THE APPLICABILITY OF WIDELY EMPLOYED FRAMEWORKS IN CROSS-CULTURAL MANAGEMENT RESEARCH

This article aims to analyze and assess the applicability of widely employed frameworks in cross-cultural management research. First, some criteria are conceptualized and then, eight cultural frameworks are examined and their relevance with respect to defined criteria is determined. At the end, all cultural frameworks are compared, their overall applicability is assessed, and suggestions for empirical research are presented. Results and discussion might be useful not only in applying cultural typologies, but also in improving existing frameworks.Culture, Cross Cultural Management, Cultural Dimension, Cultural Frameworks

Nutrigenomics and nutrigenetics

The nutrients are able to interact with molecular mechanisms and modulate the physiological functions in the body. The Nutritional Genomics focuses on the interaction between bioactive food components and the genome, which includes Nutrigenetics and Nutrigenomics. The influence of nutrients on f genes expression is called Nutrigenomics, while the heterogeneous response of gene variants to nutrients, dietary components and developing nutraceticals is called Nutrigenetics. Genetic variation is known to affect food tolerances among human subpopulations and may also influence dietary requirements and raising the possibility of individualizing nutritional intake for optimal health and disease prevention on the basis of an individual's genome. Nutrigenomics provides a genetic understanding for how common dietary components affect the balance between health and disease by altering the expression and/or structure of an individual's genetic makeup. Nutrigenetics describes that the genetic profile have impact on the response of body to bioactive food components by influencing their absorption, metabolism, and site of action. In this way, considering different aspects of gene-nutrient interaction and designing appropriate diet for every specific genotype that optimize individual health, diagnosis and nutritional treatment of genome instability, we could prevent and control conversion of healthy phenotype to diseases

The Study of the Relationship among Emotional Intelligence, Peer Social Support, and Family Social Support and GPA among Iranian High School Students

The objective of this study was to examine by gender whether emotional intelligence (EI), peer social support, and/or family social support partially mediated the influence of verbal IQ on Grade Point Average (GPA) for 100 (45 males, 55 females) students. For males, EI and peer social support predicted GPA and EI mediated the association between verbal IQ and GPA. For females, EI, peer social support, and family support predicted GPA but did not mediate the association between verbal IQ and GPA. This study further examined whether subscales of EI (intrapersonal, interpersonal, adaptability, and stress management abilities), peer social support and family social support (emotional, socializing, practical, financial, and advice) added to the prediction of GPA after verbal IQ, gender, and SES were controlled. Adaptability, stress management and practical family social support each added to the explanation of variability. None of the peer social support subscales predicted additional variance in GPA

The effective strategies for preventing high school students’ academic procrastination

The purpose of this study was to investigate effective strategies for high school students’ academic procrastination in Lorestan province. For this purpose, 382 subjects were selected among the statistical population of high school students in grade two and three, by cluster random sampling method. Data collecting tool consisted of a 73 multiple choice questionnaire that its validity was confirmed by experts’ approval and content validity method and its reliability obtained to be 0.92 after implementation in a sample of 30 subjects by Cronbach alpha coefficient calculation. After the distribution, completion, collection, arranging and data entry the principal component analysis method was used for data analysis. The obtained results were led to the extraction of nine main factors including the sense of need for effort and act, time, planning, pledge, self-confidence, self-monitors, reminders and induce oneself to do homework, detail technology, reward and punishment

Raffaelea spp. from five ambrosia beetles in the genera Xyleborinus and Cyclorhipidion (Coleoptera: Curcurlionidae: Scolytinae: Xyleborini)

Five undescribed species of Raffaelea (Ophiostomatales), as well as Raffaelea sulphurea, were isolated and illustrated from the ambrosia beetle tribe Xyleborini: Raffaelea sulphurea and Raffaelea sp. A from Xyleborinus saxeseni; Raffaelea sp. B and Raffaelea sp. C from Xyleborinus attenuatus; Raffaelea sp. D from Xyleborinus gracilis; Raffaelea sp. F from Cyclorhipidion bodoanum; and Raffaelea sp. G from C. pelliculosum. Each fungal symbiont was isolated from a single beetle host species or its galleries and characterized by culture morphology and DNA sequencing. Analysis of of 18S rDNA and translocation elongation factor sequences of five undescribed symbionts (Raffaelea sulphurea, Raffaelea sp. B, Raffaelea sp. D, Raffaelea sp. F, and Raffaelea sp. G) supported the hypothesis that Dryadomyces is a genus distinct from Raffaelea spp. In culture, Dryadomyces spp. produce fast-growing, red-brown mycelia with no yeast-like budding, unlike typical Raffaelea spp. Raffaelea montetyi, R. quercivora, R. quercus-mongolicae and Raffaelea sp. D formed another group sister to the Dryadomyces subclade. The members of this R. montetyi subclade produce yeasty, mucoid colonies and hyaline mycelia similar to R. lauricola. Raffaelea sp. A and Raffaelea sp. C were closely related to R. canadensis. This R. canadensis complex was placed among typical Raffaelea spp. in phylogenetic analysis. Thus, both molecular and phenotypic characteristics suggest that ambrosia beetle symbionts within the Ophiostomatales are not monophyletic

The Study of the Relationship among Emotional Intelligence, Peer Social Support, and Family Social Support and GPA among Iranian High School Students

The objective of this study was to examine by gender whether emotional intelligence (EI), peer social support, and/or family social support partially mediated the influence of verbal IQ on Grade Point Average (GPA) for 100 (45 males, 55 females) students. For males, EI and peer social support predicted GPA and EI mediated the association between verbal IQ and GPA. For females, EI, peer social support, and family support predicted GPA but did not mediate the association between verbal IQ and GPA. This study further examined whether subscales of EI (intrapersonal, interpersonal, adaptability, and stress management abilities), peer social support and family social support (emotional, socializing, practical, financial, and advice) added to the prediction of GPA after verbal IQ, gender, and SES were controlled. Adaptability, stress management and practical family social support each added to the explanation of variability. None of the peer social support subscales predicted additional variance in GPA

Characteristics of a lovely school from the perspective of students and teachers

This study was conducted to investigate the features of a lovely school from the perspective of school students and teachers of Lorestan province. Results obtained showed that eight factors were identified from the perspective of students in various academic courses and in other words, the features of a lovely school from the perspective of school students and teachers of Lorestan province including exhilarating factors, suitable hygienic condition, emotional and social needs and interests, students participation in school management, paying attention to beautification of the school environment, emphasis on students, more affection to school, promoting the culture of collaborative learning and teaching and suitable spaces and facilities for playing and entertainment. Also, another factor was identified from the perspective of school teachers of Lorestan province as considering the social and welfare status of teachers. Generally, nine factors were identified from the perspective of school students and teachers of Lorestan province that can be considered as characteristic of a lovely school in Lorestan province