Involvement in environmental causes, does the joint effect between subjective income and the performance of the country matter?

Previous research has shown that richer people are more likely to engage in an environmentalcause. We extend it by considering the joint effect between subjective income and a set of macroeconomicvariables. For doing so, we employ the fifth wave of the World Values Survey (WVS).This study provides clear evidence that even when both factors matter, people´s attitudes cruciallydepend on the interaction effect. Hence, those measures that affect the characteristics of thecountry would also change the disposition to be involved.

Medical Students Circadian Sleep Rhythms and Academic Performance

Objective: to evaluate, with a preliminary study, the distribution of circadian rhythms, sleep schedule patterns and their relationship with academic performance on medical students. Methodology: in this descriptive study, a 10 item original questionnaire about sleep rhythms and academic performance was applied to medical students from different semesters. Week (class time) and weekend schedules, preferences, daytime somnolence and academic performance were asked. Three chronotypes (morningness, intermediate and eveningness) were defined among waking-sleeping preference, difficulty to sleep early, exam preparation preference hour and real sleep schedule. The sleep hour deficit per week night was also calculated. Results: Of the 318 medical students that answered the questionnaire, 62.6% corresponded to intermediate chronotypes, 8.8% to evening-type and 28.7% to morning-type. Significant difference was found among the two chronotype tails (p=0.000, Chi-square 31.13). No correlation was found between academic performance and age, sex, chronotype, week sleep deficit and sleep hours in week and weekends. A 71.1% of the students slept 6 or fewer hours during class time and 78% had a sleep deficit (more frequent in the evening chronotype). Conclusions: No relation was found between sleep chronotype and academic performance. Students tend to morningness. Few studies have been made on equatorial zones or without seasons

Relationship between innovation and organizational performance in an emergent market

Several writings explore the organizational innovation and relate its effect on the organizational performance. However, few studies, on the one hand, take into account the technical innovation and the management innovation as dimensions of organizational innovation; and on the other hand, they use these dimensions to analyze its effect on the organizational performance.In this paper, the authors analyze the influence of innovation -including the twodimensions mentioned- on organizational performance. Furthermore, the authors examinethe behavior of organizational characteristics as a moderator variable of this relationship. The study was applied to service sector companies. The results indicate that innovationand technical innovation have an influence on the organization performance, while management innovation does not. This strengthens the argument that asserts companies need to improve the low perception they have about the importance of management innovation,for better performances.

Etnic background and academic performance in Colombia

In Colombia, students from an ethnic group have a lower academic achievement with respect totheir non-ethnic peers in standardized test scores on math and language. This gap is persistentat a state level, especially in high ethnic density states. Using information from the state academictest (SABER 11), this study corroborates the existence of an academic gap between ethnicand non-ethnic students and, additionally, decomposes it in factors related to observable characteristics,such as family and school; and non-observable factors. The methodology proposed byBlinder and Oaxaca applied to quantile regression is used in order to determine the existence oftest score gaps throughout the distribution of academic performance. Results indicate that forstates where there is a statistically significant gap, a sizeable portion of it is attributed to nonobservablefactors. Nonetheless, at distinct levels of academic performance, the gap size and theextent to which it can be attributed non-observable factors vary according to the state