Daniel A. Street and Dana R. Hermanson
This paper reviews academic literature related to the consequences that outside directors and boards may face in the wake of earnings restatements and suggests directions for…
Abstract
This paper reviews academic literature related to the consequences that outside directors and boards may face in the wake of earnings restatements and suggests directions for future research. We examine loss of board seats; recruitment of new directors; proxy recommendations and shareholder support; pre-emptive director departures; director wealth effects; director reputation, litigation, and sanction risks; international evidence; and legal proposals for reform. The overall picture that emerges from the literature is that directors’ primary risk in the wake of earnings restatements is loss of board seats, in part through adverse proxy advisor recommendations and reduced shareholder support. Directors typically face little risk of legal liability or SEC sanctions, and some directors pre-emptively leave a problem company’s board and reduce their loss of interlocked board seats. Some legal scholars have called for director liability to be increased so as to promote more vigilant board oversight. Companies often focus on increasing the independence of the board in the wake of a restatement in an effort to repair organizational reputation. While researchers have revealed a host of important findings to date, much more can be learned about the effects of restatements on outside directors and boards.
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This paper is the first to use the individual level, longitudinal catch-up growth of boys and girls in a historical population to measure their relative deprivation. The data is…
Abstract
This paper is the first to use the individual level, longitudinal catch-up growth of boys and girls in a historical population to measure their relative deprivation. The data is drawn from two government schools, the Marcella Street Home (MSH) in Boston, MA (1889–1898), and the Ashford School of the West London School District (1908–1917). The paper provides an extensive discussion of the two schools including the characteristics of the children, their representativeness, selection bias and the conditions in each school. It also provides a methodological introduction to measuring children’s longitudinal catch-up growth. After analysing the catch-up growth of boys and girls in the schools, it finds that there were no substantial differences between the catch-up growth by gender. Thus, these data suggest that there were not major health disparities between boys and girls in late-nineteenth-century America and early-twentieth-century Britain.
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Noriyuki Inoue and Daniel Light
What does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study…
Abstract
Purpose
What does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study investigated the implementation of Sesame Street's Dream–Save–Do (DSD) curriculum that was designed to help children in a Japanese elementary school learn to pursue their own dreams.
Design/methodology/approach
The authors first reviewed available documents on the DSD curriculum in the district, and then conducted DSD class observations. The authors also interviewed the students, teachers, the principal, the lead teacher at the school, the school district staff in charge of the operation as well as the Sesame Japan staff in order to collect the data for the study.
Findings
The study found that students were highly engaged in open-ended discussions about their future dreams and how to achieve them in observed DSD classes. The implementation of the new curriculum benefited from utilizing lesson study as the main arena for curricular innovation. A further analysis of the data suggests that the success of the curricular innovation owed much to an inside-out implementation process that situated the iterative lesson study cycle of the teachers as the key driver of change while external actors supported the lesson study process in an inside-out fashion.
Research limitations/implications
The study implies that guiding an educational innovation to success requires not only institutionalized lesson study, but also cross-institutional collaborative dialogues to support the lesson study process with mutually established trust among key players of the innovation. Further studies are needed to investigate how this model sustains as principals and how this model works (or do not work) in other pilot schools and beyond.
Practical implications
This study implies that what matters most is that the school embodies a vision shared among teachers, school leaders and external curriculum developers, all working together across institutions in a spirit of collaboration. This type of inside-out implementation would be a path to ensure and sustain the success for those who plan any new educational innovation.
Social implications
What matters most was found to be that the school embodies a vision shared among educators, school leaders and external curriculum developers working together across institutions in a spirit of collaboration.
Originality/value
Guiding an educational innovation to success requires not only new ideas and effective curriculum plans but also a social structure that allows teachers to engage in effective implementations of the desired curriculum. Lesson study is often considered to be a within-school or school-to-school collaborative process. It is rarely connected to outside agents that bring in new ideas for educational innovation. This study found how inside- and outside-school actors can work together to actualize educational innovation, and what roles lesson study play there.
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Much attention has focused on the motivation for robbery and robbery in different contexts, but an understanding of young robbery careers in an urban setting, and the pathways…
Abstract
Much attention has focused on the motivation for robbery and robbery in different contexts, but an understanding of young robbery careers in an urban setting, and the pathways connected to it, have remained absent from the literature. In this paper, I give four case studies of street robbery careers highlighting key turning points and pathways into and out of street robbery and gangs. I will show how robbery, gang affiliation and participation in ‘street culture’ have implications for progression through robbery careers into other criminal activities.
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It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to…
Abstract
It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to 1667. This has been followed by additional Bibliographical Society publications covering similarly the years up to 1775. From the short sketches given in this series, indicating changes of imprint and type of work undertaken, scholars working with English books issued before the closing years of the eighteenth century have had great assistance in dating the undated and in determining the colour and calibre of any work before it is consulted.
Danielle van den Heuvel and Julia Noordegraaf
How do we make sense of urban life in the past? What do we do when we study urban history, and to what extent do our methods fully capture the complexities of historical city…
Abstract
How do we make sense of urban life in the past? What do we do when we study urban history, and to what extent do our methods fully capture the complexities of historical city living? These are crucial questions for any scholar interested in the historical dimensions of urban experience. Notwithstanding the interest of most urban historians in the relationship between the physical form of urban space and its experience by inhabitants and visitors, very few scholars have written histories that systematically integrate these two areas of inquiry. In this chapter, we argue that such research requires a method and an accompanying tool that can analyze historical urban life in a more integrated, holistic way. We propose a way forward by introducing the Time Machine platform as a scalable data visualization and analysis tool for researching everyday urban experience across space and time. To illustrate the potential we focus on a case study: the area of the Bloemstraat in early modern Amsterdam. Unpacking a section of the Bloemstraat, house by house and room by room, we show how the Time Machine forms an instrument to connect spatial layouts to the arrangement of objects and to the practical and social use of the space by the inhabitants and visitors. We also sketch how this tool illuminates more dynamic spatial and temporal practices such as how people, goods, and activities are connected to locations in the wider city and beyond.
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The behavior of British youth abroad has caused considerable concern over recent years. This is because many British youth engage in binge drinking, drug use, sex behavior and…
Abstract
Purpose
The behavior of British youth abroad has caused considerable concern over recent years. This is because many British youth engage in binge drinking, drug use, sex behavior and other risk behaviors – especially in the Balearics, Spain. While research has documented levels of alcohol use, drug use, risk and sex behaviors on these islands, it tends to rely on survey data. This article aims to offer some contextualization to the British youth holiday experience and to examine why such behaviors might take place.
Design/methodology/approach
The study uses ethnographic methods (observation, open‐ended focus groups) with British youth in San Antonio, Ibiza. Over the course of one week in July 2010, 17 focus groups were undertaken (n=97 aged between 17 and 31). Observations were conducted in bars, clubs, beaches, and general tourist areas.
Findings
The data suggest that young people engage in these behaviors not only to escape the constraints of work and family but also because they are exciting. The data also indicate that these behaviors appeared to help British youth construct life biographies which were integral to their identity construction. The findings are also considered within the social context of Ibiza which also played a role in promoting these behaviors.
Originality/value
No ethnographic research exists on the topic of British youth and their behaviors abroad. Previous research is mostly epidemiological survey research which does not adequately consider the social meaning and context for the behavior of British youth abroad.
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THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that…
Abstract
THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.