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Background This study aimed to develop a self-report measure of paid caregivers' empathy towards people with intellectual disabilities. Materials and Methods Following questionnaire develop-ment, 194 staff working in services for people with intellectual disabilities completed self-report questionnaires, including the new empathy measure. The measure's factor structure and psychometric properties were investigated. Results A three factor solution suggested two key processes in empathizing: experiencing commonality between one's own and people with intellectual disabilities' psychological experiences and efforts to attune to their internal worlds. The final factor represented whether carers find it challenging to empathize. Correlations with beliefs about the self and others in caregiving relationships provided initial evidence of validity, although further investigation is needed. Conclusions The most salient processes in empathizing with people with intellectual disabilities may be different from empathy in other contexts. Establishing determinants of carer empathy may facilitate the development of psychological interventions to promote and enhance this important quality. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to review and categorize the different strategies Master of Business Administration (MBA) programs have adopted towards incorporating environmental sustainability into business administration. Design/methodology/approach -- Through extensive internet research looking at colleges and universities, data are collected from primary source web sites and administrative school contacts. There are 35 institutions whose MBA programs address sustainability in some way. Each of these institutions is then organized by location, tuition cost, enrollment, year founded, accreditation, and curriculum. Findings -- Green educational strategies differentiate themselves by the size and maturity of the program. Larger, established institutions typically opt for the green major, or a dual degree, and tend to leave systematic integration of sustainability to the individual student. Newer and smaller entrants tend to either dabble in green with a few sustainability courses, or completely embrace and systemically integrate sustainability throughout the program. Research limitations/implications -- The sample focuses on US institutions and treats sustainability as an externally validated curricular choice when it may merely be an educational fad. The sample excludes potential green MBA programs that lack a strong internet presence. Practical implications -- Four archetypes are identified: dual degree, all-green, green major, and green coursework. Institutions can analyze their performances and see where they fall on the two major continua -- integration and maturity/size. Originality/value -- Green MBA programs are relatively new on the academic landscape, and this research paper is one of the first to systematically analyze and categorize them. [ABSTRACT FROM AUTHOR]