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Purpose – To provide an overview of the development of an integrated classroom curriculum linking literacy, literature, science, and digital technologies designed to develop online literacies with struggling readers from disadvantaged communities.Design/methodology/approach – The chapter opens with a consideration of the theoretical perspectives underpinning the study presented in the chapter. Following this, the methodological and contextual frameworks underpinning the study design are described. Finally, findings from the study are discussed.Findings – The chapter discusses key findings and lessons learned related to the design of an integrated curriculum linking literacy, the content areas, and technology; the development of high levels of online reading comprehension skills with struggling readers; and the crucial role of peer-to-peer collaboration to develop the affective, cognitive, and social aspects of learning online.Research limitations/implications – Findings from the small-scale study indicate the potential of the Internet and other digital technologies to actively engage, motivate, and challenge struggling readers to develop high levels of literacy skills in challenging inquiry-based activities.Practical implications – The chapter provides teachers with practical examples of classroom pedagogies to develop the skills, strategies, and dispositions necessary to successfully exploit the potential of the Internet and other digital technologies as sites for deep learning.Originality/value of chapter – Teachers are struggling to successfully integrate digital technologies into the classroom curriculum. The chapter provides an insight into the development of an integrated curriculum and the learning environments necessary to develop online skills and strategies in authentic classroom environments.

Novice researchers experience difficulties in analysing qualitative data. To develop the skills necessary for qualitative data analysis, theoretical manuals are often insufficient. Supervisors supporting students in analysing qualitative data stress the need for practical guidance, including exercises and feedback. The purpose of this paper is to present and discuss QualiBuddy, an interactive online support tool in answer to this need.

An online support tool was developed in answer to existing problems regarding analysing qualitative data. The tool provides a learning trajectory of 11 stages of analysis, which all contain examples, exercises, feedback, verification questions and questions for reflection. This tool is developed from a multidisciplinary perspective and is constructed around various steps. During the development process, internal feedback from the members of the project team, as well as external feedback from an international steering group with experts in qualitative research were taken into account.

The tool QualiBuddy is based on an empirically and theoretically grounded approach to qualitative data analyses. Pilot tests with experienced qualitative researchers suggest that the tool potentially allows novice researchers from various domains to develop and improve their skills in conceptualising interview data, specifically within a grounded theory approach.

QualiBuddy is a newly developed interactive online education tool based on and complementary to existing guides for qualitative data analysis.

The purpose of this chapter is to analyze the possible portfolio diversification opportunities between Asian Islamic market and other regions’ Islamic markets; namely USA, Europe, and BRIC. This study makes the initial attempt to fill in the gaps of previous studies by focusing on the proxies of global Islamic markets to identify the correlations among those selected markets by employing the recent econometric methodologies such as multivariate generalized autoregressive conditional heteroscedastic–dynamic conditional correlations (MGARCH–DCC), maximum overlap discrete wavelet transform (MODWT), and the continuous wavelet transform (CWT). By utilizing the MGARCH-DCC, this chapter tries to identify the strength of the time-varying correlation among the markets. However, to see the time-scale-dependent nature of these mentioned correlations, the authors utilized CWT. For robustness, the authors have applied MODWT methodology as well. The findings tend to indicate that the Asian investors have better portfolio diversification opportunities with the US markets, followed by the European markets. BRIC markets do not offer any portfolio diversification benefits, which may be explained partly by the fact that the Asian markets cover partially the same countries of BRIC markets, namely India and China. Considering the time horizon dimension, the results narrow down the portfolio diversification opportunities only to the short-term investment horizons. The very short-run investors (up to eight days only) can benefit through portfolio diversification, especially in the US and European markets. The above-mentioned results have policy implications for the Asian Islamic investors (e.g., Portfolio Management and Strategic Investment Management).

The contiguous Americas offer a conceptual image of a unified and major economic marketplace. A campaign to solidify this image should be developed and implemented to improve political relations and the balance of power between and among the nations involved. Not campaigning for a united marketplace of the Americas risks fractionalization of economic power in smaller markets. The cultures are no more diverse than those in the other two global market areas—Asia and Europe—and the languages less so. Additionally, certain confederations and associations already exist to help structurally unify the Americas as a single marketplace.

The aim of this article is to offer insight into the factors affecting individual and organisational learning in a small business; specifically the identification of the learning relationships that are unique to the small business environment.

The authors apply Crossan et al.'s (1997, 1999) Organisational Learning Framework. The proposed framework is supported by empirical evidence generated through a longitudinal case study carried out in a small business in the Republic of Ireland over a two‐year period. A learning catalyst, in this case the implementation of a new information system (IS), offered an initial point from which to gauge subsequent learning within the studied case.

This framework acknowledges the learning impact of a small workforce, an owner‐centred culture and a simple organisational structure, as well as the time and resource constraints specific to small businesses which affect the learning dynamic. The framework also takes account of the learning challenges brought about by external influences unique to a small business environment, such as enforced organisational change created by powerful business partners' commercial requirements.

As this framework was developed based on a single case, similar research may be conducted on additional case studies to determine the learning dynamic in alternative settings and business environments.

This research presents some valuable insights into the ways in which organisational learning can be facilitated and impeded in the largely ignored small business environment.

This research is a 6-year extension of Bernardi's (2005) initial ranking of the top ethics authors in accounting; it also represents a broadening of the scope of the original data into accounting's top-40 journals. While Bernardi only considered publications in business-ethics journals in his initial ranking, we developed a methodology to identify ethics articles in accounting's top-40 journals. The purpose of this research is to provide a more complete list of accounting's ethics authors for use by authors, administrators, and other stakeholders. In this study, 26 business-ethics and accounting's top-40 journals were analyzed for a 23-year period between 1986 through 2008. Our data indicate that 16.8 percent of the 4,680 colleagues with either a PhD or DBA who teach accounting at North American institutions had authored/coauthored one ethics article and only 6.3 percent had authored/coauthored more than one ethics article in the 66 journals we examined. Consequently, 83.2 percent of the PhDs and DBAs in accounting had not authored/coauthored even one ethics article.