ABSTRACT
Phase behaviors of two homologous binary systems of 4-alkyl-4'-cyanobiphenyl (nCB, n being the number of carbon atoms in the alkyl chain) and 4-alkoxy-4'-cyanobiphenyl (nOCB) were investigated. Their phase diagrams were drawn against an averaged chain length, n*. The phase boundary curves between neamtic (N) and smectic Ad (SmAd) phases in nCB/mCB (n = 3-6; m = 8, 9) binary systems were classified into four depending on four combinations of even- and odd-numbered n and m; even/even, odd/even, even/odd, and odd/odd. The similar odd-even effect was confirmed for nOCB/mOCB (n = 5, 6; m = 8, 9) binary systems. To elucidate the odd-even effect on the phase diagrams, the SmAd structures were investigated through an analysis of n (n*) dependence of the layer spacing of the SmAd structure, dSmAd, of neat nCB (n = 8-10), neat nOCB (n = 8-10), and nCB/8CB (n = 0-7) binary mixtures. The odd-even effect, the behavior of 0CB/8CB system, and the difference between nCB and nOCB were clarified based on their SmAd structures.
ABSTRACT
BACKGROUND: Automated external defibrillators (AED) have been installed in schools in Japan since 2004, and the government strongly recommends teaching basic life support (BLS). We therefore examined the quality of BLS education and AED installation in schools. METHODS: We conducted a prefecture-wide questionnaire survey of all primary and junior high schools in 2016, to assess BLS education and AED installation against the recommendations of the Japan Circulation Society. The results were analyzed using descriptive statistics and chi-squared test. RESULTS: In total, 195 schools out of 315 (62%) responded, of which 38% have introduced BLS education for children. BLS training was held in a smaller proportion of primary schools (18%) than junior high schools (86%). More than 90% of primary school staff had undergone BLS training in the previous 2 years. The most common locations of AED were the gymnasium (32%) followed by entrance hall (28%), staffroom (25%), and infirmary (12%). The reasons given for location were that it was obvious (34%), convenient for staff (32%), could be used out of hours (17%), and the most likely location for a heart attack (15%). Approximately 18% of schools reported that it takes >5 min to reach the AED from the furthest point. CONCLUSION: BLS training, AED location, and understanding of both are not sufficient to save children's lives efficiently. Authorities should make recommendations about the correct number of AED, and their location, and provide more information to improve the quality of BLS training in schools.
