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This chapter critically examines the implications of different pedagogical perspectives, approaches, and strategies for the design and implementation of technology-enhanced learning. The key tenets of different pedagogical perspectives are unpacked, including behaviorism, cognitivism, constructivism, socio-constructivism, and connectivism, with reference to how technology can be used to instantiate them. A range of different pedagogical approaches, including collaborative learning, problem-based learning, inquiry-based learning, constructionist learning, design-based learning, and games-based learning are discussed in relation to the use of technology and the previously identified pedagogical perspectives. Pedagogical strategies at a more instantaneous level are also considered, as are the goals of technology-enhanced learning in terms of promoting authentic and meaningful learning. The critical role of the teacher when applying pedagogies using technology, as well as associated issues, are discussed throughout.

This chapter discusses the unique role that public libraries can play to (re)build our Republic by centering the lived experiences and voices of marginalized communities. As robust sites for out-of-school time learning and community-based information spaces, public libraries have long played a key role in promoting the health and well-being of our nation’s democracy. Public libraries’ inclusivity efforts, though, have not always been evenly balanced, and these efforts have often been underdeveloped, poorly articulated, and undervalued by other key civic actors. Bringing together a Learning Sciences scholar of youth development and civic engagement, Library and Information Sciences scholar on free speech, and an Assistant Director of a public library in the Southeast, this chapter will offer interdisciplinary research-practice insights into both the challenges and opportunities that exist for public libraries as they grapple with the serious question of how to serve the public in the complex reality that is this third decade of the twenty-first century. In particular, this chapter explores questions like: how can public libraries balance the constraints of the status quo to hear, share, and amplify the voices of marginalized communities? And in what ways can library staff encourage opportunities that bridge librarians’ expertise and libraries’ resources with the lived realities and needs of marginalized communities? In this chapter, the authors expand upon these questions and collectively dream about the ways in which public libraries might be reimagined to more authentically and equitably serve the many faces of the contemporary American public.

In this chapter, the authors examine the challenges presented by supporting higher education students with disabilities in an online learning environment and put forth a discussion and recommendations for delivering literacy supports to geographically disparate students in fully online courses by embracing the social model of disability and universal design principals as opposed to the typical medical model of disability that it pervasive in educational systems. Under the Americans with Disabilities Act of 1990, educational institutions are required to promote auxiliary aids and services. Broadly defined, these aids are meant to enhance communication, inclusion, and participation of people with disabilities. The discussion of the resources put forth in this chapter begins with an exploration of the evolving consensus on the nature of disability and the standard (medical) model for providing accommodations and supports for students with disabilities, which was developed before the rise of online and blended learning environments. Next, the authors explore the problems inherent in the use of the medical model and highlight how the social model and universal design for learning can be utilized to empower learners and enhance their learning experiences in online and blended learning environments. The discussion returns to the importance of inclusion, participation, and engagement for students with disabilities no matter the modality of learning. This chapter concludes with a comparison of two models of support and recommended changes for implementation of best practices to enhance literacy supports in online learning environments.

The purpose of this study is to investigate how brand communities collectively react towards brand transgressions, an area where previous research has been scant.

This study adopts a netnographic approach in studying the reactions of one particular brand community and its reactions to a marketer-initiated brand transgression.

Building on coping theory, we find evidence of brand community coping, a temporally bounded process in which the community seeks to come to terms with and even overturn the transgression. Overall, we define the brand community coping process as unfolding through three overlapping and temporally bounded stages of (1) making the problem communal, (2) exploring the problem’s meaning, and (3) co-creating responses.

Studies of consumer coping particularly in cases of brand transgressions have predominantly adopted an individualistic approach to coping, or have treated communities as coping resources for individual consumers. This study is the first study to truly look at brand communities’ collective coping endeavors. We also offer managerial implications by questioning the overtly positive tone of brand co-creation literature and underline potential threats to marketers when consumers decide to use their co-creative practices to punish the marketer.

Porter's diamond model of national competitiveness is shown to be comparable to the traditional structure-conduct-performance paradigm of industrial economics. Subsequently, empirical findings relating to national competitiveness in the industrial economics literature are reviewed, after a brief review of direct competitiveness measurement. A number of mechanisms with regard to national competitiveness are observed: the negative influence of differentiation on import and export volumes, the attraction of noncompetitive market structures for potential importers, the disciplining effect of imports, and the positive effect of creating economies of scale on the import volume.

The purpose of this paper is to provide an extensive review of the monetary model of exchange rate determination which is the main theoretical framework on analyzing exchange rate behavior over the last 40 years. Furthermore, we test the flexible price monetarist variant and the sticky price Keynesian variant of the monetary model. We conduct our analysis employing a sample of 14 advanced economies using annual data spanning the period 1880–2012.

The theoretical background of the paper relies on the monetary model to the exchange rate determination. We provide a thorough econometric analysis using a battery of unit root and cointegration testing techniques. We test the price-flexible monetarist version and the sticky-price version of the model using annual data from 1880 to 2012 for a group of industrialized countries.

We provide strong evidence of the existence of a nonlinear relationship between exchange rates and fundamentals. Therefore, we model the time-varying nature of this relationship by allowing for Markov regime switches for the exchange rate regimes. Modeling exchange rates within this context can be motivated by the fact that the change in regime should be considered as a random event and not predictable. These results show that linearity is rejected in favor of an MS-VECM specification which forms statistically an adequate representation of the data. Two regimes are implied by the model; the one of the estimated regimes describes the monetary model whereas the other matches in most cases the constant coefficient model with wrong signs. Furthermore it is shown that depending on the nominal exchange rate regime in operation, the adjustment to the long run implied by the monetary model of the exchange rate determination came either from the exchange rate or from the monetary fundamentals. Moreover, based on a Regime Classification Measure, we showed that our chosen Markov-switching specification performed well in distinguishing between the two regimes for all cases. Finally, it is shown that fundamentals are not only significant within each regime but are also significant for the switches between the two regimes.

The results are of interest to practitioners and policy makers since understanding the evolution and determination of exchange rates is of crucial importance. Furthermore, our results are linked to forecasting performance of exchange rate models.

The present analysis extends previous analyses on exchange rate determination and it provides further support in favor of the monetary model as a long-run framework to understand the evolution of exchange rates.

Barriers to employment are a significant issue in the United States and abroad. As civil rights legislation continues to be enforced and as employers seek to diversify their workplaces, it is incumbent upon the management field to offer insights that address obstacles to work. Although barriers to employment have been addressed in various fields such as psychology and economics, management scholars have addressed this issue in a piecemeal fashion. As such, our review will offer a comprehensive, integrative model of barriers to employment that addresses both individual and organizational perspectives. We will also address societal-level concerns involving these barriers. An integrative perspective is necessary for research to progress in this area because many individuals with barriers to employment face multiple challenges that prevent them from obtaining and maintaining full employment. While the additive, or possibly multiplicative, effect of employment barriers have been acknowledged in related fields like rehabilitation counseling and vocational psychology, the Human Resource Management (HRM) literature has virtually ignored this issue. We discuss suggestions for the reduction or elimination of barriers to employment. We also provide an integrative model of employment barriers that addresses the mutable (amenable to change) nature of some barriers, while acknowledging the less mutable nature of others.

This study investigates the impact of socioemotional wealth (SEW) on family firm entrepreneurial orientation (EO) in Saudi Arabia, and the moderating effect of generational involvement on this relationship. Our data set comprises 241 privately, wholly owned family firms. We examine EO as a strategic orientation expressed in terms of both firm behavior and how managers approach risk-taking attitudinally. Our study finds that SEW is positively related to firms’ entrepreneurial behavior, but not managerial attitudes toward risk-taking. However, the positive effects of SEW on firms’ entrepreneurial behavior diminish as the number of generations involved in the family business increases. The broader implications for enabling entrepreneurship within Arab transforming economies adhering to strong cultural tribalistic norms are discussed.