Consumers have a variety of ice cream available for purchase through retail stores, including: standard commercial, specialty store, organic, and premium commercial options. This study used a sensory analysis to solicit responses from a group of adults to determine consumer preference and acceptance of four vanilla ice creams based on taste. Consumers preferred (i) organic ice cream to standard, commercial ice cream and (ii) specialty store ice cream to standard, commercial ice cream. Additionally, consumers could identify (i) the organic ice cream when compared to the standard, commercial ice cream and (ii) the premium, commercial ice cream had more overrun than the standard, commercial ice cream. Despite the preference for organic ice cream, it was unable to be determined if consumers were willing to pay a higher price for perceived higher quality organic ice cream. This research was unable to determine if organic ice creams offer additional nutritional benefits as compared to non-organic ice cream, but nutritional analysis was performed, and further research is warranted.

Current immune suppressive strategies fail to induce donor-recipient immune tolerance after allogeneic hematopoietic cell transplantation. Accordingly, patients suffer morbidity and mortality from graft vs. host disease (GVHD) and prolonged immune suppressive therapy. Biologic insight into transplantation tolerance is needed, and translation of such insight to novel clinical strategies may improve clinical outcomes. We report original investigation at seminal phases of this process including initial prophylactic immune suppression, onset of acute graft vs. host disease, and ultimate immune suppression discontinuation: In a controlled randomized clinical trial, we demonstrate that sirolimus-based immune suppression reduces risk for acute GVHD, ameliorates the severity of subsequent chronic GVHD, and supports reconstitution of functional regulatory T cells. Study of tissue-infiltrating CD4+ T cell subsets in acute GVHD target organs supports a pathogenic role for Th17 cells. Finally, we demonstrate that peripheral blood transcriptional biomarkers provide mechanistic insight into human transplantation tolerance. These data signal progress, and suggest rational translational efforts to achieve transplantation tolerance.

<p>In this thesis we address the problem of how to construct an optimal algorithm for displaying banners (i.e advertisements shown on web sites). The optimization is based on the revenue each banner generates, with the aim of selecting those banners which maximize future total revenue. Banner optimality is of major importance in the e-commerce industry, in particular on web sites with heavy traffic. The 'micropayments' from showing banners add up to substantial profits due to the large volumes involved. We provide a broad, up-to-date and primarily theoretical treatment of this global optimization problem. Through a synthesis of mathematical modeling, statistical methodology and computer science we construct a stochastic 'planning algorithm'. The superiority of our algorithm is based on empirical analysis conducted by us on real internet-data at TradeDoubler AB, as well as test-results on a selection of stylized data-sets. The algorithm is flexible and adapts well to new environments.</p>

<p>I have made interviews with a teacher and with pupils from the lower grades in a school dominated by pupils with Swedish as their second language, about the role and effects of assessment with particular focus on the subject of <em>mathematics</em>. I have also studied the policy documents (“kursplanen”) for the subjects of Swedish and mathematics. The formulations of the learning goals in Swedish are differentiated, so that the demands are somewhat lower for pupils with Swedish as their <em>second language</em>. In mathematics, however, the learning goals are the same for all pupils, and they include the ability to communicate mathematical concepts in meaningful and relevant situations. The language of this communication is supposed to be Swedish, and the cultural code necessary to find the situation meaningful and relevant is often Swedish. The textbooks in mathematics for the early grades are oriented towards the learning goals, and contain many problems formulated in plain Swedish language, and with meaning and relevance often oriented to assumed fruit distribution habits among culturally Swedish children. This creates a problem with assessments in mathematics for many pupils with Swedish as their second language. They often feel that the assessments in mathematics are <em>unfair</em>, if they already know the numerical system and could have solved the problem, had it been given to them in a more simplified language. There is a risk that these pupils give up on the subject of mathematics too early, and for linguistic and cultural reasons. My research has shown that some of these pupils even question the mathematical ability of their teacher, because they can so easily check the numerical results on their pocket calculators, and at the same time find the verbal explanations of the teacher so difficult to understand. The problems resulting from the discrepancy between the learning goals in Swedish and mathematics, are aggravated by the recently introduced national tests in the third grade, witch give an official stamp on the use of <em>summative assessment</em> in the form of mathematical tests that includes verbally and culturally demanding problems. What the individual teacher in mathematics can do under these circumstances, is exploiting the rights and demands for <em>individualization of learning</em> to the outmost for pupils with Swedish as their second language. Children who in the future are going to use their mathematical skills and abilities professionally in the Swedish society certainly have to learn the appropriate words, as well as the cultural codes for the Swedish way of formulating mathematical problems. But their roads to achieving these particular goals in the national learning plan for mathematics, will in various ways be different from that of pupils with Swedish as their first language. The advent of national tests in mathematics in the third grade makes it even more important for the teacher to focus on the use of <em>formative assessments</em>, that make temporary allowance for the pupils present shortcomings in the linguistic and cultural understanding of mathematics, while at the same time setting up personal and individualized learning goals, aimed at overcoming these shortcomings.</p>

The notions of community and identity are discussed and the various elements of each concept are analyzed in terms of their manifestation in physical and virtual spaces. A comparison of community and identity in physical and virtual spaces highlights the interdependent nature of these experiences in the intersection of these two spaces. Modern society functions through the use of technology that is ever increasing in speed and efficiency. We rely more and more on virtual technology as a tool to maintain relationships, perform various tasks, communicate and interact with others, and to manage our self-presentations. Thus, the fundamental experiences of community and identity must be studied in both online and offline contexts in order to determine how we can manipulate our use of technology for positive outcomes.

I have made interviews with a teacher and with pupils from the lower grades in a school dominated by pupils with Swedish as their second language, about the role and effects of assessment with particular focus on the subject of mathematics. I have also studied the policy documents (“kursplanen”) for the subjects of Swedish and mathematics. The formulations of the learning goals in Swedish are differentiated, so that the demands are somewhat lower for pupils with Swedish as their second language. In mathematics, however, the learning goals are the same for all pupils, and they include the ability to communicate mathematical concepts in meaningful and relevant situations. The language of this communication is supposed to be Swedish, and the cultural code necessary to find the situation meaningful and relevant is often Swedish. The textbooks in mathematics for the early grades are oriented towards the learning goals, and contain many problems formulated in plain Swedish language, and with meaning and relevance often oriented to assumed fruit distribution habits among culturally Swedish children. This creates a problem with assessments in mathematics for many pupils with Swedish as their second language. They often feel that the assessments in mathematics are unfair, if they already know the numerical system and could have solved the problem, had it been given to them in a more simplified language. There is a risk that these pupils give up on the subject of mathematics too early, and for linguistic and cultural reasons. My research has shown that some of these pupils even question the mathematical ability of their teacher, because they can so easily check the numerical results on their pocket calculators, and at the same time find the verbal explanations of the teacher so difficult to understand. The problems resulting from the discrepancy between the learning goals in Swedish and mathematics, are aggravated by the recently introduced national tests in the third grade, witch give an official stamp on the use of summative assessment in the form of mathematical tests that includes verbally and culturally demanding problems. What the individual teacher in mathematics can do under these circumstances, is exploiting the rights and demands for individualization of learning to the outmost for pupils with Swedish as their second language. Children who in the future are going to use their mathematical skills and abilities professionally in the Swedish society certainly have to learn the appropriate words, as well as the cultural codes for the Swedish way of formulating mathematical problems. But their roads to achieving these particular goals in the national learning plan for mathematics, will in various ways be different from that of pupils with Swedish as their first language. The advent of national tests in mathematics in the third grade makes it even more important for the teacher to focus on the use of formative assessments, that make temporary allowance for the pupils present shortcomings in the linguistic and cultural understanding of mathematics, while at the same time setting up personal and individualized learning goals, aimed at overcoming these shortcomings.

In this thesis we address the problem of how to construct an optimal algorithm for displaying banners (i.e advertisements shown on web sites). The optimization is based on the revenue each banner generates, with the aim of selecting those banners which maximize future total revenue. Banner optimality is of major importance in the e-commerce industry, in particular on web sites with heavy traffic. The 'micropayments' from showing banners add up to substantial profits due to the large volumes involved. We provide a broad, up-to-date and primarily theoretical treatment of this global optimization problem. Through a synthesis of mathematical modeling, statistical methodology and computer science we construct a stochastic 'planning algorithm'. The superiority of our algorithm is based on empirical analysis conducted by us on real internet-data at TradeDoubler AB, as well as test-results on a selection of stylized data-sets. The algorithm is flexible and adapts well to new environments.

Purpose The purpose of the paper is to explain how executives can make effective use of fables provided by external guest speakers to create a situation of collective sense-making and centring, based on the story used in a policy making context of a private, Dutch for-profit organization ( fictitiously called Con-Zelo recruitment agency in this article ).   Design/methodology/approach The approach involved collecting and analyzing the ‘Swimming for gold’ fable as part of seven months phenomenological and symbolic study, to confirm organizational sense, identify categorized themes and analyze the process of creation. In which co-author Volkers, as a former member, had access to the organization and familiarity with the organization its history.   Findings The findings emphasize that both fables and myths can in fact establish organizational sense and centring based on categorized themes. Most important is that fables shared by an external guest speaker should not be considered as a singular event, but as start of a process; a true vehicle for collective sense-making and centring. Organizations can then do so through changes and alignment in all five types of cultural artifacts.   Originality/value This paper provides additional value by bridging the gap between theory and practice. Besides illustrating that fables do in fact contain the power to promote a particular point of view, specific meaning and or values and therewith establish organizational sense and centring. This study includes the documentation and cultural analysis of the fable, and illustrates the fable as a vehicle or process for collective sense-making and centring. Furthermore, the suggested fable-stretching model is a so called ‘soup-to-nuts’ approach that can serve as a blue-print for organizational researchers and change agents interested in using external guest speakers and the personal fables they carry out, to establish collective sense-making and centring within an organizational context.

In this arts-based study, I will discuss using craft techniques such as crazy quilting in the creative process of making art. The paper describes the history of crazy quilts, a brief summary of artists who use quilts as a medium, and a description of how teaching craft-making skills in the classroom can encourage students to use them for art-making.

The purpose of this project is to better understand the influences underlying gender differences in the brain using Four Core Genotype mice. Four Core Genotype mice are transgenic mice in which the SRY gene has been translocated from the Y chromosome to another location. This enables separation of the genetic sex and gonadal sex. For example, there are female mice based on sexual organs but their chromosomes are XY(UY- in mice). This allows us to determine whether sexual differentiation in the brain is due to genes or hormones. In this project, I looked at a sexually dimorphic area of the brain, the Bed Nucleus of the Stria Terminalis (BNST), which is twice as large in males than in females. I hypothesize that both chromosomes and gonadal hormones play a part in sexually differentiating the brain including the BNST and thus I predict that the size of the BNST will be the same in XX males (UUSRY) and XY females (UY-). I measured the BNST from five XX female (UU) and five XY male(UY-SRY) four core genotype mouse brains and confirmed that the BNST is larger in males than in females, as it is in normal mice (p= .057). I processed and measured the size of the BNST in ten brains of XX males and XY females to see if the size of the BNST matches the chromosomes or the gonads. The results had a trend in the data that suggested chromosomes play more of an effect on sexual differentiation of the BNST. The overall goal of this project is to contribute to research examining the causes of gender identity in humans by relating this work to other works in the field.