William Celik (adultbamboo5)

g., back in those days/in the future ahead) much more frequently than Spanish, to the extent that such directional information is often excluded in English-to-Spanish translations. Also, sequential expressions (such as before that/later than) and duration expressions (during the whole day) are much more frequent in Spanish. These usage differences, explained by the variability in motion typology and metaphoric construal, open up the interesting question of how these differences in linguistic usage could affect the conceptualization of time of English and Spanish speakers.Social media including social-networking sites (SNS) encourage people to disclose personal information via profiles and posts. It is assumed that positive short-term effects and immediate feedback (e.g., getting Likes) have a rewarding nature and may complicate the rational weighing of possible negative long-term consequences related to self-disclosure. Dual-process theories assume risky behaviors to result from more impulsive/short-term oriented compared to reflective/long-term oriented decision making. The current laboratory study investigates whether the extent of online self-disclosure is explained by the general tendency to choose short-term rewards by neglecting long-term risks as well as by tendencies toward a problematic social-networks-use. Participants (N = 88) were asked to log into their Facebook account to answer questions about their actual self-disclosing behavior. Furthermore, they performed an experimental decision-making task and answered a questionnaire assessing problematic social-networks-use. The quantity of self-disclosure via posts was negatively associated with advantageous decision making and positively with tendencies toward a problematic social-networks-use. The findings indicate that high self-disclosure via posts is associated with a general tendency to neglect long-term risks. Moreover, a problematic social-networks-use can additionally increase individual's self-disclosure via posts.Although scholars have recognized leaders' importance in facilitating employee learning, the potential role that leaders' specific behaviors play in followers' learning outcomes remains elusive. Based on the literature, we identified two styles of leaders' coaching behaviors that may promote followers' learning, namely encourage-to-explore behaviors and guide-to-learn behaviors. We expect that these two styles of coaching behaviors would have different relationships with employee learning orientation, moderated by employees' regulatory focus. To test our hypotheses, we conducted two studies an experimental study using scenarios of leader behavior with data collected from 124 undergraduate students (study 1), and a field study with data from 334 pairs of employees and their direct supervisors (study 2). Results showed that encourage-to-explore behaviors had a positive relationship with employee learning orientation, whereas guide-to-learn behaviors had an inverted U-shaped relationship with employee learning orientation. When employees had low levels of promotion regulatory focus, encourage-to-explore behaviors showed a positive correlation with employee learning orientation. However, when they had low levels of prevention regulatory focus, employee learning orientation increased as the guide-to-learn behaviors increased; this increased up to an intermediate level and then decreased. As such, this study provides novel theoretical and empirical insights into leadership and learning literature. Nature engagement (NE) provides myriad psychological and physiological benefits, many of which begin in childhood and continue into adulthood. Research suggests children who have positive experiences with nature are more likely to continue engaging with nature and have more proenvironmental attitudes (PEAs) as adults. Among the benefits of NE are reduced stress, improved sleep, and improved cognitive performance, all essential criteria for healthy undergr