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This is a protocol for scoping review on flavored cigars.

Supplementary Material 1

Supplemental material, sj-docx-1-tam-10.1177_17588359231177018 for Safety of Lutetium-177 prostate-specific membrane antigen-617 (PSMA-617) radioligand therapy in the setting of severe renal impairment: a case report and literature review by Duncan E. K. Sutherland, Raghava Kashyap, Price Jackson, James P. Buteau, Declan G. Murphy, Brian Kelly, Lavinia Spain, Shahneen Sandhu, Arun A. Azad, Elizabeth Medhurst, Grace Kong and Michael S. Hofman in Therapeutic Advances in Medical Oncology

Background: The ability to perform vape tricks (ie, blowing large vapor clouds or shapes like rings) using e-cigarettes appeals to youth. Vape tricks are promoted on social media, but the promotion of vape tricks on social media is not well understood. Objective: The aim of this study was to examine how vape tricks were promoted on YouTube to youth. Methods: Videos on vape tricks that could be accessed by underage youth were identified. The videos were coded for number of views, likes, dislikes, and content (ie, description of vape tricks, e-cigarette devices used for this purpose, video sponsors [private or industry], brand marketing, and contextual characteristics [eg, model characteristics, music, and profanity]). Results: An analysis of 59 sample videos on vape tricks identified 25 distinct vape tricks. These videos had more likes than dislikes (11 to 1 ratio) and a 32,017 median view count. 48% (28/59) of the videos were posted by industry accounts (27% [16/59] provaping organizations, 15% [9/59] online shops, and 3% [2/59] vape shops) and 53% by private accounts (55% [17/31] private users, 26% [8/31] vape enthusiasts, and 19% [6/31] YouTube influencers); 53% (31/59) of the videos promoted a brand of e-cigarette devices, e-liquids, or online/vape shops, and 99% of the devices used for vape tricks were advanced generation devices. The models in the videos were 80.2% (160/198) male, 51.5% white (102/198), and 61.6% (122/198) aged 18 to 24 years; 85% (50/59) of the videos had electronic dance music and hip hop, and 32% (19/59) had profanity. Conclusions: Vape trick videos on YouTube, about half of which were industry sponsored, were accessible to youth. Restrictions of e-cigarette marketing on social media, such as YouTube, are needed.

Aim: To assess whether pain experienced during embryo transfer (ET) is associated with the chance of clinical pregnancy in assisted reproductive technology cycles. Methods: This was a prospective observational study of 284 women conducted between July 2011 and January 2014. Women under 40 years undergoing in vitro fertilization/intracytoplasmic sperm injection (IVF/ICSI) cycles followed by fresh/frozen ET were recruited. Pain was measured using a 100‐mm visual analogue scale. Several factors relating to both pain and also the nature of the ET procedure were recorded: use of vulsellum, uterine contractility, depth of ET, duration of ET catheter insertion, urgency of micturition, psychological profile tests, salivary α‐amylase and salivary cortisol. Primary outcome was the achievement of clinical pregnancy. Results: Women who experienced pain during ET had a significantly lower clinical pregnancy rate compared with women who did not (42.2% vs 53.8%; P = 0.03). Non‐pregnant women also had significantly higher pain scores compared with pregnant women (10.3 vs 6.4; P = 0.01). Pain was independent of >20 variables relating to (i) the nature of the ET procedure; (ii) psychological testing; and (iii) potential confounding factors inherent to IVF/ICSI. On binary logistic regression analysis, pain was an independent predictor for the chance of clinical pregnancy (OR, 0.59; 95%CI: 0.37‐0.94; P = 0.03). Conclusions: Pain during ET is independently associated with the chance of clinical pregnancy. The underlying mechanism could involve factors other than nature of the ET and the psychological state of the patient, and warrants further investigation.

Much research has been conducted on learning English as an additional language both in the United States and around the world. However, there have been fewer studies focused on heritage language learners (HLLs) who have already acquired English as their native tongue and are learning their heritage language as an L2, or second language (Joo, 2009). The rapidly growing number of language minority individuals who have turned their attention towards learning their heritage languages have led both secondary schools and universities to restructure their foreign language classes in order to better address the needs of HLLs (Jensen & Llosa, 2007). Who exactly are HLLs and what defines them as such? What makes HLLs different from L2 learners? This paper will take a sociolinguistic and socio-psychological approach on HLLs with a particular focus on Korean Americans in the United States. How do attitude, motivation, and identity play a role in heritage language acquisition among Korean American learners? Do these socio-psychological factors affect one another in the learning process? What are the pedagogical implications for teachers and students?, Studies in Applied Linguistics and TESOL, Vol. 11 No. 2 (2011)

An empirical study was conducted to discern the relationship between adult learners’ online participation, their learning performance, and perceptions of social capital enhancement. Participants (n=171) were adult learners following a blended learning program in Specific Teacher Training at different adult education centers in Flanders (Belgium). A questionnaire was developed to measure adult learners’ socio-demographics, their grade point average (GPA) as measure of learning performance, online participation and social capital enhancement. Multiple regressions were employed to answer the research questions. The findings revealed that adult learners’ online participation was not significantly related to their learning performance. In addition, learners who were older perceived greater enhancement of both bonding and bridging social capital, i.e. age is a significant predictor. As for different types of online participation, not all of them enhanced learners’ perceived social capital. Accordingly, learners whocontributed more to discussion reported greater bonding capital (β=.20, p

During recent years, the number of immigrants and refugees is on the rise in Europe. Research shows they are at risk of social exclusion, partly due to disruptive social networks. To counter these social challenges, adult education has an important role to play in offering second-language courses. Obtaining the host country language is one of the crucial factors in order to achieve successful integration. Acknowledging these trends, the current study examines the social capital and social inclusion of newcomers who follow second-language courses (N=30) through individual interviews. We have developed a qualitative instrument to map their social network, from which we derive information about their social capital and social inclusion. Our findings reveal that the newcomers maintain social capital through transnational and local relationships with family and friends. Participation in the L2-course also seems to be a source of social capital because adults build new relationships with peers and their teachers. Besides this, newcomers’ social inclusion is constrained due to their educational participation and their lack of language skills. However, they are able to engage in more social activities and feel more related to society because of improving their language skills. Based on these findings, we conclude with two implications for the adult education practice in order to foster social capital and social inclusion of adult newcomers.