Motivated by the ongoing controversy surrounding corporate tax, this article presents a study that explores stakeholder expectations of corporate tax in the context of UK business. We conduct a qualitative analysis of in-depth interviews with representatives of community groups, as well as interviews with those representing business groups. We then identify eight themes that together describe “what” companies need to do, “how” they need to do it, and “why” they need to do it, if they wish to appeal to a (...) wide group of interested parties. We discuss our findings based on the corporate social responsibility literature and propose novel ways for community groups and business groups to connect on the topic of corporate tax, suggesting opportunities and themes for dialogue and potential steps to co-create solutions in a stakeholder society. (shrink)

Volume 20, Issue 10, October 2020, Page 72-74.

The concept of humoral control--the direction of bodily processes by complex organic fluids--has gained ascendancy in recent decades, and enlisted the interest of more than humoral specialists.

This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by other sociologists of educational knowledge, we identify how the CCF embeds (...) a ‘generic mode’ in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements. Employing Muller’s distinction between conceptual and contextual coherence, we argue that the CCF is based upon an imaginary notion of instructional practice that does not fully grasp the context of teachers’ work. We illustrate the argument via an analysis of the language, structure, and three of the eight sections in the CCF. (shrink)

Plato’s political philosophy is for the sake of directing people towards the good life: this purpose is manifest from his theory of the Good. Nevertheless, Platonic scholarship has often criticized this theory for being impractical. Against this criticism, I argue that this theory has a practical aspect because of its strategic and methodological nature. This essay reconstructs Plato’s induction towards the absolute Good, through his justice theory and educational recommendations, with a view to the intended practicality of the theory of (...) the Good. The major conclusion is that the theory of the Good provides a formula to achieve the greatest good in an everchanging, sensible world. (shrink)

Teacher Subject Identity in Professional Practicefocuses on a key, but neglected, element of a teacher's identity: that of their subject expertise.Studies of teachers' professional practice have shown the importance of a teacher's identity and the extent to which it can affect their resilience, commitment and ultimately their effectiveness. Drawing upon narrative research undertaken with a range of teachers over a period of 14 years, the book explores how subject expertise can play a significant role in teacher identity, acting as a (...) professional compass guiding teachers at all levels of their professional practice. It reveals powerful individual stories of meaning-making which highlight the dynamic importance of teachers' subject expertise The book's metaphor of a professional compass goes to the heart of teacher professionalism, and provides a valuable mechanism to enable teachers to respond to challenges they face in their daily practice. It enables teachers to consider the moral dimensions of their practice, and can constitute a significant component in professional formation and identity. Throughout the book the importance of subject expertise for teachers' professional practice is explored at a range of scales: from the classroom to broad education policy, and at different stages of a teacher's career which offers readers a deeper understanding of the importance of subject expertise for teachers. Teacher Subject Identity in Professional Practicemakes a significant contribution to an under-researched area. It identifies the role and significance of teachers' subject expertise as a dimension of their teacher identity. The book is key reading for teacher educators, policy makers and researchers with an interest in teachers' professional development and practice. (shrink)

We describe a new approach for developing and validating cognitive process models. We develop graphical models (specifically, hidden Markov models) both from human empirical data on a task, as well as from synthetic data traces generated by a cognitive process model of human behavior on the task. We show that considering differences between the two graphical models can unveil substantive and nuanced imperfections of cognitive process models that can then be addressed to increase their fidelity to empirical data.