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Motivated by the ongoing debate on the costs and benefits of corporate social responsibility (CSR), we explore how talented managers view CSR investments. Based on nearly 20,000 observations across 17 years, our evidence reveals a nonmonotonic effect of managerial talent on CSR. Exploiting a novel measure of managerial ability, we find that talented managers view CSR investments favorably. However, only those with especially strong talent are in favor of CSR investments. For executives ranked above the 75th percentile in terms of managerial talent, an increase in managerial ability leads to more CSR investments, suggesting that these strongly talented managers perceive CSR as enhancing firm performance. In contrast, for those with weaker talent, CSR investments are negatively associated with managerial ability, implying that these weakly talented managers view CSR as a wasteful deployment of resources. Further evidence shows that our conclusion is unlikely confounded by endogeneity.

Motivated by recent productivity-based theories of diversification, we argue that only conglomerates with an optimal degree of diversification can utilize their comparative advantages across various industries and achieve economies of scope by eliminating redundancies. Evidence from both corporate bond and equity markets suggests that optimally diversified conglomerates consist of either (1) approximately five equally weighted divisions, or (2) one large core business segment that roughly accounts for 75 % sales. Moreover, the relative size of divisions has a critical impact on how diversification affects credit spreads and excess values. Nonparity among divisions correlates with greater costs that increase with the number of divisions.

Background The purpose of this study was to examine weight loss, physical activity, fitness and diet changes in response to a standard behavioral weight loss intervention in adults with self-reported juvenile onset (n = 61) or adult onset (n = 116) obesity. Methods Participants (n = 177; 43.0 ± 8.6 years; body mass index [BMI] = 33.0 ± 3.4 kg m−2) engaged in an 18-month standard behavioral weight loss intervention. Participants were randomized into three different intervention groups as part of the larger parent trial. BMI, physical activity, fitness and diet were assessed at baseline, 6, 12 and 18 months. Separate adjusted mixed models were constructed using SAS version 9.4 (SAS Institute, Cary, NC). Results There was significant weight loss, increased physical activity, improved fitness and reduced caloric intake over time (p < 0.001). There were no significant differences in these outcome variables by obesity onset group. However, there was a significant group by time interaction for fitness (p = 0.001), with the adult onset making significantly greater gains in fitness from baseline to 6 months (p < 0.001); however, this difference was no longer present at 12 or 18 months. Conclusions With the exception of fitness at 6 months, weight loss, physical activity and diet did not differ between juvenile onset and adult onset participants, suggesting that those with juvenile onset obesity are equally responsive to a standard behavioral weight loss intervention in adulthood.

The impact of legal status on romantic relationships has not been adequately explored in the literature. Based on video and phone interviews with 25 undocumented activists from the ages of 18 to 28 years old, this research examines how legal status affects the romantic relationships of undocumented women and men. The hegemony of traditional dating scripts made it difficult for those without legal status to participate. Gender roles were consistent with stereotypical male and female roles in dating, which often attribute more power and responsibility to men. As such, women experienced a slight advantage because traditional notions of courtship did not require them to provide the resources required for dating, such as money or transportation, which in contrast were commonly expected of the men. In contrast, women noted the difficulties of disclosing their legal status and depending on their partners for everyday activities. Additionally, both men and women faced exclusion that inhibited their dating lives, as a direct result of their legal status. This suggests that the impact of legal status may be salient at all stages of family formation and that undocumented young adults are experiencing a distinct phenomenon compared to their documented and native-born peers.

PURPOSE: This formative research study describes the development and preliminary evaluation of a theory-guided, online multimedia psycho-educational program (PROGRESS) designed to facilitate adaptive coping among prostate cancer patients transitioning from treatment into long-term survivorship. METHODS: Guided by the Cognitive-Social Health Information Processing Model (C-SHIP) and using health communications best practices, we conducted a two-phase, qualitative formative research study with early stage prostate cancer patients (n = 29) to inform the Web program development. Phase 1 included individual (n = 5) and group (n = 12) interviews to help determine intervention content and interface. Phase 2 employed iterative user/usability testing (n = 12) to finalize the intervention. Interview data were independently coded and collectively analyzed to achieve consensus. RESULTS: Survivors expressed interest in action-oriented content on (1) managing treatment side effects, (2) handling body image and comorbidities related to overweight/obesity, (3) coping with emotional and communication issues, (4) tips to reduce disruptions of daily living activities, and (5) health skills training tools. Patients also desired the use of realistic and diverse survivor images. CONCLUSIONS: Incorporation of an established theoretical framework, application of multimedia intervention development best practices, and an evidence-based approach to content and format resulted in a psycho-educational tool that comprehensively addresses survivors' needs in a tailored fashion. IMPLICATIONS FOR CANCER SURVIVORS: The results suggest that an interactive Web-based multimedia program is useful for survivors if it covers the key topics of symptom control, emotional well-being, and coping skills training; this tool has the potential to be disseminated and implemented as an adjunct to routine clinical care.

Rural communities, compared with their urban counterparts, have higher rates of disease and adverse health conditions, fueling disparities in health outcomes. This encourages the need for effective curricula to engage students and enable them to address such disparate health outcomes as imminent health professionals. Incorporating learner-centered teaching strategies, such as collaboration and power-sharing, into public health (PH) courses can enhance student learning and help faculty enable future health professionals to address needs of rural, underserved populations. Successfully engaging students to explore issues related to rural health disparities in their education, research, and training can thereby advance PH practice. This paper describes the collaborative efforts of five PH faculty, an instructional designer, and administrators to develop a learner-centered curriculum for a newly launched PH program in a rural Midwestern United States (US) university.

The occupational therapy profession faces critical workforce shortages, and the demand for services to meet the needs of diverse communities continues to rise. Underdocumented individuals represent a diverse pool of potential practitioners who face barriers to licensure if they pursue a career in occupational therapy. Despite being eligible for occupational therapy education and the National Board for Certification in Occupational Therapy exam, inconsistent state licensure requirements, which often mandate a Social Security number (SSN), pose a significant barrier to licensure and employment. We examine the challenges underdocumented individuals encounter in pursuing occupational therapy education and careers and argue for removing such barriers to enable them to become licensed practitioners. Addressing these barriers could diversify the workforce, enhance access to culturally responsive care, and alleviate shortages in underserved areas. We propose six actionable steps for the profession: (1) investigating and clarifying state licensure requirements; (2) ensuring accurate information dissemination to the public and students; (3) advocating for inclusive licensure policies, such as accepting Individual Taxpayer Identification Numbers instead of SSNs; (4) addressing inconsistencies in reciprocity agreements across states; (5) funding research to better understand workforce demographics and needs; and (6) advocating for increased tuition equity and scholarship opportunities. By fostering an inclusive pathway to licensure and embracing diversity in cultural backgrounds, languages, and life experiences, the occupational therapy profession can become a meaningful career option for underdocumented individuals who can contribute to the development of a more resilient and representative workforce to effectively serve diverse populations and address health disparities.

Conditional promotions are designed to entice consumers to increase their basket sizes to meet a preset promotional threshold. In this research, we examine consumers' basket sizes, promotional thresholds, incentive framing and seemingly irrelevant cues in shopping environment as the factors that may jointly influence the effectiveness of a conditional promotion in inducing shoppers to increase their basket sizes. Our findings from five studies demonstrate that (i) the difference between basket sizes and promotional thresholds or seemingly irrelevant cues in shopping environment may induce an experience of psychological distance, (ii) the experience of psychological distance may interact with incentive framing to influence consumers' search likelihood in response to a conditional promotion such that psychological proximity (remoteness) leads to higher search likelihood in response to negatively (positively) framed incentives. We found that this effect is consistent across studies with different values of basket sizes and promotional thresholds and across behavioral and self‐reported measures representing search likelihood. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

Migratory fishes are renowned for their ability to home to natal streams for spawning. Learned olfactory cues play a critical role in natal homing of Pacific salmon and other fishes, but the underlying chemical signature of streams remains poorly understood after decades of study. The molecules that convey a stream-specific odour must differ among sites but remain constant over time. Among leading odorant candidates are amino acids; however, little research has assessed the spatial and temporal variability of amino acid profiles in streams. We report a comprehensive chemical study of dissolved amino acids as potential olfactory cues for homing by migratory fish. Specifically, we profiled amino acids in water from 23 streams in the upper Laurentian Great Lakes basin over 2 years. We investigated variation in amino acid profiles (1) among regions and rivers within a year, (2) between years and (3) among sites and across the seasons of migration and early life history within a stream. Liquid-chromatography tandem mass spectrometry revealed nanomolar concentrations for most of the 20 L-amino acids measured, above the levels detectable by studied migratory fishes. Moreover, amino acid profiles were temporally stable between 2 years and across an annual season from adult spawning migration through offspring early-life development within a stream. However, spatial differences in amino acid profiles were evident primarily over large geographic distances (among regions) but not among tributaries within regions or among sites within a stream. Collectively, our results indicate dissolved amino acids may be consistent components of rivers' odorant profiles but suggest additional molecules are likely important for natal homing of migratory fishes to specific spawning sites. We suggest that future studies consider the combined importance of amino acids and molecules from other chemical classes. Understanding the chemical basis of olfactory-guided natal homing is especially important as human activities could alter the odorant profiles of streams and thereby disrupt fish migrations and negatively impact population recruitment.

Background Patients presenting to the emergency department (ED) following nonfatal opioid overdose represent a high-risk population with 5 % of patients dying within a year of the index visit. Objective To evaluate subsequent overdose and death before and after the implementation of an ED discharge naloxone program. Methods This was a retrospective cohort study of ED patients who presented at the Virginia Commonwealth University Health ED with an Opioid Use Disorder (OUD) chief complaint before and after a discharge naloxone program. The pre-naloxone cohort was consecutive ED OUD patients from August 15, 2021, to August 14, 2022, and the post-naloxone cohort from August 15, 2022, to August 14, 2023. The outcomes were subsequent overdose, ED visit to same hospital (VCU), and death within six months of the index visit. Results In total, 1,053 patients were included, of which 529 were in the pre-naloxone cohort and 524 patients in the post-naloxone cohort. The mean age was 44.2 years (SD = 14.0) and 69 % were males. There was a reduction in overdose requiring ED visiting (subsequent ED overdose) and death (4.6 % vs 9.2 % p = 0.03 and 2.0 % vs 5.6 % p = 0.02 respectively) in the post-naloxone cohort compared to the pre-naloxone cohort. After adjusting for sociodemographic and clinical factors, there was a 48 % reduction in the risk of subsequent ED overdose (RR = 0.52, 95 % CI: 0.27, 1.02) and a 63 % reduction in the risk of death (RR = 0.37, 95 % CI: 0.14, 0.95). Conclusion Implementing an ED take-home naloxone program was associated with a reduction in subsequent overdose and death at six months.

In the United States (US) kindergarten through twelfth-grade public school system, the classroom library has come to be a critical part of literacy instruction within the language arts classroom. This fact is especially true in the middle school grade levels (grades five through eight), where reading volume begins to rapidly increase. Additionally, a developmental norm for students within this age range includes a growing sense of independence and choice, as well as a desire to share and voice opinions. Classroom libraries have come to be tools that are used regularly and are heavily influential on the way that students grow to perceive themselves, the world around them, and the way they fit into that world. However, classroom libraries have remained stagnant and underrepresent the diverse populations of the students in those classrooms. This article aims to connect deep reflective thinking with anti-oppressive and transformative learning theories, exploring how these frameworks can be used to problematize current practices in classroom libraries. Through a content analysis of what is seen as deep and critical thinking practices and reflective thinking practices, anti-oppressive and transformative learning theories can be linked to foster a social justice classroom culture within US public middle school language arts classrooms. © 2025 Common Ground Research Networks. All rights reserved.

We present an investigation into the rotation and stellar activity of four fully convective M dwarf “twin” wide binaries. Components in each pair have (1) astrometry confirming they are common-proper-motion binaries, (2) Gaia BP, RP, and 2MASS J, H, and K s magnitudes matching within 0.10 mag, and (3) presumably the same age and composition. We report long-term photometry, rotation periods, multiepoch Hα equivalent widths, X-ray luminosities, time series radial velocities, and speckle observations for all components. Although it might be expected for the twin components to have matching magnetic attributes, this is not the case. Decade-long photometry of GJ 1183 AB indicates consistently higher spot activity on A than B, a trend matched by A appearing 58% ± 9% stronger in L X and 26% ± 9% stronger in Hα on average—this is despite similar rotation periods of A = 0.86 day and B = 0.68 day, thereby informing the range in activity for otherwise identical and similarly rotating M dwarfs. The young β Pic Moving Group member 2MA 0201+0117 AB displays a consistently more active B component that is 3.6 ± 0.5 times stronger in L X and 52% ± 19% stronger in Hα on average, with distinct rotation at A = 6.01 days and B = 3.30 days. Finally, NLTT 44989 AB displays remarkable differences with implications for spindown evolution—B has sustained Hα emission while A shows absorption, and B is ≥39 ± 4 times stronger in L X, presumably stemming from the surprisingly different rotation periods of A = 38 days and B = 6.55 days. The last system, KX Com, has an unresolved radial velocity companion, and is therefore not a twin system.

Shallow mantle processes such as edge-driven convection are thought to play an important role in shaping the passive margin setting. Previous geophysical investigations of northern New England suggest this process is likely operating beneath this portion of the eastern North American margin today. In western Vermont and eastern New York, USA, Early Cretaceous magmatism dated at ca. 140–130 Ma in the Burlington lobe and at ca. 110–100 Ma in the Taconic lobe of the New England–Quebec igneous province may represent the upper crustal expression of edge-driven convection operating beneath the eastern North American margin in the geologic past. This investigation addresses the potential relationship between these two episodes of magmatism and upper crustal deformation in northern New England through paleostress analysis of Early Cretaceous sheet intrusions and mesoscale normal faults, and geochemical analysis of sheet intrusions. The two episodes of magmatism are geochemically similar, display typical characteristics of intraplate alkaline magmatism, and are likely the product of a common source. Paleostress analysis and crosscutting relationships indicate that Burlington lobe magmatism was associated with a subhorizontal N–S extensional stress field, and Taconic lobe magmatism was associated with a subhorizontal NW–SE extensional stress field. Both stress fields represent short-term perturbations to the regional Early Cretaceous subhorizontal NE–SW extensional stress field. Each perturbation coincided with and likely continued following magmatism. The magmatism, geographic and temporal scale of the stress field changes, and return to regional subhorizontal NE–SW extension following these events are consistent with the periodic nature of edge-driven convection and associated small-scale delamination events. This field-based documentation of intraplate magmatism and its association with short-term changes in the stress field improves our understanding of the upper crustal expression of edge-driven convection at passive margins.

Communicating User Experience illustrates how the use of Local Strategies Research (LSR) methodologies enables designers to understand the cultural implications for user actions and practices in a...

An ongoing challenge in the preparation of school psychologists, particularly in the first year of graduate training, is finding learning experiences that provide students with an opportunity to apply foundational skills, such as consultation and data-based decision-making, in a culturally responsive manner. Service-learning is a well-established teaching mechanism designed to address just this need, yet there is scant scholarship on ways to utilize this methodology in school psychology training. This manuscript describes a service-learning experience at an urban tutoring center in which first-year school psychology Ed.S. and Ph.D. students gathered agency-wide comprehensive academic screening data and provided targeted consultation support in the area of reading comprehension to identified fourth- through sixth-grade students and their tutors. Indicators of the positive impact of this work across stakeholder groups is provided.

Second Step is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that Second Step’s impact on students’ knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.

The provision of educational and psychological services in schools is confronted by major social challenges. Inasmuch as the problems of our society encroach on the fulfillment of educational goals, a solution to these problems may lie in the manner in which educators—specifically school psychologists—approach their work with students, families, and communities. This chapter argues that the intentional practice of school psychology through a social justice lens enacts the potential of school psychologists who aim to serve as agents of positive change. As an aspirational goal, lens for viewing the world, and as a set of action steps, social justice is increasingly referenced and embedded in school psychology training, research, and practice. But what is social justice and how can we best prepare school psychologists to deliver services using a social justice framework? These are the topics explored in this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Goalball, a sport designed for those with visual impairments, is a competitive and recreational sport enjoyed by athletes around the world. Students with and without visual impairments can experience positive outcomes when teachers appropriately include a goalball unit as part of their inclusive secondary physical education curriculum. This article aims to help teachers identify these outcomes through strategies that encourage student success and appreciation for the sport. A framework to implement a goalball unit is provided along with strategies to target skill, tactical and game-play development.