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The paper examines the increase in annual income of the new middle-class (The NMC) of Delhi-NCR and its impact on their investment habits, consumption habits and lifestyle. The paper aims to look into the transformation of the new middle-class into the NMC in emerging economies and its potential to the companies and investors.

This study draws insight from 558 new middle-class consumers in Delhi-NCR. ANOVA, post hoc tests , and hierarchical multiple linear regression model are applied to test the proposed hypotheses.

The NMC living in India's megacities imitates the lifestyle of their counterparts living in the West. To maintain their status and present themselves different from those living in middle or lower-middle-class categories, they spend audaciously, even though the income is low. When they enter the new middle class, their consumption, saving and lifestyle diversify positively.

This study has limitations. First, the authors do not apply any behavioral theory or marketing model such as the theory of reasoned action (TRA), Engel-kollat-Blackwell (EKB) model or theory of normative model of target markets. Second, the research is limited to the NMC of only one emerging economy, i.e., India. Third, the research sample is limited to only one megacity of India, i.e., Delhi. Finally, this research used only one factor, i.e., AI, to study the consumption pattern.

The results suggest that considering the buying habits and lifestyle of Indian the NMC, consumers would prove helpful to the companies in product decision-making. Furthermore, understanding change in investment habits across different income levels would be advantageous to financial institutions, investment planners and marketers while designing their products to attract investment.

The research holds significance from the point of view of understanding Indian consumers encompassing the the NMC and predicting their implications on consumer goods-producing industries, which shall, in turn, facilitate producers and government in formulating policies and strategies.

The purpose of this paper is to explain the concept of the “call center couple” (CCC) as a symbol of the new middle class (NMC) and how it will influence markets, work, and family in India.

The paper focuses on the demographic shifts taking place in India's urban centres.

The rise of the NMC will forever democratize the family and employment markets.

The paper provides insights into the emerging middle class through the experiences of “CCCs”.

In the past three decades India has been one of the fastest growing countries in the world. Per capita income has increased fourfold, from $229 in 1980 to $318 in 1990 to nearly $900 in 2010 (constant 2000 dollars). Although there is growing evidence of increases in income inequality, standard measures of inequality such as the Gini coefficient are still considerably less in India than in other Brazil, Russia, India, Chinas (BRICs) (or the United States). Consequently this rapid growth has led to a substantial expansion of India's middle class (and a concomitant decline in poverty).

The article attempts to advance a definition of proletarianism which will allow the reader to grasp the precise nature of the process with particular reference to the economic and technical aspects. Proletarianisation is identified with a loss of the work of supervision and management, congruents of the work experience of the new middle class. This is followed by a critique of some current notions of proletarianisation as evidenced in the study of clerical labour. Finally, the article discusses proletarianisation in experiential terms.

This paper aims to provide a framework for understanding and differentiating among different forms of game-based teaching and learning (GBTL).

The framework is based on an analysis of existing literature and descriptions of GBTL in varied higher education settings, combined with case examples of the author’s personal experience as instructors of GBTL courses.

Four frames or categories of GBTL approaches were identified: the action frame, the structuring frame, the bridging frame and the design frame. Each frame represents a spectrum of related yet varied strategies and assumptions.

This framework is a first attempt at providing an analytic tool for making sense of the varied instantiations of GBTL in higher education. It can be useful as a heuristic tool for researchers as well as a generative model for designing future GBTL practices.

The purpose of the paper is to share the types, uses, and students' recommendations about reusable digital learning objects at Northwest Missouri State University, which can be used or adapted by other libraries in both online and on‐ground information literacy instruction environments.

The rationale for incorporation of learning objects, their application, and uses is discussed. Examples of successful applications of learning objects in online and on‐ground instructional classes are provided. Models for developing one's own learning objects are included. A survey and analysis for soliciting students' opinions about the reuse of learning objects is included.

The paper provides suggestions for developing and evaluating learning objects. This includes successful applications of digital learning objects in traditional and online information literacy classes. It shares easy to incorporate learning objects that can be used in tutorials or on‐ground bibliographic sessions and includes a student survey about reuse of learning objects, analysis of survey results, and suggestions for survey improvement.

The survey population was small. The librarians plan to replicate the survey with a larger audience. The survey may be adapted for use by other academic libraries.

The paper provides links to libraries of digital learning objects that instruction librarians can immediately begin linking to and using in tutorials or information literacy sessions.

The paper illustrates that access to a library of learning objects enables use of learning objects and enhances ideas for locally created prototypes. The survey can be easily adapted to other library environments to gather suggestions for reuse of local learning objects.

This paper aims to describe the findings of interviews based on a questionnaire and a focus group discussion (conducted in 2011) with three Black women employees who were part of a 2006 study, which canvassed 176 employees and employers, in which carpentry was found to be considered the most accessible and appropriate skills area for women, and chronicles their development and assessment of current employment for women in construction.

The focus group was made up of the women from the 2006 study still in the same employment or better positions in the same company Neil Muller Construction (NMC) after five years. Women from NMC, in particular, were selected because the company has been considered a best practice example and therefore would provide an interesting context in terms of the issues around retention of women and potentially a model for the industry. Foci are female representation, barriers, conditions, skills acquisition and employers’ attitudes to family responsibilities. In particular, measures to support women and the impact of role models and mentoring programmes are discussed.

The results of the 2011 focus group study show that positive measures for women to work in construction are developing, both through legislation (e.g. the Construction Charter) and company efforts such as those of NMC. Both the 2006 and 2011 studies highlighted that female attributes such as being peacekeepers on site were considered favourable, indicating a positive shift in attitude regarding women working in construction.

There has been and remains a paucity of research into and literature on the topic of women in the construction industry, particularly working at the skills level.

The paper has practical implications for employers wanting to increase employment and retention of women on site by providing a best practice example.

Increased employment of women is a statuary requirement of South African employment law. Women are, on average, the lowest wage earners.

The paper reviews challenges for women in construction and ways these can be circumvented through interaction between industry and companies. The challenges are entry and retention because of the practices and attitudes typical in a male-dominated work environment. As a follow-up to previous research of 2006 into barriers to entry for women, this paper adds value by considering retention and a best practice example. As women’s lack of knowledge of the sector is also a barrier, this paper contributes to building knowledge. Further research should determine developing trends in terms of women’s representation in the construction industry.

Second Life, as a three-dimensional social medium, provides an unparalleled opportunity for people to interact with each other and their surroundings in unfamiliar and innovative ways. After a brief introduction to the discipline of Studies in Religion at the University of Queensland (UQ), this chapter will examine some of the key characteristics of MUVEs in general and of Second Life in particular, with a view to assessing its suitability as an environment for learning based on andragogical and constructivist methodologies. Further, it will explore the original conception and development of the UQ Religion Bazaar project within Second Life.

The UQ Religion Bazaar project was originally conceived in 2007 and developed through 2008. It consists of a Second Life island situated in the New Media Consortium educational precinct and boasts a number of religious builds including a church, a mosque, a synagogue, an ancient Greek temple, a Freemasons' lodge, a Zen Buddhist temple and a Hindu temple to Ganesha. The island was used in two large first-year classes and for supervising distance postgraduate research students.

This chapter takes a look at the Social Web. Humanities scholars are, by and large, a fairly social group. Attend any of the Modern Language Association conferences and you will be inundated with invitations to attend events hosted by publishers, groups within MLA, universities, and alumni organizations. The way we now include apps as an inherent part of our socialization, however, is changing and evolving as a result of some of the tools that are to be associated with the digital humanities, albeit not necessarily as apparently so as some others. This chapter explores the familiar players like Facebook™, Google+™, Twitter™, and others and discusses how they are being used by those in the field, contextualizing them within a variety of disciplines in the humanities through case studies while situating the category alongside theories that make sense of their use. Not as commonly used in academic social networks are vlogging applications along with student blog sites, which are also examined in this chapter. It is in this and subsequent chapters where augmented reality enhancements will be used. Please follow the directions at the beginning of Chapter 2 to access these additions.