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Amazonian swamp forests remove large amounts of carbon dioxide (CO2) but produce methane (CH4). Both are important greenhouse gases (GHG). Drought and cultivation cut the CH4 emissions but may release CO2. Varying oxygen content in nitrogen-rich soil produces nitrous oxide (N2O), which is the third most important GHG. Despite the potentially tremendous changes, GHG emissions from wetland soils under different land uses and environmental conditions have rarely been compared in the Amazon. We measured environmental characteristics, and CO2, CH4 and N2O emissions from the soil surface with manual opaque chambers in three sites near Iquitos, Peru from September 2019 to March 2020: a pristine peat swamp forest, a young forest and a slash-and-burn manioc field. The manioc field showed moderate soil respiration and N2O emission. The peat swamp forests under slight water table drawdown emitted large amounts of CO2 and CH4. A heavy post-drought shower created a hot moment of N2O in the pristine swamp forest, likely produced by nitrifiers. All in all, even small changes in soil moisture can create hot moments of GHG emissions from Amazonian wetland soils, and should therefore be carefully monitored.

This study aims to validate a data collection tool's psychometric properties to explore whether business management research's relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers' research literacy and evidence-based practice in business education and training.

A small number of extraordinary “Major Evolutionary Transitions” (METs) have attracted attention among biologists. They comprise novel forms of individuality and information, and are defined in relation to organismal complexity, irrespective of broader ecosystem-level effects. This divorce between evolutionary and ecological consequences qualifies unicellular eukaryotes, for example, as a MET although they alone failed to significantly alter ecosystems. Additionally, this definition excludes revolutionary innovations not fitting into either MET type (e.g., photosynthesis). We recombine evolution with ecology to explore how and why entire ecosystems were newly created or radically altered – as Major System Transitions (MSTs). In doing so, we highlight important morphological adaptations that spread through populations because of their immediate, direct-fitness advantages for individuals. These are Major Competitive Transitions, or MCTs. We argue that often multiple METs and MCTs must be present to produce MSTs. For example, sexually-reproducing, multicellular eukaryotes (METs) with anisogamy and exoskeletons (MCTs) significantly altered ecosystems during the Cambrian. Therefore, we introduce the concepts of Facilitating Evolutionary Transitions (FETs) and Catalysts as key events or agents that are insufficient themselves to set a MST into motion, but are essential parts of synergies that do. We further elucidate the role of information in MSTs as transitions across five levels: (I) Encoded; (II) Epigenomic; (III) Learned; (IV) Inscribed; and (V) Dark Information. The latter is ‘authored’ by abiotic entities rather than biological organisms. Level IV has arguably allowed humans to produce a MST, and V perhaps makes us a FET for a future transition that melds biotic and abiotic life into one entity. Understanding the interactive processes involved in past major transitions will illuminate both current events and the surprising possibilities that abiotically-created information may produce.

The objective of this research was to determine the effect of absenteeism and presenteeism on the academic performance of undergraduate students from the Business and Engineering Schools in Peruvian Universities. The study is based on a self-report survey of 8,203 students from the business and engineering schools of Peruvian universities. Scales were used to analyze absenteeism, presenteeism and academic performance that showed suitable psychometric properties. The results showed that presenteeism has a higher impact on the academic performance of students ([beta] = 0.628) compared to absenteeism ([beta] = 0.101). Absenteeism has a greater effect on courses and disapproved terms (Beta = 0.163) and presenteeism, on the evolution of academic performance ([beta] = -0.145). Finally, by means of a model of structural equations, the causal structure of the academic performance decrease from absenteeism and presenteeism is proven.

Female African Americans comprise an underrepresented group in physics-focused careers. Between 2002 and 2012 African-American women comprised approximately 1% of graduating physics majors in the United States. It appears that at some point in their educational careers, many female African-American students stop considering the field of physics as being a viable or attractive option. One approach to garnering a greater understanding of this phenomenon is to specifically look into the impact of their self-belief; this encompasses students' attitudes, self-concept, and self-efficacy. Self-concept refers to how one views one's own strengths and weaknesses, while self-efficacy refers to one's capacity to believe in one's own abilities to succeed in specific situations. There does not yet exist a large body of research that specifically concentrates on middle and high school-aged female African Americans, low physics representation, and its connection to self-belief related to physics. In this instance, the question is: "Do these students believe they can succeed in physics?" This research investigates the levels of physics self-belief of female African Americans who are enrolled in middle and high school physics.

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)