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Sustainability professionals need cosmopolitan competencies to be successful when working on environmental, social, and governance issues that span cultural and national boundaries. Working professionals often struggle building these competencies because they have limited time for international travel and limited access to international peers. Short-term (10 day) and highly curated educational travel programs, combined with pre- and post-trip study, provide powerful learning experiences that can overcome these obstacles. This paper does three things: 1) defines and justifies cosmopolitan competencies that are useful to sustainability professionals, 2) describes a pedagogy to teach these competencies to working professionals, and 3) evaluates whether intended learning outcomes were achieved. A quantitative survey instrument was completed before and after international education programs to China and India. The pre-post differences were statistically significant, suggesting the pedagogy has impact. Qualitative interviews supplement and help interpret the quantitative data.

Purpose: This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach: Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey. Findings: Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement. Practical implications: The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China. Originality/value: These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.

Tram drivers operate a master controller to control the acceleration and braking of the tram. Operation should ensure passenger comfort and safety through smooth tram motion and the avoidance of jerkiness that may cause passengers to fall in the carriage. This work investigates current driver practices and strategies for tram driving in normal operations through interviews and the capacity of a new haptic master controller to support drivers in achieving smooth and safe tram journeys. A haptic feedback algorithm based on viscosity was implemented on the master controller to provide drivers with feedback on the rate at which they were accelerating and braking the tram. This aspect was tested in a virtual tram within a simulated inner city virtual reality environment. Results indicate that the haptic master controller and coupled viscosity feedback algorithm did not increase smoothness of driving during the simulated experiences. Despite this, the drivers indicated a preference for the provision of further haptic information to support driving tasks and the overall journey safety and smoothness. Practitioner Summary: This research comprises two studies. The first investigates strategies currently used by drivers to operate a tram smoothly in order to elicit design requirements for a haptic tram master controller. The second study evaluates the impact of a novel haptic master controller on journey smoothness within a virtual environment. [ABSTRACT FROM AUTHOR]

Results demonstrate that the permease component of the dicarboxylate transport system is specific in its ability to recognize substraes. Data reveal that the substrates are to possess appropriately spaced carbonyl groups and extended or curved conformation.

Isolation of the gltA gene that encodes Sinorhizobium meliloti has been carried out. The results of the liquid chromatography analysis of the succinylated succinoglycan are discussed.