Boron Phosphate and Aluminum Phosphate Aerogels

Anhydrous sol-gel condensation of triethyl phosphate [(CH3CH2O)3PO] with boron trichloride (BCL3 ) or triethyl aluminum [(CH3CH2 ) 3A1] in organic solvents, led to formation of metallophosphate gels. The pore fluid of the gels was removed under supercritical conditions in a pressurized vessel to form aerogels. The aerogels were then calcined at progressively higher temperatures to produce high surface area phosphates. Since the initial gel reagent mixtures contained several NMR active nuclei, the condensation chemistry prior to the gel point was monitored by solution nB NMR. The surface areas, distribution of pore sizes, and total pore volumes of the aerogel products were determined using nitrogen gas physisorption methods

A call for transparent reporting to optimize the predictive value of preclinical research

The US National Institute of Neurological Disorders and Stroke convened major stakeholders in June 2012 to discuss how to improve the methodological reporting of animal studies in grant applications and publications. The main workshop recommendation is that at a minimum studies should report on sample-size estimation, whether and how animals were randomized, whether investigators were blind to the treatment, and the handling of data. We recognize that achieving a meaningful improvement in the quality of reporting will require a concerted effort by investigators, reviewers, funding agencies and journal editors. Requiring better reporting of animal studies will raise awareness of the importance of rigorous study design to accelerate scientific progress

Educating integrated catalysts: transforming business schools toward ethics and sustainability

Joining the sharpening critique of conventional University-based business school education, we argue that educating integrated catalysts is necessary to meet current sustainability challenges. The key feature of moving toward the integration required at the individual level is focusing on developing students' capacity for moral and cognitive maturity. Practically, this makes the practice of genuine dialogue focal as core interpersonal method for educating management students. In supporting such education, business schools must however first transform themselves. Acting as transformative social enterprises, they can demonstrate being a part in critically questioning and improving the impact and relevance of management on the flourishing of wider society and the practice of an ethically oriented economy. We offer practical suggestions and implications for future business education reform