian Population: Questionnaire Development and Pilot Testing

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Students’ interaction anxiety and social phobia in interprofessional education in Hong Kong: mapping a new research direction

AbstractBackground Interprofessional education (IPE) has been promoted as a breakthrough in healthcare because of the impact when professionals work as a team. However, despite its inception dating back to the 1960s, its science has taken a long time to advance. There is a need to theorize IPE to cultivate creative insights for a nuanced understanding of IPE. This study aims to propose a research agenda on social interaction by understanding the measurement scales used and guiding researchers to contribute to the discussion of social processes in IPE.Method This quantitative research was undertaken in a cross-institutional IPE involving 925 healthcare students (Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech Language Pathology, Clinical Psychology, Food and Nutritional Science and Physiotherapy) from two institutions in Hong Kong. Participants completed the Social Interaction Anxiety Scale (SIAS-6) and Social Phobia Scale (SPS-6). We applied a construct validation approach: within-network and between-network validation. We performed confirmatory factors analysis, t-test, analysis of variance and regression analysis.Results CFA results indicated that current data fit the a priori model providing support to within-network validity [RMSEA=.08, NFI=.959, CFI=.965, IFI=.965, TLI=.955]. The criteria for acceptable fit were met. The scales were invariant between genders, across year levels and disciplines. Results indicated that social interaction anxiety and social phobia negatively predicted behavioural engagement (F = 25.093, p<.001, R2=.065) and positively predicted behavioural disaffection (F = 22.169, p<.001, R2=.057) to IPE, suggesting between-network validity.Conclusions Our data provided support for the validity of the scales when used among healthcare students in Hong Kong. SIAS-6 and SPS-6 have sound psychometric properties based on students’ data in Hong Kong. We identified quantitative, qualitative and mixed methods research designs to guide researchers in getting involved in the discussion of students’ social interactions in IPE.Key MessagesThe Social Anxiety Scale (SIAS-6) and Social Phobia Scale (SPS-6) scales have sound psychometric properties based on the large-scale healthcare students’ data in IPE in Hong Kong.Social interaction anxiety and social phobia negatively predicted students’ behavioural engagement with IPE and positively predicted behavioural disaffection. The scales are invariant in terms of gender, year level and discipline.Quantitative, qualitative and mixed methods studies are proposed to aid researchers to contribute in healthcare education literature using the SIAS-6 and SPS-6

Towards a global partnership model in interprofessional education for cross-sector problem-solving

Abstract Objectives A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available. Methods This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students’ data. Results We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest–posttest differences in students’ readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students’ social interaction anxiety after the IPE simulation. Conclusions The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education