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This paper describes the methods used within the Dignity and Older Europeans (DOE) Project and in particular the approach involved in developing the bibliographical database, the philosophical methods used in creating the theoretical model of dignity, together with the empirical methods involved in data collection with older people, health and social care practitioners and the younger and middle‐aged adults, will be described.The paper will attempt to provide the reasoning for the chosen methods and highlight some of the difficulties involved in carrying out comparative cross‐cultural research.

This paper reports the findings of 89 focus groups and 18 individual interviews (involving 391 older people in 6 European countries) that were held to explore how older people view human dignity in their lives. Participants were all aged over 60 years and 25% were aged 80+ years. They were from a range of educational, social and economic backgrounds. 72% were women and 17% were living in residential or nursing homes.There was substantial agreement about the meaning and experience of dignity in older people's everyday lives. It was seen as a highly relevant and important concept, enhancing self‐esteem, self‐worth and well‐being. Three major themes were identified: respect and recognition; participation and involvement; and dignity in care.The theoretical model of human dignity developed in the project was reflected in many of the findings from the empirical data. Of particular importance and relevance was the notion of ‘dignity of personal identity’, not least because it is perhaps most vulnerable to the actions of others. Menschenwurde (expressed as the innate dignity of human beings) was also important.For dignity of older people to be enhanced, communication issues, privacy, personal identity and feelings of vulnerability need to be addressed. Education of all professionals should pay attention to practices that enhance or detract from the experience of dignity. Policies and standards need to go beyond the merely mechanistic and easily quantifiable, to identify meaningful qualitative indicators of dignity in care.

Purpose: At a conference inspired by Hans Christian Andersen, this chapter makes the case for his shadowy American contemporary, Edgar Allan Poe.

Methodology: Employing a comparative literary analysis, it contends that consumer culture theory (CCT) can learn more from Poe’s quothful raven than Andersen’s ugly duckling.

Findings: Principally that Poe’s Ps of Perversity, Pugnacity, and Poetry are particularly pertinent to an adolescent, self-harm-prone subdiscipline that’s struggling to find itself and make its way in the world.

Originality: Poe and Andersen’s names rarely appear in the same sentence. They do now.

In this paper, I demonstrate an alternative explanation to the development of the American electricity industry. I propose a social embeddedness approach (Granovetter, 1985, 1992) to interpret why the American electricity industry appears the way it does today, and start by addressing the following questions: Why is the generating dynamo located in well‐connected central stations rather than in isolated stations? Why does not every manufacturing firm, hospital, school, or even household operate its own generating equipment? Why do we use incandescent lamps rather than arc lamps or gas lamps for lighting? At the end of the nineteenth century, the first era of the electricity industry, all these technical as well as organizational forms were indeed possible alternatives. The centralized systems we see today comprise integrated, urban, central station firms which produce and sell electricity to users within a monopolized territory. Yet there were visions of a more decentralized electricity industry. For instance, a geographically decentralized system might have dispersed small systems based around an isolated or neighborhood generating dynamo; or a functionally decentralized system which included firms solely generating and transmitting the power, and selling the power to locally‐owned distribution firms (McGuire, Granovetter, and Schwartz, forthcoming). Similarly, the incandescent lamp was not the only illuminating device available at that time. The arc lamp was more suitable for large‐space lighting than incandescent lamps; and the second‐generation gas lamp ‐ Welsbach mantle lamp ‐ was much cheaper than the incandescent electric light and nearly as good in quality (Passer, 1953:196–197).

This paper aims to explore the SME managers' understanding of, and attitudes towards human capital (HC) and well-being as factors impacting on the business performance of their organisations.

The study from which this paper reports included qualitative data collected through 42 semi-structured interviews with senior managers of SMEs from growth industries in the service sector. Research was undertaken in three European Union countries: Scotland (UK), Finland and Bulgaria. These countries are considered to be at different stages in the development of a knowledge-based economy (KBE) and innovation.

It is evident that whilst SME managers are interested in knowledge, skills and experience as key elements of HC, peoples' soft skills and attributes, such as attitude, willingness and ability to learn and develop, and enthusiasm about the(ir) work are often considered more important. HC is seen as potentially an abundant resource, providing scope for competitive advantage at both personal and enterprise levels.

The key findings from this paper inform future policy and HRM practices in respect to the development of a KBE through highlighting positive impacts for SMEs' strategy management practice.

The key findings from this paper inform future policy and HRM practices in respect to the development of a KBE through highlighting positive impacts for SMEs' strategy management practice.

This paper indentifies SME managers recognition of individual's potential to gain new knowledge coupled with a willingness to learn as important – and often more so than formal knowledge and experience. It gives valuable insights about well-being viewed through the prism of SME management. It offers opportunities for personal development as well as the acquisition of new knowledge and skills. These can have a positive impact on potential employability and also the evaluation job content.

To describe the modernization and simplification amendments of certain disclosure requirements of Regulation S-K and related rules and forms recently adopted by the US Securities and Exchange Commission (SEC).

This article provides an overview of the amendments, their effective dates and related practical considerations for companies.

The amendments cover many provisions within Regulation S-K and affect various forms that rely on the integrated disclosure requirements of Regulation S-K. The amendments are designed to enhance the readability and navigability of SEC filings, to discourage repetition and disclosure of immaterial information and to reduce the burdens on registrants, all while still providing material information to investors. The amendments contain several changes relating to confidential information contained in exhibits. For consistency, parallel amendments have been adopted to rules other than Regulation S-K, as well as to forms for registration statements and reports.

Most of the amendments are effective May 2, 2019. The amendments relating to the redaction of confidential information in certain exhibits became effective April 2, 2019. Given these dates, companies should review the rule changes implemented by the amendment now and consider how they will impact their disclosure in upcoming SEC filings.

Practical guidance from experienced lawyers in the Corporate & Securities practice.

The purpose of this paper is to assess whether firefighters display different decision‐making biases: either a liberal bias to accepting information as true or a conservative bias to rejecting information, with the former carrying risk of “false alarm” errors and the latter of “misses”.

Situation awareness (SA) and decision‐making biases were examined in Fire and Rescue (FRS) “table‐top” and Breathing Apparatus (BA) training exercises. The former involved showing 50 operational FRS personnel a powerpoint presentation representing the drive‐to, views and information related to the incident. The BA study involved 16 operational FRS personnel entering a smoke‐filled training building in a search‐and‐rescue exercise. True/False answers to statements about the incidents were analysed by a signal‐detection‐type tool (QASA) to give measures of SA and bias.

In both studies, there were two groups showing different bias patterns (either conservative with risk of “miss” errors, or liberal with risk of “false alarms”) (p≤0.001), but not different SA (p>0.05).

Future work will involve more realistic training exercises and explore the consistency of individual bias tendencies over different contexts.

Risk in fireground decision making may be minimised by increasing awareness of individual tendencies to either conservative or liberal bias patterns and the associated risk of respectively making “miss” or “false alarm” errors.

The results may help to minimise fireground risk.

This is the first evidence to show firefighter decision bias in two different exercises.

A scholarly collaborative partnership is a capability that develops over time. Its quality is an outcome of the collaborative context, the alignment of purpose, development of work and learning processes, development of shared language and success stories. In this chapter, the authors engage in a metalogue where their shared reflection on the formation and development of their collaborative scholarship in the field of organization development and change is itself an instance of a process of shared scholarship. By adopting the format of a metalogue, they provide the voices of their individual thinking and their reflective conversation so as to offer an expression of the process of theorizing to scholars who wish to embark upon or study shared scholarship.

Taken in its entirety, this edited volume presents broad, sweeping perspectives on race culture, society, socialization and education. The topics are expansive and the analyses incisive. Various contributors to the volume earned doctoral degrees in education, human development, psychology, social work and sociology across four decades (1970s, 1980s, 1990s, 2000s). Despite the variety of disciplines, theoretical perspectives, methodological approaches and conclusions, there is an underlying coherence. This coherence derives in part from the authors' shared commitment to an holistic approach, which examines questions around educational achievement in relation to ecological, cultural, historical, political, economic, social and psychological contexts. In a word, these chapters embody an holistic approach to educational research, theory, practice and policy that is very much consistent with the Chicago School Tradition.To be sure, the studies in this volume raise far more questions than provide definitive answers concerning the perplexing problems of race, culture, inequality and education in America. The central importance of these studies and this volume may reside in their very ability to challenge established orthodoxies. By doing so, the studies published here provide a vital heuristic function. Certainly, there continues to be a pressing need for concerted efforts on research, theory, teaching/learning and policy fronts in order to achieve educational equity for African Americans and for other disenfranchised groups. To the extent that this volume fuels the dialogue and continues the quest, then our purpose of honoring Professor Edgar G. Epps, consummate scholar and important contributor to the Chicago School Tradition, has been well served.