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Purpose – This chapter demonstrates the social organization practices evident in early childhood disputes in order to promote a greater understanding of the role of non-verbal, embodied actions within the dispute process. In doing so, this chapter offers insight into children's co-construction of disputes and has practical implications for early childhood teachers.

Methodology – Ethnomethodology (EM), conversation analysis (CA) and membership categorization analysis (MCA) are applied to the current study of children's disputes in order to offer insight into the sequences of social organization processes evident in children's disagreements.

Findings – This chapter presents a detailed analysis of the everyday disputes which four-year-old children engage in during their morning playtime at a primary school in Wales, UK. It reveals the children's use of physical gestures to support their verbal actions in order to maximize intersubjectivity between the participants. This joint understanding was necessary during the social organization process.

Practical implications – Managing children's physical disputes within an educational context is recognized as a very difficult aspect of a teacher's routine as the timing and level of intervention are so subjective (Bateman, 2011a). This chapter offers insight into the organization of physical disputes between young children, and so enables teachers to make an informed decision in their practice.

The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.

Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.

Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.

In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.

In this chapter, the authors argue that organizational controls are best depicted and studied as sets of control configurations. Concepts from extant control research streams describing basic control elements as well as ideal types of control systems are used to identify and classify control configurations. The authors present compositional distinctions among four control configurations using a decade-long case study of a start-up company. By displaying how specific control elements are simultaneously distinct and intertwined in this company, the authors reveal significant theoretical insights that can assist scholars in distinguishing between different configurational patterns and in comprehending dynamics present in holistic perspectives of control. The authors conclude by discussing how conceptualizing controls as configurations most accurately reflects both organizational and managerial practice in ways that can motivate the development of new theories and approaches to studying this key aspect of organizational design. Because control configurations inherently reflect interdisciplinary concerns, and because such configurations affect the attainment of strategic goals, this work provides findings and ideas that fit the interests of a broad audience.

I provide an overview of the literature that explores whether there are gender differences in corruption using economic decision-making experiments designed to simulate corrupt transactions usually involving acts of bribery between a firm and a government official. A primary focus of the chapter is to critically examine this evidence with a view to addressing the following question: will increased female participation in public life – both in government and bureaucracy – lead to reduced corruption? I find that across a wide variety of experiments, studying different aspects of corruption, it is either the case that women behave in a more pro-social and less corrupt manner than men or that there are no significant gender differences. There are no studies that find men to be less corrupt. Consequently, I conclude by arguing that we can answer the question posed above in the affirmative.