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Advises retailers that traditional strategies will not be adequate to cope with trends such as unprecedented customer diversity, market polarization and dominant mega‐retailers. Explains what capabilities will retailers need to remain relevant to demanding customers. Suggests how retail executives should begin preparing to embrace fundamental change and become truly customer‐centric.

Using scenario techniques to examine retailing in 2010, the authors explore a “world of extremes”. In it retailers will face a consumer marketplace defined by unprecedented social diversity, competitive intensity and market complexity.

As the marketplace polarizes across a variety of dimensions, corporate thinking needs to shift from “bell curves” – where firms try to serve a generic mass market but do not meet anyone's needs particularly well – to “well curves” – where companies drive growth by applying distinct business models in each part of their business to deliver the greatest value to explicitly defined groups of customers. In 2010, retailers will succeed to the extent that they abandon the undifferentiated middle and focus their organizations on serving the extremes of the demand curve, even if they play both sides.

This is one scenario from a set of possible futures for retailing in 2010.

By learning how the world of extremes scenario is being shaped by long‐running social and industry trends which, when added together, will bring about fundamental changes in the retail market, business can anticipate what steps they must take now to prepare for survival and success in 2010. These include: Craft an exceedingly focused, distinctive brand proposition; Drive customer‐valued innovation through deeper insight; Optimize core activities through systematic intelligence; Realign the organization to operationalize customer centricity.

Based on research at the IBM Institute for Business Value and work with clients worldwide, IBM Consulting identified five key “mega‐trends” that are redrawing the rules of competition for retailers: Customer value drivers fragment; Customers become more guarded; Information exposes all; Mega‐retailers break the boundaries; Partnering becomes pervasive.

Alternative education settings (AES; i.e., self-contained alternative schools, therapeutic day treatment and residential schools, and juvenile corrections schools) serve youth with complicated and often serious academic and behavioral needs. The use of evidence-based practices (EBPs) and practices with Best Available Evidence are necessary to increase the likelihood of long-term success for these youth. In this chapter, we define three primary categories of AES and review what we know about the characteristics of youth in these schools. Next, we discuss the current emphasis on identifying and implementing EBPs with regard to both academic interventions (i.e., reading and mathematics) and interventions addressing student behavior. In particular, we consider implementation in AES, where there are often high percentages of youth requiring special education services and who have a significant need for EBPs to succeed academically, behaviorally, and in their transition to adulthood. We focus our discussion on: (a) examining approaches to identifying EBPs; (b) providing a brief review of EBPs and Best Available Evidence in the areas of mathematics, reading, and interventions addressing student behavior for youth in AES; (c) delineating key implementation challenges in AES; and (d) providing recommendations for how to facilitate the use of EBPs in AES.

Many scholars have noted the critical skills needed for leaders in the face of volatility, uncertainty, complexity, and ambiguity (VUCA). These skills include self-awareness, listening, communication, adaptability, critical thinking, and collaboration. Students who are able to develop these skills would be better equipped to lead in settings where the answers—and even the questions—are unknown. This paper details an approach to developing leadership skills to prepare undergraduate leadership students for a VUCA world, through the use of a classroom workshop on improvisational comedy. I have refined this improv workshop over sixteen course iterations spanning the past nine semesters, and students commonly point to the workshop as one of the most challenging and rewarding class sessions of the course. In this paper I review the literature that has informed my approach, explain the learning objectives addressed by the improv workshop, describe the approach I use, share quantitative and qualitative data that illustrate the success of the approach, and share my lessons learned, all in service of supporting colleagues who wish to try this approach.

Studies on the relationship between migration and health status of individuals most often concentrate on international migrants. In contrast, the purpose of this paper is to examine the relationship between health and internal migration using the first 18 waves of the British Household Survey.

The authors use the 12-version of General Health Questionnaire (GHQ), an indicator of mental health, and physical health indicators as the health variables. This study uses different econometrics estimation methods in modelling the relationship in order to address omitted variable bias as well as unobserved heterogeneity. The econometric estimation methods include Pooled OLS, random effects (RE), fixed effects (FE) and then probit RE. The authors explore the relationship by comparing the health status of movers and non-movers and different types of internal migration such as between local authority districts and between regions.

The results of this research suggest that there is healthy migrant effect on migration within UK on some indicators of physical health like arm/leg, heart and migraine/headache problems, but not on mental health indicator. And the effects are similar for both males and females. It is advised therefore that the department of health should improve the health of those affected by these ailments so that they can have a chance to move perhaps to better their lots.

This study uses different econometrics estimation methods in modelling the relationship in order to address omitted variable bias as well as unobserved heterogeneity. The econometric estimation methods include Pooled OLS, RE, FE and then probit RE.

To explain the processes involved in rewriting one’s way of understanding phenomenon.

A model for characterizing cognitive conceptions of learning and unlearning is described through a historical, current, and forward thinking approach to understanding content. Ideas for the reorganization of information are proposed alongside application-oriented means of implementing learn over theory in classrooms.

For cognitive development to ensue, we must capitalize on students’ existing knowledge and ways of knowing the world through chance plus selection, piggy-backing, affective boosting/field facilitation, imitation, learning support systems, bias, LC learning, use of spare mental capacity, and the need for coherent self-concept.

Through effective facilitation of their learning, students can hone their skills, recognize their efforts toward their successes, write and rewrite their existing schematic frameworks, develop and maintain positive self-concepts, and advance their systems for understanding their worlds and how to progress to subsequent levels of attainment independently.

Citizens are substantial stakeholders in every e-government system, thus their willingness to use and ability to access the system are critical. Unequal access and information and communication technology usage, which is known as digital divide, however has been identified as one of the major obstacles to the implementation of e-government system. As digital divide inhibits citizen’s acceptance to e-government, it should be overcome despite the lack of deep theoretical understanding on this issue. This research aimed to investigate the digital divide and its direct impact on e-government system success of local governments in Indonesia as well as indirect impact through the mediation role of trust. In order to get a comprehensive understanding of digital divide, this study introduced a new type of digital divide, the innovativeness divide.

The research problems were approached by applying two-stage sequential mixed method research approach comprising of both qualitative and quantitative studies. In the first phase, an initial research model was proposed based on a literature review. Semi-structured interview with 12 users of e-government systems was then conducted to explore and enhance this initial research model. Data collected in this phase were analyzed with a two-stage content analysis approach and the initial model was then amended based on the findings. As a result, a comprehensive research model with 16 hypotheses was proposed for examination in the second phase.

In the second phase, quantitative method was applied. A questionnaire was developed based on findings in the first phase. A pilot study was conducted to refine the questionnaire, which was then distributed in a national survey resulting in 237 useable responses. Data collected in this phase were analyzed using Partial Least Square based Structural Equation Modeling.

The results of quantitative analysis confirmed 13 hypotheses. All direct influences of the variables of digital divide on e-government system success were supported. The mediating effects of trust in e-government in the relationship between capability divide and e-government system success as well as in the relationship between innovativeness divide and e-government system success were supported, but was rejected in the relationship between access divide and e-government system success. Furthermore, the results supported the moderating effects of demographic variables of age, residential place, and education.

This research has both theoretical and practical contributions. The study contributes to the developments of literature on digital divide and e-government by providing a more comprehensive framework, and also to the implementation of e-government by local governments and the improvement of e-government Readiness Index of Indonesia.

As the most racially diverse postsecondary sector, community college student populations are heavily Black and Brown. It is well settled that for every student credit hour earned, a financial reward is generated; however, it is not until individuals attain a baccalaureate degree that they tend to have the socioeconomic power to pull themselves and their families out from poverty. Looking specifically at mathematics achievement and self-efficacy, I examine differences among pathways by institutional level—two-year, four-year, other, or no postsecondary education—and find that there is a division in the mathematics achievement and self-efficacy of Black rural Americans (US) who attend four-year institutions as compared to all others. Thus, while policies advancing free community college may enhance the visibility and perceived affordability of community colleges for Black rural Americans (US), to reduce poverty there needs to be greater attention to the mathematics achievement and self-efficacy in K-12 education.