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The situating of pimatisiwin as a framework for spatial justice and self-determination aids educators in strengthening their understandings of Indigenous knowledges to support an authentic inclusion of Indigenous students with disabilities. Through the sharing of Canada’s colonial history, and by critically examining the principles of care within special education, the author exposes its relationship with ableism, normalcy, eugenics, and white privilege to show how Indigenous peoples continue to be marginalized in the twenty-first century. This justice work asks educators to shift their perspectives of inclusion and wellness through the insertion of an Indigenous lens, one to help them see and hear the faces and voices of disabled Aboriginal children and their kinships. The chapter discusses the social model of disability, the psychology of Gentle Teaching, Indigenous ethics, and principles of natural laws through the voices of Nehiyawak and other knowledge keepers, in order to suggest an agenda for educators to come to an understanding of an emancipatory and gentle education. Spatial justice and Indigenous epistemologies merge as synergistic, inclusive, and holistic entities, to support Aboriginal children and youth as both they and those who teach learn to celebrate disabled ontologies. The chapter concludes by presenting how Gentle Teaching and Indigenous ways of knowing should be honored in this quest of creating an equitable, caring, and inclusive society for all disabled Indigenous children and youth.

The paper aims to investigate the standpoints and practices of university members from European developing countries regarding the harnessing of the intellectual capital (IC) within online academic social networks.

A questionnaire-based survey with 210 university members was conducted, with the indicators adopting prior measurement scales which were further adapted to a network framework.

The organizational policies and practices relate positively and highly significantly with the valuation of the network-based IC components. Moreover, 63 per cent of the professional and organizational competitiveness of higher education institutions is determined by the exploitation of the IC embedded in online academic networks.

All survey respondents were from the European developing countries, which may limit the general applicability of the findings. Also, the emphasis is laid solely on online academic networks.

This paper brings to the fore both the potential and the state-of-the-art in leveraging the IC of online specialized networks which are indicative of the academic field. When acknowledged as such, the network-based IC is liable to generate substantial competitive advantages at the professional and organizational levels at the same time.

This research adds to the extant literature in two main ways. First, it advances a new construct – network-based IC – in the context of the online academic social networks. Second, it proposes a research model for addressing the network-based IC from a competitive advantage perspective.

In this article I will first explore current research definitions, uses and roles of yarning. From this I will argue yarning is undervalued and underutilised as a potentially rich source of data collection. Second, I will discuss how yarning can be used in research design development, application and data collection. Last, I will use my research in the history of education to demonstrate the effectiveness of yarning in historical narratives, in particular my study of an Aboriginal community’s journey towards Aboriginal student integration in Collarenebri, a small, remote and rural town, in northern New South Wales (NSW). I show how the local Aboriginal community lobbied successfully for their children to be transferred from a segregated Annex to the main school during the mid 1940s to the early 1950s. Utilising yarning as a research methodology added depth and relevance for participants, their local communities and the narrative paradigm that informs it.

A two‐component framework for strategic marketing research, focused on the corporate level and the business‐unit level, to structure an interpretation of the strategic dimensions of the acquisition in November 1998 of Star Markets, a Boston, USA‐based food retail chain, by J. Sainsbury plc the UK’s second largest food retailer. Set within a broader context of the wave of acquisition‐driven consolidation rapidly transforming the US food retail industry during the late 1990s, the paper considers the extent to which the acquisition of Star Markets represented a strategic fit with Sainsbury’s existing US business, the alternative strategies available to the company at the time of the acquisition, and the resulting strategic centrality of the US business to Sainsbury’s corporate future. Focuses on the highly contested nature of the retail internationalization process and issues of sustaining international expansion during periods of retrenchment and strategic reassessment. Highlights the tensions which can be created within the portfolio of business units of a large multidivisional firm during the internationalization process, and the stresses in the relationship between management and the capital markets which can develop if the internationalization process is perceived, correctly or incorrectly, to threaten the strategic credibility of the firm.

HFS pieces together a collage of lodging, car rental, real estate, and related businesses. With its latest merger, the whole may become greater than the sum of its parts.

The purpose of this study was to understand the knowledge sharing in projects based on knowledge flow patterns. The impact of attrition, thereby leading to a loss of tacit knowledge, inability to capture and reuse knowledge and inability to understand the knowledge flow patterns, which leads to lack of structured workspace collaboration, are frequently faced challenges in organizations. The change in knowledge sourcing behaviors by the current generation workforce has a high reaching impact in driving collaboration among employees.

This paper attempts to study this impact and identify means to improve the effectiveness of collective knowledge sharing via social computing platforms. As part of this study, customized solutions are devised based on knowledge flow patterns prevalent in teams. Knowledge network analysis (KNA), a socio-metric analysis, is performed to understand knowledge flow patterns among employees in a team which helps understand the relationships between team members with respect to knowledge sharing. KNA helps in understanding ties and interactions between human and system resources.

Significant changes were observed in knowledge sourcing and sharing behaviors. Capture of the tacit knowledge of employees further resulted in reducing the impact of knowledge attrition. For instance, targeted communities of practice (CoPs) based on the presence of cliques within teams enabled teams to complete projects effectively and efficiently.

The results are used to identify push and pull networks to enable effective knowledge management (KM). Results of this study reveal that analyzing knowledge flow patterns in a team and deploying a customized social computing platform that is tailored to address the needs of specific knowledge flow patterns within that team, significantly enhances collaborative sharing as opposed to a standardized “one-size-fits-all” platform.

This paper is an original creation after research by the authors for a continuous assessment of KM within the organization.

Following the Supreme Court’s 1988 decision in Basic, securities class plaintiffs can invoke the “rebuttable presumption of reliance on public, material misrepresentations regarding securities traded in an efficient market” [the “fraud-on-the-market” doctrine] to prove classwide reliance. Although this requires plaintiffs to prove that the security traded in an informationally efficient market throughout the class period, Basic did not identify what constituted adequate proof of efficiency for reliance purposes.

Market efficiency cannot be presumed without proof because even large publicly traded stocks do not always trade in efficient markets, as documented in the economic literature that has grown significantly since Basic. For instance, during the recent global financial crisis, lack of liquidity limited arbitrage (the mechanism that renders markets efficient) and led to significant price distortions in many asset markets. Yet, lower courts following Basic have frequently granted class certification based on a mechanical review of some factors that are considered intuitive “proxies” of market efficiency (albeit incorrectly, according to recent studies and our own analysis). Such factors have little probative value and their review does not constitute the rigorous analysis demanded by the Supreme Court.

Instead, to invoke fraud-on-the-market, plaintiffs must first establish that the security traded in a weak-form efficient market (absent which a security cannot, as a logical matter, trade in a “semi-strong form” efficient market, the standard required for reliance purposes) using well-accepted tests. Only then do event study results, which are commonly used to demonstrate “cause and effect” (i.e., prove that the security’s price reacted quickly to news – a hallmark of a semi-strong form efficient market), have any merit. Even then, to claim classwide reliance, plaintiffs must prove such cause-and-effect relationship throughout the class period, not simply on selected disclosure dates identified in the complaint as plaintiffs often do.

These issues have policy implications because, once a class is certified, defendants frequently settle to avoid the magnified costs and risks associated with a trial, and the merits of the case (including the proper application of legal presumptions) are rarely examined at a trial.

With the increasing prevalence of social media in everyday life, scholars have argued the need of exploring enterprise social media (ESM) for workplace outcomes. This study investigates the relationship between ESM use and organizational learning capability (OLC) by focusing on the mediating role of informal learning (INFL) and the moderating role of social capital (SC).

The paper developed and tested a mediated moderated model explaining the impact of ESM on OLC. The study used temporally separated data of 281 respondents collected in two waves from firms in India that use organizationally facilitated ESM platforms for internal workplace communication.

An analysis of temporally separated two-wave data indicates that INFL mediates the relationship between ESM use and OLC. Also, SC is found to moderate the effect of ESM use on INFL, and INFL mediated the moderation effect of SC on relationship between ESM use and OLC such that the relationship will be stronger when employees have a higher rather than lower level of SC.

The study theoretically contributes and extends the literature on ESM and learning in organizations. The study provides important practical implications to support and institutionalize learning at work. The results of the study provide evidence that ESM are not just networking tools but a platform for learning. Findings of the study suggest that ESM can be one such tool to promote and capture employee INFL. The results also show that SC plays a critical role in predicting the extent to which employees learn informally using ESM, thereby building OLC. This result suggests that organizations should make conscious and concerted efforts to build employee SC. The above findings also have interesting implications for learning and development (L&D) and information technology (IT) managers who wish to implement technology for collaborative purposes.

Addressing the underlying processes that explain how ESM positively influence OLC was highlighted as a critical research gap that needs attention. The paper is novel in its approach as it provides empirical evidence for the relationship between ESM and its impact on employee outcomes, an area pertinent in today's digital economy, however, received sparse attention by management scholars so far. It also provides empirical grounds toward a meaningful shift in the social media discourse – transition from being traditionally viewed primarily as “a networking platform” to “a learning platform.”