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The purpose of this paper is to develop a radical innovation launch model that shows the relationship of the market, entrepreneurial and learning orientations with each other, with radical innovation launch marketing capabilities and the subsequent effect on radical innovation launch success. It will provide practitioners with best practices and add to current marketing theory.

An online survey was done, resulting in a usable sample of 176 radical innovation launch practitioners from a cross-section of US companies, namely, small to large, business-to-business and business-to-consumer firms offering a variety of products and services. A partial least squares structural equation modeling technique was used to test construct relationships and the effect on each other.

An organizational learning orientation has a direct effect on the market and entrepreneurial orientations. Learning and marketing orientations are critical links to having radical innovation launch marketing capabilities. While an entrepreneurial orientation has a direct effect on radical innovation launch success, proper, dynamic marketing capabilities are a significant driver. Over 40% of the variance in radical innovation launch success is directly or indirectly affected by the three studied strategic orientations and radical innovation launch marketing capabilities.

This study was conducted only in the USA. A cross-cultural study could be undertaken. Type and size of firm, type of external environment, radical innovation department structure, transformational leadership strength and competitive intensity effect could be studied. New, up-to-date adaptable marketing capabilities should be researched and validated.

For radical innovation launch success, it is critical that a firm develop the market, entrepreneurial and learning orientations and have specific, dynamic marketing capabilities in place. Existing managers should be trained, or new talent hired, to give the firm the capability to develop unique, radical innovation launch strategic, brand identity and new target market plans, to select and manage new downstream partners, and to have quick, customer launch feedback mechanisms in place.

An empirical study of the effect of all three strategic orientations on radical innovation launch marketing capabilities and subsequent radical innovation launch success has not been previously addressed.

One of the indirect ways in which the condition of the people may be improved lies in the hands of librarians in arrangements that may be made for the use of the buildings at their disposal. If the sale of alcohol is to be prohibited or curtailed, large numbers of our working classes will lose their meeting‐place or club, and while the public libraries, as at present constituted, are not in a position to fill the gap, a good deal might be done by way of providing for the possibility of foregathering, for a “feast of reason and a flow of soul,” without the sense of a stern authority always calling attention to the rules and regulations for silence and strict decorum. Really practical suggestions to this end would be of really valuable service now and indeed for all time.

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.

In 1840 Great Britain became the first government to issue an adhesive stamp for the prepayment of postal fees. The United States issued its first stamps in 1847 and by the mid‐1850s postage stamps were an international phenomenon. The popularity of collecting and studying postage stamps increased accordingly. The term “philatelie” (subsequently anglicized to “philately”) was coined by Frenchman M. Georges Herpin in the 15 November 1864 issue of Collectionneur de Timbres‐Poste, where he combined the Greek words philos (loving, fond) and atelia (free from tax or charge, exempt from payment, franked) and declared “Philately therefore signifies love of everything related to franking.”

The issue of school violence and antisocial behavior in public schools is, in fact, one of the most pressing concerns in education today. Schools have responded by designing, implementing, and evaluating multi-level models with progressively more intensive levels of support. The foundation of these models is the primary, or universal, prevention program. To date, most investigations have occurred in elementary schools thereby providing limited insight into intervening in secondary schools. This chapter reviews the literature base of school-wide interventions with primary level efforts conducted in secondary schools with an emphasis on methodological considerations. Content includes the findings of a systematic literature review, a discussion of quality indicators in relationship to primary prevention efforts, and recommendations for future inquiry.

Managing ethics has come to be considered a management discipline, especially since the birth of business ethics and social responsibility movements in the 1960s. However, there seems to be no comprehensive review and synthesis of ethics management literature in construction. This research aims to address the theory‐practice gap by providing a critical review of the ethics decision‐making literature.

The study examines critically the ethics decision‐making literature from the 1980s to 2008.

Three research focuses, relating to the construction industry in ethical decision making, are identified: empirical studies on examining the associations between variables (individuals, situational/organisational, moral intensity) and employees' ethical behaviour in construction organisational contexts; continuous application of behavioural science theories to develop an appropriate ethical decision‐making model for the industry; and research on group and/or organisational level behaviour ethics.

The study identifies, draws together, and integrates existing theories and research, with a particular emphasis on ethical decision‐making models, to present the key contributions in the realm of ethics decision making.

The paper highlights the role of management (both as an academic discipline and from a practitioner perspective) in bridging this gap.

The research adds value to the literature on ethics management, where limited knowledge exists in the construction industry.

The equation of unified knowledge says that S = f (A,P) which means that the practical solution to a given problem is a function of the existing, empirical, actual realities and the future, potential, best possible conditions of general stable equilibrium which both pure and practical reason, exhaustive in the Kantian sense, show as being within the realm of potential realities beyond any doubt. The first classical revolution in economic thinking, included in factor “P” of the equation, conceived the economic and financial problems in terms of a model of ideal conditions of stable equilibrium but neglected the full consideration of the existing, actual conditions. That is the main reason why, in the end, it failed. The second modern revolution, included in factor “A” of the equation, conceived the economic and financial problems in terms of the existing, actual conditions, usually in disequilibrium or unstable equilibrium (in case of stagnation) and neglected the sense of right direction expressed in factor “P” or the realization of general, stable equilibrium. That is the main reason why the modern revolution failed in the past and is failing in front of our eyes in the present. The equation of unified knowledge, perceived as a sui generis synthesis between classical and modern thinking has been applied rigorously and systematically in writing the enclosed American‐British economic, monetary, financial and social stabilization plans. In the final analysis, a new economic philosophy, based on a synthesis between classical and modern thinking, called here the new economics of unified knowledge, is applied to solve the malaise of the twentieth century which resulted from a confusion between thinking in terms of stable equilibrium on the one hand and disequilibrium or unstable equilibrium on the other.

Students with emotional and behavioral disorders (EBD) have poor school outcomes and serious problems in life after school. Transition services are intended to promote more positive outcomes for these individuals and other students with disabilities. Recent trends in society and education appear to be changing the nature of the current generation of secondary students and young adults, potentially rendering aspects of traditional transition planning obsolete. We review these trends, transition guidelines, and current research and outline an approach that may have merit in dealing with transition for students with EBD in the twenty-first century.

The field of behavioral business ethics has come a long way since its inception nearly five decades ago. Pioneered in part in response to a number of high-profile corporate scandals, the early field of business ethics was thought by many to be a fad that would recede along with the salience of the scandals of the day. Yet, this could not have been further from the truth. The need for behavioral business ethics research remains ever-present, as evidenced by the sustained number of scandals and unethical behavior within and by organizations. Moreover, research in this area has burgeoned. In the 1980s, only 54 articles had been published on this topic (Tenbrunsel & Smith-Crowe, 2008); today, a similar search yields over 3,000 “hits.” In light of the area’s growth, we suggest the need to take a look back at the seminal work that sparked social scientific work in the field. In particular, this chapter has two main objectives. First, we provide a review of select foundational work. In so doing, we identify some of the key trends that characterized early knowledge development in the field. Second, we draw on this historical context to consider how past trends relate to current work and speak to future research opportunities.