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Scenarios are cognitive aids for thinking about the future in a sustained and disciplined manner. Because scenarios must be facilitated, scenarios must be considered in the context of their practice. In the strategic management literature, there has been a considerable conversation on the practical difference between “hot” and “cold” cognition. Thinking in this conventional literature demonstrates how the facilitators of scenario planning workshops establish and channel the productive cognition of their clients away from hot cognition and toward cold cognition. But how? As a thought experiment, we examine whether the sociological concept of “emotional labor” helps explain the cognition management of clients by facilitators during scenario planning. We end by considering how a deeper practical understanding of emotional labor might help facilitators identify mechanisms and adapt their tools to better manage the cognitive-affective dimensions of scenario planning in practice.

This chapter will explore how assessment might look in next generation learning spaces where we have the potential to merge physical and virtual activities. Students now have ready access to a world of resources within their classroom and this fundamentally changes the nature of learning and assessment. The trend toward gamification of learning and assessment will be examined and the issue of assessment in new educational environments such as MOOCs will be explored. The impact of the semantic web (Web 3.0), where web objects and their context are all linked and objects have memory of how an individual student used them on previous occasions, will be discussed.

Next generation learning spaces encapsulate the affordances of both physical and virtual spaces and yet many assessment tasks are still designed as if students occupied only one of these spaces. Teachers will need to design more authentic, meaningful tasks that will engage students in using the full range of their capabilities and available resources, both physical and virtual. Students come together physically to engage in the social construction of their knowledge and can use the virtual spaces to broaden the social dimension of their learning environment.

Gamification of learning and assessment will require new approaches to defining tasks as teachers will need to decide how to incorporate diagnostic, formative, and summative assessment components within a more holistic educational environment. Game theory will be blended with learning theory in curriculum design and will result in the redesign of learning and assessment activities that are based on engagement (flow), user needs, and an evidence-centered design approach.

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

Adaptive capacity has commonly been defined as the “general ability of institutions, systems, and individuals to adjust to potential damage, to take advantage of opportunities, or to cope with the consequences” (http://www.greenfacts.org). Adaptive capacity is herein described as the ability to facilitate the process of adaptive team performance and the resulting outcome of team adaptation (see Stagl, Burke, Salas, & Pierce, this volume). More specifically, although often spoken of with regard to environmental and global changes, it is spoken of here with regard to the ability of individuals (and correspondingly teams) to recognize and understand contextual changes, dynamically revise and implement plans accordingly, and learn from each implementation so as to be better prepared in the future.

This chapter reviews ethical challenges confronting nonprofit administration in relation to organizational managerial practices and leadership behaviors. Through a theoretical model of nonprofit-specific toxic leadership, it reviews the dynamics of destructive leaders, susceptible followers, and conducive environments in cases of unethical and corrupt nonprofit organizational behaviors. It provides a case for prioritizing oversight responsibilities of the board of directors, board supervision, promoting ethical culture in organizational leadership, and implementing policies for addressing destructive and corrupt nonprofit leaders. It reflects on how nonprofit toxic leadership primarily erodes public trust in the nonprofit sector and concludes with practical recommendations for recentering positive behaviors congruent with the nonprofit's social and public good mission.

The Libraries are in an era where changes come with high speed and much intense issues, and this seems to be as a result of the 4th industrial revolution. These emerging issues come in the form of changes that are not supposed to be overlooked by the library managers. These are changes libraries and Librarians have to be knowledgeable about. This chapter will address the impact, issues, challenges and controversies, prospects and how libraries should adapt, embrace and redesign their services, spaces and roles to accommodate this change on the Libraries. Existing research in the 4th Industrial revolution tends to focus on the challenges without much prospects and little or no evidence that researchers have approached how the libraries should accommodate and harness this revolutionary changes for improved library services provision. Therefore, this chapter aims to provide how the 4th industrial revolution affects the library and how libraries can harness the industrial revolution for enhanced services provision.

This research aims to explore the potential of big data technology for sustainable management and investigate its impact on tourism. Its goal is to obtain meaningful results related to sustainable tourism to understand better how big data technology plays a role in decision-making by looking at it through the lens of various studies.

A systematic review, which is a qualitative method, was used in this study. The analysis was conducted using secondary data from the Web of Science Core Collections databases.

Big data technology has many economic benefits for businesses, but it also has managerial benefits such as forecasting, decision-making and tracking human and machine behaviour. Furthermore, big data technology offers sustainability benefits such as resource efficiency, preventive quality systems, carbon reduction and environmentally friendly production.

Big data's capabilities enable businesses to make more informed business decisions, improve overall business performance and contribute to achieving various SDGs. Big data, which aids in developing smart and sustainable tourism in the tourism sector, assists tourism managers in making economically, socially and environmentally sound decisions.

There is always a significant amount of speculation as to how the American diet changes over time. Some of speculation is based on what’s good for people, and others base their speculation on various supply and demand issues and the impact of world social changes. However one approach to forecasting the demand for various food products in the American diet is to extrapolate how America’s eating habits would change based on two different scenarios. The first scenario is an cohort model. In this scenario individuals continue their eating habits as they get older. The second scenario is the aging model, with which it is assumed that as people age they adopt the eating habits of the group that they’re moving into.

In this chapter we will evaluate these two scenario-based extrapolation models for projecting food consumption. Data comes from the National Health and Nutrition Examination survey (NHANES), which is conducted regularly by the National Center for Health Statistics (NCHS). It measures levels of consumption with a level accuracy usually not associated with traditional business data services. The specific food items consumed in a 24-hour period are collected for over 30,000 people along with an extensive list of biometric, anthropometric, social, and clinical variables.

The models we evaluate assume that new consumers will enter the market based on projected population growth rates and that consumers “exit” the market based on projected death rates. This chapter applies the models to a subset of the total food variables in the database. Food groups that are pertinent to current issues were selected, such as beef, carbonated soft drinks, and snack foods.

The models forecast food consumption of the by 5 year increments from age 1 to age 85+ an aging cohort model extrapolate how eating habits could be expected to changeover this time interval. The implications of this exercise are essential to the forecasting and management of food processors. The extrapolations may provide guidance for potential changes in capital investment or entry into other markets.