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Wynn Dorsey posted an update 7 months ago
Environment-friendly nature of E-vehicles (Electric Vehicles) coupled with higher energy efficiency has increased its popularity in the automotive industry. A detailed study has been conducted in this article to evaluate the role of the energy mix for electricity generation at the charging location on secondary carbon emissions from E-vehicles. The electric vehicle market is at a booming stage in India. Evaluation of Indirect carbon emissions was carried out for three energy mix scenarios in India, where the results showed that in the present energy mix scenario, emissions from E-vehicles will be more than that of conventional-fuel-based vehicles. An energy consumption model for the electric vehicle was also developed in this article using MATLAB SIMULINK, by considering road slope and driving conditions as input parameters. The developed model was tested for three driving conditions namely (i) Flat road at constant speed (ii) Extra Urban Driving Cycle (EUDC) and (iii) Real-time driving condition, to estimate the relation between energy consumption pattern and driving range with road slope. The results of simulation showed variation in the driving range of the E-vehicles with respect to input parameters like road slope and vehicle speed. Hence this model can be served as an effective tool for establishing charging stations at strategic locations. This article is protected by copyright. All rights reserved.Dissolved nickel (Ni) concentrations inhibiting the growth of juvenile great pond snails (Lymnaea stagnalis) have been documented to vary from about 1 to 200 µg L-1 Ni. This variability makes L. stagnalis either a moderately sensitive or the most sensitive freshwater species tested to date to chronic Ni exposure. Given the role of sensitive species in environmental risk assessment frameworks, it is particularly important to understand this variability, i.e. to characterize the factors that modulate Ni toxicity and that may confound toxicity test outcomes when uncontrolled. In the present study, we tested if this variability is due to analytical (growth calculation biomass versus growth rate), environmental (water quality), lab-specific practices and/or source population differences among earlier studies. Specifically, we re-analyzed previously published Ni toxicity data and performed additional measurements of Ni aqueous speciation, short-term Ni uptake and chronic Ni toxicity with test waters and snail cultuion of this species in Ni environmental risk assessment. Calcitriol nmr This article is protected by copyright. All rights reserved.Foot-and-mouth disease virus (FMDV) serotype A exhibits a higher degree of genetic and antigenic diversity resulting in frequent vaccine failure due to serological mismatch between the vaccine and heterologous strains. Currently, knowledge on the molecular basis of antigenic relationships among the FMDVs is limited; nevertheless, intratype antigenic variation due to mutation(s) is widely considered as the main hurdle to appropriate FMD vaccine development. Here, we studied genetic and antigenic variations of four FMDV serotype A isolates, BAN/GA/Sa-197/2013 (BAN-197), BAN/CH/Sa-304/2016 (BAN-304), BAN/DH/Sa-307/2016 (BAN-307) and BAN/DH/Sa-310/2017 (BAN-310) circulating in Bangladesh during 2013-2017. Initially, antigenic relationships (r1 -values) of the field isolates were evaluated by the two-dimensional microneutralization test (2D-MNT) using the hyperimmune antisera raised in cattle against the vaccine strain, BAN-304. Interesingly, the results showed protective serological cross-reactivity (r1 -values >the molecular basis of antigenic relationships operating in serotype A FMDVs and the selection of suitable vaccine strain(s) for effective prophylaxis of FMD based on VP1-based analyses.More must be done to dovetail faith-based student leadership development with emerging models and understandings of leadership today. This chapter describes how two campus ministries conceptualize leadership and leadership development and how their conceptualizations compare to those commonly embraced in higher education leadership programs.Research demonstrates the consistent and significant positive connection between spirituality and leadership. The concluding chapter focuses on studies of the social change model of leadership development and select spirituality scales from the University of California, Los Angeles Higher Education Research Institute’s spirituality project.Today’s students will inherit responsibility for addressing complex issues and bringing people together around issues of common concern. This chapter underscores the critical need for interfaith engagement to support students’ spiritual development and offers empirical evidence for the merits of interfaith learning. Programmatic interventions for interfaith teaching are included.What will be your legacy? is a “big” question that challenges us to consider how we will engage our passions and talents to make a difference in the world. This chapter celebrates the legacy of Helen “Lena” Astin in the context of her contributions to how we think about and exercise leadership and to what we understand about spirituality, particularly the spiritual lives of undergraduate students.Educational environments have the capacity to cultivate transformative leaders who can resolve global issues and move society toward a positive social change. This chapter focuses on the value of mentorship and community-based service projects to support students’ spiritual and leadership development. Lessons learned via a university case study of intergenerational mentoring are included.The language of leadership and spirituality evolves with societal needs. This chapter addresses challenges confronting today’s students, aligns concepts of spiritual and leadership development, and articulates a conceptual framework that integrates five tenets of spirituality with the social change model of leadership development.Reflecting on one’s life and academic experiences can provide powerful insights that inform leadership practice. This chapter offers perspective on mentoring and peer leadership from two undergraduate students. Recommendations for leadership educators are incorporated.