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Prior studies have found that managers adjust operational activities to tackle climate risk. However, the effects of climate risk on accounting practices are largely ignored in the literature. This paper investigates whether and how climate risk influences managers’ decision-making on the level of accounting conservatism and explains the results based on two competing channels: valuation demand and contracting demand.

Using firm level climate risk measures, we build a modified Basu (1997) model to conduct our econometric tests. In the baseline model, we use earnings before extraordinary items as the dependent variable, referred to as the earnings model. We control for different levels of fixed effect to identify the shocks of climate risk and mitigate potential concerns on endogeneity and bias in the model. A series of robustness tests provide supporting evidence for our baseline results and our explanation.

Using a sample of 35,832 firm-year observations on listed US firms over the period 2002 to 2019, we find that the perception of climate risk drives managers to choose the less conservative accounting policies. We conclude that the results are consistent with the valuation demand explanation but inconsistent with the contracting demand explanation.

The study provides additional evidence on how managers respond to climate risk by adjusting their corporate polices, specifically accounting policies. Our findings contradict the results of prior studies. We explain our results from a unique perspective. Overall, the study provides valuable insights for academics, investors, managers and policymakers.

This paper aims to explain and discuss the complex nature and value of knowledge as an exploitable resource for business.

The authors propose a conceptual explanation of knowledge based on three pillars: the plurality of its nature, understood to be conservative, multipliable and generative, its contextual value and the duality of carrier incorporating business knowledge, objects or processes. After conceptualizing the nature of knowledge, the authors offer a metaphor based on the classic transformation from “potential” to “kinetic” energy in an inclined plane assuming that the conservative nature of knowledge makes it act as energy.

The metaphor uses the concept of potential and kinetic energy: if energy is only potential, it has a potential value not yet effective, whereas if the potential energy (knowledge) becomes kinetic energy (products and/or services), it generates business value. In addition, business value is a function of the speed acquired and caused by the angle of inclined plan, namely, the company’s business model. Knowledge is the source of the value and can be maintained and regenerated only through continuous investments. Several years later the value extraction reaches a null value of the company (potential energy) which will cease to act (kinetic energy) for triggering both the value generated and the value extracted.

The paper proposes an initial attempt to explain the meaning of the transformation of knowledge using a metaphor derived from physics. The metaphor of the energy of knowledge clearly depicts the managerial dilemma of balancing a company’s resources for both the generating and extracting value. Similarly, future study should try to associate other knowledge peculiarities to physical phenomena.

The meeting, held on 17 May 1990, was opened promptly by the Chairman Andrew Nicholson, who welcomed everyone to the Seminar and introduced Tony Harman, who gave a very good review of the present situation of cleaning electronics assemblies before turning to future developments. In his paper ‘An Assessment of CFC Replacements—Proposed UK Collaborative Programme’, Tony developed the ideas which had led the UK Government to support this work. He did, however, point out that the funding was only now becoming available and this had delayed the start of the programme. Nevertheless, the itinerary of the cleaning trials had been decided and the practical work would commence shortly. In general terms, the programme will cost £¾m and will use between 600 and 700 test boards. As this programme is funded by Central Government, the results will be widely disseminated, especially to Small and Medium Enterprises.

David Altheide reflects on his long career, noting the role of family, friends, colleagues, organizational culture, and luck.

With spaces at a premium at the SMART Group symposium in Newport, Gwent, on 5 June it is anticipated that a new ‘SMART Group Wales & West’ division may be formed to service the technical needs of the Welsh and West electronics manufacturing community. Congregating at the Stakis Hotel, a total of 55 individuals from electronics sites across Wales and the West were treated to a complimentary presentation and demonstration of ball grid array (BGA) technology, followed by an open forum discussion on general electronics assembly.

After many very successful years as a researcher and manager at British Telecommunications Research Laboratories, Nihal Sinnadurai has moved over to consultancy with BPA (Technology & Management) Ltd.

It is never too early to start practising continuous improvement. An American primary school teacher has taken this to heart and, with help from Dr. Deming, is encouraging her students to employ these principles at an early age — at the tender age of seven to be exact!

In this qualitative study, we explore 31 preservice teachers’ generative trajectories including how they built on instructional practices learned in the service-learning project, the university methods course, and the field-based experience. We addressed the question: In what ways does participating in a semester-long field-based university course combined with a service-learning program shape preservice teachers’ views about effective literacy practices for emergent bilinguals? We identified four themes in our analysis: importance of choice in literacy pedagogy; learning from and with our students; freedom to apply course methods and ideas; and growing confidence and align them with Ball’s (2009) generative change model and the four processes of change – metacognitive awareness, ideological becoming, internalization, and efficacy.

We found the preservice teachers’ ability to develop an awareness of diversity grew from their work with students both in their field-block experience and writing club. These opportunities provided them with a layering of learning – from course readings, collaborating with teachers, to problem solving and creating lessons that specifically met their students’ needs. By moving in and out of different contexts, preservice teachers developed generative knowledge about ways to support writing for emergent bilinguals. Likewise, they became keenly aware of their own experiences and beliefs. Implications include the importance of providing a variety of opportunities for preservice teachers to work directly with students. This should be accompanied by written and verbal discussions to examine and critique their experiences and ideologies in relation to students’ language and literacy needs.