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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.

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.

Little is known about which curricular models and activity units are being taught in public schools. This exploratory study examined the K–12 physical education (PE) content and curricular models being implemented. Supervisors of PE recruited from one northeastern state participated in a 25-item questionnaire. Descriptive statistics and frequencies were calculated. Sixty-nine of 92 questionnaires were usable and included in the data analysis. Findings suggest that few districts were using a curricular model at the elementary (K–5) level (27%). Another common response of adopted curricular models at the elementary level was Movement Education (17.6%). At the secondary level, No Model (35%) and Fitness Education (25.6%) were common responses. Specific units such as volleyball, basketball, and weight training yielded the highest responses, while field hockey, golf, archery, lacrosse, and tennis yielded the fewest responses. The findings suggest that K–12 PE curricula may not reflect current trends and mandates. The key determinants could be a lack of curricular model use and heavy reliance upon activities known to present challenges toward standards-based education (i.e., softball). Perhaps K–12 PE and PE preparation programs can connect to effectively articulate a curriculum, and adopt and train on curricular approaches aiming to increase teacher effectiveness and reach national standards.Subscribe to TPE

Assistive technology supplements and supports the learning of students with disabilities in school and at home. Thanks to federal mandates, students with disabilities receive consideration for assistive technology devices and services — the tools and supports needed to achieve determined learning outcomes. Assistive technology devices and services operate as a process, ensuring students with disabilities receive optimal access to learning across all educational settings and subject areas. This article provides physical educators with a working knowledge of the assistive technology process along with recommendations for supporting their students with disabilities.

Request PDF | Induction of Construal-Level Mindset via Experience of Surprise: An Abstract: Proceedings of the 2018 Academy of Marketing Science (AMS) Annual Conference | An experience of surprise is often an outcome of disconfirmation of expectations and can be associated with positive or negative affect depending... | Find, read and cite all the research you need on ResearchGate

In this research, we find that incentive valence and construal-level mindsets can interact to influence behavioral persistence on challenging tasks. An abstract mindset improves persistence in response to positively framed incentives whereas a concrete mindset improves persistence in response to negatively framed incentives. This interaction effect can be observed even when the cues inducing construal-level mindsets are not related to the incentives or the incentivized tasks. Participants in our studies were either positively or negatively incentivized to solve a set of difficult anagrams, and were primed with an abstract or a concrete mindset using spatial (Study 1) and social (Study 2) cues. The participants persisted longer in response to the positively framed incentive when primed with spatially or socially remote cues. In contrast, for the negatively framed incentive, participants persisted longer when primed with spatially or socially proximal cues. Copyright © 2017 John Wiley & Sons, Ltd.

Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full potential. Response to intervention (RTI) is a proactive approach to educational-service delivery that relies on data-driven decision making to identify student needs and to tailor support. Traditionally, RTI has focused on addressing the needs of lower-performing students through tiered interventions. The purpose of this article is to review the basic principles of RTI, discuss how they have been applied in physical education thus far, and expand the conceptual framework so it can be used to address the needs of both higher- and lower-performing students.