title: Impact of 3-Aminopropyltriethoxysilane-Coated Iron Oxide Nanoparticles on Menaquinone-7 Production Using B-subtilis

authors: Ranmadugala, Dinali Niluka Achala

subjects: Science & Technology

abstract: One of the major issues associated with industrial production of menaquinone-7 (MK–7) is the low fermentation yield. In this study, we investigated the effect of iron oxide nanoparticles coated with 3–aminopropyltriethoxysilane (IONs@APTES) on the production of MK–7 using B. subtilis (ATCC 6633). Decoration of B. subtilis cells with IONs@APTES significantly enhanced both MK–7 production and yield. An approximately two-fold increase in MK–7 production (41 mg/L) was observed in the presence of 500 µg/mL IONs@APTES, as compared to MK–7 production using untreated bacteria (22 mg/L). This paper, therefore, illustrates the immense biotechnological potential of IONs@APTES in increasing MK–7 concentration using B. subtilis, and its future role in bioprocess engineering.

text: Impact of 3-Aminopropyltriethoxysilane-Coated Iron Oxide Nanoparticles on Menaquinone-7 Production Using B-subtilis One of the major issues associated with industrial production of menaquinone-7 (MK–7) is the low fermentation yield. In this study, we investigated the effect of iron oxide nanoparticles coated with 3–aminopropyltriethoxysilane (IONs@APTES) on the production of MK–7 using B. subtilis (ATCC 6633). Decoration of B. subtilis cells with IONs@APTES significantly enhanced both MK–7 production and yield. An approximately two-fold increase in MK–7 production (41 mg/L) was observed in the presence of 500 µg/mL IONs@APTES, as compared to MK–7 production using untreated bacteria (22 mg/L). This paper, therefore, illustrates the immense biotechnological potential of IONs@APTES in increasing MK–7 concentration using B. subtilis, and its future role in bioprocess engineering.

year: 2017-11-01

title: Are women more loyal customers than men? Gender differences in loyalty to Firms and individual service providers.

authors: Melnyk, Valentyna

subjects: customer loyalty

abstract: Prevailing wisdom assumes that female consumers are more loyal than male consumers. The authors report conditions under which the reverse is found, depending on the object of customer loyalty. For example, whereas female consumers tend to be more loyal than male consumers to individuals, such as individual service providers, this difference is reversed when the object of loyalty is a group of people. The authors find a similar crossover interaction effect for loyalty to individual employees versus loyalty to companies. This effect is mediated by self-construal in terms of relational versus collective interdependence. The authors discuss the managerial and theoretical implications of these gender differences.

text: Are women more loyal customers than men? Gender differences in loyalty to Firms and individual service providers. Prevailing wisdom assumes that female consumers are more loyal than male consumers. The authors report conditions under which the reverse is found, depending on the object of customer loyalty. For example, whereas female consumers tend to be more loyal than male consumers to individuals, such as individual service providers, this difference is reversed when the object of loyalty is a group of people. The authors find a similar crossover interaction effect for loyalty to individual employees versus loyalty to companies. This effect is mediated by self-construal in terms of relational versus collective interdependence. The authors discuss the managerial and theoretical implications of these gender differences.

year: 2009

title: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers

authors: Gundersen, Mandy

abstract: Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

text: Integrating education for sustainability into secondary science classes: Practices and perceptions of New Zealand teachers Global challenges like climate change and biodiversity loss necessitate a collective shift towards sustainable living. Education for Sustainability aims to equip students with the essential knowledge, skills, attitudes and agency to meet sustainability goals and forge a better future. It is a holistic approach, yet single-subject school structures at the secondary level mean it must be integrated into subjects such as science. However, there is limited research, particularly in New Zealand, on how this integration is practiced in secondary science classes.

Grounded in an interpretivist paradigm, this study interviewed five New Zealand secondary science teachers to understand their conceptualisations of sustainability and sustainability education. It explored how their understanding was translated into practice through detailed descriptions of lessons and units. The study provides insights into how these teachers integrate sustainability across junior science, the new National Certificate of Educational Achievement Level One science standards, and senior science subjects, while also elaborating on the benefits they believed students received and the challenges they faced in this integration.

This research found that these New Zealand teachers had a broad understanding of sustainability and recognised key components of sustainability education. They saw sustainability as a way to make science engaging and to develop scientific literacy among their students. To incorporate sustainability into science, they had all designed units which included place-based approaches, integrated topics, considered multiple perspectives, and interwove mātauranga Māori, or New Zealand indigenous knowledge. The boundaries of science as a subject, senior-level assessment requirements, and the time needed for some sustainability-focused activities were noted as challenges to sustainability’s integration.

The research recommends that for the effective integration of sustainability, support is required, particularly regarding teacher education and the provision of resources that exemplify sustainability in science. Furthermore, curriculum and assessment changes designed to incorporate sustainability must remain clear about the required science content to ensure students are robustly prepared for senior science studies.

year: 2025