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The purpose of this paper is to directly link information technology (IT) education with real-world phenomena.

The selected objectives are achieved by modeling line of sight (LOS) and nonline of sight (NLOS) mobile channels using corresponding distributions. Within the described experiments, students verify whether modeled generators generate random variables accordingly to the selected distribution. The results of observations are directly compared with theoretical expectations. The methodology was evaluated by students via questionnaires.

The results show that the proposed methodology can help graduate or undergraduate students better comprehend lectured material from mobile communications or mathematical statistics.

The hands on experience using the EMONA system make the approach original.

Intellectual capital has become one of the most important factors in the knowledge economy. It is the combination of human capital and structural capital. The purpose of this paper is to examine the effect of intellectual capital, especially the effect of structural capital on the productivity of Hungarian firms between 2007 and 2017.

This paper analyzes the impact of intellectual capital on the output of the Hungarian firms in a fixed effect dynamic model, using the lagged dependent and explanatory variables method. This study is based on annual reports of Hungarian enterprises.

This study proved that intellectual capital was a relevant source of the effectiveness of the firms in Hungarian industry in the examined period, and structural capital had the strongest impact on productivity of the firms.

The annual report as database nonetheless bears the specificity and the limitation of the model alike. Labor costs, the proxy for human capital can measure the level only indirectly. Intangible assets, the proxy for structural capital contain more items which are optional.

The results reflect that the internally developed knowledge became the most relevant source for Hungarian firms to increase their productivity, but externally generated innovation may offer further possible sources to boost their own efficiency.

Unlike the previous empirical research in Hungary the source of variables in this model is based on the data of annual reports. This database allows to examine a larger panel investigation for a longer period than those methods which collect data on a voluntary basis, e.g. Community Innovation Survey.

We consider start-up companies that have been established for rapid growth and are active in the international market. In this study, we examine the conditions required for starting a start-up. We analyze how it is possible to add value to an idea that makes a business unique. First, we’ll show you when to talk about start-up. The starting point is that a start-up company is organized on a community basis. This much greater knowledge is coupled with high-level technological competences. In addition, there is a need for some “big idea,” innovation, which investors see as fantasy. A new niche market must be found where hundreds of thousands of customers worldwide can be served without any geographical constraints. The founder must have a high-risk appetite, and even naughtiness, because the novelty he invented will narrow the market of others and harm the interests of others. Here’s a look at the financing options for start-ups. At the end of this chapter you will find case studies on different start-ups.

This paper studies the role of personal selling and the salesforce as an information source and the impact potential information gaps in a downstream business chain can have. It offers a conceptual model of information gaps in an on‐licence wine business channel and suggests areas necessitating further research.

The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.

Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.

Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.

In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.

Although place branding has been practiced for many years, limited studies have examined its impacts on economic performance from business owners' perspectives. The purpose of this study is to explore the causal relationships between the internal branding of business owners and the external perception of downtown and business performance.

Data were collected from 167 downtown business owners of small communities in a Midwestern state in the USA. Confirmatory factor analysis was conducted to evaluate reliability and validity of the measurement model, and structural equation modeling was used to test the proposed hypotheses and research model.

The findings suggest that internal communication about downtown branding increased business owners' downtown brand congruence (internal branding) and in turn downtown commitment. Positive links from business owners' downtown commitment to their perception of downtown performance and individual business performance were also identified.

This study expands the scope of place branding with the perspectives of small communities' business owners. The findings suggest that “branding the downtown” may be an effective strategy to revitalize their downtown. Internal communication about downtown branding could encourage business owners to be integral parts of this strategy.

This study is unique in investigating place branding and internal branding quantitatively from the context of the business owner operating in the downtown.

With 1,130 schools serving 500,000 +  students, California has the largest number of charter schools of any state in the country. The rapid expansion of charters over the last decade has prompted the development of quality charter school leadership preparation programs in southwestern California (Benjamin-Edwards, R. (2012). The new reality for charter and autonomous school leaders. In K. B. Hughes & S. A. M. Silva (Eds.), Identifying leaders for urban charter, autonomous and independent schools: Above and beyond the standards (Vol. 18, pp. 315). Advances in Educational Administration. Bingley, UK: Emerald Group Publishing Limited.). Charter school leadership programs from Loyola Marymount and Fielding University as well as in-house leadership programs developed by large charter management organizations like KIPP and Green Dot provided the foundation for the Charter Autonomous School Leadership Academy (CASLA), which opened in 2011 at the California State University Dominguez Hills (CSUDH) in Carson, CA. This chapter will capture reflections from sitting administrators who graduated from CASLA about the impact of that program on their practice. It will highlight the specific components of the preparation program that these leaders identify as most strongly influencing their work. The chapter will include a discussion of components such as the leadership framework, field based project, and analysis of leadership dispositions including description of how learning in these areas assists work in charter and autonomous schools.