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It is generally recognised that companies spend approximately 50% of their marketing budget on promotional activities. Advertising belongs to the most visible areas of a company’s activity. Therefore, it should not be surprising that the average recipient associates marketing with advertising, competitions and leaflets about new promotions delivered to houses or offices. Advertising, especially Internet advertising, is one of the most effective forms of marketing and one of the fastest developing areas of business. New channels of communication are emerging all the time – the Internet, digital television, mobile telephony; accompanied by new forms, such as the so-called ambient media. Advertising benefits from the achievements of many fields of science, that is, psychology, sociology, statistics, medicine and economics. At the same time, it combines science and the arts – it requires both knowledge and intuition. Contemporary advertising has different forms and areas of activity; yet it is always closely linked with the operations of a company – it is a form of marketing communication.

The indices of marketing communication presented in this chapter are generally known and used not only by advertising agencies but also by the marketing departments of many organisations. Brand awareness, advertising scope and frequency, the penetration index or the response rate belong to the most widely used indices; others, like the conversion rate or the affinity index, will get increasingly more significant along with the process of professionalisation of the environment of marketing specialists in Poland and with increased pressure on measuring marketing activities. Marketing indices are used for not only planning activities, but also their evaluation; some of them, such as telemarketing, mailing and coupons, provide an extensive array of possibilities of performance evaluation.

In this chapter, we examine the relationship between the cyclical components of output, the price level and the inflation rate. During the post-war period, there is a negative correlation between output and the price level and a positive correlation between output and the inflation rate. A phase shift in the cyclical component between output and the price level can account for these two facts. The phase shift is consistent with movements in the price level Granger causes movements in output. In addition, we consider time-varying correlations between the two pairs of series. Spectral analysis suggest the price and output have different wavelengths, but the difference is not statistically significant.

Teacher Education has been transforming throughout the world to cater to the emerging needs of quality education. Significant developments have taken place nationally and internationally in political, economic, and cultural fields, influencing education in general and teacher education in particular. The quality of education depends to a great extent on the quality of teachers. And, the quality of teachers depends on the way they are educated and trained. Pakistan has a vast education sector and a huge teaching force but teacher education in the country has not been keeping pace with modernization and development globally. Teacher education curricula, dissemination, evaluation and implementation revolved around traditional models for decades. However, there has been a growing realization to reform the teacher education system lately. The education policy (2009) of Pakistan indicates such realization on the part of the stakeholders. This chapter reports on an important teacher education reform program, which is based on collaboration between the government of Pakistan and the USAID. The Teacher Education Project (TEP), assisted by USAID, is a reform initiative that aimed at restructuring and modernizing teacher education in Pakistan. This chapter aims to provide insights into the objectives, importance and achievements of the project in terms of shaping the future direction of teacher education in Pakistan. It reports on the substantial structural and policy changes that took place in teacher education under the project. This chapter also highlights the possible challenges in the way of useful implementation and sustainability of this and similar education reform initiatives in Pakistan.

This chapter examines the similarities and differences in teacher education between Botswana and Lesotho to unravel “best fit” strategies specific to the needs of teacher education in different locals or populations within these two countries. We begin with an overview of the social, political, and economic contexts of each country as a lens by which to understand some of the current challenges teachers face within each country. We review the research literature to understand what teacher preparation looks like at the tertiary level and how teachers in the field maintain current knowledge and pedagogical skills in regard the content they teach. We will argue that when teaching pedagogy at the tertiary level maintains an authoritarian model of teaching with content centered, didactic instruction, and teacher-centered pedagogy there is little ability for national change in education. Likewise, if teacher education does not embed the concept of life-long learning and is not supported by both a national and local commitment to support teacher’s continued professional development the ability to sustain any change in education is thwarted.

This chapter examines why U.S. offshore wind farms do not exist and identifies sites most suitable for development based on European offshore wind farms. A survey of current literature indicates that U.S. development is stalled due to a lack of government and financial support. The literature identifies common attributes associated with the successful deployment of European offshore farms and provides a basis for a multi-criteria decision analysis of potential U.S offshore wind farm sites. A review of European wind farms indicates that a small, 10–50 MW farm located in shallow waters of less than 20 m might be more successful than previous U.S. development efforts. The review also identifies common European attributes deemed critical for success. These attributes are modified, taking into account unique U.S. factors, and a set of nine critical attributes are derived for use in a multi-criteria decision analysis model of suitable U.S. locations. The nine critical attributes (wind quality, water depth, shore distance, state support, public support, industrial support, population density, weather, and energy costs), along with associated utility function values, are applied to 23 past and current proposed U.S. sites. The model identified three sites, in Galveston Island, TX, Port Isabel, TX, and Block Island, RI, as being most favorable for a small wind farm.

An analysis of traditional authoritarian preservice teacher development approaches in Pakistan demonstrates that they develop teachers as technicians who carbon copy the same authoritarian training model in their classrooms. The more contemporary approaches to teacher education with leadership development focus are mostly limited to in-service teacher education programs. The key dilemma with in-service education is that once the teachers have received higher qualification they tend to move out of the classrooms to assume management positions. What Pakistan requires is classroom teacher leaders who have the capacity to initiate and sustain school improvement. I propose the pedagogy of transformation, which is based on the principles of participation and emancipation suited to develop preservice teachers as active professionals who have the capacity to influence and drive improvements in their own learning and in the learning of the children. The transformation pedagogy encompasses five specific instructional strategies for nurturing teachers’ leadership skills in the current preservice teacher preparation program in Pakistan. These are: encourage active involvement and delegation of authority among preservice teachers, engage preservice teachers in critical analysis and meta-cognitive tasks, building collaborative teams and professional networks among preservice teachers, providing preservice teachers with experience of working with real-life teacher leaders, and develop preservice teachers’ moral and ethical reasoning. I bring the discussion to a closure in the form of a framework which encompasses key elements of the proposed pedagogy. The framework can be adopted or adapted to give due considerations to the complexities of the contexts where it is being implemented.

This chapter describes how governments and regulators could introduce selective de-regulation based on exempting corporations from existing practices when they amend their constitutions to provide superior outcomes for investors and other stakeholders. An example is presented on how a company efficiently raised new equity through constitutional changes that also allowed the regulator to exempt it from the compliance processes and costs of changing auditors. System science is used to argue that the introduction of self-enforcing co-regulation based on outcomes rather than practices could introduce competition for developing the most efficient and effective regulation by both companies and regulators.

Purpose – This chapter discusses the promise of and challenges to providing effective and culturally responsive trauma-focused mental health services to immigrant and refugee youth and their families within school settings.

Design/methodology/approach – This chapter utilizes “practice-based evidence” to outline successes and address the barriers associated with the implementation of school-based, trauma-focused, evidence-based interventions in four immigrant or refugee-dense cities: Los Angeles, Chicago, Minneapolis, and Boston.

Findings – Making cultural adaptations to identified trauma interventions that were consistent with community priorities, cultural norms, and values resulted in more accessible programs and greater engagement in treatment services.

Practical implications – The strategies tested in these real-world settings contribute to the development of culturally competent trauma-informed services for immigrant and refugee youth and their families. Mental health providers and program developers will better understand the need for multilevel engagement strategies and for culturally driven modifications when employing evidence-based programs with immigrant and refugee youth.

Originality/value – This chapter adds to the scarce evidence about useful methods to engage immigrant and refugee youth and families in treatment and to increase the likelihood of positive outcomes.