bluuebunny/crossref_metadata_2025_split huggingface dataset:
Genetic Adaptation ofC. elegansto Environment Changes I: Multigenerational Analysis of the Transcriptome
Authors: Çelen İrem , Doh Jung H. , Sabanayagam Chandran R. 
Published: September 2017

AbstractAbrupt environment changes can elicit an array of genetic effects. However, many of these effects can be overlooked by functional genomic studies conducted in static laboratory conditions. We studied the transcriptomic responses ofCaenorhabditis elegansunder single generation exposures to drastically different culturing conditions. In our experimental scheme, P0worms were maintained on terrestrial environments (agar plates), F1in aquatic cultures, and F2back to terrestrial environments. The laboratory N2 strain and the wild isolate AB1 strain were utilized to examine how the genotype contributes to the transcriptome dynamics. Significant variations were found in the gene expressions between the “domesticated” laboratory strain and the wild isolate in the different environments. The results showed that 20% - 27% of the transcriptional responses to the environment changes were transmitted to the subsequent generation. In aquatic conditions, the domesticated strain showed differential gene expression particularly for the genes functioning in the reproductive system and the cuticle development. In accordance with the transcriptomic responses, phenotypic abnormalities were detected in the germline and cuticle of the domesticated strain. Further studies showed that distinct groups of genes are exclusively expressed under specific environmental conditions, and many of these genes previously lacked supporting biochemical evidence.
Social impacts of a short-distance relocation process and new ways of working
Authors: Christersson Matti , Heywood Christopher , Rothe Peggie 
Published: September 2017

Purpose
The purpose of this paper is to investigate the social impacts of short-distance office relocation that also involved a new way of working, as perceived by employees during a relocation process. Relocation is any process of moving business premises and can consist of (often) significant change in locality, building change, workplace change and ways of working. This case study was not influenced by the effect of locality change making it hence a short-distance relocation.

Design/methodology/approach
The social impacts are analysed based on the perceptions of approximately 15 per cent (nine employees) of the case organization across the relocation process – two months before, one week before and four months after the move. The qualitative data collection is conducted by semi-structured interviews, supplemented by diaries and participatory action research.

Findings
Before the relocation, the subject organization’s old premises were considered inadequate. Still, employees had concerns during the process about the new open office environment including the adoption of new ways of working. Some employees did experience resistance towards the change, although the amount of engagement possibilities was deemed sufficient and engagement recognized as an important part of the process. After the relocation, adaptation was considered easier than originally anticipated and experiences of improved inter-team collaboration were reported by most while others experienced just the opposite, pointing out to emerging individual differences.

Research limitations/implications
The limitations of this study arise mainly from the ability to statistically generalize on the basis of a single case study which this paper represents. Furthermore, since the last interviews were made four months after the move, all post-occupancy implications were possibly not yet fully experienced.

Originality/value
The paper provides information on the social impacts of organizational relocation process, as it identifies individual employee perceptions during a relocation process where locality change is minimal. Moreover, the threefold research approach across the relocation process enables the appearance of possible time-dependent development of adaptation to change in employee perceptions and these perceptions to be analysed in more detail.
FCA discussion paper on open-ended funds and illiquidity
Authors: Katsambas Panos , Ng Chu Ting 
Published: September 2017

Purpose
To explore the issues and questions put forward for consideration by stakeholders by the UK Financial Conduct Authority (FCA) in its discussion paper dated February 2017 – the purpose of which was to gather stakeholders’ views on illiquid assets and open-ended investment funds and seek to provide a basis for debate by setting out several policies for FCA intervention.

Design/methodology/approach
Explains and discusses the potential consequences of each issue and question put forward by the FCA, including definitions of illiquid assets, liquidity management tools, treatment of professional and retail investors, portfolio restrictions and liquidity buffers, valuation of illiquid assets, direct intervention by the FCA, enhanced disclosure, and secondary markets for illiquid assets.

Findings
What was found in the course of the work? The decision to suspend redemptions by these large property funds has brought to the forefront the key question of whether real estate or other illiquid assets are appropriate for open-ended funds. Many questions and considerations remain as to what impact the FCA’s proposed changes could have on the industry. The FCA consultation closed on 8 May 2017 and the results could determine new and adapted rules.

Originality/value
Practical guidance from experienced funds lawyers.
FINRA issues interpretive guidance on related performance in institutional communications
Authors: Caccese Michael S. , Pagnano Clair , Rohrer Eden , Corral Xiomara 
Published: September 2017

Purpose
To analyze the June 9, 2017 Financial Industry Regulatory Authority, Inc. (“FINRA”) interpretive letter permitting the use of Related Performance Information in continuously offered closed-end registered investment company sales materials distributed solely to institutional investors.

Design/methodology/approach
Provides background, including the application of FINRA Rule 2210, and explains the conditions under which fund marketing materials may contain Related Performance Information.

Findings
While the interpretive letter will not result in a fundamental shift in the Industry’s approach to providing Related Performance Information of open- and closed-end funds to institutional investors, it also represents FINRA’s ongoing recognition that communications provided solely to institutional investors do not raise the same investor protection concerns as communications provided to retail investors.

Originality/value
Expert guidance from experienced investment management and investment fund lawyers.
8 Years of institutional assessment feedback: students’ satisfaction with library services
Authors: Rysavy Monica D.T. , Michalak Russell , Wessel Alison 
Published: September 2017

Purpose
The purpose of this paper is to examine eight years of quantitative and qualitative student feedback on library services collected through an institution-wide student satisfaction survey.

Design/methodology/approach
This paper utilizes data collected during an eight-year period from the college’s student satisfaction survey. This survey contained 40 questions which addressed topics concerning the college’s 13 major departments. Six of the questions were devoted to library services.

Findings
Over the eight years surveyed, across all divisions surveyed (undergraduate students, graduate students and graduate Saturday students), students on average tended to select “agree” or “strongly agree” with the following six questions asked: The materials in the library meet my course requirements. The library has enough laptop computers for student use. The instructional materials for using the online databases are helpful. The library hours match my schedule and needs. The library equipment is in good working order. The library is generally quiet and suitable for study.

Originality/value
This institutionally crafted, mixed methods survey was deployed over an eight-year period at a relatively minimal cost (in-house staff hours were used to analyze the data gathered and paper Scantron sheets were used to deploy). Furthermore, rich data were gathered from a relatively simple instrument and this information was used to make institution-wide decisions.
Translating reference expertise
Authors: VanderPol Diane , Sakr El Shaimaa 
Published: September 2017

Purpose
Librarians have expertise in helping patrons to define their information needs, develop search strategies and navigate the information environment. At Zayed University in the United Arab Emirates, the authors saw a need for the university’s staff to translate that expertise to help patrons to find materials in their native language, even when they cannot speak that language.

Design/methodology/approach
The authors, one Arabic speaker and one non-Arabic speaker, developed a workshop for their peers outlining strategies for translating our expertise as library professionals. In this paper, the authors share both the strategies for translating expertise that they recommended in the workshop, and information on their process in developing those recommendations.

Findings
The balance of expertise between the library staff and the patron is somewhat shifted when the search is being conducted in a foreign language. The librarian provides expertise with issues of access. The patron is the expert in her language, the transaction will not be successful without the patron’s contribution and full engagement. Demonstrating a willingness and capability to contribute to the process of searching in the patron’s native language is what is most important.

Originality/value
While there is evidence that libraries are providing foreign language collections and that librarians are considering how to deliver services to English as a Second Language (ESL) patrons, the literature suggests that the profession is not generally focusing on how English-speaking librarians can use their expertise to help patrons to access materials in their native languages.
iCurator
Authors: Watson-Canning Andrea 
Published: September 2017

Purpose
The purpose of this paper is to provide secondary social studies practitioners with a research-based adaptable lesson plan aligned with the National Council for the Social Studies Thematic Strands and its C3 Framework incorporating the digitized collection of the National Gallery of Art and Visual Thinking Strategies to foster historical understanding through a student-driven process of online gallery curation.

Design/methodology/approach
The author describes the connections between constructivist learning and technology integration in the classroom, linking technological, visual, and social studies literacy. The internet mediates student experience. It is both text-based and image-saturated; therefore, it is important for students to develop fluency with the written word and visual literacy. To remain technologically relevant, teachers must harness the potential of the internet to aid students with the development of their analytic and evaluative skills. The paper outlines an adaptable method for incorporating technology and art into social studies classroom practice in order to build visual literacy, historical understanding, and skills in evidence-based research.

Findings
The National Council for the Social Studies has outlined various analytic, communicative, and evaluative skills that students should acquire for social studies literacy. This paper provides insight as to how utilizing digitized collections of artwork has the potential to engage students in active, constructivist learning in order to acquire social studies literacy.

Originality/value
The paper is of value to secondary practitioners who wish to incorporate visual art, technology, and constructivist learning techniques in their classrooms.
Social studies from a care ethics perspective in an elementary classroom
Authors: Rabin Colette , Smith Grinell 
Published: September 2017

Purpose
The purpose of this paper is to explore social studies from the moral perspective of an ethic of care. Care ethics considers not only the cognitive skills but also the affective dimensions of educative experiences for how they might forward an ethical ideal of caring.

Design/methodology/approach
This case study was conducted in a second-grade classroom at a small, diverse, urban, independent K-8th grade elementary school. Data were gathered from six sources: notes from the participating second-grade teacher’s planning meetings over the course of a two and a half month unit of instruction about genealogy; lesson plans and observation notes; interviews of participating teachers; interviews with participating students; surveys of students; and the second-grade teacher’s reflective journal. The authors took a phenomenological approach to data analysis, examining the entire data set and conducting inductive interpretive coding to identify emergent themes.

Findings
The authors found that adopting the theoretical perspective of care ethics helped a novice elementary teacher revise his/her approach to social studies instruction. Care ethics led to the teacher coming to see himself/herself as a teacher of care ethics, focusing on dialogue over stories to teach caring in diverse contexts, and highlighting social aspects of the curriculum. The students’ descriptions of their learning indicate that they perceived a larger purpose for their social studies lessons – in this case, participation in social life – and that this perception contributed to their engagement.

Research limitations/implications
The study was conducted at one school site where the teachers enjoyed the intellectual freedom to infuse new perspectives such as care ethics into their curriculum. More research needs to be done to explore the feasibility of application of these ideas elsewhere.

Practical implications
Implications include how adopting an ethic of care provides a larger purpose for social studies that may deepen the educative experience, both for the teacher and for the students. Adopting an ethic of care in social studies might help cultivate students’ inclination to act in more caring ways toward one another.

Originality/value
This paper addresses the overlooked ethical purposes of teaching social studies from a care ethics perspective.
An overview of multicultural education in the USA: grandest social experiment
Authors: Kirylo James D. 
Published: September 2017

Purpose
The purpose of this paper is to provide an overview of the historical and theoretical foundation of multicultural education in the USA. The discussion begins with a review of how diverse populations (e.g. ethnic, race, language, religious, cultural, class, and other differences) immigrated to the USA resulting in the need for multicultural sensitivities and responsiveness in the educational system. The paper describes how multicultural education has unfolded and discusses a culturally relevant pedagogy framework. The historical and theoretical contexts of multicultural education provide the foundation for determining if educational approaches are used and decisions are made that meet the needs of the diverse student population in the US public schools.

Design/methodology/approach
Emerging from the Civil Rights Movement in the 1960s, the notion of multicultural education unfolded (Sleeter, 2000) leading to the present day where a plethora of literature exists, well informing teacher education and school districts all over the country (see the reference section for some of the represented literature). In response to a largely Eurocentric point of view and the notion of a “melting pot” mindset, multicultural education is one that unfolds out of a pluralistic perspective. While the intent of the “melting pot” concept was to recognize ethnic and cultural differences in a dynamic that would harmoniously “melt” into a unique blend of what America is, what happened was “[…] the brew turned out to be Anglo-Saxon again […] reinforce[ing] the ethnocentrism of the majority and convince ethnic minorities that their ethnicity and cultural heritage were illegitimate and hence needed to be abandoned” (Pai and Adler, 2001, p. 63).

Findings
In the final analysis, awareness of historical and theoretical contexts in light of curricular objectives, instructional approaches, and ways students are assessed is critical in order to better make educational decisions that are just and best serve a diverse student population (Duarte and Smith, 2000). Indeed, a principal goal of multicultural education is the fostering of educational equity (Banks, 2006).

Originality/value
The issue for the classroom teacher, therefore, is not whether there will be multiple complex challenges in encountering differences; rather, the question for the teacher is an understanding of one’s level of awareness of those differences and the contexts that frames those differences. Hence, in the end, the more aware a teacher is about concepts related to multicultural education, the more likely the movement toward educational equity will be cultivated, and the more likely the grandest social experiment in the world will fruitfully advance.
Rethinking place, boundaries, and local history in social studies teacher education
Authors: Harshman Jason 
Published: September 2017

Purpose
The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies.

Design/methodology/approach
This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study.

Findings
Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators.

Originality/value
The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.
Study of macromolecular interactions in low‐fat brined cheese modified with Zedu gum
Authors: Baghdadi Fatemeh , Aminifar Mehrnaz , farhoodi Mehdi , Shojaee Ali Abadi Saeedeh 
Published: September 2017

The functionality of Zedu gum as a fat mimetic in low‐fat brined cheese was studied. The physicochemical, textural, rheological, microstructural and sensory properties of cheese samples modified with 0.1% and 0.25% of Zedu gum were compared to those of control cheeses (low‐fat and full‐fat cheeses with no fat mimetic) during ripening. To obtain further information about the cheeses' structure and interactions between macromolecules (casein protein and Zedu gum), other parameters were analysed by differential scanning calorimetry and Fourier transform infrared (FTIR) spectroscopy. Incorporation of Zedu gum into low‐fat cheese caused an open microstructure and softer texture in comparison with the control low‐fat cheese. The thermal properties and FTIR spectra of the cheeses were influenced by both fat mimetic and ripening time. On days 1 and 60 of ripening time, the lower value of enthalpy of the low‐fat cheese with 0.25 g of Zedu gum/kg of milk (AS 0.25) in comparison with control low‐fat cheese could have been due to the electrostatic nature of the interactions between Zedu gum and casein protein. On both days, the FTIR spectrum of AS 0.25 showed a well separated absorption at 1746 cm−1 possibly due to the formation of ester groups as a result of the interaction of the carbonyl groups in Zedu gum with the hydroxyl groups of some amino acids in casein.
Functional role for suppression of the insular–striatal circuit in modulating interoceptive effects of alcohol
Authors: Jaramillo Anel A. , Agan Verda E. , Makhijani Viren H. , Pedroza Stephen , McElligott Zoe A. , Besheer Joyce 
Published: September 2017

AbstractThe insular cortex (IC) is a region proposed to modulate, in part, interoceptive states and motivated behavior. Interestingly, IC dysfunction and deficits in interoceptive processing are often found among individuals with substance‐use disorders. Furthermore, the IC projects to the nucleus accumbens core (AcbC), a region known to modulate the discriminative stimulus/interoceptive effects of alcohol and other drug‐related behaviors. Therefore, the goal of the present work was to investigate the possible role of the IC ➔ AcbC circuit in modulating the interoceptive effects of alcohol. Thus, we utilized a chemogenetic technique (hM4Di designer receptor activation by designer drugs) to silence neuronal activity in the IC of rats trained to discriminate alcohol (1 g/kg, IG) versus water using an operant or Pavlovian alcohol discrimination procedure. Chemogenetic silencing of the IC or IC ➔ AcbC neuronal projections resulted in potentiated sensitivity to the interoceptive effects of alcohol in both the operant and Pavlovian tasks. Together, these data provide critical evidence for the nature of the complex IC circuitry and, specifically, suppression of the insular–striatal circuit in modulating behavior under a drug stimulus control.