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Objective: A method for the determination of aminophylline residues in edible tissues （muscle, liver and kidney） of pigs by solid-phase extraction combined with high performance liquid chromatography-tandem mass spectrometry was established. Methods: After extracted by methanol, the aminophylline was purified by PRiME HLB solid phase extraction column in one step, and then separated by a C18 chromatographic column. 0.1% formic acid solution and acetonitrile were invoked as the aqueous phase and the organic phase for gradient elution, respectively. Electrospray positive voltage ionization and multi reaction monitoring （MRM） mode are used for compound detection, and matrix matching standard was used for quantification. Results: The analysis of aminophylline drugs was completed within 3.5 minutes, and the results showed good linear relationship （R＞0.998 0） on different matrices in the concentration range of 0.05~1.0 μg/mL. The average recoveries ranged from 87.2% to 101.3%, and the relative standard deviations ranged from 0.7% to 6.2% （n=6）. The detection limit was 2 μg/kg and the quantification limit was 5 μg/kg. Conclusion: The method which is simple and efficient, has good repeatability and high sensitivity. It is suitable for qualitative and quantitative analysis of aminophylline drug residues in edible tissues of pigs.

Objective To investigate the role of Ofactory Test of Parkinson's Disease (KinPamor) in the evaluation of olfactory function in patients with Parkinson's disease (PD). Methods From October 2018 to March 2021, 66 patients with PD diagnosed in General Hospital of Ningxia Medical University and The University of Hong Kong ⁃ Shenzhen Hospital were selected. Olfactory function was evaluated by Argentine Hyposmia Rating Scale and KinPamor, positive rate was compared between these two tests. The error rate of each odor in KinPamor was analyzed. Multifactor linear stepwise regression was used to analyze the linear quantitative relationship between KinPamor score and clinical data. Results The incidence of olfactory dysfunction in 66 PD patients was 92.42% (61/66) using KinPamor, higher than 25.76% (17/66) using Argentine Hyposmia Rating Scale (χ2= 40.333, P = 0.000). The difference in error rate of 12 odors of KinPamor was statistically significant (χ2= 52.049, P = 0.000). Error rate of garlic odor was lower than the other 9 odors, banana (P = 0.000), apple (P = 0.049), aniseed (P = 0.049), rose (P = 0.000), lemon (P = 0.000), mint (P = 0.049), resin (P = 0.000), camphor (P = 0.000) and wood (P = 0.000). Multifactor linear stepwise regression showed KinPamor score decreased by 0.077 points for every increasing year of age (P = 0.031). There was no linear regression relationship between male, disease course, smoking, Mini-Mental State Examination (MMSE) score, Unified Parkinson's Disease Rating Scale Ⅲ (UPDRS Ⅲ) score and KinPamor score. Conclusions KinPamor is a simple and convenient tool to screening olfactory dysfunction in PD patients, which can be used as an auxiliary test for early diagnosis of PD. Except for easily recognition of garlic odor, selective hyposmia was not found by KinPamor in PD patients.

C23H14O, monoclinic, P21/c (no. 14), a = 12.931(3) Å, b = 10.486(2) Å, c = 23.004(5) Å, β = 104.80(3)°, V = 3015.6(11) Å3, Z = 8, Rgt(F) = 0.0524, wRref(F2) = 0.1375, T = 123(2) K.

This research pioneered the investigation of the statistically predictive power of academics' research agendas for their organizational commitment--beyond age, gender, academic rank, and academic discipline. Three hundred and thirty-two academics from nine research-oriented comprehensive universities in Zhejiang province and Shanghai, mainland China, responded to the "Multi-Dimensional Research Agendas Inventory-12 Items" (MDRAI-12) and the "Organizational Commitment Inventory." Three main findings were obtained. First, the MDRAI-12 was confirmed to be a valid and reliable instrument for assessing the research agendas of academics in mainland China. Second, both academics' research agendas and their organizational commitment varied as a function of demographics. Third and most importantly, when age, gender, academic rank, and academic discipline were put under control, three of the four trailblazing research agendas (scientific ambition, collaboration, and discovery) predicted the three adaptive organizational commitments (affective, normative, and ideal), whereas the two cohesive research agendas (convergence and conservative) chiefly contributed to the two maladaptive organizational commitments (economic and choice). These findings have shed new light on the literature concerning research agendas and that on organizational commitment. At the same time, the findings have practical implications for university academics and senior managers in their respective efforts to promote innovative research and adaptive organizational commitment among academics.

This study's principal objective was to explore the statistically predictive power of academics' research agendas for their job dissatisfaction beyond demographics. Five hundred and forty-seven academics from the eight publicly funded universities in Hong Kong responded to the Multi-Dimensional Research Agenda Inventory-12 (MDRAI-12) and the Job Dissatisfaction Scale (JDS). Three key findings were obtained. First, good psychometrics for the MDRAI-12 and the JDS were obtained. Second, research agendas varied by age, gender, academic rank, and academic discipline, while job dissatisfaction varied by age, academic rank, and institutional ranking. Third and most importantly, when age, gender, academic rank, academic discipline, and institutional ranking were statistically controlled, trailblazing research agendas generally negatively contributed to job dissatisfaction, whereas a cohesive (conservative) research agenda positively predicted job dissatisfaction, as hypothesized. Implications of the findings are discussed for academics and university senior managers.

For more than a century, whether or not the research-teaching nexus exists has remained an intensely debated issue in the global academy at both the conceptual and empirical levels. Situating teaching styles within the context of teaching, conceptualizing research agendas as a dimension of research, and using academic self-efficacy as a mediator, the present study empirically investigated the research-teaching nexus. Participants were 256 academics in science, technology, engineering, and mathematics (STEM) fields from all of the eight institutions funded by the University Grants Committee in Hong Kong. In the context of participating in the "Academic Profession in the Knowledge-based Society" (APIKS) international survey between late 2017 and early 2018, the participants responded to a short version of the Multi-Dimensional Research Agendas Inventory, a short version of the Research-Teaching Efficacy Inventory, and two scales from the Thinking Styles in Teaching Inventory. Results showed that academics' research agendas statistically predicted their teaching styles -- after age, gender, academic rank, and institutional ranking were considered. Furthermore, academic self-efficacy, especially research efficacy, provided a pathway from research agendas to one of the two teaching styles examined. Limitations and theoretical contributions of the research are discussed; and practical implications of the research findings are proposed for academics in STEM fields and for university senior managers.

C27H25BCl2N6PRe, monoclinic, P21/c (no. 14), a = 10.404(2) Å, b = 20.006(4) Å, c = 13.391(3) Å, β = 92.74(3)°, V = 2784.2 Å3, Z = 4, Rgt(F) = 0.0205, wRref(F2) = 0.0449, T = 123 K.

Four hundred and twelve secondary school students in Hong Kong responded to the Zimbardo Time Perspective Inventory (ZTPI), the Positive and Negative Affect Schedule (PANAS), and the Temporal Satisfaction with Life Scale (TSWLS) to examine the relationship between time perspective and subjective well-being. Past-Positive, Present-Hedonistic, and Future time perspectives predicted higher levels of subjective well-being, whereas Past-Negative and Present-Fatalistic time perspectives predicted lower levels of subjective well-being. Of the 412 students, 149 volunteered to take part in an intervention to optimise their time perspectives. After coarsened exact matching was applied, the results showed that the intervention optimised students' time perspective profile with a significant increase in Present-Hedonistic time perspective and reduction in Past-Negative and Present-Fatalistic time perspectives. It also led to a significant increase in positive affect, past and future life satisfaction for the students in the experimental group compared with those in the control group.

This study investigates the changeability of learning approaches via a longitudinal design (Study 1) and explores the factors that potentially influence the use of and change in learning approaches through a qualitative research method (Study 2) in a Chinese cultural context. In Study 1, 439 Chinese university students participated in the pre-test, and 352 of them also participated in the post-test 9 months later. The results of repeated measures MANOVA show that students' deep learning approach did not change, but they increasingly used surface learning approach during their studies. In Study 2, 26 students from Study 1 joined focus group interviews. The results of content analysis indicate that assessment requirements, quality of teachers, students' interests, and perceived peer influence affected learning approaches. These influences could also explain the differences in learning approaches based on academic disciplines and year of study. Theoretical and practical implications in education are discussed.

The principal objective of this research was to examine the relationships between thinking styles and time perspectives. Four hundred and fifty-one secondary school students from Hong Kong responded to the Thinking Styles Inventory-Revised II (TSI-R2) and the Zimbardo Time Perspective Inventory (ZTPI). Results showed that when gender, school year level, and age were taken into account, thinking styles significantly predicted time perspectives. Students possessing successful thinking styles (i.e. using a wide range of thinking styles, especially creativity-generating styles) tended to have the more desirable time perspectives. The optimal profile of a balanced time perspective was predicted positively by the hierarchical and external styles. Implications of the findings for secondary school students and educators are discussed.

This study explored factors that influence academics to collaborate in research with their doctoral students. It focused on Hong Kong academics, using data from the Academic Profession in Knowledge Society survey conducted in 2017-2018. The study found that academics' research collaboration with doctoral students is influenced by several factors, including research and teaching styles and institutional conditions. Specifically, those academics whose research agendas were characterised by "discovery" and "collaboration" were more likely to report working with their doctoral students, whereas those whose research agendas focused more on "convergence" were less likely to do so. The more "legislative" the academics' teaching style was, the less they collaborated with their doctoral students. Independence in research and institutional expectations of external funding increased the propensity to collaborate with doctoral students. Academics in the humanities were found to collaborate less with their doctoral students than those in other disciplines. The study suggests that the scholarly preference and styles of the academics, as well as their disciplinary and institutional backgrounds, need to be considered to improve research collaboration between academics and their doctoral students.

Introduction: The present research pioneered the effort in assessing adolescents' coping with visual impairment through adapting the Brief COPE in an eastern context. The first study preliminarily explored the applicability of the Brief COPE to Chinese adolescent students with visual impairments. Based on the results, the Brief COPE was modified and renamed, COPE-Revised. The second study tested the internal psychometric properties and the criterion-related validity of the COPE-Revised. Criterion-related validity was obtained through investigating the correlation between coping and self-esteem. Method: The first study involved 176 adolescent students with visual impairments, comprising a survey using the Brief COPE and follow-up interviews. In the second study, another cohort of 170 adolescent students with visual impairments responded to the COPE-Revised together with an inventory assessing self-esteem. Results: The COPE-Revised showed adequate psychometric properties. Three higher-order factors, namely self-directed, other-directed, and relinquished-control coping, were identified. The way in which self-esteem was correlated with these three dimensions of coping provided evidence for the criterion-related validity of the COPE-Revised. Discussion: The findings indicate that the COPE-Revised has sound psychometric properties among adolescents with visual impairments. Limitations regarding the sample-selection bias and the means of questionnaire survey among visually impaired adolescents are noted. Implications for practitioners: This research tailored a coping inventory for educators, counselors, and researchers who are interested in investigating adolescents' ability to cope with visual impairments. The relationship between coping with visual impairment and self-esteem found in this research has reference significance for educational and counseling services for visually impaired adolescents.

Whether or not styles are malleable is one of the major controversial issues in the field of intellectual styles. Taking thinking styles (one of the intellectual style constructs) as the theoretical basis, the present study aimed at clarifying the issue by examining the change of thinking styles over one year from multiple perspectives. Seven hundred and forty-three university students completed the same questionnaire assessing demographic factors and thinking styles twice with a one-year interval. Results revealed different levels of change and stability in thinking styles in terms of mean-level change, rank-order consistency, individual stability, and ipsative consistency. Research findings indicated that thinking styles are stable state, but still changeable. Implications of the research findings are discussed.

Much research has been conducted to investigate the impact of work environment on academics' job satisfaction. However, little is known about what contributes to academics' job dissatisfaction. Job satisfaction and job dissatisfaction are two distinct entities because a lack of job satisfaction cannot be simply equated with job dissatisfaction. This research investigated the mediating role of academic self-efficacy in the relationship between perceived work environment and job dissatisfaction. Participants were 547 academics from the 8 University Grants Committee-funded higher educational institutions in Hong Kong. Results show that academics' perceptions of their work environment (including their perceptions of institutional expectations regarding research, university governance and management, and working conditions) statistically predicted job dissatisfaction both directly and indirectly through academic self-efficacy in research and teaching, irrespective of age, gender, academic rank, institutional ranking, and primary academic discipline. The findings enrich the literature concerning perceived work environment, academic self-efficacy, and job dissatisfaction. At the same time, they establish a meaningful link among the fields of psychology, higher education, and career development and have practical implications for academics and university senior managers and, most likely, for senior leaders in other occupations.

Recent developments in higher education have placed greater emphasis on performance and accountability and raised concerns about increasing levels of stress among academics. Stress not only influences academic productivity but may also affect institutional commitment, which is key to guaranteeing academics' organisational stability, identity and performance at the university. This study examines how the stress of academics working in Hong Kong, which has a highly competitive and performativity oriented higher education system, relates to an institutional commitment to their universities. Through the use of a methodology that handles endogeneity bias, this relationship was analysed using socio-demographic data, information on characteristics of the institutional environment, and academic-work-related data from the Academic Profession in Knowledge Society (APIKS) questionnaire conducted in Hong Kong in 2017/2018. The main finding of this study is that the more the job becomes a strain, the greater the academic's institutional commitment to the university. We argue that stress was positively associated with greater institutional commitment due to Hong Kong's competitive working culture, as no statistically significant differences in stress and institutional commitment were found among those in different academic fields of knowledge and universities. Analysis of determinants of stress and institutional commitment showed that independence in research, interest in current work, availability of career opportunities, and collegial decision-making reduced stress and increased institutional commitment. Conversely, pressure to obtain external funding and excessive administrative work increase stress and reduce institutional commitment. Based on these findings, universities should institute balanced policies that promote research autonomy, collegiality and flexible career opportunities in academic work, whilst designing new ways to more congenially integrate the ubiquitous demand for external funding into academic life, and minimising administrative procedures which are not attuned with creative academic environments.

This research pioneered the investigation of the statistically predictive power of academics' emotions in teaching for their organizational commitment--beyond age, academic rank, academic degree, sex, and taught academic discipline. Two hundred 22 academics from 13 higher educational institutions in Shanghai, mainland China, responded to a revised version of the Emotions in Teaching Inventory (Trigwell, 2009) and the Organizational Commitment Inventory (Ling, Fang, & Zhang, 2002). Results revealed that positive emotions in teaching primarily predicted the adaptive types of organizational commitment, including affective, normative, and ideal commitment, whereas negative emotions in teaching chiefly contributed to the maladaptive types of organizational commitment, including economic and choice commitment. These findings have brought new insights into the literature on emotions in teaching and that on organizational commitment. At the same time, the findings have practical implications for academics and university senior managers.

The main objective of the present study was to explore the role of the forces in the context external to the setting of a specific vocational setting (i.e., an academic major in a university) in the congruence-satisfaction relationship. Four hundred and fifty-three Chinese university students responded to the Career Personality Styles Inventory, the revised Contextual Supports and Barriers Scale, and the Academic Major Satisfaction Scale. Results indicated that the congruence between individual vocational interests and their academic majors (for brevity, congruence) and two types of external forces (external barriers and support from social relations) were significant predictors of students' satisfaction with their academic majors. In comparison, the predictive power of external forces for students' satisfaction with their academic majors was far beyond that of congruence. Moreover, external barriers were a marginally significant moderator in the relationship between congruence and satisfaction. Implications and limitations of the findings are discussed.

This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles Inventory--Revised II (Sternberg, Wagner, & Zhang, 2007) statistically significantly predicted their program satisfaction and perceived intellectual competence as assessed by two of the scales in the newly constructed Graduate Student Survey (Shin et al., 2015)--beyond their gender, program year, and academic discipline. Findings have brought new insights into the assessment of doctoral students' program satisfaction and perceived intellectual competence. At the same time, findings have contributed to the literature on intellectual styles and that on doctoral education in STEM fields. Practical implications of the findings are proposed for STEM doctoral students in understanding their own ways of thinking and program experiences and outcomes, as well as for academics and senior managers in their efforts to enhance students' access to positive program experiences and outcomes.