Anne Simpson – författare

This is a book about shareholders -- who they are, what they own, how their composition and character has changed, and with it their relationship with the companies they own. It is also a book about shareholder rights and responsibilities. In a clear and readable style the book explores the key current corporate governance issues -- company law and reporting, chief executive pay, regulatory and accountability requirements -- against the background of an ever-changing business environment: an environment in which private investors may have grown in number, but in which shareholders influence has dwindled as institutions have become the dominant shareholding group. Throughout the book the authors provide numerous examples and anecdotes illustrating the evolution of the joint stock company from the South Sea Company of the 18th century to the giants and cause celebres on the corporate stage in the 1980s and 1990s. Both authors are authoritative and informed commentators on issues of corporate governance with extensive management, policy and advocacy experience; their underlying concern is to show the importance of shareholder interest and involvement, which they strongly believe will remain in the best interests of the company and the wider society in the 21st century.

Negotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice. The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text. An overarching theme of this collection is the belief that there is no one generic, universal critical literacy--in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment," "resistance," and "multiple readings." This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations. Negotiating Critical Literacies in Classrooms is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.

Negotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia. Each chapter represents the results of extended research on classroom practice. The authors in this collection write as teachers. The literacy classrooms they explore range from the early years of schooling, to primary and secondary education, through to community and university sites. Although the volume is organized around different levels of education, clearly overlapping themes emerge across the chapters, including identity formation and textual practices, politicizing curriculum and textbook production, and changing the power relations in classroom talk around text. An overarching theme of this collection is the belief that there is no one generic, universal critical literacy--in theory or in practice. Rather, the authors reveal how a range of theories can serve as productive starting points for educators working on social justice agendas through the literacy curriculum, and, equally important, how particular critical literacy theories or pedagogies must be worked out in specific locations. In each of these accounts, educators explain how they have taken a body of theory and worked with and on it in classrooms. Their rich portrayals and narratives of classroom realities illustrate the unanticipated effects of pedagogies that emerge in specific contexts. Experiences from the classrooms have led them to revise theories that are central to critical literacy, including constructs such as "empowerment," "resistance," and "multiple readings." This collection documents what occurs when educators confront the difficult ethical and political issues that evolve in particular classroom situations. Negotiating Critical Literacies in Classrooms is appropriate as a text for courses in language and literacy education, and will be of broad interest to educational researchers, practitioners, and theorists. The practical classroom focus makes this book accessible and of interest to a wide range of teachers and an excellent resource for professional development. The international scope will appeal to a global educational readership.

It's often said that the main export of the Maritimes is Maritimers, and the same is true of Newfoundland. "Going down the road" is a way of life, but so is coming home for Christmas. It is tradition marked by happiness, fun, and sometimes less comfortable emotions. Given the regional penchant for yarn spinning, this common experience yields an abundance of stories.In An Orange from Portugal, editor Anne Simpson takes liberties with the concept of "story" to produce a book bursting with Christmas flavour. Many of her choices are fiction, others are memoirs, tall tales, poems, or essays, and still others defy classification. Some authors are nationally and even internationally famous, some are well known in the region, and others are published here for the first time. Spanning more than a century of seasonal writing, the collection includes a description of killing a pig aboard the sailing ship Argonauta for Christmas dinner; Hugh MacLennan"s Halifax waif who wants nothing more than for Santa to bring him a real orange, an orange from Portugal; a story by Alden Nowlan and another by Harry Bruce giving very different versions of what the animals in the barn do on Christmas Eve; a story about Jewish children hanging up their stockings; and very new work by young writers Lisa Moore and Michael Crummey. Beautiful poems by Lynn Davies, Milton Acorn and others leaven the collection for readers of all persuasions. Other authors include: Wayne Johnston, Mary Pratt, David Adams Richards, Carol Bruneau, Wilfred Grenfeld, L.M. Montgomery, Paul Bowdring, Grace Ladd, Herb Curtis, Joan Clark, Ernest Buckler, Rhoda Graser, Bert Batstone, Elisabeth Harvor, David Weale, Charles G.D. Roberts, Ronald F. Hawkins, Mark Jarman, Elsie Charles Basque, Richard Cumyn, Herménégilde Chiasson, Stan Dragland, Alistair MacLeod, and Bernice Morgan.An Orange from Portugal is a Christmas feast, with the scent of turkey and the sound of laughter wafting from the kitchen, and a flurry of snow outside the window.