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Renal failure is an end-stage consequence after persistent hyperglycemia during diabetic nephropathy (DN), and the etiology of DN has been linked to oxidative stress. The purpose of this research was to determine the beneficial synergistic effects of S-Allyl Cysteine (SAC) and Taurine (TAU) on oxidative damage in the kidneys of type 2 diabetic rats induced by hyperglycemia.

Experimental diabetes was developed by administering intraperitoneal single dose of streptozotocin (STZ; 65 mg/kg) with nicotinamide (NA; 230 mg/kg) in adult rats. Diabetic and control rats were treated with SAC (150 mg/kg), TAU (200 mg/kg) or SAC and TAU combination (75 + 100 mg/kg) for four weeks. The estimation of body weight, fasting blood glucose (FBG), oral glucose tolerance test (OGTT), oxidative stress markers along with kidney histopathology was done to investigate the antidiabetic potential of SAC/TAU in the NA/STZ diabetic group.

The following results were obtained for the therapeutic efficacy of SAC/TAU: decrease in blood glucose level, decreased level of thiobarbituric acid reactive substances (TBARS) and increased levels of GSH, glutathione-s-transferase (GST) and catalase (CAT). SAC/TAU significantly modulated diabetes-induced histological changes in the kidney of rats.

SAC/TAU combination therapy modulated the oxidative stress markers in the kidney in diabetic rat model and also prevented oxidative damage as observed through histopathological findings.

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

The purpose of this paper is to investigate tourists’ representations of the Arctic through the lens of the photo-sharing social network Instagram. The study focuses on the particular tourist experience of crossing the Arctic Circle in Rovaniemi, Finland, as in tourism, it represents the “official” entry to the Arctic. The study also aims at drawing assumptions about the future experiences of crossing the Arctic Circle, with the development of new technologies such as augmented and virtual realities.

Data were gathered with netnography methodologies on the Instagram social network. The first stage was the observational part and consisted of “lurking” at specific hashtags and locations, both referring to the Arctic Circle in Rovaniemi. Data were gathered in December 2018 and consisted of images and descriptions of Instagram posts published by users between June 1, 2018 and December 31, 2018, so data collection encompassed both summer and winter seasons. The second stage was the analysis part and involved interpretive understanding, and especially phenomenological sociology.

Results show that three dominant representations of the Arctic emerge when tourists cross the Arctic Circle. The region is either seen as a frozen fairytale wonderland due to the close proximity of the Christmas industry, as a far and northern destination participating in the realization of the self, and as a territory where summer weather conditions are not necessarily synonymous with the Arctic. In addition, the study acknowledges the future challenges of conceptualizing “Arctic tourism” due to the development of virtual reality technologies that could provide immersive Arctic experiences outside the region.

The paper investigates connections between social media studies and tourist experiences in the Arctic context. It also questions the future of Arctic tourist experiences with the development of new technologies enhancing experiences and, thus, potentially threatening the exceptionalism of the Arctic and what makes the region a unique tourism destination.