Academic literature on the topic 'McMaster University. Industrial Design Awareness Program'

The “Advocacy in Outreach” case competition hosted by BHSc Outreach at McMaster University encouraged students identify a salient healthcare issue in the Hamilton community and then develop an evidence-backed initiative to address it. McMaster students were challenged to assume the role of health advocates by practicing their community-oriented thinking and ability to creatively problem-solve for the benefit of others. Fostering this thinking among our future health leaders is important since Canadians face a diverse range of healthcare issues from gaps in accessibility to staffing shortages to growing health inequity. To embark on the path toward solutions, participants created abstracts that outlined their plans for raising awareness of a pertinent health issue or a community-level program that supports vulnerable populations. The following abstracts are well-considered proposals that aim to proactively address challenges and improve health outcomes in Hamilton. Through this competition, BHSc Outreach hopes to inspire students to take further steps to contribute to their community in the future.

Purpose: This case study on Sangmyung University, Cheonan aimed to analyze the educational outcomes of the International Development Cooperation (IDC) class combined theory-/practice-based tasks that KOICA has supported since 2012. Originality: While KOICA has disclosed the overall performance by collaborative groups of all participating universities, there are very few studies that examine the outcomes of education on an individual university level; this research analyzes the effectiveness of theoretical lectures/practical training at Sangmyung University by serving as a model to design the courses that fit other universities. Methodology: This study applied a mixed method using quantitative analysis of survey responses and qualitative analysis of free-written responses in the questionnaire from 139 students collected by KOICA in 2018-2022. Result: Understanding of IDC increased significantly after the course compared to before the class, and their attitudes toward the expansion of foreign aids showed more positive; the higher the students' self-assessment of their IDC class, the higher the effects of the intended education approach. In the free-written comments, while most students wished to work for IDC-related bodies overseas, some students described their extended awareness of sustainability and human rights knowledge, skills, attitudes, and practices in global citizenship. However, the convergence projects based on appropriate technology/design would need to be modified in terms of the IDC course design. Conclusion and Implication: This study confirms that IDC theory lectures based on global citizenship theory and practices applicable to developing countries can raise students' global competence and inspire their willingness to work overseas. It will contribute to analyzing the effectiveness of IDC lectures within Korean universities and to their self-review on the IDC program.

Cybersecurity is a multifaceted global phenomenon representing complex socio-technical challenges for governments and private sectors. With technology constantly evolving, the types and numbers of cyberattacks affect different users in different ways. The majority of recorded cyberattacks can be traced to human errors. Despite being both knowledge- and environment-dependent, studies show that increasing users’ cybersecurity awareness is found to be one of the most effective protective approaches. However, the intangible nature, socio-technical dependencies, constant technological evolutions, and ambiguous impact make it challenging to offer comprehensive strategies for better communicating and combatting cyberattacks. Research in the industrial sector focused on creating institutional proprietary risk-aware cultures. In contrast, in academia, where cybersecurity awareness should be at the core of an academic institution’s mission to ensure all graduates are equipped with the skills to combat cyberattacks, most of the research focused on understanding students’ attitudes and behaviors after infusing cybersecurity awareness topics into some courses in a program. This work proposes a conceptual Cybersecurity Awareness Framework to guide the implementation of systems to improve the cybersecurity awareness of graduates in any academic institution. This framework comprises constituents designed to continuously improve the development, integration, delivery, and assessment of cybersecurity knowledge into the curriculum of a university across different disciplines and majors; this framework would thus lead to a better awareness among all university graduates, the future workforce. This framework may be adjusted to serve as a blueprint that, once adjusted by academic institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and assessment of cybersecurity awareness.

The method section of a thesis is crucial because it conveys the information upon which the study's validity is ultimately evaluated. The method section describes the procedure, instruments, design, data acquisition, and data analysis, among other components. Students may encounter several obstacles when composing a thesis, including the rhetorical issue. This study examines the rhetorical structure of the methodology section of a graduate thesis. This investigation employed a fundamental content analysis with quantitative methodology. The data was collected from 50 English education postgraduate theses at the University of Bengkulu. The results indicate that five Moves occurred in the thesis with varying frequencies. Moves 2, 3, and 4 occur most frequently, followed by Move 5, with Move 1 occurring least frequently. Furthermore, this research presents fifteen communicative purposes as Steps. 2 Steps are Obligatory (M2S1 and M3S2), 5 Steps are Conventional (M2S2, M2S3, M3S3, M4S1, M4S2), 7 Steps are Optional (M1S1, M3S1, M4S3, M5S2, M5S3, M5S4, M5S5), and 1 Step is non-obvious (M5S1). In conclusion, this study provides information about the rhetorical structure of the method sections of a thesis in order to heighten students' awareness of the significance of the three Obligatory movements in the method section. Students can use the framework or model presented in this study to present important information and construct a strong argument in the methodology section.

Urgency of the research. Deployment of two-arm robots in different plants increases production or assembly efficiency. By designing a robotized workstation for assembly we will improve students' competences in the field of robot programming. By preparing students at robotic workplaces using two-arm robots, we increase their employment in the labor market. Target setting. The aim of the solution is to design an educational workplace for assembly, equipped with a two-arm robot. The object gripper uses Schunk electric grippers to adjust the range of movement and clamping force. This will allow students to create an optimal program according to individual requirements. Actual scientific researches and issues analysis. The question of the use of collaborative robotics in industry is highly relevant. If two-arm industrial robots are equipped with safety sensors, we can increase the safety of working in collaborative workplaces without using a collaborative robot. Uninvestigated parts of general matters defining. Increasing the skills of students in the programming of industrial robots, improves their possibilities of employment in practice. At the same time, it creates conditions for maintaining the growth of the national economy in the near future. The research objective. The aim of the research was to design a robotic workplace so that students could use a creative approach to solve a given problem. At the same time, the use of the Faculty logo as a model for the proposed assembly preparation will increase the social awareness of the whole university. The statement of basic materials. The deployment of two-arm robots and the preparation of workers for their programming, maintenance and operation will ensure the development of robotics and facilitate manual work. This also leads to an increase in the share of production and deployment of products with higher added value. Conclusions. The article describes the design, production, programming and commissioning of a robotized workplace for educational purposes. The workplace is equipped with a two-arm Yaskawa robot and a pair of Schunk electric grippers. The aim of the work was to design an assembly and dismantling process that would demonstrate the possibilities of working on a two-arm robot. The robotized workstation, when completed, allows the rotary cylinder to be inserted and then removed in a closed loop. Manipulated parts are found in the proposed fixtures, whose shape is based on the university's initial fonts, which make up its logo. Students participating in the learning process will be able to modify the program based on the teacher's assignment and thus improve their robot programming skills.

The article is devoted to the problem of the formation of the pedagogical culture of future teachers of professional education in the environment of a higher education institution. The relevance and necessity of developing a pedagogical culture during the training of future specialists in the field of labor protection is substantiated. A model of the formation of the pedagogical culture of future teachers of professional education in institutions of higher education has been developed. The connection of the university environment with the pedagogical process, with the development of information and communication technologies in the post-industrial and post-pandemic society of Ukraine and other countries of the world is illustrated. Emphasis is placed on the pedagogical conditions and qualities that contribute to the development of pedagogical culture in future pre-university and higher school teachers, prompting them to more effective pedagogical work. The result of this model helps to trace and establish modern criteria of pedagogical culture, to make a forecast regarding its formation among future teachers of professional education under these circumstances in the future. Dependencies between pedagogical conditions for the formation of pedagogical culture are derived in the form of a graph. Among the most influential approaches, the following should be noted: competent, cultural, synergistic, systemic, anthropological, personal-activity, genetic, informational, contextual, etc. We consider it expedient to define the following principles: developmental and educational training, positive motivation and a favorable emotional climate; science; interdisciplinarity; integrity; national orientation of education; openness and awareness; danger prevention; environment creation, etc. Content components include (scientific and methodical complexes, methods, forms, technologies). The scientific and methodological complexes include the work program, initial materials, topics of essays and independent works, used sources, control questions on topics, tests for preparation for certification. The following methods have proven themselves: project method, case method, business games; among the forms - projects, trainings, competitions; technologies include design, training, cases, etc. Diagnostics, reflection include methods of student control (self-control, mutual control, control by the teacher; reflective methods, tasks and tests for control and reflection, creative tasks). Key words: pedagogical culture, teacher, professional training, higher school, formation, labor protection, count.

Background and Aim: Spiritual vitality, a combination of the characteristics of spirituality and vitality will play an effective educational role in the mental health of the individual and society. This research aimed to design a family-centered psychological strategies model and evaluate its effectiveness on students' spiritual vitality. Methods: The research was based on the type of mixed data of sequential exploratory type in two qualitative and quantitative parts using thematic analysis method based on prism model and quasi-experimental type of pre-test-post-test with a control group and follow-up stage. The studied population in the qualitative section 1) Sand analysis with a systematic review of theoretical foundations and empirical background 2) Participants include a) university professors; b) The experts of the office of Parents and teachers association and in the quantitative section were female students of the second year of high school and their parents in Tehran. The sample size was calculated as 18 students in the qualitative part using the theoretical saturation method and 90 students and their parents in the quantitative part according to Cochran's formula. The sampling method in the qualitative part of the non-probability method was a targeted chain type, and in the quantitative part, it was a targeted type. The measurement tool was used in the qualitative part of the systematic review of theoretical foundations and experimental background, and semi-structured interviews with professors and experts, and in the quantitative part, the spiritual vitality questionnaire of Afrooz et al. (2019) was used. The method of data analysis was used in the qualitative part based on the thematic analysis method, and in the quantitative part, mixed analysis of variance test, Bonferroni post hoc test, and correlated t-test were used. Results: The results of the research showed: 1) family-centered psychological strategies including 10 strategies: cognitive game-making strategy, relaxation training, self-awareness strategy, communication strategy, problem-solving strategy, stress management strategy, coping strategy and conflict resolution strategy, anger control strategy, critical thinking strategy and time management strategy. 2) According to the calculated strategies, theoretical bases, and analysis of interviews, the conceptual model of family-centered psychological strategies was designed and based on the conceptual model, theoretical foundations, and according to the opinion of experts in this field by integrating the cognitive-behavioral approach and the life skills program, the operational plan of the model of family-centered psychological strategies was compiled and adjusted. 3) Its validity was reviewed and confirmed based on the opinion of 30 experts in this field according to Lincoln and Goba indices, and it indicated the validity and validity of the program. Conclusion: The results show that the family-centered psychological strategies intervention program increased the spiritual vitality of students and their parents, and these results were stable in the three-month follow-up, indicating that the psychological intervention program has the necessary reliability and validity.

Background and Aim: One of the most common problems that coaches and teachers face in schools and educational environments in relation to students is the issue of adaptation and how to adapt students. Middle school period is the transition period to university level and adaptation in this period plays an essential role in the activities and academic progress of students. Therefore, the main goal of the current research was to increase the level of academic adaptation and academic hope and reduce students' academic anxiety by using mindfulness training. Methods : The current research was a semi-experimental design with a pre-test-post-test and a control group. The statistical population of this research included all female students of Bushehr city in the academic year of 2022-2023. In order to select the sample in the first stage, after obtaining the necessary permission from Bushehr Education and choosing a high school, with the available sampling method, 50 students were selected from among the applicants to participate in the training sessions, and from this number, according to the criteria entering and exiting the research as well as other reasons (such as the opinion of administrators, teachers, and counselors regarding the student's academic incompatibility and emphasis on the presence of these students in the meetings, non-cooperation of the participants) out of this number, 40 people remained who were randomly divided into two groups experimental and control groups were placed. The experimental and control groups responded to the research tool questionnaires in three stages: pre-test, post-test and follow-up. The experimental group received 8 45-minute sessions of training. Follow-up answered Sinha and Singh's AISS (1993) academic adjustment questionnaire and Pekrun et al.'s AEQ (2002) academic emotions questionnaire Results: The results of multivariate covariance analysis showed that mindfulness training has a significant effect on increasing academic adaptation and educational hope and reducing students' academic anxiety. Conclusion: It is concluded that having mindfulness in educational situations causes positive changes in education and educational environments at an optimal level. In relation to these results, it can be said that the training program has been effective because in this program, the participants' awareness and attention without judgment were improved and they faced challenges with self-acceptance and reduced reactivity. By considering this model, school counselors can affect the academic adaptation and educational hope and reduce the academic anxiety of students.

Canada, along with other countries that are considering the permanent disposal of high-level radioactive wastes from nuclear power generation, is undertaking a program of research into deep geological disposal. This program, led by Atomic Energy of Canada Limited (AECL) with support from Energy, Mines and Resources Canada, other federal government departments, universities, and industrial consultants, has been in progress since early in 1973. Geoscience research, the subject of this symposium, complements research on fuel waste immobilization to provide the data and information essential to the design and assessment of a complete disposal concept involving both natural and engineered barriers to the migration of radioactive material from the waste vault.During the early phases of the program, prior to 1975, an evaluation of the potential of Canadian salt deposits for nuclear waste disposal, as well as a preliminary assessment of the suitability of other geological formations, was made. Because the Province of Ontario was, and remains, the principal region in Canada for nuclear power development and because resources available for geoscience research would not permit simultaneous, intensive research on a number of rock types, the decision was taken to direct the main thrust of the geoscience research toward plutonic igneous rocks of the Canadian Shield in Ontario (Scott 1979). Lesser studies of salt and other sedimentary formations, including seabed, are continuing within the Geological Survey of Canada.Because the rock mass surrounding the vault will provide the principal barrier to the migration of radionuclides, should these be released from the emplaced wastes, knowledge and understanding of potential pathways through the rock mass and of the mechanisms of radionuclide transport and retention within the rock mass over the functional lifetime of the vault are fundamental requirements.Accordingly, the objectives of the geoscience research program (Dormuth and Scott 1984) are the following:(1) Develop and apply techniques to define the physical and chemical properties of large rock masses and of fluids within these rock masses.(2) Use these techniques in selected field research areas to calibrate and evaluate models developed to calculate fluid flow and mass transport through a large rock mass containing a hypothetical underground nuclear fuel waste-disposal vault.(3) Establish procedures to evaluate quantitatively rock bodies for their potential as disposal sites and thereby acquire the capability to compare different rock bodies.(4) Determine the long-term stability of plutonic rock masses by assessing the potential disturbance by seismic activity, glaciation, meteorite impact, and other disruptive events and processes.To achieve these objectives it has been necessary to undertake simultaneously a large number of research tasks involving the disciplines of geology, geophysics, hydrogeology, geomechanics, geochemistry, and mathematics. Some of these tasks are concerned primarily with regional aspects of the Canadian Shield, such as stress distribution, glaciation, and tectonic history; others with details of the surface and subsurface geology and hydrogeology of specific field research areas; and still others with the development and application of exploration technology to detect and evaluate the structural characteristics of igneous rock masses of relatively high integrity and uniformity. Field and office studies are supported by laboratory investigations of the physical and chemical properties of plutonic rocks, with specific reference to origin, history, and ability to retard or transmit radionuclides.Deep exploratory drilling and detailed surface mapping are carried out at designated field research areas in the Canadian Shield. Geoscience work at research areas has the two-fold purpose of (i) testing new and existing exploration techniques for the evaluation of rock masses; and (ii) through application of these airborne, surface, and subsurface techniques, providing the field data necessary for the development of concepts and models that form the basis for establishing site-selection criteria and performing safety analyses.The latest research areas have been established at Atikokan, Ontario, an area underlain by granitic rocks, and at East Bull Lake north of Massey, Ontario, where gabbroic rocks are the dominant type. These research areas complement previously established research areas developed on granitic rocks at AECL properties at Chalk River, Ontario, and Pinawa, Manitoba, and at a research area, also on granitic terrane, near White Lake, Ontario, where work was done early in the program to test geophysical exploration and borehole-logging equipment.The ability to predict subsurface geological and hydrogeological conditions at future waste-disposal sites is one of the primary goals of geoscience research in the Canadian Nuclear Fuel Waste Management Program (CNFWMP). One of the most important program elements designed to test this predictive capability was the construction of the Underground Research Laboratory (URL) in the Lac du Bonnet Batholith near the site of the Whiteshell Nuclear Research Establishment. Airborne, surface, and borehole methods were used to develop a geological model on the site, and hydrogeological investigations were carried out to establish preconstruction groundwater characteristics. As the excavation of the URL facilities proceeded, the geological features encountered and the changes in the hydrogeological systems were carefully monitored. These data are being used to assess and improve the geological and hydrogeological models being developed for the rock mass surrounding the URL.The URL provides an excellent opportunity to (i) study the effect of excavation techniques, heat, and stress on a rock mass; (ii) simulate and study the complex systems that may exist in a disposal vault environment; and (iii) develop and test shaft- and drift-sealing techniques. Recently, a bilateral agreement between AECL and the United States Department of Energy was signed for co-operative research on nuclear fuel waste disposal. A substantial part of this co-operative effort will be directed toward extension of the URL shaft beyond its present depth of 240 m and conducting a variety of nonnuclear experiments within the shaft and excavated chambers of the URL.From the time of formalization of CNFWMP over 10 years ago, a concerted effort has been made by AECL and other program participants to ensure both peer review of and widespread accessibility to results of research arising from CNFWMP. This symposium is the third to be sponsored by the Geological Association of Canada (GAC)—the two previous symposiums were held at GAC annual meetings in Winnipeg in 1982 and Toronto in 1978. In addition to these major symposia, general information meetings sponsored by AECL have been held annually at various centres across Canada, and research elements of CNFWMP formed a significant part of the technical program for an international meeting held by the Canadian Nuclear Society in Winnipeg in September 1986.Since 1979 the CNFWMP review process has been further enhanced by the Technical Advisory Committee chaired by L. W. Shemilt, McMaster University. This committee, comprising members nominated by major Canadian scientific and technical societies including the Canadian Geoscience Council, has annually provided a publicly available report of constructive criticism and recommendations for improvement in the research content of CNFWMP.During the second half of 1988 it is expecte

ContentsGreen Chemistry in the International ContextThe Concept of green ChemistryDefinition of green chemistry | Green chemistry: Why now? | The historical context of green chemistry | The emergence of green chemistryThe Content of Green ChemistryAreas of green chemistry | Preliminary remarks | Alternative feedstocks | Benign reagents/synthetic pathways | Synthetic transformations | Solvents/reaction conditionsGreen Chemistry in the International ContextIt has come to be recognized in recent years, that the science of chemistry is central to addressing the problems facing the environment. Through the utilization of the various subdisciplines of chemistry and the molecular sciences, there is an increasing appreciation that the emerging area of green chemistry1is needed in the design and attainment of sustainable development. A central driving force in this increasing awareness is that green chemistry accomplishes both economic and environmental goals simultaneously through the use of sound, fundamental scientific principles. Recently, a basic strategy has been proposed for implementing the relationships between industry and academia, and hence, funding of the research that constitutes the engine of economic advancement; it is what many schools of economics call the "triple bottom line" philosophy, meaning that an enterprise will be economically sustainable if the objectives of environmental protection, societal benefit, and market advantage are all satisfied2. Triple bottom line is a strong idea for evaluating the success of environmental technologies. It is clear that the best environmentally friendly technology or discovery will not impact on the market if it is not economically advantageous; in the same way, the market that ignores environmental needs and human involvement will not prosper. This is the challenge for the future of the chemical industry, its development being strongly linked to the extent to which environmental and human needs can be reconciled with new ideas in fundamental research. On the other hand, it should be easy to foresee that the success of environmentally friendly reactions, products, and processes will improve competitiveness within the chemical industry. If companies are able to meet the needs of society, people will influence their own governments to foster those industries attempting such environmental initiatives. Of course, fundamental research will play a central role in achieving these worthy objectives. What we call green chemistry may in fact embody some of the most advanced perspectives and opportunities in chemical sciences.It is for these reasons that the International Union of Pure and Applied Chemistry (IUPAC) has a central role to play in advancing and promoting the continuing emergence and impact of green chemistry. When we think about how IUPAC furthers chemistry throughout the world, it is useful to refer to IUPAC's Strategic Plan. This plan demonstrates the direct relevance of the mission of IUPAC to green chemistry, and explains why there is growing enthusiasm for the pursuit of this new area as an appropriate activity of a scientific Union. The IUPAC Strategic Plan outlines among other goals:IUPAC will serve as a scientific, international, nongovernmental body in objectively addressing global issues involving the chemical sciences. Where appropriate, IUPAC will represent the interests of chemistry in governmental and nongovernmental forums.IUPAC will provide tools (e.g., standardized nomenclature and methods) and forums to help advance international research in the chemical sciences.IUPAC will assist chemistry-related industry in its contributions to sustainable development, wealth creation, and improvement in the quality of life.IUPAC will facilitate the development of effective channels of communication in the international chemistry community.IUPAC will promote the service of chemistry to society in both developed and developing countries.IUPAC will utilize its global perspective to contribute toward the enhancement of education in chemistry and to advance the public understanding of chemistry and the scientific method.IUPAC will make special efforts to encourage the career development of young chemists.IUPAC will broaden the geographical base of the Union and ensure that its human capital is drawn from all segments of the world chemistry community.IUPAC will encourage worldwide dissemination of information about the activities of the Union.IUPAC will assure sound management of its resources to provide maximum value for the funds invested in the Union.Through the vehicle of green chemistry, IUPAC can engage and is engaging the international community in issues of global importance to the environment and to industry, through education of young and established scientists, the provision of technical tools, governmental engagement, communication to the public and scientific communities, and the pursuit of sustainable development. By virtue of its status as a leading and internationally representative scientific body, IUPAC is able to collaborate closely in furthering individual national efforts as well as those of multinational entities.An important example of such collaboration in the area of green chemistry is that of IUPAC with the Organization for the Economical Cooperation and Development (OECD) in the project on "Sustainable Chemistry", aimed at promoting increased awareness of the subject in the member countries. During a meeting of the Environment Directorate (Paris, 6 June 1999), it was proposed that United States and Italy co-lead the activity, and that implementation of five recommendations to the member countries be accorded the highest priority, namely:research and developmentawards and recognition for work on sustainable chemistryexchange of technical information related to sustainable chemistryguidance on activities and tools to support sustainable chemistry programssustainable chemistry educationThese recommendations were perceived to have socio-economic implications for worldwide implementation of sustainable chemistry. How IUPAC and, in particular, its Divisions can contribute to this effort is under discussion. IUPAC is recognized for its ability to act as the scientific counterpart to OECD for all recommendations and activities. Although the initiatives being developed by the OECD are aimed primarily at determining the role that national institutions can play in facilitating the implementation and impact of green chemistry, it is recognized that each of these initiatives also has an important scientific component. Whether it is developing criteria or providing technical assessment for awards and recognition, identifying appropriate scientific areas for educational incorporation, or providing scientific insight into the areas of need for fundamental research and development, IUPAC can play and is beginning to play an important role as an international scientific authority on green chemistry.Other multinational organizations including, among others, the United Nations, the European Union, and the Asian Pacific Economic Community, are now beginning to assess the role that they can play in promoting the implementation of green chemistry to meet environmental and economic goals simultaneously. As an alternative to the traditional regulatory framework often implemented as a unilateral strategy, multinational governmental organizations are discovering that green chemistry as a nonregulatory, science-based approach, provides opportunities for innovation and economic development that are compatible with sustainable development. In addition, individual nations have been extremely active in green chemistry and provide plentiful examples of the successful utilization of green chemistry technologies. There are rapidly growing activities in government, industry, and academia in the United States, Italy, the United Kingdom, the Netherlands, Spain, Germany, Japan, China, and many other countries in Europe and Asia, that testify to the importance of green chemistry to the future of the central science of chemistry around the world.Organizations and Commissions currently involved in programs in green chemistry at the national or international level include, for example:U.S. Environmental Protection Agency (EPA), with the "Green Chemistry Program" which involves, among others, the National Science Foundation, the American Chemical Society, and the Green Chemistry Institute;European Directorate for R&D (DG Research), which included the goals of sustainable chemistry in the actions and research of the European Fifth Framework Programme;Interuniversity Consortium "Chemistry for the Environment", which groups about 30 Italian universities interested in environmentally benign chemistry and funds their research groups;UK Royal Society of Chemistry, which promotes the concept of green chemistry through a "UK Green Chemistry Network" and the scientific journal Green Chemistry;UNIDO-ICS (International Centre for Science and High Technology of the United Nations Industrial Development Organization) which is developing a global program on sustainable chemistry focusing on catalysis and cleaner technologies with particular attention to developing and emerging countries (the program is also connected with UNIDO network of centers for cleaner production); andMonash University, which is the first organization in Australia to undertake a green chemistry program.Footnotes:1. The terminology "green chemistry" or "sustainable chemistry" is the subject of debate. The expressions are intended to convey the same or very similar meanings, but each has its supporters and detractors, since "green" is vividly evocative but may assume an unintended political connotation, whereas "sustainable" can be paraphrased as "chemistry for a sustainable environment", and may be perceived as a less focused and less incisive description of the discipline. Other terms have been proposed, such as "chemistry for the environment" but this juxtaposition of keywords already embraces many diversified fields involving the environment, and does not capture the economic and social implications of sustainability. The Working Party decided to adopt the term green chemistry for the purpose of this overview. This decision does not imply official IUPAC endorsement for the choice. In fact, the IUPAC Committee on Chemistry and Industry (COCI) favors, and will continue to use sustainable chemistry to describe the discipline.2. J. Elkington, < http://www.sustainability.co.uk/sustainability.htm