Transcytosis in MDCK cells: identification of glycoproteins transported bidirectionally between both plasma membrane domains.

MDCK cells display fluid-phase transcytosis in both directions across the cell. Transcytosis of cell surface molecules was estimated by electron microscopic analysis of streptavidin-gold-labeled frozen sections of biotinylated cells. Within 3 h, approximately 10% of the surface molecules, biotinylated on the starting membrane domain, were detected on the opposite surface domain irrespective of the direction of transcytosis. This suggests that the transcytosis rates for surface molecules are equal in both directions across the cell as shown previously for fluid-phase markers

Operations management system

The objective of an operations management system is to provide an orderly and efficient method to operate and maintain aerospace vehicles. Concepts are described for an operations management system and the key technologies are highlighted which will be required if this capability is brought to fruition. Without this automation and decision aiding capability, the growing complexity of avionics will result in an unmanageable workload for the operator, ultimately threatening mission success or survivability of the aircraft or space system. The key technologies include expert system application to operational tasks such as replanning, equipment diagnostics and checkout, global system management, and advanced man machine interfaces. The economical development of operations management systems, which are largely software, will require advancements in other technological areas such as software engineering and computer hardware

Evaluating the engagement of universities in capacity building for sustainable development in local communities

Universities have the potential to play a leading role in enabling communities to develop more sustainable ways of living and working however, sustainable communities may only emerge with facilitation, community learning and continual efforts to build their capacities. Elements of programme planning and evaluation on the one hand, and capacity building on the other, are needed. The latter entails approaches and processes that may contribute to community empowerment; universities may either lead such approaches, or be key partners in an endeavour to empower communities to address the challenges posed by the need for sustainable development. Although capacity building and the promotion of sustainable development locally, are on the agenda for universities who take seriously regional engagement, very little is published that illustrates or describes the various forms of activities that take place. Further, there is a paucity of studies that have evaluated the work performed by universities in building capacity for sustainable development at the local level. This paper is an attempt to address this need, and entails an empirical study based on a sample of universities in the United Kingdom, Germany, Portugal and Brazil. The paper examines the extent to which capacity building for sustainable development is being undertaken, suggests the forms that this might take and evaluates some of the benefits for local communities. The paper concludes by reinforcing that universities have a critical role to play in community development; that role has to prioritise the sustainability agenda

Energy sustainability in teaching and outreach initiatives and the contribution to the 2030 Agenda

© 2020, Emerald Publishing Limited. Purpose: Considering the different roles universities can perform to contribute to sustainable development, it is through teaching and outreach that they might be able to connect to the academic and local communities the most. The purpose of this study is to investigate the extent to which energy sustainability is being considered in campus teaching and outreach activities of different higher education institutions worldwide. In this context, this exploratory study was developed. Design/methodology/approach: Through an online survey, a group of 36 universities from all continents was inquired about the level of sustainability in energy aspects of teaching and outreach activities, including curriculum change, training courses for staff and the regularity of outreach projects. Findings: The results allowed global analysis concerning challenges and opportunities of these educational activities. This study also touches upon the interconnection between these practices and the contribution of universities towards the 2030 Agenda, and how universities can expand their activities and contribute practically to society. In terms of practical contributions, this study provides recommendations for higher education institutions to develop further in the area of energy sustainability through teaching and outreach. Originality/value: Energy is a sustainability aspect relatively well covered by actions on campus operations, but there is a paucity of studies connecting this topic to teaching and outreach activities. This study is an approach to not only fill this gap but also reinforce the university role and contribution to the Sustainable Development Goals

Low-temperature far-infrared ellipsometry of convergent beam

Development of an ellipsometry to the case of a coherent far infrared irradiation, low temperatures and small samples is described, including a decision of the direct and inverse problems of the convergent beam ellipsometry for an arbitrary wavelength, measurement technique and a compensating orientation of cryostat windows. Experimental results are presented: for a gold film and UBe13 single crystal at room temperature (lambda=119 um), temperature dependencies of the complex dielectric function of SrTiO3 (lambda=119, 84 and 28 um) and of YBa2Cu3O7-delta ceramic (lambda=119 um).Comment: 14 pages, 6 figure

Sustainability and procurement practices in higher education institutions: Barriers and drivers

© 2019 A review of the literature reveals the scant research on sustainable procurement in the public sector, and in particular higher education institutions (HEIs). In this context, this paper aims to contribute to an emerging stream of research on drivers and challenges which higher education institutions and the extent to which they are endorsing sustainable procurement practices. The study is based on a survey of HEIs around the world, drawn from a network of sustainability practitioners and researchers at these institutions. Design of the survey drew on existing studies of barriers and enablers, the use of vignettes to provoke ideas among the research team, and a pilot study. Crucially, the study seeks to shed light on both drivers and critical barriers affecting the implementation of sustainable procurement at universities. The results and discussion identify previously unidentified barriers and enablers, and further suggest that smaller HEI have some catching up to do. Policy recommendations are presented and approaches on how to overcome barriers to sustainable procurement are set forth. These centre on the proposal that HEIs should consider developing a reflexive strategy to procurement purchasing policy, and to ensure there are suitable means for its implementation

Sustainable Development Goals and sustainability teaching at universities: falling behind or getting ahead of the pack?

The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their “third mission” linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation

Sustainable Development Policies as Indicators and Pre-Conditions for Sustainability Efforts at Universities: fact or fiction?

Purpose - There is a widely held belief that Sustainable Development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper examines the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa, United Kingdom (UK) and United States of America (USA) to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach –The study involved 35 universities in these seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings – Although only 60% of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40% are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Originality/value – Our findings provide some valuable insights about the connections between SD policies on the one hand, and the practice of SD in higher education institutions on the other

A comparative study of approaches towards energy efficiency and renewable energy use at higher education institutions

© 2019 Elsevier Ltd The potential for energy efficiency and for the deployment of renewable energy at universities is substantial, and they represent promising ways to meet an institution's energy needs on the one hand, without a large climate burden on the other. However, in order to achieve successful investment and results, it is imperative to understand the level of current commitment to energy actions. Therefore, this paper investigates the level of engagement in energy efficiency measures of a sample of 50 higher education institutions from round the world, and identifies which types of renewable energy are being used to date. Results show that in more than half of the universities only a small portion of energy consumption comes from renewable sources (1%–20%) and solar/photovoltaics is the most used source (70%). Investment in energy efficiency is more common in the sample, with 54% of the universities reporting higher levels of engagement, mainly in buildings (78%) and equipment/machineries (56%). Departing from the assumption that sustainable energy use is a pre-condition for campuses to pursue sustainability, the paper identifies current deficiencies and discusses improvements in this key area, with experiences which may be replicable elsewhere

Determinants of Carbon Emission Disclosures and UN Sustainable Development Goals: The Case of UK Higher Education Institutions

In recent years, organisational sustainability has become a topical issue in many institutional fields and a number of calls have been made to improve the disclosure of carbon information as part of sustainability efforts. This paper responds to these calls, chiefly examining the determinants of (CED) in the annual reports of UK higher education institutions (HEIs). It also aims to predict the relationship between the extent of CED and UN Sustainable Development Goals (SDGs) reporting by UK universities. We construct a disclosure index to capture the extent and type of CED in the annual reports of UK HEIs, finding that carbon reduction targets imposed by the Government, environmental audit, and the amount of actual carbon emissions are significant and positively associated with CED. However, we find no relationship between CED and the disclosure of SDGs. We argue that HEIs'. CED can be useful in developing relevant regulatory policies given the targets are carefully set. Our research has important implications for policymakers regarding carbon reduction targets and related non?mandatory guidance, as these can be utilised as an effective mechanism in increasing carbon emission disclosure voluntary CED that are integrated into SDG disclosures