Purpose – The purpose of this paper is twofold: to empirically analyse how customer corporate social responsibility (CSR) perceptions impact on the perceived service quality (PSQ)-loyalty relationship in the banking industry of Pakistan; and to evaluate the mediating role of customer trust in that model. Design/methodology/approach – Based on a field survey of 408 customers of five different banks of Pakistan, the hypothesized model is tested through partial least squares based structural equation modelling. Findings – The findings demonstrate that banking customers in Pakistan recognise CSR as a multidimensional construct that serves as a direct determinant of PSQ, trust, repurchase and word of mouth (WOM) intentions. PSQ also influences customer trust directly and positively and trust has a direct and positive impact on repurchase and WOM intentions. On the contrary, PSQ does not influence repurchase and WOM intentions directly. Its effect is mediated by customer trust. Practical implications – Contrary to the previous mixed findings reported in the literature, this research confirms the explicit contribution of CSR towards customer perceptions and intentions in the context of the banking industry. The findings suggest that banking companies should take great care over preparing their CSR initiatives and include them in their marketing plans in order to improve customer loyalty intentions. In this way, CSR can enhance PSQ and customer trust, which are two key constructs in the loyalty model proposed in this paper. Originality/value – The originality of the paper lies in the context in which the research was developed. The banking industry of Pakistan had not previously been extensively researched. The proposal for a comprehensive model that evaluates the role of customer trust is another key contribution of the paper. Previous research has not extensively studied the role of trust in loyalty models that evaluate CSR perceptions along with PSQ.

Ubiquitin, a key component in an ATP-dependent proteolytic pathway, participates in the response of various eucaryotic organisms to high temperature stress. Our objective was to determine if ubiquitin serves a similar capacity for metabolizing altered proteins in higher plants during stress. Degradation of total proteins was measured, and ubiquitin pools (free versus conjugated) were extracted with an improved protocol from wheat (Triticum aestivum L. cv Len) roots treated at 22, 27, 32, 37, and 42 degrees C for 1 hour and assayed by western blots and radioimmunoassays. Heat-shock protein synthesis was detected by in vivo labeling and autoradiography. Mean half-life of total root proteins decreased from 51 hours at 22 degrees C to 23 hours at 40 degrees C. Ubiquitin pools were extracted better and proteolysis was slowed more by the improved protocol than by a conventional procedure for plant proteins. Amounts of high molecular mass conjugates were elevated and levels of low molecular mass conjugates and free ubiquitin were depressed when roots were treated at 37 or 42 degrees C than at lower temperatures; the same high temperatures also induced synthesis of heat-shock proteins. We concluded that high temperatures increase breakdown of root proteins, which are degraded via the ubiquitin proteolytic pathway. A conjugate with an apparent molecular mass of 23 kilodaltons was tentatively identified as an ubiquitinated histone.

This study investigates and describes the current instructor experience of teaching college courses over the Web (versus in face-to-face formats) in terms of the teaching strategies, social issues, and emergent issues such as media effects. We interviewed 22 college instructors who had taught in both formats. Four of the interviews were made by telephone and eighteen by e-mail. Interview fragments were categorized and counted for frequency to highlight emerging trends. Results indicate that Web-based classes have a profoundly different communication style than face-to-face classes. This has far-reaching consequences for on-line classes in terms of greater equality between students and instructors, greater explicitness of written instructions required, greater workloads for instructors and deeper thinking manifested in discussions, initial feelings of anonymity giving way later to emerging on-line identities. Authors propose a model with two competing systems, isolation effects versus community effects.

Qualitative studies indicate that mathematics does not work well in elearning. The current study used quantitative methods to investigate more objectively the extent of problems with mathematics in e-learning. The authors used student attrition as a simple measure of student satisfaction and course viability in two studies, one investigating attrition in e-learning and a second comparison study of attrition in face to face courses. In elearning, attrition (drop out rate) was significantly higher for math courses versus non-math. For face to face courses, attrition rates for math versus non-math courses were nearly equal. The authors suggest reasons for high student attrition in math e-learning. Online student populations are different from their face to face peers. E-learning systems are poorly adapted to mathematics.