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The U.S. Culture Collection Network held a meeting to share information about how culture collections are responding to the requirements of the recently enacted Nagoya Protocol on Access to Genetic Resources and the Fair and Equitable Sharing of Benefits Arising from their Utilization to the Convention on Biological Diversity (CBD). The meeting included representatives of many culture collections and other biological collections, the U.S. Department of State, U.S. Department of Agriculture, Secretariat of the CBD, interested scientific societies, and collection groups, including Scientific Collections International and the Global Genome Biodiversity Network. The participants learned about the policies of the United States and other countries regarding access to genetic resources, the definition of genetic resources, and the status of historical materials and genetic sequence information. Key topics included what constitutes access and how the CBD Access and Benefit-Sharing Clearing-House can help guide researchers through the process of obtaining Prior Informed Consent on Mutually Agreed Terms. U.S. scientists and their international collaborators are required to follow the regulations of other countries when working with microbes originally isolated outside the United States, and the local regulations required by the Nagoya Protocol vary by the country of origin of the genetic resource. Managers of diverse living collections in the United States described their holdings and their efforts to provide access to genetic resources. This meeting laid the foundation for cooperation in establishing a set of standard operating procedures for U.S. and international culture collections in response to the Nagoya Protocol.

The implementation of a safety culture and awareness of emergency issues in buildings has been growing in more developed societies. It is essential that all occupants know how to act in an emergency situation, particularly during an emergency evacuation. In higher education institutions (HEIs), which annually host not only their many employees, but also national and international students, it is essential to know and understand the knowledge, attitudes, and behaviors that the academic community demonstrates in this matter. This study aimed to characterize the perception of occupants regarding safety, specifically in the emergency evacuation phase, within the academic community of an HEI. In this observational cross-sectional study, data on general knowledge and attitudes regarding safety and actions during emergency situations were collected through an anonymous questionnaire targeting students, faculty, and non-teaching staff, which was sent via institutional email. Valid responses were received from 392 participants and then scored and assessed on different domains. The results obtained showed that, despite a reasonable average regarding the general level of knowledge, attitudes, and behaviors of the occupants on the subject, the community falls somewhat short in terms of training. It is noteworthy that approximately 64% of the sample has never received awareness or training related to emergency evacuation, and around 68% are unaware of the location of their institution's meeting/gathering point. Finally, by identifying the most common gaps, namely the training dimension, some simple measures could be improved, such as the dissemination of safety instructions accessible through QR codes placed in strategic locations or even conducting small drills during class sessions, as well as learning with simulation concerning different scenarios of emergency. [ABSTRACT FROM AUTHOR]

This paper describes an experiment with two touching rotating disks, whose movement is followed by video analysis. Within the disks' movements, there are intervals with sliding and intervals without sliding, that is, intervals with frictional forces between the touching surfaces and intervals without it. This system configuration allows for measurement of the changeable magnitudes and directions of frictional forces (much more difficult to set up with translational motion). This activity may be used to combat students' misconceptions of "frictional force always opposes the motion" and "between the same two bodies, one gets the same frictional force," commonly found in the classroom, or just to reinforce the rotational dynamics relationships.