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This paper investigates a range of terms and concepts that are increasingly used to describe and analyse organisational and institutional configurations. Broadly speaking, it is concerned with new forms of private interest governance. The problem is to characterise a number of interrelated developments that typify contemporary emergent organisational arrangements. Exactly what do these amount to in terms of their nature and significance?

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The purpose of this paper is to investigate accounting as first visible-sign statement form, and also as the first writing, and analyse its systematic differences, syntactic and semantic, from subsequent speech-following (glottographic) writing forms. The authors consider how accounting as non-glottographic (and so “unspeakable”) writing form renders “glottography” a “subsystem of writing” (Hyman, 2006), while initiating a mode of veridiction which always and only names and counts, silently and synoptically. The authors also consider the translation of this statement form into the graphs, charts, equations, etc., which are central to the making of modern scientific truth claims, and to remaking the boundaries of “languaging” and translatability.

As a historical–theoretical study, this draws on work reconceptualising writing vs speech (e.g. Harris, 1986; 2000), the statement vs the word (e.g. Foucault, 1972/2002) and the parameters of translation (e.g. Littau, 2016) to re-think the conceptual significance of accounting as constitutive of our “literate modes” of thinking, acting and “languaging in general”.

Specific reflections are offered on how the accounting statement, as mathematically regularised naming of what “ought” to be counted, is then evaluated against what is counted, thus generating a first discourse of the norm and a first accounting-based apparatus for governing the state. The authors analyse how the non-glottographic statement is constructed and read not as linear flow of signs but as simulacrum; and on how the accounting statement poses both the practical issue of how to translate non-linear flow statements, and the conceptual problem of how to think this statement form’s general translatability, given its irreducibility to the linear narrative statement form.

The paper pioneers in approaching accounting as statement form in a way that analyses the differences that flow from its non-glottographic status.

The focus for this paper is the changing relationship between expertise, professional power and organisational control within advanced industrial societies. The analysis of this changing relationship is located within a more detailed appreciation of the ways in which the ‘expert division of labour’ within such societies is being restructured and the impact of this restructuring process on established patterns also raises some fundamental questions concerning the increasingly strategic role which specialist knowledge, and the organisational structures through which it is developed and managed, plays in shaping the power struggles that will determine the distribution of rewards between contending social groups within the ‘new’ political economies beginning to emerge in ‘disorganized societies’.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

This chapter narrows the focus of inclusive practices and principles in literacy education to find the role that science, combined with literature can play in helping children of all abilities. Through the use of implicit and explicit language with active, social, hands-on inquiry related to science concepts and procedures children can construct new knowledge that leads to a firmer understanding of the world in which they live. The chapter demonstrates how children of all backgrounds and needs can work with others through their own investigations, and the guidance of an educator to develop, implement and present findings of scientific investigations that also develop literacy skills. The chapter also addresses the professional responsibility of educators to acknowledge and respect individual curiosity, growth, culture and diversity to plan thoughtfully, to use science language that is acceptable and understandable for children of different abilities and enhance scientific knowledge and literacy through the use of literature that evokes the sense of wonder within the children.

International student enrollment in the U.S. higher education system has recently experienced profound growth. This research examines leadership-oriented differencesbetween international and domestic students and focuses on their growth in capacity associated with participation in co-curricular leadership programs. Similarly-sized gains emerged after participation, suggesting that these leadership programs create equal growth effects across both groups. However, the factors that predicted international students’ increases in leadership skill were different than their domestic peers, suggesting that developing effective leaders among college students across national background is a non-uniform, complexprocess. Recommendations include the suggestion for partnerships between international student scholar units and leadership educators, specialized workshops for international students, and creating nuanced curricula based on the various pathways that students take to becoming an effective leader.

The Chairman, Mr K.W.Humphreys (University of Birmingham): It is hardly necessary to introduce Mr Anthony Thompson, but some of you may care to know the background, and the reason why Mr Thompson and I are in front of you this evening.

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.