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This article considers the current state of teacher discourse and reflection, situated in daily practice, craft knowledge, multiliteracies and new literacies. Based on studies of content area teachers' use of multiple texts in social studies fields like economics, the authors profile Kenneth, an experienced teacher whose practice is grounded in craft knowledge and ideas about principled practices. In addition, Kenneth is an active proponent of new and digital literacy practices in his classroom simulations. The case example of Kenneth is then used to suggest how the process of practical argument might offer other content area teachers a useful framework for teacher reflection based on teachers’ craft knowledge and principled practices.

Why, despite clear economic incentives, did eighteenth-century slave traders fail to defend their business interests against the abolition campaign? We focus on the outport of Bristol as a case in point. Our main argument is that slave traders lacked an organizational basis to translate their economic interests into political influence. Supporting evidence from merchant networks over the 1698–1807 period shows that the Society of Merchant Venturers offered such an organizational site for collective political action. Members of this chartered company controlled much of Bristol’s seaborne commerce and held chief elective offices in the municipal government. However, the Society evolved into an organization that represented the interests of a closed elite. High barriers to entry prevented the slave traders from using the Society as a vehicle for political mobilization. Social cohesion among slave traders outside the chartered company hinged on centrally positioned brokers. Yet the broker positions were held by the few merchants who became members of the Society, and who eventually ceased their engagement in slave trading. The result was a fragmented network that undermined the slave traders’ concerted efforts to mobilize against the political pressure of the abolitionist movement.

The purpose of this study was to challenge the “single story” narrative the authors utilize counterstorytelling as an analytic tool to reveal the paradox of exploring human rights with incarcerated BIPOC teens whose rights within the justice system are frequently ignored. Shared through their writing, drawing and discussions, the authors demonstrate how they wrote themselves into narratives that often sought to exclude them.

This paper centers on the interpretations of Universal Human Rights by Black adolescents involved in the juvenile justice system in the Southeastern region of the United States. Critical ethnography was selected as we see literacy as a socially situated and collaborative practice. Additionally, the authors draw from recent work on the humanization of qualitative methods, especially when engaging with historically oppressed populations. Data were analyzed using a bricolage approach and the framework of counterstorytelling to weave together the teens' narratives and experiences.

In using the analytic tool of counterstories, the authors look at ways in which the stories of colonially underserved BIPOC youth might act as a form of resistance. Similarly to the ways that those historically enslaved in the United States used narratives, folklore, “black-preacher tales” and fostered storytelling skills to resist the dominant narrative and redirects the storylines from damage to desire-centered. Central then to our findings is the notion of how to engage in the work of dismantling the inequitable system that even well-intentioned educators contribute to due to systemic racism.

The research presented here is significant as it attempts to add to the growing body of research on creating spaces of resistance and justice for incarcerated youth. The authors seek to disrupt the “single story” often attributed to adolescents in the juvenile justice system by providing spaces for them to provide a counternarrative – one that is informed by and seeks to inform human rights education.

As researchers, the authors struggle with aspects related to authenticity, identity and agency for these participants. By situating them as “co-researchers” and by inviting them to decide where the research goes next, the authors capitalize on the expertise, ingenuity and experiences' of participants as colleagues in order to locate the pockets of hope that reside in research that attempts to be liberatory and impact the children on the juvenile justice system.

This study emphasizes the importance of engaging in research that privileges the voices of the participants in research that shifts from damage to desire-centered. The authors consider what it may look like to re-situate qualitative research in service to those we study, to read not only their words but the worlds that inform them, to move toward liberatory research practice.

This study provides an example of how the use of counterstorytelling may offer a more complex and nuanced way for incarcerated youth to resist the stereotypes and single-story narratives often assigned to their experiences.

Current First-year Writing research seeks to address the need to help students meet the Council of Writing Program Administrators objectives on source evaluation while also changing current pedagogy methods. This chapter seeks to compare two different source evaluation pedagogies, YSearch and decision-based learning, taught by Brigham Young University’s library, to determine which one-shot library instruction session module is more effective at teaching students source evaluation skills. To answer these questions, this study uses both quantitative and qualitative methods, utilizing a quasi-experimental, pre-test/post-test design by conducting an open comparison between the two pedagogy modules. Students scored significantly higher on the post-test in both designs and differences between the two increases weren’t statistically significant, showing that both treatments are effective. Follow-up interviews explored the differences between treatments.

This paper outlines the development of the principle of materiality in the European accounting framework, from the Modernization Directive (2003/51/EC) to the NFI Directive (2014/95/EU) and on to the proposals for a Corporate Sustainability Reporting (CSR) Directive (2021/0104 (COD)). The authors highlight how the requirements for corporate reporting in terms of sustainability matters have changed, underlining the main issues that require further attention by practitioners, researchers and legislators.

This paper is based upon a historic analysis of European Union (EU) regulations in the field of non-financial and sustainability reporting and how these have changed over time. A conceptual comparison of different reporting concepts is presented, and changes in their relevance to the EU accounting framework are discussed as part of the historic analysis. Implications from corporate practice are derived from previous empirical findings from the EU Commission's consultations.

The proposed change from non-financial to sustainability reporting within the EU affects more than simply the terminology used. It implies that a different understanding is needed of both the purposes of company reporting on sustainability matters and the aims of carrying out such reporting. This change was driven by the need and desire to appropriately interpret the principle of materiality set forth in the NFI Directive. However, the recent redefinition in the shift within the EU Commission's proposals presents considerable challenges–and costs–in practice.

Future research on the conceptualization and operationalization of ecological and social materiality, as well as on the use of this information by different stakeholder groups, is necessary in order to (a) help companies that are applying the reporting requirements in practice, (b) support the increased harmonization of the reports published by these companies and (c) fully assess the costs and benefits associated with the increase in reporting requirements for these companies.

Companies have to establish relevant reporting processes, systems and formats to fulfil the increasing number of reporting requirements.

This paper outlines the historic development of the principle of materiality regarding mandatory non-financial or sustainability reporting within the EU. It outlines a shift in rationales and political priorities as well as in implications for European companies that need to fulfil the reporting requirements. In consequence, it describes appropriate interpretations of this principle of materiality under current and upcoming legislation, enabling users to apply this principle more effectively.

The purpose of this study is to investigate undergraduate student information self-efficacy to find out how much the students learned from library instruction classes and to determine whether information seeking skills can be developed with a library instruction class.

A quantitative research method was conducted to collect survey data and to perform statistical analysis. A Web-based survey was distributed to undergraduate students who were enrolled in the Fall term of 2014. In all, 98 students completed the survey.

The study reported that undergraduate students’ capability of information finding, retrieving, analyzing, evaluating and presenting were on and above medium level (M = 3.40). They reported higher skills in information evaluation and information objects and types but lower skills in using catalog/database and organizing/synthesizing information. Students in the multiple library instruction group showed a significantly higher information self-efficacy. One-single instruction has a limited effect on improving information seeking skills.

The number of students who participated in library instruction classes was relatively low. More data need to be collected to give credence to the findings in the future, and data collected from individual class would yield more accurate result.

This study extends the literature on information literacy and library instruction. The findings suggest that information literacy instruction should go beyond the one-session mode and should offer hands-on practices that will foster students’ critical thinking behavior more effectively.

The purpose of this paper is to assess the logistics performance of national trade corridors in Myanmar based on a theoretical portrayal of multimodal transport in logistics chains combined with the real-time operation of such chains. A cost-time-distance model was used as the core theoretical framework for the discussion. Empirical data related to cost, time and distance was obtained to evaluate national trade corridors in Myanmar. The study explored the performance of trade corridor in the pulses and beans sector from the largest sown and harvest areas to the main seaports in Myanmar. The pulses and beans sector was selected because the country is the 2^nd highest exporter in the world and would benefit from improved access to its national seaports. Under the cost-time-distance model used, it was observed that physical infrastructure, institutional environment as well as limited capability of local providers hindered the overall performance of the trade corridors under study.

Mr. LEVENSTEIN, the President of the Society of Chemical Industry, in his address delivered at Liverpool recently, dealt very fully with the question of the commercial position of Great Britain as compared with other countries, more especially Germany, and emphasised the fact that if this country is to compete successfully with her contemporaries she must, to use the words of the Prince of Wales at the Gúildhall, “wake up.” After reviewing the chief factors making for Germany's advance in industry and commerce Mr. LEVENSTEIN says: “How are we to defend ourselves? Shall we rest content as we are or bestir ourselves and awake to the irresistible fact that continued apathy and indifference mean ruin to our national position?” This is strong language but not stronger than the occasion demands, for the statistics by which these observations are backed clearly indicate a marked decadence in the national prosperity notwithstanding the years of apparent “record” trade, which, however, cannot be regarded so favourably when subjected to detailed analysis and comparison. Mr. LEVENSTEIN'S suggestions to meet this situation are as follows: (1) The appointment of a competent and expert Minister of Commerce. (2) The nationalisation and extension of our canals and waterways. (3) A measure for greatly extending and improving our secondary education. (4) A sensible reform of our patent laws.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.