Almeidavazquez6242

This study explains how start-ups obtain a high accumulated performance by aligning and employing an integration between opportunities and resources (IOR) in a dynamic environment and whether these potential benefits are associated with interpersonal emotion regulation. Using 274 enterprise samples, the findings confirm that an IOR has a significant positive effect on entrepreneurial performance. In addition, positive emotion and interpersonal relationship regulation positively moderate the relationship between IOR and entrepreneurial performance. This paper proposes a new concept of the IOR and measures it for the first time. Then, the relationship was explored between the IOR, interpersonal emotion regulation, and entrepreneurial performance. This research not only systematically integrates opportunities and resources and avoids their separation but also helps to reveal the context of entrepreneurship research, enrich entrepreneurship theory, and expand the boundaries.The role of the loss-gain context in human social decision-making remains heavily debated, with mixed evidence showing that losses (vs. gains) boost both selfish and prosocial motivations. Herein, we propose that the loss context, compared to the gain context, exacerbates intuitive reactions in response to the conflict between self-interest and prosocial preferences, regardless of whether those dominant responses are selfish or altruistic. We then synthesize evidence from three lines of research to support the account, which indicates that losses may either enhance or inhibit altruistic behaviors depending on the dominant responses in the employed interactive economic games, prosocial/proself traits, and the explicit engagement of deliberative processes. The current perspective contributes to the ongoing debate on the association between loss-gain context and human prosociality by putting forward a theoretical framework to integrate previous conflicting perspectives.The study is aimed to analyze the determinants of the effectiveness of SOPs in mass gatherings for containing COVID-19. The overall design of the study involves a literature review, data collection by field survey, structural modeling, and analysis. The study is built on the experts' opinion of a focus group (representing people who recently participated in and are responsible for mass gatherings). The study uses the discussion of the literature review to identify the determinants, interpretive structural modeling (ISM) for developing and analyzing a structural model, and Matrice d'Impacts Croises Multiplication Appliquée a un Classement (MICMAC) for corroboration of results of the ISM/classification of determinants. From the literature review, a list of determinants is generated and verified by a panel of experts. The results of the ISM revealed that the determinants "legal environment of the country," "practicability of SOPs," "perceived benefit of adapting SOPs," and "possibilities of avoiding gathering" omum risk of COVID-19 transmission.Learning to read involves efficient binding of visual to auditory information. Aberrant cross-modal binding skill has been observed in both children and adults with developmental dyslexia. Here, we examine the contribution of episodic memory to acquisition of novel cross-modal bindings in typical and dyslexic adult readers. Participants gradually learned arbitrary associations between unfamiliar Mandarin Chinese characters and English-like pseudowords over multiple exposures, simulating the early stages of letter-to-letter sound mapping. The novel cross-modal bindings were presented in consistent or varied locations (i.e., screen positions), and within consistent or varied contexts (i.e., co-occurring distractor items). GW9662 research buy Our goal was to examine the contribution, if any, of these episodic memory cues (i.e., the contextual and spatial properties of the stimuli) to binding acquisition, and investigate the extent to which readers with and without dyslexia would differ in their reliance on episodic memory during thnput-both location and context-to assist in audiovisual learning, readers with dyslexia appear particularly reliant on consistent contextual information. Taken together, our results suggest that whilst readers with dyslexia fail to efficiently learn audiovisual binding as a function of stimulus frequency, they are able to use stimulus consistency-aided by episodic recall-to assist in the learning process.This paper introduces the notion of engaging leadership and reviews the empirical work done so far. Engaging leadership is defined as leadership behavior that facilitates, strengthens, connects and inspires employees in order to increase their work engagement. It can be measured with a reliable and valid self-report scale. As predicted by Self-Determination Theory, on which the concept of engaging leadership is based, basic need satisfaction mediates the relationship between engaging leadership and work engagement. This is true both for individual employees as well as the team level. In addition, job characteristics (job demands and job resources) seem to play a similar mediating role, just as personal resources. Furthermore, research shows that engaging leadership has a beneficial effect on individual and team performance which illustrates its relevance for organizations. Future research should focus, amongst others, on the opposite of engaging leadership (i.e., disengaging leadership) and interventions to foster engaging leadership. Moreover, alternative affective, cognitive and behavioral pathways should be explored that might play a role in addition to the motivational (through need fulfillment) and material (through job characteristics) pathways that have been investigated so far.As an important organizational strategy and action that affects employee perception and attitude, corporate social responsibility is essential for small and medium-sized enterprises (SMEs) to reduce turnover rate and achieve sustainable growth. This paper integrates social identity theory and social exchange theory to construct an external reputation mechanism and internal trust mechanism to explore the influence mechanism of corporate social responsibility on employee turnover intention and the intermediate transmission mechanism of psychological contract. The research results show that corporate social responsibility has a significant negative impact on employee turnover intention. Compared with external corporate social responsibility, internal corporate social responsibility has a stronger negative impact on employee turnover intention; corporate social responsibility has a significant negative impact on employee transactional psychological contract, while corporate social responsibility has a significant positive impact on employee relational psychological contracts; transactional psychological contract has a significant positive effect on employee turnover intention, while relational psychological contract has a significant negative effect on employee turnover intention; psychological contract has a significant and complete mediating effect on the relationship between external corporate social responsibility and employee turnover intention, and the psychological contract plays a significant part of the intermediary role between the internal corporate social responsibility and the employee turnover intention. The conclusions enriches the complex relationship between corporate social responsibility and employee turnover intentions, and provides a reference for SMEs to effectively perform internal and external social responsibilities and reduce employee turnover rates.This paper is a systematic review and meta-analysis on sexual orientation identity development milestones among people who are lesbian, gay, bisexual, or another sexual minority identity (LGB+). Common milestones measured in the 30 studies reviewed were becoming aware of queer attractions, questioning one's sexual orientation, self-identifying as LGB+, coming out to others, engaging in sexual activity, and initiating a romantic relationship. Milestones occurred in different sequences, although attraction was almost always first, often followed by self-identification and/or sexual activity; coming out and initiating a romantic relationship often followed these milestones. Meta-analysis results showed that the mean effect sizes and 95% confidence intervals varied by milestone attraction [M age=12.7 (10.1, 15.3)], questioning one's orientation [M age=13.2 [12.8, 13.6]), self-identifying [M age=17.8 (11.6, 24.0)], sexual activity [M age=18.1 (17.6, 18.6)], coming out [M age=19.6 (17.2, 22.0)], and romantic relationship [M age=20.9 (13.2, 28.6)]. Nonetheless, results also showed substantial heterogeneity in the mean effect sizes. Additional meta-analyses showed that milestone timing varied by sex, sexual orientation, race/ethnicity, and birth cohort. Although patterns were found in LGB+ identity development, there was considerable diversity in milestone trajectories.This study investigates how learners' chronic motivational characteristics, that is their regulatory focus (Higgins, 1997), can account for differences in L2 pragmatic production in general and across situations with different levels of power, social distance, and imposition. One-hundred-twenty-one L1-Mandarin learners of English as a second language completed a regulatory focus questionnaire and a discourse completion task focusing on two types of speech acts request and opinion. Multiple regression results showed that learners' promotion focus, concerned with advancement, growth, accomplishments, positively predicted their pragmatic production in general, and especially in situations where the learner is subject to a higher degree of imposition, has lower power and is socially distant from the interlocutor. On the other hand, the prevention focus, which is concerned with safety, security, and calmness, negatively predicted pragmatic production, especially in those situations. The findings provide support for the role of motivational dispositions in the level of learners' L2 pragmatic competence. Theoretical and instructional implications are discussed.Aim This study examined the neurodevelopment trajectories, the prevalence of delays, and the risks and protective factors (adverse outcomes, environment, and maternal factors) associated with cognitive, motor, and language development for preterm infants from 4- to 24-months. Method We assessed 186 preterm infants (24.7% extremely preterm; 54.8% very preterm; 20.4% moderate/late preterm) from 4- to 24-months using the Bayley Scales of Infant Development - III. Maternal practices and knowledge were assessed using the Daily Activities of Infant Scale and the Knowledge of Infant Development Inventory. Birth risks and adverse outcomes were obtained from infant medical profiles. Results A high prevalence of delays was found; red flags for delays at 24-months were detected at 4- and 8-months of age. The neurodevelopmental trajectories showed steady scores across time for cognitive composite scores for extremely- and very-preterm infants and for language composite scores for the extremely- and moderate/late-preterm;egies for preterm infants should start at 4- to 8-months of age to prevent unwanted outcomes later in life.