ABSTRACT:Pyrolysis-gas chromatography using the sample decomposition in the presence of an organic alkali, tetramethylammonium hydroxide (TMAH), was applied for end group determination of industrially available polycarbonate (PC)'s. Various phenolic compounds were observed in the conventional pyrograms of the PC's, which were formed through the C---C bond cleavage as well as that of carbonate linkages. On the other hand, the PC main chain almost quantitatively degraded through reactive pyrolysis at carbonate linkages to yield the dimethyl derivatives of the constituents such as bisphenol-A through a hydrolytic pyrolysis reaction in the presence of TMAH. In a similar manner, characteristic methyl ethers such as anisole and p-tert-butylanisole were formed from end groups. By this method, highly accurate and rapid determination became possible for the contents of their end groups. This information, in turn, enabled accurate estimation of the number average molecular weight of PC's without using any reference polymers.
Exclusive breastfeeding is the provision of mother’ milk from birth until six months of age without giving or replacing it with other food or drinks except for the provision of drugs, vitamins, and minerals. In 2019 national coverage of exclusive breastfeeding for infants in Indonesia was 67.74%. Various efforts have been made by the government to increase the coverage of exclusive breastfeeding, including: government regulations with the implementation if advocacy and supervision regarding exclusive breastfeeding which are the duties and responsibilities of the central and local governments. The purpose is to analyze the relation between parity and exclusive breastfeeding in Indonesia based on the Indonesia Demographic and Health Surveys (IDHS) 2017. The research is quantitative and it is an analytical research. The research design used cross sectional study. The samples were 2.301 respondents after cleaning and weighted data. The independent variables in this study is parity.
As Japan moves toward a multiculturally convivial society, nurses are required to have intercultural competence to recognize the diverse characteristics of their patients and to practice nursing. In order to acquire intercultural competence, it is important to take an attitudinal approach that encourages cultural awareness, which is to recognize and acknowledge differences between oneself and others. Therefore, we developed a VR teaching material that allows Japanese people to experience first-person the anxiety and difficulty that foreigners feel when they visit a Japanese hospital. As the first step from the experience, we extracted gaps between foreign patients and Japanese medical staffs by reviewing the literature; the gaps were due to lack of communication, preconceptions, and bitterness. As a second step, we set four learning objectives and created an ICE rubric. The learning objectives were as follows: 1) to try to get involved actively without feeling uncomfortable, 2) to accept others as they are, 3) to think about the reasons for their words and actions by considering their culture and customs, and 4) to be able to recognize one's own prejudices, discrimination, and assumptions. As the third step, we created a prototype of the content. We shot a 360° video of three scenes in a hospital. We embedded a video of a French actors playing a medical staff and talking to the patient. In this way, we recreated the situation of a Japanese patient visiting a hospital in a foreign country. The fourth step was to conduct alpha testing among the developers to complete the content. Four developers watched the prototype and evaluated the usability and the learning outcomes using the ICE rubric. As a result, it was pointed out that although they could experience the sense of difficulty and anxiety of not understanding the language, they could not understand the situation of what was happening, nor could they think about the other person's culture or their own preconceptions. Therefore, we completed the contents by adding guidance, explaining the situation, presenting a summary of what was said, and setting up a quiz for reflection.
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