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This study aims to examine the relationship between marginalization, Web presence and firm performance for small- and medium-sized enterprises (SMEs).

This study relies upon interviews and surveys of managers and/or owners of SMEs. Using confirmatory factor analysis and structural equation modeling, the authors tested an integrated model of the relationship between marginalization, Web presence and firm performance.

Findings indicate that marginalization enhances the risk perceptions entrepreneurs assign to internet use. This enhanced risk perception then limits the extent to which an entrepreneur responds to online customer feedback, which has implications for the SME’s relationship and reputation management efforts with buyers, ultimately impacting the enterprise’s performance.

This study sheds light on the overlooked phenomena of marginalization and internet avoidance among entrepreneurs. The findings provide insight for entrepreneurs on the deleterious consequences associated with lacking an online presence.

Little research has been done exploring the nature of multilingual students who are not categorized as English language learners (ELLs) in English language arts (ELA) classes. This study about a group of multilingual girls in an ELA class led by a monolingual white teacher aims to show how, when a teacher makes space for translanguaging practices in ELA, multilingual students disrupt norms of English only.

The authors use reconstructive discourse analysis to understand translanguaging across a variety of linguistic productions for a group of four focal students. Data sources include fieldnotes from 29 classroom observations, writing samples and process documents and 8.5 h of recorded classroom discourse.

Students used multilingualism across a variety of discourse modes, frequently in spoken language and rarely in written work. Translanguaging was most present in small-group peer talk structures, where students did relationship building, generated ideas for writing and managed their writing agendas, including feelings about writing. In addition, Spanish served as “elevated vocabulary” in writing. Across discourse modes, translanguaging served to develop academic proficiency in writing.

The authors proposed a more expansive approach to data analysis in English-mostly cases – i.e. environments shaped by multilingual students in monolingual school contexts – to argue for anti-deficit approaches to literacy development for multilingual students. Analyzing classroom talk alongside literacy allows for a more nuanced understanding of translanguaging practices in academic writing. They also show how even monolingual teachers can disrupt monolingual hegemony in ELA classrooms with high populations of multilingual students.

To explain and analyze the U.S Securities and Exchange Commission’s complaint filed in the U.S. District Court for the Southern District of New York against AT&T Inc. alleging repeated violations of Regulation FD (Fair Disclosure), and against three of AT&T’s Investor Relations executives for aiding and abetting those violations.

Describes the SEC’s allegations and AT&T’s response and recommends practice points that issuers and their legal counsel can draw from the enforcement action.

The SEC’s suit against AT&T and its three IR executives serves as an important reminder that the SEC remains committed to ensuring the full and fair disclosure of information by issuers and is willing to litigate Regulation FD-based enforcement actions when it deems necessary.

Every public company must develop systems to manage selective disclosure risks in its investor relations program.

Practical guidance from experienced corporate governance, litigation, capital markets, securities enforcement and regulation lawyers.

This paper aims to review and synthesize the corporate social responsibility (CSR) disclosure literature in order to (1) develop a comprehensive definition of disclosure quality; (2) review the evolution of disclosure quality proxies used by accounting researchers; (3) describe the antecedents to disclosure quality; (4) describe the outcomes of disclosure quality; and (5) identify gaps in the current literature and offer suggestions for future research.

This study conducted a systematic review capturing articles examining CSR disclosure quality. The researchers first searched EBSCO, identifying all relevant articles by searching for “corporate social responsibility,” “CSR,” “ESG” and “sustainability reporting” anywhere in the article. Then, the results were filtered to focus on 23 of the most prominent accounting journals. The search resulted in 592 articles which were individually reviewed for relevance to the authors’ review. This study includes all articles that examine disclosure and provide insight into elements that influence disclosure quality or provide evidence of the effects of disclosure quality on user decision-making.

It is found that a comprehensive definition of CSR disclosure quality has yet to be developed and that proxies for CSR disclosure quality have evolved over time. This study synthesizes the literature on the antecedents of CSR disclosure quality, and how CSR disclosure quality affects users' decision-making and related outcomes. Overall, the review of this study suggests that assurance and a number of corporate features have important effects on disclosure quality. Also, high-quality disclosures are positively associated with many benefits to market participants.

This study complements Huang and Watson's (2015) CSR literature review by comprehensively reviewing and synthesizing the CSR disclosure quality literature that was only emerging when their review was published. Importantly, this study contributes to the CSR disclosure literature by developing a comprehensive definition of CSR disclosure quality that is grounded in the accounting literature and aligned with current frameworks.

Recent scholarship has focused on the schooling experiences of Black boys in early childhood; however research on the experiences and outcomes of Black girls in early childhood remains virtually nonexistent. More research is needed to ensure that every Black girl excels in early childhood education. Through three reflections from Black early educators, written iteratively through a process of reflection, discussion, writing, and revision, this chapter highlights aspects of Black girls' schooling that can promote Black girls' rapidly developing social, emotional, regulatory, and moral capacities. Within each reflection, the educator's advance our understanding of culturally relevant pedagogy by showing how educators can “teach to and through” Black girls’ funds of knowledge. Additionally, the reflections highlight the powerful role schools play in the lives of Black girls, underscoring the need to more deeply investigate teacher's perceptions of Black girls in addition to the positive and the negative policies and practices enacted in classrooms. The chapter concludes with critical and timely recommendations for research, practice, and policy.

Work groups and teams are common across all types of organizations. After providing both practical and scholarly definitions, this chapter examines work team processes common across groups (groupthink and bullying) that largely constrain group work both in and out of meetings. The chapter concludes with attention to work team evaluations (satisfaction with group process and continuity), meeting evaluations, and an overview of relational byproducts of task accomplishment.

This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for more expansive and inclusive forms of academic and civic discussion. The adult and youth co-researchers of the Debate Liberation League (DLL) detail their creation of a critical debate praxis through the use of spoken word and translanguaging and illustrate how they sought to redesign a foundational activity of English Language Arts on their own terms.

Drawing upon critical race and borderlands theories, the authors use critical ethnographic and participatory action research methods to explore how the DLL deconstructed the boundaries of what counts as public dialogue and offered an alternative model of what intergenerational and multi-voiced democratic discourse could look like in English Language Arts (ELA) classrooms and beyond.

The findings demonstrate how DLL students broke down normative binaries of affirmative/negative and objective/subjective in their debate performances and introduced testimonios as evidence for civic claims to make space for their voices and reimagine deliberation.

This study foregrounds dialogic data generation through a collaborative, intergenerational research approach. It highlights the constructed nature of literacy “rules,” demonstrates youth expertise in reimagining ELA, and offers a pathway toward a more compassionate public sphere.

This paper aims to empirically investigate the volatility of Bitcoin, Litecoin and the Euro.

The authors use quantitative methodologies to assess the annualized volatility of two cryptocurrencies and one international fiat currency. The exchange rate of the currencies is monitored on a daily basis using 1,460 observations from January 1, 2014 to December 31, 2017. The models used include the augmented Dickey–Fuller test, Akaike Information Criteria, autocorrelation function and exchange rate changes determining which currency is the most volatile.

The findings indicate, based on the statistical measures used, including the standard deviation of selected currencies and annualized volatility, that Litecoin is more volatile than Bitcoin and the Euro and that Bitcoin is more volatile than the Euro. This furthers previous research on cryptocurrency volatility.

The paper provides compelling evidence about the volatility of Litecoin and Bitcoin. The volatility of cryptocurrencies is furthered with data that are more current. The findings are important for investors, financial markets and central banks.

The entrepreneur is often conceptualised as an individualistic hero (Essers & Benschop, 2007; Gill, 2017). Although this portrayal has been criticised as highly romanticised (Acs & Audretsch, 2003) it is still influential in the contemporary entrepreneurship literature (Down, 2010). Consequently, prevailing social discourses around entrepreneurship may restrict and even prevent an individual to develop their own entrepreneurial identity (Down & Giazitzoglu, 2014; Gill, 2017). In order to explore this issue, this chapter presents insights into the entrepreneurial experience of student entrepreneurs by exploring the role of entrepreneurial and non-entrepreneurial identities in new venture creation. In-depth interviews were carried out with 11 student entrepreneurs who had, individually or in partnership with others, started a venture whilst they were enrolled in higher education courses.

These findings challenge the taken-for-granted assumptions entrenched in the characterisation of the homogenous entrepreneur (Jones, 2014) and suggest that individuals can arrive at entrepreneurship in different ways. In order to demonstrate the diversity of entrepreneurial identities, the chapter highlights those that fit the orthodox depiction of entrepreneurs through vignettes from Nicole and Georgie. This is then contrasted with alternative depictions through vignettes from Joanna, Christa, Darcie and Paige. The experience of the latter demonstrates how entrepreneurial identities are formed through role enactment and socialisation into entrepreneurial communities. The findings propose universities can support student entrepreneurship through both formal and informal activities. The broader conceptions of entrepreneurial identities with respect to the role of universities and enterprise education are considered.