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1. Location, location, location: The effects of place in place-based simulations

   Siebert-Evenstone, A. L; Shaffer, D. W. (January 2019, A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings:13th International Conference on Computer Supported Collaborative Learning)
2. Location, location! cellular relocalization primes specialized metabolic diversification

   https://doi.org/10.1111/febs.15097  

   Schenck, Craig A.; Last, Robert L. (November 2019, The FEBS Journal)

   Specialized metabolites are structurally diverse and cell‐ or tissue‐specific molecules produced in restricted plant lineages. In contrast, primary metabolic pathways are highly conserved in plants and produce metabolites essential for all of life, such as amino acids and nucleotides. Substrate promiscuity – the capacity to accept non‐native substrates – is a common characteristic of enzymes, and its impact is especially apparent in generating specialized metabolite variation. However, promiscuity only leads to metabolic diversity when alternative substrates are available; thus, enzyme cellular and subcellular localization directly influence chemical phenotypes. We review a variety of mechanisms that modulate substrate availability for promiscuous plant enzymes. We focus on examples where evolution led to modification of the ‘cellular context’ through changes in cell‐type expression, subcellular relocalization, pathway sequestration, and cellular mixing via tissue damage. These varied mechanisms contributed to the emergence of structurally diverse plant specialized metabolites and inform future metabolic engineering approaches. 

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3. 'Location, Location, Location': An Exploration of Different Workplace Contexts in Remote Teamwork during the COVID-19 Pandemic

   https://doi.org/10.1145/3579504  

   Breideband, Thomas; Moulder, Robert Glenn; Martinez, Gonzalo J.; Caruso, Megan; Mark, Gloria; Striegel, Aaron D.; D'Mello, Sidney (April 2023, Proceedings of the ACM on Human-Computer Interaction: Computer Supported Collaborative Work)

   Much emphasis has been placed on how the affordances and layouts of an office setting can influence co-worker interactions and perceived team outcomes. Little is known, however, whether perceptions of teamwork and team conflict are affected when the location of work changes from the office to the home. To address this gap, we present findings from a ten-week,in situ study of 91 information workers from 27 US-based teams. We compare three distinct work locations---private and shared workspaces at home as well at the office---and explore how each location may impact individual perceptions of teamwork. While there was no significant association with participants' perceptions of teamwork, results revealed associations of work location with team conflict: participants who worked in a private room at home reported significantly lower team conflict compared to those working in the office. No difference was found for the office and the shared workspace. We further found that the influence of work location on team conflict interacted with job decision latitude and the level of task interdependence among co-workers. We discuss practical implications for full-time work from home (WFH) on teams. Our study adds an important environmental dimension to the literature on remote teaming, which in turn may help organizations as they consider, prepare, or implement more permanent WFH and/or hybrid work policies in the future. 

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4. Protecting Vehicle Location Privacy with Contextually-Driven Synthetic Location Generation

   https://doi.org/10.1145/3678717.3691211  

   Yadav, Sourabh; Yu, Chenyang; Xie, Xinpeng; Huang, Yan; Qiu, Chenxi (October 2024, ACM)
5. Location, Location, Location? School District, Length of Residence and Attitudes Toward Diversity and Neighborhood Schools in the Upper South

   https://doi.org/10.1177/00027642211033292  

   Alexander, Alyssa_J; Parcel, Toby_L (July 2021, American Behavioral Scientist)

   Attitudes toward diversity and neighborhood schools matter because they underlie many families’ decisions for residential location, with consequences for both school systems and students. Case studies of desegregation highlight locational dynamics that influence these outcomes, but differences in theory and methods limit rigorous comparisons among residents across such areas. This study focuses on two under-researched correlates of these preferences toward school assignment models: school district location and length of residence in that district. We evaluate whether school district location and length of residence decrease support for diverse schools and increase support for neighborhood schools, net of numerous controls. We use an innovative new dataset that features opinion polling of respondents’ views of public school assignments in Raleigh, NC; Charlotte, NC; Louisville, KY; Rock Hill, SC; and Nashville, TN (5302 cases). We find that compared to having lived in a school district 7 years or less, living in that district over 15 years decreases support for diversity. Furthermore, living all one’s life in a district increases support for neighborhood schools. We also find that Charlotte-Mecklenburg, Rock Hill, and Nashville districts are less supportive of neighborhood schools than Raleigh, but that there are also interactive effects between length of residence and school district location. These results shed light on district differences in social forces leading to school resegregation. 

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