Geographically touring the eastern bloc: British geography, travel cultures and the Cold War

This paper considers the role of travel in the generation of geographical knowledge of the eastern bloc by British geographers. Based on oral history and surveys of published work, the paper examines the roles of three kinds of travel experience: individual private travels, tours via state tourist agencies, and tours by academic delegations. Examples are drawn from across the eastern bloc, including the USSR, Poland, Romania, East Germany and Albania. The relationship between travel and publication is addressed, notably within textbooks, and in the Geographical Magazine. The study argues for the extension of accounts of cultures of geographical travel, and seeks to supplement the existing historiography of Cold War geography

Primary Screening of the Biological Activity of Heterocyclic Aminoderivatives of 2,3-dichloro-1,4-naphtoquinone

The aim. Check the antimicrobial and fungicidal activity of 2,3-dichloro-1,4-naphthoquinone aminopyrazole derivatives and predict their severity of toxicity to rats.Materials and methods of the research. The antimicrobial activity of heterocyclic amino derivatives of naphthoquinone 3a-d was studied by diffusion of the substance into agar on solid nutrient medium and by serial dilution. Acute rodent toxicity was determined by the QSAR simulation method implemented in GUSAR software.Results. In the work, the antimicrobial and fungicidal activities of new heterocyclic amino derivatives of naphthoquinone were studied, as well as the in silico determination of their acute toxicity for rats was carried out using four types of substance administration.Conclusions. The study of aminopyrazole derivatives of naphthoquinone revealed the compounds exhibiting high antimicrobial activity against the Candida tenuis test culture, namely: 2-chloro-3-((1-methyl-1H-pyrazol-4-yl) amino) naphthalene-1,4-dione (3a) and 2-chloro-3 - ((1-methyl-1H-pyrazol-3-yl) amino) naphthalene-1,4-dione (3b). All the synthesized compounds were found to exhibit selective bacterio- and fungistatic activity. QSAR determined the non-toxic compound 3c in the intraperitoneal route of administration, as well as the non-toxic compound 3d in the subcutaneous route of administrationМета. Провести дослідження антимікробної та фунгіцидної активностей амінопіразольних похідних 2,3-дихлоро-1,4-нафтохінону та спрогнозувати їхню гостру токсичність.Матеріали та методи дослідження. Протимікробну активність гетероциклічних амінопохідних нафтохінону 3a-d вивчали шляхом дифузії речовини в агар на твердому поживному середовищі та методом серійних розведень. Гостру токсичність для гризунів визначали методом моделювання QSAR, реалізованим в програмному забезпеченні GUSAR .Результати. У роботі досліджено антимікробну та фунгіцидну активності нових гетероциклічних амінопохідних нафтохінону, а також проведено визначення їх in silico гострої токсичності для щурів за чотирма типами введення субстанції.Висновки. Дослідження амінопіразольних похідних нафтохінону дозволило виявити сполуки, які проявляють високу антимікробну активність по відношенню до тест-культури Candida tenuis, а саме: 2-хлоро-3-((1-метил-1Н-піразол-4-іл)аміно)нафтален-1,4-діон 3a та 2-хлоро-3-((1-метил-1Н-піразол-3-іл)аміно)нафтален-1,4-діон 3b. Встановлено, що усі синтезовані сполуки проявляють вибіркову бактеріо- і фунгістатичну активності. Визначено методом QSAR нетоксичну сполуку 3с при внутрішньочеревному шляху введення, а також нетоксичну сполуку 3d при підшкірному шляху введенн

How Hepatitis D Virus Can Hinder the Control of Hepatitis B Virus

BACKGROUND: Hepatitis D (or hepatitis delta) virus is a defective virus that relies on hepatitis B virus (HBV) for transmission; infection with hepatitis D can occur only as coinfection with HBV or superinfection of an existing HBV infection. Because of the bond between the two viruses, control measures for HBV may have also affected the spread of hepatitis D, as evidenced by the decline of hepatitis D in recent years. Since the presence of hepatitis D is associated with suppressed HBV replication and possibly infectivity, it is reasonable to speculate that hepatitis D may facilitate the control of HBV. METHODOLOGY AND PRINCIPAL FINDINGS: We introduced a mathematical model for the transmission of HBV and hepatitis D, where individuals with dual HBV and hepatitis D infection transmit both viruses. We calculated the reproduction numbers of single HBV infections and dual HBV and hepatitis D infections and examined the endemic prevalences of the two viruses. The results show that hepatitis D virus modulates not only the severity of the HBV epidemic, but also the impact of interventions for HBV. Surprisingly we find that the presence of hepatitis D virus may hamper the eradication of HBV. Interventions that aim to reduce the basic reproduction number of HBV below one may not be sufficient to eradicate the virus, as control of HBV depends also on the reproduction numbers of dual infections. CONCLUSIONS AND SIGNIFICANCE: For populations where hepatitis D is endemic, plans for control programs ignoring the presence of hepatitis D may underestimate the HBV epidemic and produce overoptimistic results. The current HBV surveillance should be augmented with monitoring of hepatitis D, in order to improve accuracy of the monitoring and the efficacy of control measures

The Mediterranean diet for Polish infants: a losing struggle or a battle still worth fighting?

The Mediterranean diet is well known for its health-promoting effects. Among its key ingredients, olive oil is the most characteristic. Processing industries have been successfully manufacturing and marketing jarred baby foods with the use of vegetable oils, including olive oil, as well as other sources of visible fat. We aimed to survey manufacturer claims concerning added fat in jarred infant foods supplied to the Polish market. A total of 124 kinds of infant foods from six suppliers were analyzed. Corn, canola, and soybean oil occupied the first three positions, respectively, in rank order of vegetable oils used in jarred baby foods. In our sample, only one type of ready-to-eat jars with vegetables contained olive oil. 11% of products contained cow milk butter or cream. 61% of jarred “dinners” contained poultry or fish, which are typical sources of animal protein in the Mediterranean diet. Given that commercial baby foods currently available in the Polish market contain no olive oil, we advocate considering home preparation of infant foods with the use of visible fat. Medical professionals should encourage food manufacturers to return to the concepts of the Mediterranean diet for young consumers, aimed at long-term health

Elite Conflict Orientations in Polish and US Cities

This paper analyzes the values of local leaders in Poland and the United States. A matched subset of cities is used. Interview data were collected in the 1983-84 period. The focus is on elite views about political conflict. Striking differences were found in the types of problems seen as serious in their communities. Yet, similar proportions perceived and tolerated conflicts today as in 1966. Individual level data on leadership position, party affiliation or status, length of tenure and age revealed differences. And in both countries community differences were considerable.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66987/2/10.1177_019251218901000402.pd

"Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching

[EN] Interest is growing towards including business ethics in university curricula, aiming at improving ethical behaviour of future managers. Extant literature has investigated the impact of ethics education on different ethics-related students' cognitive and/or behavioural outcomes, considering variables related to training programmes and students' demographic aspects. Accordingly, we aim at assessing students' understanding of business ethics issues, by focusing on the differences in students' perceptions depending on gender, age, work experience, and ethics courses taken. Testing our hypotheses on a sample of 307 management students at a Polish university, and controlling for social desirability bias, we obtained mixed and partially surprising results. We found significant differences in students' understanding of business ethics depending on their gender and age (female and older students showed more ethical inclinations), but not depending on having taken ethics courses-actually perceptions of such courses worsened after taking them. Besides, work experience was not a significant variable. Moreover, course exposure intensiveness (i.e., number of ethics courses completed), and time passed since completion of the latest course, did not confirm hypothesized effects on most of the dependent (sub)variables. These findings stimulate further questions and challenges for future research (e.g., around course design and methodology, and social/cultural/contextual issues).Tormo-Carbó, G.; Oltra, V.; Klimkiewicz, K.; Seguí-Mas, E. (2019). "Don't try to teach me, I got nothing to learn": Management students' perceptions of business ethics teaching. 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(2005). Why teach ethics to accounting students? A response to the sceptics. Business Ethics: A European Review, 14(3), 290-300. doi:10.1111/j.1467-8608.2005.00410.xBates, A., & Godoń, R. (2016). Tackling knowledge ‘like a business’? Rethinking the modernisation of higher education in Poland. Compare: A Journal of Comparative and International Education, 47(4), 454-467. doi:10.1080/03057925.2016.1234931Beggs, J. M., & Dean, K. L. (2006). Legislated Ethics or Ethics Education?: Faculty Views in the Post-Enron Era. Journal of Business Ethics, 71(1), 15-37. doi:10.1007/s10551-006-9123-4Bernardi, R. A., & Bean, D. F. (2010). Ranking North American accounting scholars publishing ethics research: 1986 through 2008. Research on Professional Responsibility and Ethics in Accounting, 139-174. doi:10.1108/s1574-0765(2010)0000014010Blanthorne, C., Kovar, S. E., & Fisher, D. G. (2007). Accounting Educators’ Opinions about Ethics in the Curriculum: An Extensive View. 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(1984). Gender stereotypes stem from the distribution of women and men into social roles. Journal of Personality and Social Psychology, 46(4), 735-754. doi:10.1037/0022-3514.46.4.735Ede, F. O., Panigrahi, B., Stuart, J., & Calcich, S. (2000). Journal of Business Ethics, 26(2), 133-146. doi:10.1023/a:1006309212031Eweje, G., & Brunton, M. (2010). Ethical perceptions of business students in a New Zealand university: do gender, age and work experience matter? Business Ethics: A European Review, 19(1), 95-111. doi:10.1111/j.1467-8608.2009.01581.xFerguson, J., Collison, D., Power, D., & Stevenson, L. (2011). Accounting education, socialisation and the ethics of business. Business Ethics: A European Review, 20(1), 12-29. doi:10.1111/j.1467-8608.2010.01607.xFestinger, L. (1957). A Study of Thinking.J. S. Bruner , J. J. Goodnow , G. A. Austin. American Journal of Sociology, 63(2), 231-232. doi:10.1086/222197FOB and GoodBrand and Company Polska. (2010). CSR w Polsce – Menedżerowie/Menedżerki 500 Lider/Liderka CSR. [CSR in Poland ‐ Managers 500 Leaders CSR].Warszawa. Retrieved fromhttp://odpowiedzialnybiznes.pl/public/files/raport_menedzerowie500_lidercsr_2010.pdfFord, R. C., & Richardson, W. D. (1994). Ethical decision making: A review of the empirical literature. Journal of Business Ethics, 13(3), 205-221. doi:10.1007/bf02074820Geary, W. T., & Sims, R. R. (1994). Can ethics be learned? Accounting Education, 3(1), 3-18. doi:10.1080/09639289400000002Ghaffari, F., Kyriacou, O., & Brennan, R. (2008). Exploring the Implementation of Ethics in U.K. Accounting Programs. Issues in Accounting Education, 23(2), 183-198. doi:10.2308/iace.2008.23.2.183Graham, A. (2012). The Teaching of Ethics in Undergraduate Accounting Programmes: The Students’ Perspective. Accounting Education, 21(6), 599-613. doi:10.1080/09639284.2012.725638Halbesleben, J. R. B., Wheeler, A. R., & Buckley, M. R. (2005). Everybody Else is Doing it, So Why Can?t We? Pluralistic Ignorance and Business Ethics Education. Journal of Business Ethics, 56(4), 385-398. doi:10.1007/s10551-004-3897-zHarris, H. (2008). Promoting ethical reflection in the teaching of business ethics. Business Ethics: A European Review, 17(4), 379-390. doi:10.1111/j.1467-8608.2008.00541.xHaski-Leventhal, D., Pournader, M., & McKinnon, A. (2015). The Role of Gender and Age in Business Students’ Values, CSR Attitudes, and Responsible Management Education: Learnings from the PRME International Survey. Journal of Business Ethics, 146(1), 219-239. doi:10.1007/s10551-015-2936-2Hunt, S. D., & Vitell, S. (1986). A General Theory of Marketing Ethics. Journal of Macromarketing, 6(1), 5-16. doi:10.1177/027614678600600103Hurtt, R. K., & Thomas, C. W. (2008). Implementing a Required Ethics Class for Students in Accounting: The Texas Experience. Issues in Accounting Education, 23(1), 31-51. doi:10.2308/iace.2008.23.1.31Jones, G. E., & Kavanagh, M. J. (1996). An experimental examination of the effects of individual and situational factors on unethical behavioral intentions in the workplace. Journal of Business Ethics, 15(5), 511-523. doi:10.1007/bf00381927Jones, T. M. (1991). Ethical Decision Making by Individuals in Organizations: An Issue-Contingent Model. The Academy of Management Review, 16(2), 366. doi:10.2307/258867Kaynama, S. A., King, A., & Smith, L. W. (1996). The impact of a shift in organizational role on ethical perceptions: A comparative study. Journal of Business Ethics, 15(5), 581-590. doi:10.1007/bf00381933Kish-Gephart, J. J., Harrison, D. A., & Treviño, L. K. (2010). Bad apples, bad cases, and bad barrels: Meta-analytic evidence about sources of unethical decisions at work. Journal of Applied Psychology, 95(1), 1-31. doi:10.1037/a0017103Kinach-Brzozowska, K. (1995). Window on Eastern Europe: Teaching Ethics in Gda?sk. Business Ethics: A European Review, 4(4), 233-235. doi:10.1111/j.1467-8608.1995.tb00121.xLarkin, J. M. (2000). Journal of Business Ethics, 23(4), 401-409. doi:10.1023/a:1006150718834Lau, C. L. L. (2009). A Step Forward: Ethics Education Matters! Journal of Business Ethics, 92(4), 565-584. doi:10.1007/s10551-009-0173-2Lehnert, K., Park, Y., & Singh, N. (2014). Research Note and Review of the Empirical Ethical Decision-Making Literature: Boundary Conditions and Extensions. Journal of Business Ethics, 129(1), 195-219. doi:10.1007/s10551-014-2147-2Lewicka‐Strzalecka, A. (2006). Opportunities and limitations of CSR in the postcommunist countries: Polish case. Corporate Governance: The international journal of business in society, 6(4), 440-448. doi:10.1108/14720700610689559Loe, T. W., Ferrell, L., & Mansfield, P. (2000). Journal of Business Ethics, 25(3), 185-204. doi:10.1023/a:1006083612239Low, M., Davey, H., & Hooper, K. (2008). Accounting scandals, ethical dilemmas and educational challenges. Critical Perspectives on Accounting, 19(2), 222-254. doi:10.1016/j.cpa.2006.05.010Luthar, H. K., & Karri, R. (2005). Exposure to Ethics Education and the Perception of Linkage between Organizational Ethical Behavior and Business Outcomes. Journal of Business Ethics, 61(4), 353-368. doi:10.1007/s10551-005-1548-7Macfarlane, B., & Ottewill, R. (2004). Business Ethics in the Curriculum: Assessing the Evidence from U.K. Subject Review. Journal of Business Ethics, 54(4), 339-347. doi:10.1007/s10551-004-1823-zMaclagan, P., & Campbell, T. (2011). Focusing on individuals’ ethical judgement in corporate social responsibility curricula. Business Ethics: A European Review, 20(4), 392-404. doi:10.1111/j.1467-8608.2011.01634.xMadison, R. L., & Schmidt, J. J. (2006). Survey of Time Devoted to Ethics in Accountancy Programs in North American Colleges and Universities. Issues in Accounting Education, 21(2), 99-109. doi:10.2308/iace.2006.21.2.99Malinowski, C., & Berger, K. A. (1996). Undergraduate student attitudes about hypothetical marketing dilemmas. Journal of Business Ethics, 15(5), 525-535. doi:10.1007/bf00381928Marnburg, E. (2001). Journal of Business Ethics, 32(4), 275-283. doi:10.1023/a:1010643309056Marnburg, E. (2003). Educational impacts on academic business practitioner’s moral reasoning and behaviour: effects of short courses in ethics or philosophy. Business Ethics: A European Review, 12(4), 403-413. doi:10.1111/1467-8608.00341May, D. R., Luth, M. T., & Schwoerer, C. E. (2013). The Influence of Business Ethics Education on Moral Efficacy, Moral Meaningfulness, and Moral Courage: A Quasi-experimental Study. Journal of Business Ethics, 124(1), 67-80. doi:10.1007/s10551-013-1860-6Mayhew, B. W., & Murphy, P. R. (2008). The Impact of Ethics Education on Reporting Behavior. Journal of Business Ethics, 86(3), 397-416. doi:10.1007/s10551-008-9854-5McCabe, A. C., Ingram, R., & Dato-on, M. C. (2006). ‘The Business of Ethics and Gender’. Journal of Business Ethics, 64(2), 101-116. doi:10.1007/s10551-005-3327-xMedeiros, K. E., Watts, L. L., Mulhearn, T. J., Steele, L. M., Mumford, M. D., & Connelly, S. (2017). What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction. Journal of Academic Ethics, 15(3), 245-275. doi:10.1007/s10805-017-9281-2Nguyen, N. T., & Biderman, M. D. (2008). Studying Ethical Judgments and Behavioral Intentions Using Structural Equations: Evidence from the Multidimensional Ethics Scale*. Journal of Business Ethics, 83(4), 627-640. doi:10.1007/s10551-007-9644-5O’Fallon, M. J., & Butterfield, K. D. (2005). A Review of The Empirical Ethical Decision-Making Literature: 1996–2003. Journal of Business Ethics, 59(4), 375-413. doi:10.1007/s10551-005-2929-7Pan, Y., & Sparks, J. R. (2012). Predictors, consequence, and measurement of ethical judgments: Review and meta-analysis. Journal of Business Research, 65(1), 84-91. doi:10.1016/j.jbusres.2011.02.002Peppas, S. C., & Diskin, B. A. (2001). College courses in ethics: do they really make a difference? International Journal of Educational Management, 15(7), 347-353. doi:10.1108/09513540110407947Peterson, D., Rhoads, A., & Vaught, B. C. (2001). Journal of Business Ethics, 31(3), 225-232. doi:10.1023/a:1010744927551Rentsch, J. R., & Klimoski, R. J. (2001). Why do ?great minds? think alike?: antecedents of team member schema agreement. Journal of Organizational Behavior, 22(2), 107-120. doi:10.1002/job.81Popowska, M. (2016). Shaping New Generations of Managers and Consumers: CSR Implementation and Higher Education System in Poland. Social Responsibility Education Across Europe, 115-138. doi:10.1007/978-3-319-26716-6_6Rajah, R., Reifferscheid, G., & Borgmann, E.-L. (2016). Social Responsibility Education in Germany. Social Responsibility Education Across Europe, 29-48. doi:10.1007/978-3-319-26716-6_2Randall, D. M., & Fernandes, M. F. (1991). The social desirability response bias in ethics research. Journal of Business Ethics, 10(11), 805-817. doi:10.1007/bf00383696Rest, J. R. (1980). Development in moral judgment research. Developmental Psychology, 16(4), 251-256. doi:10.1037/0012-1649.16.4.251Ritter, B. A. (2006). Can Business Ethics be Trained? A Study of the Ethical Decision-making Process in Business Students. Journal of Business Ethics, 68(2), 153-164. doi:10.1007/s10551-006-9062-0Roozen, I., De Pelsmacker, P., & Bostyn, F. (2001). Journal of Business Ethics, 33(2), 87-99. doi:10.1023/a:1017536222355Ruegger, D., & King, E. W. (1992). A study of the effect of age and gender upon student business ethics. Journal of Business Ethics, 11(3), 179-186. doi:10.1007/bf00871965Ryan, L. V. (1995). WINDOW ON EASTERN EUROPE: Ethical Perceptions of Polish Business Students. Business Ethics: A European Review, 4(1), 36-42. doi:10.1111/j.1467-8608.1995.tb00108.xSleeper, B. J., Schneider, K. C., Weber, P. S., & Weber, J. E. (2006). Scale and Study of Student Attitudes Toward Business Education’s Role in Addressing Social Issues. Journal of Business Ethics, 68(4), 381-391. doi:10.1007/s10551-006-9000-1Sojkin, B., Bartkowiak, P., & Skuza, A. (2014). Changes in students’ choice determinants in Poland: a comparative study of tertiary business education between 2008 and 2013. Higher Education, 69(2), 209-224. doi:10.1007/s10734-014-9770-9Stachowicz-Stanusch, A. (2011). The Impact of Business Education on Students’ Moral Competency. Vision: The Journal of Business Perspective, 15(2), 163-176. doi:10.1177/097226291101500207Stedham, Y., Yamamura, J. H., & Beekun, R. I. (2007). Gender differences in business ethics: justice and relativist perspectives. Business Ethics: A European Review, 16(2), 163-174. doi:10.1111/j.1467-8608.2007.00486.xStrahan, R., & Gerbasi, K. C. (1972). Short, homogeneous versions of the Marlow-Crowne Social Desirability Scale. Journal of Clinical Psychology, 28(2), 191-193. doi:10.1002/1097-4679(197204)28:23.0.co;2-gTenbrunsel, A. E., & Smith‐Crowe, K. (2008). 13 Ethical Decision Making: Where We’ve Been and Where We’re Going. The Academy of Management Annals, 2(1), 545-607. doi:10.1080/19416520802211677Thorne, L. (1999). An analysis of the association of demographic variables with the cognitive moral development of Canadian accounting students: an examination of the applicability of American-based findings to the Canadian context. Journal of Accounting Education, 17(2-3), 157-174. doi:10.1016/s0748-5751(99)00019-6Tormo-Carbó, G., Seguí-Mas, E., & Oltra, V. (2014). Accounting Ethics in Unfriendly Environments: The Educational Challenge. Journal of Business Ethics, 135(1), 161-175. doi:10.1007/s10551-014-2455-6Trevino, L. K. (1986). Ethical Decision Making in Organizations: A Person-Situation Interactionist Model. The Academy of Management Review, 11(3), 601. doi:10.2307/258313Trevino, L. K. (1992). Moral reasoning and business ethics: Implications for research, education, and management. Journal of Business Ethics, 11(5-6), 445-459. doi:10.1007/bf00870556Tse, A. C. B., & Au, A. K. M. (1997). Journal of Business Ethics, 16(4), 445-450. doi:10.1023/a:1017957210848Özmen Uysal, Ö. (2009). Business Ethics Research with an Accounting Focus: A Bibliometric Analysis from 1988 to 2007. Journal of Business Ethics, 93(1), 137-160. doi:10.1007/s10551-009-0187-9Valentine, S., & Hollingworth, D. (2011). Moral Intensity, Issue Importance, and Ethical Reasoning in Operations Situations. Journal of Business Ethics, 108(4), 509-523. doi:10.1007/s10551-011-1107-3Van Liedekerke, L., & Demuijnck, G. (2011). Business Ethics as a Field of Training, Teaching and Research in Europe. Journal of Business Ethics, 104(S1), 29-41. doi:10.1007/s10551-012-1260-3Waples, E. P., Antes, A. L., Murphy, S. T., Connelly, S., & Mumford, M. D. (2008). A Meta-Analytic Investigation of Business Ethics Instruction. 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The Repertoire and Dynamics of Evolutionary Adaptations to Controlled Nutrient-Limited Environments in Yeast

The experimental evolution of laboratory populations of microbes provides an opportunity to observe the evolutionary dynamics of adaptation in real time. Until very recently, however, such studies have been limited by our inability to systematically find mutations in evolved organisms. We overcome this limitation by using a variety of DNA microarray-based techniques to characterize genetic changes—including point mutations, structural changes, and insertion variation—that resulted from the experimental adaptation of 24 haploid and diploid cultures of Saccharomyces cerevisiae to growth in either glucose, sulfate, or phosphate-limited chemostats for ∼200 generations. We identified frequent genomic amplifications and rearrangements as well as novel retrotransposition events associated with adaptation. Global nucleotide variation detection in ten clonal isolates identified 32 point mutations. On the basis of mutation frequencies, we infer that these mutations and the subsequent dynamics of adaptation are determined by the batch phase of growth prior to initiation of the continuous phase in the chemostat. We relate these genotypic changes to phenotypic outcomes, namely global patterns of gene expression, and to increases in fitness by 5–50%. We found that the spectrum of available mutations in glucose- or phosphate-limited environments combined with the batch phase population dynamics early in our experiments allowed several distinct genotypic and phenotypic evolutionary pathways in response to these nutrient limitations. By contrast, sulfate-limited populations were much more constrained in both genotypic and phenotypic outcomes. Thus, the reproducibility of evolution varies with specific selective pressures, reflecting the constraints inherent in the system-level organization of metabolic processes in the cell. We were able to relate some of the observed adaptive mutations (e.g., transporter gene amplifications) to known features of the relevant metabolic pathways, but many of the mutations pointed to genes not previously associated with the relevant physiology. Thus, in addition to answering basic mechanistic questions about evolutionary mechanisms, our work suggests that experimental evolution can also shed light on the function and regulation of individual metabolic pathways