Clean, Green, and Not So Mean: Can Business Save the World?

Link to web version here: http://www.rusq.org/2010/12/29/clean-green-and-not-so-mean-can-business-save-the-world/Full citation: Ross, C., Spackman, A., Stephen, E., et. al. ( 2010) ‘Clean, Green, and Not So Mean: Can Business Save the World?’ Reference & User Services Quarterly. 50 (2): 135-140.This article will provide an overview of the 2010 Business Reference and Services Section (BRASS) Program at the 2010 ALA Annual Conference in Washington, D.C. titled “Clean, Green, and Not So Mean: Can Business Help Save the World?” and present a brief orientation to several of the subtopics that fall under the CSR umbrella.http://deepblue.lib.umich.edu/bitstream/2027.42/83157/1/CleanGreenNotSoMean.pd

Clean, green, and not so mean: Can business save the world?

No matter how you define it, corporate social responsibility (CSR) is a hot topic. From community investing to business ethics to environmental sustainability and beyond, proponents of CSR view the business landscape through a lens that focuses less on profitability and more on the greater good. “Doing well by doing good” is the business world’s new mantra. Concepts of CSR, green business, social entrepreneurship, and peace through commerce have become a focus of research and are inspiring the next generation of businesspeople. The 2010 BRASS Program gave attendees an expert’s view of certain niches within the broader realm of ethical or socially responsible business practices

Trainee experiences of intellectual disability psychiatry and an innovative leaderless support group:A qualitative study

Aims and methodThere is very little research into the challenges of training in intellectual disability psychiatry or into interventions which may address these challenges. Using focus groups, we explored the experiences of intellectual disability psychiatry trainees, and evaluated a leaderless trainee support group developed in Bristol.ResultsFive distinct themes were identified via framework analysis: that trainees felt unprepared for the difference from previous posts; the need for support; the value of the group; that trainees were concerned about judgement in supervision; that the group structure was valued.Clinical implicationsOur findings highlight the support needs specific to intellectual disability psychiatry trainees. Leaderless peer support groups may be a valued resource to address such issues, and may be a useful model to be considered by other training schemes.</jats:sec

Assessing Within-Field Variation in Alfalfa Leaf Area Index Using UAV Visible Vegetation Indices

This study examines the use of leaf area index (LAI) to inform variable-rate irrigation (VRI) for irrigated alfalfa (Medicago sativa). LAI is useful for predicting zone-specific evapotranspiration (ETc). One approach toward estimating LAI is to utilize the relationship between LAI and visible vegetation indices (VVIs) using unmanned aerial vehicle (UAV) imagery. This research has three objectives: (1) to measure and describe the within-field variation in LAI and canopy height for an irrigated alfalfa field, (2) to evaluate the relationships between the alfalfa LAI and various VVIs with and without field average canopy height, and (3) to use UAV images and field average canopy height to describe the within-field variation in LAI and the potential application to VRI. The study was conducted in 2021–2022 in Rexburg, Idaho. Over the course of the study, the measured LAI varied from 0.23 m2 m−2 to 11.28 m2 m−2 and canopy height varied from 6 cm to 65 cm. There was strong spatial clustering in the measured LAI but the spatial patterns were dynamic between dates. Among eleven VVIs evaluated, the four that combined green and red wavelengths but excluded blue wavelengths showed the most promise. For all VVIs, adding average canopy height to multiple linear regression improved LAI prediction. The regression model using the modified green–red vegetation index (MGRVI) and canopy height (R2 = 0.93) was applied to describe the spatial variation in the LAI among VRI zones. There were significant (p \u3c 0.05) but not practical differences

Achirality in the low temperature structure and lattice modes of tris(acetylacetonate)iron(iii)

Tris(acetylacteonate) iron(III) is a relatively ubiquitous mononuclear inorganic coordination complex. The bidentate nature of the three acetylacteonate ligands coordinating around a single centre inevitably leads to structural isomeric forms, however whether or not this relates to chirality in the solid state has been questioned in the literature. Variable temperature neutron diffraction data down to T = 3 K, highlights the dynamic nature of the ligand environment, including the motions of the hydrogen atoms. The Fourier transform of the molecular dynamics simulation based on the experimentally determined structure was shown to closely reproduce the low temperature vibrational density of states obtained using inelastic neutron scattering

Low Pathogenic Avian Influenza Isolates from Wild Birds Replicate and Transmit via Contact in Ferrets without Prior Adaptation

Direct transmission of avian influenza viruses to mammals has become an increasingly investigated topic during the past decade; however, isolates that have been primarily investigated are typically ones originating from human or poultry outbreaks. Currently there is minimal comparative information on the behavior of the innumerable viruses that exist in the natural wild bird host. We have previously demonstrated the capacity of numerous North American avian influenza viruses isolated from wild birds to infect and induce lesions in the respiratory tract of mice. In this study, two isolates from shorebirds that were previously examined in mice (H1N9 and H6N1 subtypes) are further examined through experimental inoculations in the ferret with analysis of viral shedding, histopathology, and antigen localization via immunohistochemistry to elucidate pathogenicity and transmission of these viruses. Using sequence analysis and glycan binding analysis, we show that these avian viruses have the typical avian influenza binding pattern, with affinity for cell glycoproteins/glycolipids having terminal sialic acid (SA) residues with α 2,3 linkage [Neu5Ac(α2,3)Gal]. Despite the lack of α2,6 linked SA binding, these AIVs productively infected both the upper and lower respiratory tract of ferrets, resulting in nasal viral shedding and pulmonary lesions with minimal morbidity. Moreover, we show that one of the viruses is able to transmit to ferrets via direct contact, despite its binding affinity for α 2,3 linked SA residues. These results demonstrate that avian influenza viruses, which are endemic in aquatic birds, can potentially infect humans and other mammals without adaptation. Finally this work highlights the need for additional study of the wild bird subset of influenza viruses in regard to surveillance, transmission, and potential for reassortment, as they have zoonotic potential

Biofuels Course

Course Description:Biofuels was developed by Ross Spackman, Ph.D. for Agrowknowledge and is an introductory college level course. This course &quot;focuses on combustion fuels made from nonpetroleum sources and introduces the sources, processing, and social impacts of biofuel utilization.&quot; The materials included are intended to provide instructors with content to teach a 3-credit course. At the end of the course, &quot;students will be able to describe: how petroleum and bio-based fuels affect the global carbon cycle, the attributes of biofuels that make them suitable as a fuel for a specific application, limitations of biofuels, global impacts of biofuels on food and energy supplies, and technological advances and challenges to be overcome for a wide-scale biofuel adoption.&quot; Course Contents:The 23-page Introduction to Biofuels PDF document includes a course introduction, a course syllabus, the first two unit topics, PowerPoint slides, a laboratory activity, and a quiz. The syllabus includes a course description, required textbooks and supplies, course objectives, policies and procedures, a topical outline for the course, and more. Course materials are divided into eight units and each unit includes the following: an introduction to the unit with unit objectives, worksheets to engage students, lab activities, quizzes, and three exams. For orientation purposes, viewers should begin with the 'AgrowKnowledge Biofuels Intro &amp; Topic1' PDF document, which offers a course description, an overview of topics covered through a course outline, and the first unit of study. Below is a list of the files contained within the .zip attachment. The size of each file is included in parenthesis.Biofuels (133 files, 116.3 MB)AgrowKnowledge Biofuels Intro &amp; Topic 1Introduction to Biofuels and Topic 1: Carbon in Our Environment (AgrowKnowledge Biofuels Intro &amp; Topic1.pdf 1.2 MB)Lectures PowerPointsTopic 1: Carbon in our Environment (Lecture 1 Carbon in our Environment.ppt 4.3 MB)Thumbnails (Thumbs.db 78 KB)Thumbnails (Thumbs.db 8KB)AgrowKnowledge Biofuels Topic 2Topic 2: Introduction to Biofuels (AgrowKnowledge Biofuels Topic 2.pdf 563 KB)LABSLaboratory Exercise 1: Carbon Footprint (LAB 1 Carbon Footprint .pdf 12 KB)Thumbnails (Thumbs.db 60 KB)Lectures PowerPointsLesson 2. Introduction to Biofuels (Lecture 2 Introduction to Biofuels.ppt 1.7 MB)Thumbnails (Thumbs.db 78 KB)Thumbnails (Thumbs.db 9 KB)AgrowKnowledge Biofuels Topic 3Topic 3: Combustion Engines (AgrowKnowledge Biofuels Topic 3.pdf 1.9 MB)LABSLaboratory Exercise 2: Combustion Engines (LAB 2 Combustion Engines .pdf 8 KB)Thumbnails (Thumbs.db 60 KB)Lectures PowerPointsLesson 3. Combustion Engines  Part 1. Parts and Function (Lecture 3 Combustion Engines - Part 1 Parts and Function.ppt 6.7 MB)Lesson 3. Combustion Engines  Part 2 Turbines and Fuel Ratings (Lecture 3 Combustion Engines - Part 2 Turbines and Fuel Ratings.ppt 1.8 MB)Thumbnails (Thumbs.db 78 KB)QUIZZESQuiz 1 Carbon and Introduction to Biofuels (QUIZ 1 Carbon and Introduction to Biofuels.pdf 10 KB)Thumbnails (Thumbs.db 33 KB)Thumbnails (Thumbs.db 9 KB)WorksheetsThumbnails (Thumbs.db 29 KB)Worksheet 1 Chemistry of Petroleum (Worksheet 1 Chemistry of Petroleum.pdf 47 KB)AgrowKnowledge Biofuels Topic 4Topic 4: Alcohol Fuels (AgrowKnowledge Biofuels Topic 4.pdf 1.6 MB) LABSLaboratory Exercise 3: Energy Value of Fuels (LAB 3 Energy Value of Fuels.pdf 136 KB)Laboratory Exercise 4: Yeast Respiration Using Programmable Calculators (LAB 4 Yeast Respiration.pdf 25 KB)Laboratory Exercise 5: Enzymes and Fermentation (LAB 5 Enzymes and Fermentation.pdf 15 KB)Thumbnails (Thumbs.db 61 KB)Lectures PowerPointsLesson 4. Alcohol Fuels  Part 1. Attributes and History (Lecture 4 Alcohol Fuels part 1 Attributes and History.ppt 1.4 MB)Lecture 4 Alcohol Fuels - Part 2 Characteristics (Lecture 4 Alcohol Fuels Part 2 Characteristics.ppt 4.9 MB)Lecture 4 Alcohol Fuels - Part 3 Ethanol Production (Lecture 4 Alcohol Fuels Part 3 Production.ppt 4.9 MB)Lecture 4 Alcohol Fuels - Part 4 Cellulosic Ethanol and Methanol Production (Lecture 4 Alcohol Fuels Part 4 Cellulose and Methanol.ppt 6.6 MB)Lecture 4 Alcohol Fuels Part 5 Butanol (Lecture 4 Alcohol Fuels Part 5 Butanol.ppt 980 KB)Thumbnails (Thumbs.db 78 KB)QUIZZESQuiz 3 Alcohol Fuel Attributes and Characteristics (QUIZ 3 Alcohol Fuel Attributes and Characteristics.pdf 40 KB)Quiz 4 Production and Cellulose (QUIZ 4 Production and Cellulose.pdf 40 KB)Thumbnails (Thumbs.db 33 KB)Thumbnails (Thumbs.db 9 KB)WorksheetsThumbnails (Thumbs.db 29 KB)Worksheet 2: Ethanol Ethics Report and Discussion (Worksheet 2 Ethanol Ethics Reports.pdf 8 KB)AgrowKnowledge Biofuels Topic 5Topic 5: Biodiesel (AgrowKnowledge Biofuels Topic 5.pdf 1.9 MB)EXAMSExam 1 Introduction, Carbon, Engines, and Alcohol (Exam 1 Introduction Carbon Engines and Alcohol.pdf 118 KB)Thumbnails (Thumbs.db 17 KB)LABSLaboratory Exercise 6 Proof and Distillation (LAB 6 Proof and Distillation.pdf 11 KB)Laboratory Exercise 7 Making Biodiesel in the Lab with New Oil (LAB 7 Making Biodiesel in the Lab New Oil.pdf 11 KB)Laboratory Exercise 8 Making Biodiesel with Alternative Recipes (LAB 8 Making Biodiesel Alternative Recipes.pdf 18 KB)Laboratory Exercise 9 Building an Oilseed Press (LAB 9 Building an Oilseed Press.pdf 26 KB)Thumbnails (Thumbs.db 61 KB)Lectures PowerPointsTopic 5. Biodiesel  Part 1. Petrodiesel (Lecture 5 Biodiesel Part 1 Petrodiesel.ppt 3.8 MB)Lesson 5. Biodiesel  Part 2. Terms and Properties (Lecture 5 Biodiesel Part 2 Terminology and Properties.ppt 5.9 MB)Lesson 5. Biodiesel  Part 3. Making Biodiesel (Lecture 5 Biodiesel Part 3 Making Biodiesel.ppt 14.8 MB)Lesson 5. Biodiesel  Part 4. Oil Sources (Lecture 5 Biodiesel Part 4 Oil Sources.ppt 13.4 MB)Lesson 5. Biodiesel  Part 5. Straight Vegetable Oil (Lecture 5 Biodiesel Part 5 Straight Vegetable Oil.ppt 1.7 MB)Lesson 5. Biodiesel  Part 6. Co-uses for Oilseed (Lecture 5 Biodiesel Part 6 Co-uses for Oilseed.ppt 5.7 MB)Thumbnails (Thumbs.db 78 KB)QUIZZESQuiz 5 Biodiesel Petrodiesel and Terms (QUIZ 5 Petrodiesel and Terms.pdf 9 KB)Quiz 6 Biodiesel Making Biodiesel and SVO (QUIZ 6 Making biodiesel and SVO.pdf 10 KB)Thumbnails (Thumbs.db 33 KB)Thumbnails (Thumbs.db 9 KB)WorksheetsThumbnails (Thumbs.db 30 KB)Worksheet 3 Food and Fuel (Worksheet 3 Food and Fuel docx.pdf 13 KB)Worksheet 4 Biodiesel and Ethanol Comparisons (Worksheet 4 Biodiesel and Ethanol Comparisons.pdf 16 KB)AgrowKnowledge Biofuels Topic 6Topic 6 Gasification (AgrowKnowledge Biofuels Topic 6.pdf 796 KB)EXAMSExam 2 Biodiesel (Exam 2 Biodiesel.pdf 386 KB)Thumbnails (Thumbs.db 17 KB)LABSLaboratory Exercise 10 Biomass Measurement (LAB 10 Biomass Measurement.pdf 97 KB)Thumbnails (Thumbs.db 60 KB)Lectures PowerPointsLesson 6. Gasification  Part 1. Biomass (Lecture 6 Gasification Part 1 Biomass.ppt 5.9 MB)Lesson 6. Gasification  Part 2. Producer Gas (Lecture 6 Gasification Part 2 Producer Gas.ppt 1.1 MB)Thumbnails (Thumbs.db 78 KB)QUIZZESQuiz 7 Gasification (QUIZ 7 Gasification.pdf 9 KB)Thumbnails (Thumbs.db 33 KB)Thumbnails (Thumbs.db 9 KB)WorksheetsThumbnails (Thumbs.db 29 KB)Worksheet 4 Biodiesel and Ethanol Comparisons (Worksheet 4 Biodiesel and Ethanol Comparisons.pdf 16 KB)AgrowKnowledge Biofuels Topic 7Topic 7: Biogas (AgrowKnowledge Biofuels Topic 7.pdf 1.3 MB)LABSLaboratory Exercise 11 Biogas (LAB 11 Biogas.pdf 115 KB)Laboratory Exercise 12 Livestock Waste Management (LAB 12 Livestock Waste Management.pdf 12 KB)Thumbnails (Thumbs.db 60 KB)Lectures PowerPointsLesson 7. Biogas  Part 1. Biology (Lecture 7 Biogas Part 1 Biology.ppt 3 MB)Lesson 7. Biogas  Part 2. Feed Selection (Lecture 7 Biogas Part 2 Feed Selection.ppt 3.9 MB)Lesson 7. Biogas  Part 3. Fuel Value and Properties (Lecture 7 Biogas Part 3 Fuel Value and Properties.ppt 3.8 MB)Lesson 7. Biogas  Part 4. Uses (Lecture 7 Biogas Part 4 Uses.ppt 2.9 MB)Thumbnails (Thumbs.db 78 KB)QUIZZESQuiz 8 Biogas (QUIZ 8 Biogas.pdf 9 KB)Thumbnails (Thumbs.db 33 KB)Thumbnails (Thumbs.db 9 KB)AgrowKnowledge Biofuels Topic 8Topic 8: Mariculture (AgrowKnowledge Biofuels Topic 8.pdf 681 KB)EXAMSExam 3 Gasification, Biogas, Mariculture, Fuel Cells (Exam 3 Gasification Biogas Mariculture Fuel Cells.pdf 22 KB)Thumbnails (Thumbs.db 17 KB)LABSLaboratory Exercise 14 Poster Presentation (LAB 14 Poster Presentation.pdf 8 KB)Thumbnails (Thumbs.db 60 KB)Lectures PowerPointsLesson 8. Mariculture  Part 1. Algae Propagation (Lecture 8 Mariculture Part 1 Algae Propagation.ppt 2 MB)Lesson 8. Algae to Biodiesel  Part 2. Fuel Conversion and Future Technology (Lecture 8 Mariculture Part 2 Fuel Conversion and Future Technology.ppt 2.4 MB)Thumbnails (Thumbs.db 78 KB)Thumbnails (Thumbs.db 9 KB)WorksheetsThumbnails (Thumbs.db 29 KB)Worksheet 5 Biogas (Worksheet 5 Biogas.pdf 27 KB)Â

A review of recommendations for medical undergraduate intellectual disability psychiatry teaching from UK reports

Purpose– The purpose of this paper is to amalgamate recommendations from contemporary national reports on healthcare provision and needs of people with intellectual disabilities. The paper combines these with recommendations for undergraduate curricula of medical students from the GMC and Royal College of Psychiatrists (RCPsych).Design/methodology/approach– National reports from Mencap, Department of Health, Disability rights commission, NHS Executive, the GMC and RCPsych were searched for relevant recommendations to undergraduate medical education in ID psychiatry. Recommendations were collated and grouped to form a single list for use when planning future curricula or auditing existing teaching.Findings– In total, 13 relevant recommendations were identified in nine groups. These included that people with intellectual disabilities and their carers should be involved in the teaching. That teaching should include the ethical, moral and legal obligations and should include the mental capacity act and equality act. Institutional and individual discrimination should be highlighted as a problem and diagnostic overshadowing should be covered.Originality/value– This paper has collated in a single document the combined recommendations of multiple reports. These are relevant to medical undergraduate teaching and may also be of use to other undergraduate healthcare courses. They are a useful template for others wishing to examine or benchmark the content of their medical undergraduate ID psychiatry teaching against an amalgamated list.</jats:sec