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Writings about language and speech impairments (SLI) have been present for many centuries (Smith, 2004). Unfortunately, early historical accounts tended to reflect negatively upon individuals with SLI. For example, Van Riper and Erickson (1996) related that during the Roman times, an individual who stuttered was placed into a cage for entertainment purposes. According to these authors, citizens passing would throw coins into the person's cage to get him to talk. During the late 1800s, the profession of speech-language pathology began as an avocation of certain professionals, notably doctors, educators, and elocutionists (public speakers), who were interested in helping others improve their speech. American doctors studied under the auspices of European doctors who treated people with communication disorders. The two most common disorders that were treated then were dysfluency (stuttering) and speech sound errors (articulation) (Duchan, 2002). Treatment was available for the above disorders, however, the programs were not in public schools and the results of intervention were mixed (Smith, 2004).

In view of the recent enhanced concerns of the SEC and PCAOB that Accounting Principles Board Opinion No. 23 (APB 23)–asserting firms do not comply with the “sufficient evidence” criteria of APB 23, we examine whether APB 23–asserting firms that declared their foreign earnings as permanently reinvested abroad are less likely to repatriate those foreign earnings under the American Jobs Creation Act (AJCA) of 2004, compared with similar non-asserting firms. The asserting firms are required to disclose sufficient evidence that validates an ability to meet their domestic cash needs with only earnings generated in the United States and their plans to indefinitely reinvest foreign earnings outside the United States. Estimates show that asserting firms are more likely to repatriate their foreign earnings than non-asserting firms. In addition, we find that the probability of making an election to repatriate permanently invested foreign earnings under the AJCA of 2004 is higher for firms with nonbinding foreign tax credit (FTC) limitations that have made an APB 23 declaration to permanently invest foreign earnings abroad. These findings suggest that asserting firms’ declarations to indefinitely reinvest foreign earnings abroad are not well grounded, thereby indirectly validating the SEC’s and PCAOB’s increased scrutiny for supporting evidence for APB 23 assertion. The estimates also show that the likelihood of making an election to repatriate foreign earnings under the AJCA of 2004 increases with asserting firms’ liquidity constraints and financial distress: the financial characteristics listed as part of APB 23 criteria of sufficient evidence and highlighted by the SEC and PCAOB comment letters, indicating that asserting firms raid permanently reinvested foreign earnings to satisfy their financial needs and constraints.

Teamwork has become increasingly prevalent both in undertaking research projects and in preparing papers for publication. While there are some reflections on the process of teamworking in the organisational studies literature, there is little published work in the area of entrepreneurship. Most existing studies distinguish between problems associated with task-based conflict and relationship-based conflict. In this chapter, the author provides an ethnographic account of a team involved with preparing a proposal and, subsequently, undertaking a small firm research project. The Evolution of Business Knowledge (EBK) was a major Economic and Social Research Council (ESRC) initiative which funded 13 distinct projects. During the nine-month period of preparing and refining the research proposal, the team worked together extremely effectively. There were periods of intense knowledge sharing, which enabled the team to develop an impressive and successful bid to study the ‘EBK in 90 small firms’. A major dispute between team members, during the early stages of the fieldwork, led to a period of both task-based and relationship-based conflicts, which threatened to undermine the project. As a result of my first-hand experiences with the EBK project, the author suggests that accounts such as this will help those who find themselves operating in dysfunctional teams make sense of the underlying tensions associated with ‘academic knowledge creation’.

A thematic focus on identity has for years been a mainstay of secondary school literature curricula. Typical curricular units engage students in questions related to what it means to come of age and to develop an integrated sense of individual identity in the face of societal pressures toward conformity. This common thematic focus relies on conventional theories of identity as static, located in the individual, and linked to an autonomous self. Further, this focus positions adolescents as incomplete people, lacking fully formed identities. Current sociocultural theories of identity, however, understand identity as multiple, fluid, performed, and shaped by cultural histories and social contexts. Identity, in this view is always in process. Adolescents are fully formed people with identities that are no more or less complete than those of anyone else. Such a view of identity requires a more complex and nuanced conceptualization of adolescents, their capabilities, and their interactions with texts than does an individual view of identity. In this chapter, we outline a framework for identity focused literature instruction that relies on sociocultural understandings of identity, then draw on illustrations from classroom research to explore three key ways that an identity-focused approach challenges current approaches to pre-service teacher education related to literature instruction. Specifically, we explore challenges to the ways that we teach teachers to select and evaluate literary texts, plan literature instruction, and engage in inquiry and dialogue with students.

We discuss workforce management, related to those aged 50+ , in the United Kingdom and the Republic of Korea. With international competitiveness becoming increasingly crucial, retaining the ‘right’ mix of employees to achieve strategic organisational goals is likely to determine organisational success. However, we argue that workforce management is not only influenced by organisational-level strategy but also by national institutional and sectoral policies. Decisions on whether and how to retain older workers are therefore (co-)determined by institutional incentives and barriers to doing so.

We find that British and Korean governments have legislated in favour of extended working lives and, hence, the retention of ageing workforces. In the United Kingdom, pension eligibility ages are being increased and in Korea mandatory retirement age has been raised to age 60. While changes to the UK pension systems leave individuals with the (financial) risks associated with extended working lives, the Korean government tries to protect individuals from financial hardship by enabling them to remain longer in their primary career. However, whether and how government regulation plays out depends on how organisations react to it. The Korean discussion, in fact, shows that there might be leeway: organisations might continue to externalise their employees early framed as honourable, or voluntary, early retirement, which might not be in the interest of the individual but very much in the interest of the organisation. It therefore appears as if the retention of ageing staff is not (yet) considered to be of strategic importance by many organisations in these countries.

In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for making individualized and curriculum choices for learners with low-incidence disabilities and cognitive deficits. Topics covered include reconciling an ecological curriculum model with a standards-based framework and an expanded discussion on embedding individualized learning targets within the ongoing lessons, routines, and activities of inclusive classrooms. Carefully planned and implemented embedded instruction can provide a match between a student’s need for individualized instruction and the everyday practices of inclusive classrooms.

This chapter challenges the notion that Black males in science, technology, engineering, and mathematics (STEM) are missing from the discipline and proposes a model that presents underrepresentation as a function of Black males being both intentionally undiscovered and/or deliberately disconnected from particular academic disciplines. Our work offers a tangible and implementable yet aligned theory/method/exemplar for supporting the STEM genius of Black males through a hip-hop development (HHD) approach that aligns with a unique pedagogical method rooted in hip-hop culture.

In this chapter, we describe a hip-hop based science program as an intervention that combats STEM undiscovery and disconnectedness. We suggest that this program (through its theoretical and methodological roots) provides a set of practices that have the potential to bolster both academic content knowledge and knowledge of self. We argue that this program supports the development of the students' full socioemotional selves – which is a necessary prerequisite to pursuing academic content knowledge.

Today Lionel Penrose is recognised as the co-author of one of the two leading indices of power in voting legislatures – a field of study that game theory in general, and cooperative game theory in particular, has been reclaiming from sociology and political science since the 1950s. The main claim of this paper is that Penrose developed his index so as to tackle questions that go vastly beyond the narrow domain of voting; namely, acute social issues during the Cold War such as the outburst and propagation of panics, the ideological susceptibility of populations, the escalation of military conflict and the successful installation of authoritarian regimes. Furthermore, by revisiting the history of the Penrose power index, the paper re-evaluates some of its key underlying assumptions: assumptions that have been heavily – and unfairly, as the paper argues – criticised over the last decade.

The following is an introductory profile of the fastest growing firms over the three-year period of the study listed by corporate reputation ranking order. The business activities in which the firms are engaged are outlined to provide background information for the reader.