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While market theorists have devoted a great deal of effort to the conceptualization of service quality, the practical guidance available to service providers continues to be very limited. Utilizing the emerging role of a new marketing entity, the retail electric service provider, as an illustration, the article discusses how data envelopment analysis might be used to analyze service quality at the retail service level. Specific dimensions thought to influence consumers’ perceptions of the quality of retail electric energy services are identified, and the potential use of data envelopment analysis as a diagnostic tool for effective management of service quality by retail electric service providers is demonstrated. Generalization to different types of service providers is suggested. Empirical studies to develop practical guidance along this line of analysis are encouraged.

In this chapter, we examine the current research on how technology is applied to benefit students with emotional and/or behavioral disorders (EBD). First, we describe the iterative yet unpredictable nature of technological innovation to suggest that incremental successes are qualified by the creation of often unforeseen consequences. We then identify commonly used nonelectronic technologies in education to emphasize that the hoped-for advances in electronic technology have failed to deliver on their decades-old promise of educational revolution. We continue with our review of the literature on empirical studies examining how technology is used to support students with EBD. These findings indicate that the research design primarily employed in this field is single-subject. Examples of specific findings include web-based graphic organizers for student writing, virtual self-modeling for targeting student behaviors, and virtual coaching for teachers of students with EBD. We conclude by reviewing how leaders in the field of special education predict the field will change in the future. Overall, with an increased emphasis on research accessibility and practitioner-validated knowledge, and advances in neuroscience and artificial technologies, practitioners may hold a more central role to the creation and dissemination of knowledge.

Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.

The COVID-19 pandemic has disrupted the ‘real’ world and substantially impacted the virtual world and thus the Internet ecosystem. It has caused a significant exogenous shock that offers a wealth of natural experiments and produced new data about broadband, clouds, and the Internet in times of crisis. In this chapter, we characterise and evaluate the evolving impact of the global COVID-19 crisis on traffic patterns and loads and the impact of those on Internet performance from multiple perspectives. While we place a particular focus on deriving insights into how we can better respond to crises and better plan for the post-COVID-19 ‘new normal’, we analyse the impact on and the responses by different actors of the Internet ecosystem across different jurisdictions. With a focus on the USA and Europe, we examine the responses of both public and private actors, with the latter including content and cloud providers, content delivery networks, and Internet service providers (ISPs). This chapter makes two contributions: first, we derive lessons learned for a future post-COVID-19 world to inform non-networking spheres and policy-making; second, the insights gained assist the networking community in better planning for the future.

This chapter addresses emotional and behavioral disorders (EBD) in the larger context of special education. The author suggests that EBD, like special education more generally, has been distracted by issues such as labeling, disproportionality, and inclusion rather than keeping a clear focus on instruction. Revisionist history has led to misunderstanding of what special education is and does. A more promising future for the field depends on focusing on instruction, embracing scientific research, developing checklists and manuals to guide practice that are based on scientific evidence whenever possible, working for sustained student success, and using language more carefully and precisely.

The practice of insuring essentially involves the determination and assignment of risk to individuals. Such determinations are made almost exclusively on the basis of statistical models. As such, the determination of an individual's risk in relation to a particular form of insurance, and thus ultimately to the determination of the cost and availability of that insurance for the individual, is made in relation to her inclusion in certain statistical groups. However, a number of questions, both practical and philosophical, can be raised about the way in which an individual is assessed upon the basis of such statistical modeling. In this paper, I explore some of these issues in relation to questions of fairness. I begin by examining the basic structure of statistical risk assessment for insurance purposes. I argue that the underlying ethical concern involved with such cases involves the manner in which the attributes of the statistical groups used for insurance purposes can be said to fairly represent the individual qua individual. As such, I go on to explore the general philosophical issues involved in applying statistical models to individuals and the fairness of using such applications to make determinations about individuals for insurance purposes.

The pejorative academic and social challenges experienced by students with emotional and behavioral disorders (EBD) are well documented. In an effort to improve student outcomes, schools often employ inclusive models of instruction and support. However, the implementation of inclusive models may result in students with EBD having fewer opportunities to develop essential skills and competencies rather than the provision of special education services that promote school and transition success. This may occur in instances in which stake-holders emphasize student placement in general education without giving equal consideration to the necessary specialized supports and instruction for students with EBD to be meaningfully included. The current chapter urges stake-holders to consider the degree to which inclusive practices for students with EBD also meet FAPE mandates. It is our contention that students with EBD will only benefit from general education settings to the degree to which this placement provides opportunities to develop academic, social, and adaptive skills.

Examines the issue of how variations in language used in advertising affect advertising preference with a sample of bilingual, Korean Americans. Uses past literature to hypothesise that the level of acculturation would moderate ethnic consumers’ preference for advertisements in English versus their native language. Extends previous research in the field of ethnic advertising by considering whether findings from studies conducted with Hispanic American consumers are applicable to Asian Americans. Shows that no significant differences were detected in bilingual Korean American preferences for advertisements in which the message was presented in English as compared with those that used Humgul (Korean language) to communicate with the audience. Concludes with suggestions for further research.

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

The purpose of this study is to investigate how origin information for wine products influences retail sales. The growing variety of products and the generally singular origin of wine products makes this market particularly sensitive to origin information. The origin of wine is often perceived as an indicator of quality and is used as the basis of decision making when purchasing wine products. This study empirically tests a portion of Johansson's framework for the use of origin information through both a market survey and a field experiment to determine the predictive value on market position for a group of wine products from the Texas region. The results of the survey and the field experiment were consistent and found that emphasizing the origin of Texas wine significantly influenced retail sales. These results also indicate that special displays and increased retail shelf space do not always have a positive effect on sales of the displayed products. Therefore, it is important for retail managers to first identify whether the image of the wine's origin is perceived positively or negatively before using origin information in store displays.