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Procedures in life sciences research laboratories often require chemicals and plasticware that are costly, toxic or pose a risk to the environment. Therefore, sustainable alternatives would be of interest, provided that they generate suitable data quality. Coomassie blue and silver staining are the most widely used methods for detecting proteins following electrophoresis in the laboratory. However, their use presents challenges in terms of safety and waste management. In the current study, aqueous extracts were prepared from a series of common food species and evaluated as alternative stains for protein detection. Beets, blueberries, purple cabbage, raspberries and strawberries were employed to stain identical proteins separated under the same conditions in electrophoresis gels. Extracts of the first two species resulted in protein bands that were detectable through visible light transillumination, whereas extracts from all five species generated specific protein bands under ultraviolet light. The raspberry-derived extract was selected for further study based on the brightness of the fluorescent protein bands and minimal background staining. For both bovine serum albumin and lysozyme at 2.5 μg and 0.5 μg protein per band, the mean signal intensities obtained with raspberry extract staining were just below half of those obtained with Coomassie blue. Furthermore, the mean intensities using raspberry extract were equivalent to those obtained using Coomassie blue in the detection of 0.1 μg protein. Therefore, raspberry could be used to produce an effective stain for the routine laboratory analysis of proteins.

This paper describes a comprehensive review of academic integrity across course-level learning outcomes for all courses at one institution. The authors developed a taxonomy based on The International Center for Academic Integrity’s (ICAI) fundamental values of academic integrity to audit course-level learning outcomes for evidence of academic integrity instruction. Approximately 23% of the 3379 courses examined demonstrated a clear component of academic integrity and instruction varied across Faculties and levels of study. The study provides insights into academic integrity instruction and opportunities for academic institutions to better understand, utilize, and integrate academic integrity instruction into their courses and programs. Cet article décrit un examen complet de l’intégrité académique à partir des résultats de l’apprentissage au niveau des cours effectué pour tous les cours offerts par un établissement. Les auteurs ont mis au point une taxonomie basée sur les valeurs fondamentales d’intégrité académique du International Centre for Academic Integrity (ICAI) afin d’effectuer une vérification des résultats de l’apprentissage au niveau des cours en tant que preuve de l’enseignement de l’intégrité académique. Environ 23 % des 3379 cours examinés ont montré qu’il existait une nette composante d’intégrité académique et que l’enseignement variait d’une faculté à l’autre et selon le niveau des cours. Cette étude présente un aperçu sur l’enseignement de l’intégrité académique et offre des occasions aux établissements universitaires de mieux comprendre, mieux utiliser et mieux intégrer l’enseignement de l’intégrité académique dans leurs cours et dans leurs programmes.