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This research presents an ontological model, to communicate the impact of dynamic preconditions for peri-urban communities. As such, this paper approaches perturbation communities as social-complex-adaptive-systems.

Previous assessment of dynamic preconditions have typically been based on top-down approaches. Through the lens of social-complex-adaptive and systemic design approaches (requiring a range of different disciplines), this work focuses on providing a broader view towards periurban research. The methodological approach involved academic literature, fieldwork observations, in-depth discussions with community, government, experts and research groups, focusing on a region called “Xochimilco” on the outskirts of Mexico City, a unique pre-Hispanic, Aztec ecosystem. This evolving man made agricultural/ecological structure of island plots, still provides environmental services to Mexico City. This region provides the basis of the research and subsequent ontological model. Ontology, in this instance, refers to the nature of being within a range of constraining dynamic forces relating to resilient behaviors of the current Xochimilco perturbation ecosystem.

Xochimilco can be considered as a longitudinal phenomenon that contributed to the understanding of observable resilient and precondition elements between the past and present of a living complex-adaptive-system.

The research has provided a better understanding of community resilience through preconditions, contributing towards preparation of environmental change and future urbanization. To this end, the research focused on visualizing key dynamics elements for communities attempting to absorb new urban conditions (being continuously pushed into it).

The outcomes of this research have provided specific systemic, bottom up approaches with ontological modeling to assist with visualizing and understanding intangible dynamic conditions that impact high complex areas of perturbation regions.

Existing literature acknowledges information systems development (ISD) to be a complex activity. This complexity is magnified by the continuous changes in user requirements due to changing organizational needs in changing external competitive environments. Research findings show that, if this increasing complexity is not managed appropriately, information systems fail. The paper thus aims to portray the sources of complexity related to ISD and to suggest the use of complexity theory as a frame of reference, analyzing its implications on information system design and development to deal with the emergent nature of IS.

Conceptual analysis and review of relevant literature.

This article provides a conceptual model explaining how top‐down “official” and bottom‐up “emergent” co‐evolutionary adaptations of information systems design with changing user requirements will result in more effective system design and operation. At the heart of this model are seven first principles of adaptive success drawn from foundational biological and social science theory: adaptive tension, requisite complexity, change rate, modular design, positive feedback, causal intricacy, and coordination rhythm. These principles, translated into the ISD context, outline how IS professionals can use them to better enable the co‐evolutionary adaptation of ISD projects to changing stakeholder interests and broader environmental changes.

This paper considers and recognizes the different sources of complexity related to ISD before suggesting how they could be better dealt with. It develops a framework for change to deal with the emergent nature of ISD and enable more expeditious co‐evolutionary adaptation.

Most education systems were not initially designed to include students with disabilities. However, over the past 25 years, great strives have been taken to ensure students with disabilities have access to the general education classroom and to important social, emotional and academic opportunities. Within the USA, researchers have begun to focus on the principal's role in creating and sustaining effective inclusive schools. The purpose of this article is to examine the leadership practices and perceptions associated with creating effective inclusive schools for students with disabilities.

This qualitative study examined how two elementary school principals created an effective inclusive school and how they understood the challenges and change processes associated with inclusion. Each principal was interviewed and observed four times over one school year. Teachers and district administrators were also interviewed to gain insights into the school's progress with inclusion and to verify principals’ interview data.

This study added to existing research by identifying the following leadership practices critical to creating effective inclusive schools: (1) creating a culture of change-oriented collaboration, (2) planning and evaluating, (3) building capacity and (4) developing/revising plans. The principals felt that these practices enabled inclusion to take root, despite challenges and the chaotic nature of life in schools. A total of three additional themes emerged related to how principals understood change processes and challenges associated with inclusion: collaborative inquiry, information flow and crises/distractions/fatigue.

Several key leadership practices were identified in this study, including practices associated to systems thinking (ST). These practices hold promise and might be applied to thoughtfully design inclusive reforms. Faculty in principal preparation programs might also consider exposing aspiring leaders to the literature on leadership for effective inclusive schools as well as systems thinking.

The paper identifies the leadership practices of two principals who created effective inclusive schools. The paper is unique as it applies a ST lens to the investigation of leadership for inclusion.

Standards are normative specifications for the steering of education policy and practice. They aim to clarify educational objectives, means and practice, by giving a shape to the worlds of education. They raise criticisms of oversimplification often splitting the discussion in unnecessary oppositions between pro and con standardisation. To escape from a fruitless antagonism, this chapter proposes the concept of waves of standardisation. Standards are essential characteristics of any organisation, including schools. Historically, standardisation of education increases with the emergence of modernity, and in particular with the unfolding and consolidation of mass schooling. Since then, however, waves of standardisation develop into diverse political scenarios and are oriented by different rationales. More than a standard world of education, a world of standards sustained by several circuits of expertise where competing logics of justifications are embedded in various political rationalities is illustrated.

The purpose of this paper is to reflect on some policy possibilities and outcomes for three countries of interest suggested in Porter’s The Competitive Advantage of Nations.

This research was both exploratory and qualitative in nature and utilized an in-depth case study approach of three major international economies reflecting previous observations in The Competitive Advantage of Nations. Personal contemporaneous observations of individuals in the countries of interest were complemented by current secondary information. The three countries selected for analysis, South Korea, Sweden and the USA, reflected different stages of development at the time The Competitive Advantage of Nations was published and certainly different progress since then.

The Competitive Advantage of Nations advocated new, constructive and actionable roles for government and business. These observations can now be tested after a reasonable time of development. In terms of development, Korea would appear to be the star of the group; Sweden has made strong progress in comparison with other members of the European Union. Although there are areas of strength, the USA recently has lost much of the edge it had at the time of the Advantage’s publication.

Because this research was built on case studies, one has the reservations common with that approach. On the other hand, case studies are acknowledged as useful in the identification of important variables in situations in which there is little control over events in a real-world context.

Countries must go their own way and find their own paths to success. In some ways, directions are suggested by Schumpeter (1942/1975) and in others, by Porter (1990/1996). Chance appears to have played a role in development in each instance, but government, seen as a fifth determinant possibility by Porter, heavily affected outcomes in each instance.

Although relying heavily on Porter, results add insight into the development of economies over time.

Ricardo Semler discusses with Bruce Lloyd the way he has turned conventional business rules upside down. His ideas, and the operating performance of his family‐owned company which makes pumps, valves and other industrial equipment, are described in detail in his best‐selling book, Maverick!

The global emphasis on performance-based assessment marginalises teachers' professional work with assessment and affects what is valued and devaluated in education. Thus, it affects students, teachers and schools, how the education system is governed, external experts, educational industry and societies. The programme Assessment for learning (AfL), which developed in the wake of the comprehensive high stakes test regime in England in the 1980s, was initially meant to counteract the democratic deficit caused by the increasing focus on metrics and large-scale assessments. As a backdrop, this chapter discusses performance standards in assessment and their consequences and then asks: What potential do professional standards in assessment have compared to current performance standards, and what do professional standards in assessment look like? The following argument is elaborated: In the endeavour to make education meaningful and relevant for students and societies, there is a need to shift from a focus on (global) standards for assessing students' performance to a focus on professional standards for teachers' work in assessment.

This study proposes targeted modernization of the Department of Defense (DoD's) Joint Forces Ammunition Logistics information system by implementing the optimized innovative information technology open architecture design and integrating Radio Frequency Identification Device data technologies and real-time optimization and control mechanisms as the critical technology components of the solution. The innovative information technology, which pursues the focused logistics, will be deployed in 36 months at the estimated cost of $568 million in constant dollars. We estimate that the Systems, Applications, Products (SAP)-based enterprise integration solution that the Army currently pursues will cost another $1.5 billion through the year 2014; however, it is unlikely to deliver the intended technical capabilities.

Part I of this chapter applies the principles of the philosophy of science and the derived scientific method to analyze the foundational concepts and core proposition of the Resource-Base View (RBV) as popularized by Barney (1986, 1991, 1997). This analysis identifies seven fundamental conceptual deficiencies and logic problems in Barney's conceptualization of “strategically valuable resources” and in Barney's VRIO framework for identifying strategically valuable resources that can be sources of sustained competitive advantage. Three problems – the Value Conundrum, the Tautology Problem in the Identification of Resources, and the Absence of a Chain of Causality – relate to the RBV's and VRIO's failure to provide an adequate conceptual basis for identifying strategically valuable resources. The Uniqueness Dilemma, the Cognitive Impossibility Dilemma, and an Asymmetry in Assumptions about Resource Factor Markets result in an inability of the VRIO framework to support identification of resources that can be sources of sustained competitive advantage. More fundamentally, the core proposition of the RBV – that resources that are strategically valuable, rare, inimitable, and organizationally embedded are sources of sustainable competitive advantage – is argued to result directly in the Epistemological Impossibility Problem that precludes use of the scientific method in RBV research. This chapter argues that until these conceptual deficiencies and logic problems are recognized and remedied, the RBV – in spite of its current popularity – is and will remain theoretically sterile and incapable of contributing in any systematic way to the development of strategy theory.

Part II of this chapter then suggests how foundational concepts developed within the competence perspective on strategy provide essential remedies for the identified deficiencies and problems in the RBV – and thereby provide a more conceptually adequate basis for representing the nature of firms in the scientific study of their interactions and competitive outcomes.