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The current low value of the dollar is viewed by many manufacturers as an impediment to exporting to the United States, yet it can be turned into an advantage. Although the dollar′s decline made imported products more expensive – it also resulted in decreasing the cost of establishing and running a foreign‐owned US sales office. Not only is it shown why and how manufacturers should establish their own US company, but also a new concept is introduced which can further reduce their costs by up to 75 per cent, through the advent of time and cost sharing with other exporters. Such savings can be used to: (a) reduce manufacturers′ US prices; (b) create an offshore profit at a lower tax rate; or a combination of both.

This chapter provides an overview of two generally applicable frameworks relating to the use of technology-enhanced learning – ‘affordances’ and multimedia learning effects. First, the concept of ‘affordances’ as action potentials of technologies is identified as a way to think through technology-enhanced learning design possibilities, so as to help make technology selection decisions. Second, multimedia learning effects including the multimedia effect, the modality effect, the redundancy effect, the split-attention effect, and the personalization effect are presented as a scientific basis for understanding how to create cognitively effective learning experiences using text, images, sound, and video. Both affordances and multimedia learning effects are characterized as ongoing areas of research that are somewhat related, with the successful utilization of each depending on critical application by the designer.

This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.

People have often asked me “how did I decide to become a criminologist?” Looking back over my life, I think two key factors played a part in my making this decision. To begin with, I am a product of the Great Depression. I was born on November 12, 1911 in Boston, Massachusetts into a middle class, New England family. My mother, who was a graduate of the Boston School of Elocution, taught public speaking. My father, who was a jovial and convivial man, did quite well for himself as a ladies wholesale shoe salesmen. However, when we moved to California he experienced some difficulties in his sales career when he tried his hand at selling shoes outside his native area of New England. He made the mistake of underestimating the value of the personal relationship that he had cultivated with shoe dealers in New England and as a result he lost a great deal of money and forced us to return to Boston. My mother made it quite clear to me that I was not to become a business man like my father. Despite his death in 1926 from pneumonia and overwork, I attended Governor Dummer Academy, a preparatory school in Newburyport, Massachusetts, which I graduated from in 1928.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

Not all pressured, greedy, and opportunistic individuals actually commit white-collar crime. So what exactly is the common denominator for individuals to commit white-collar crime? This study investigates the propensity of an individual to commit white-collar crime and advances personality as an explanatory factor. Questionnaire survey data is collected from 357 undergraduate accounting students in a later year accounting course at a large university in Australia. Personality is measured using the Big Five Inventory. Support is provided for the view that individuals scoring lower in agreeableness and lower in conscientiousness have a higher propensity to commit white-collar crime. While no significant main effect associations emerged for extraversion, neuroticism, or openness to experience, inspection of individual parameter estimates revealed a significant negative association between neuroticism and propensity to commit white-collar crime but only in certain circumstances.

This study aims to examine factors, beyond child requests, that influence parents’ perceptions of the most important gifts to give their children by assessing the influence of television advertising on children’s programming.

Using agenda-setting as a theoretical and methodological template, a content analysis of 7,860 commercials in children’s programming was compared using a questionnaire to 143 parents of 240 children to test the transfer of salience between advertising and parents’ perceptions. The study also examined the role of child purchase requests in this relationship.

The product categories that most prevalently advertised on children’s television had a significant relationship with the product categories that parents perceived to be the most important to give their children as gifts. Furthermore, the results indicate that this relationship was not contingent upon parental advertising mediation or child product requests.

The results are limited to a single broadcast market during the Christmas season. Strategically, the research suggests that advertising through children’s television programming may be an effective way to directly inform parents’ gift-giving consideration sets, and this target and outlet should be strategically evaluated in subsequent campaign decisions about the marketing mix.

The findings add new insights to the gift-giving literature, indicating that advertising in children’s programming may be an alternative direct influence on parents’ perceptions. This research also extends research on advertising agenda setting into the new context of commercial advertising of consumer products.

Evaluation of any given student's responsiveness to intervention depends not only on how effective the intervention is, but also whether the intervention was delivered as intended as well as in the appropriate format and according to the most useful schedule. These latter elements are referred to as treatment integrity and treatment intensity, respectively. The purpose of this chapter is to define and describe how treatment integrity and intensity can be incorporated in the evaluation of outcomes associated with individualized intervention delivery.

The constructs of re-deployment and co-deployment have been central to discussions of scope economies in diversified firms. We argue however that these constructs are also significant in the context of single-business firms. Increasingly, changes in technology and demand preferences have provided opportunities for entrants to attack incumbents with a different business model, one that may neutralize the incumbent’s advantage for at least some set of customers (e.g., Netflix vs. Blockbuster). In such a context incumbents often respond by modifying their business model. We note that several of the business model-altering responses of the incumbent can be characterized in terms of co-deployment and re-deployment benefits and costs, where co-deployment benefits/cost apply to the scope economies/diseconomies in running multiple business models within the same firm and re-deployment benefits/costs apply to the implications of moving assets from one business model to another. We then examine the set of strategic choices faced by the incumbent in competing with an entrant with a different business model. We identify five set of factors that are likely to influence the decision to choose between these alternatives – uncertainty spawned by the new business model, market segment targeted by the new model, the within-business-across-business-model co-deployment and re-deployment benefits and costs, the across-business co-deployment and re-deployment benefits and costs, and the incumbent’s prior performance history. Although some of these choices have seen some work, most remain relatively underexplored in the strategy literature. We highlight the potential for research in this area with a set of propositions that identify key conditions that should hold true for a particular strategic choice to be picked by an incumbent.

It is contended that knowledge management is directed towards finding out how and why information users think, what they know about what they know, the knowledge and attitudes they have and the decisions they make when they interact with others. At the heart lies the mutation of information into knowledge, a process best understood through seeing, knowing and information retrieval as features common to cognitive psychology and information management. The knowledge we have of knowledge, and changes to knowledge, can be monitored in negotiations like knowledge interviews for trainees. Such knowledge and belief systems can also be translated into managerial strategies, both qualitative, as when we emphasise value and benefit in the marketing approach to information, and quantitative, as when we devise ways of assessing probabilities with which desired outcomes will occur. Knowledge management is as much the management of meaning as management of entities and people, for in meaning lies the key to our understanding of what we decide to do as information managers. It is a multi‐disciplinary field offering a semantics and pragmatics for the evaluating and self‐evaluating manager.