Emerald Publishing Limited – förlag

Living, working and studying in intercultural and international contexts is ever more relevant to a broad range of individuals including educators, social scientists and professionals. As education and work become increasingly international, every student and professional at some point is likely to feel the need to explore and discuss concepts of culture and identity in order to be prepared for intercultural encounters in the globalised workplace. Understanding Intercultural Interaction encourages readers to abandon the notion that culture is something static that we possess or have inherited and to see it as fluid and dynamic, created, interpreted and negotiated through social interaction. It recommends an examination of the contextual framework of intercultural behaviour and the power relations and inequalities that pervade it to enable readers to understand themselves and the role that they play on the international stage. In its exploration of key concepts in culture and interaction, the book equips students and professionals from varied backgrounds with the tools to understand, discuss and apply them to their own lives.  Designed principally as an accessible introduction for non-specialists to explore a wide range of theories and ideas that seek to explain intercultural encounters, the critical analysis provided in this book also offers ample scope for more in-depth exploration by those who wish to deepen their knowledge of the field, making it ideal for facilitating reflection and discussion in study or training contexts.

This fifth edition of Looking for Information is redesigned to reflect the breadth of research across information behaviour studies, with a new streamlined, six-chapter structure, presenting a refreshed look at people’s information needs and seeking practices, while also embracing contemporary concepts such as information use, creation, and embodiment.This edition retains its core purpose by highlighting essential aspects of research on people’s information behaviours, including detailed examples from more than 1200 research publications. The authors present historic works (including those focused on people’s occupations) alongside contemporary research addressing the situations and contexts that shape people’s experiences. Studies using innovative methodological or theoretical approaches, and those reflecting ongoing shifts towards interdisciplinarity are also featured.The authors carefully balance quick access to summaries and highlights, alongside long-form narratives, while retaining the content and focus that readers of Looking for Information have come to expect. Each chapter serves as a stand-alone piece of writing, with its own reference list and Must-Read recommendations, facilitating e-reading and inclusion on course syllabi. All these features will enhance readers’ experiences of this new edition.

As societies and public service organizations are facing new challenges resulting from the turbulence created by the pandemic and conflict, focus has turned to public value and it has gained momentum at the centre of the agenda: how accounting can have an emancipatory and societal role. This could well lead to a paradigmatic shift alternative to rational managerialism and new public management rationale.This book brings together academics and practitioners alike, theoretical and empirical studies, providing a base for future developments in public value accounting and accountability studies. In doing so, the book aims at providing three major contributions. First, it will provide a reference point with the latest theoretical and practical advancements in public value accounting and accountability. Second, it will provide real case examples of how public value accounting and accountability can be made operable, representing an alternative paradigm for public managers and politicians. Third, it will guide future public value research in the accounting and accountability field.

Navigating Academia as a Neurodivergent Academic sheds light on the various emotional and physical tolls that navigating an unsupportive academic landscape can take on neurodivergent researchers, with calls for systemic changes to better support neurodivergent people within higher education institutions. It also celebrates finding connection and purpose within neurodivergent research communities.Delving into experiences of a global cohort of neurodivergent scholars as they navigate professional journeys, chapters draw on personal narratives, theoretical insights, and research conducted with and by neurodivergent academics. Opening with an overview of current challenges faced by neurodivergent scholars in a time that offers both increasing mainstream acceptance and systemic pressures that disproportionally harm neurodivergent staff, the editors highlight the complexities of navigating shifting institutional attitudes and policies. Subsequent chapters identify specific challenges faced by neurodivergent academics, from PhD scholars to academics in leadership positions, alongside intersecting issues relating to gender diversity and race. Each story brings a unique perspective, showing the wide variety of neurodivergent people and the challenges that they face, with common themes of navigating spaces, systems, and social and communication norms that can create barriers to people who experience the world in different ways.Navigating Academia as a Neurodivergent Academic highlights the need for more inclusive spaces within higher education institutions for neurodivergent individuals, with particular emphasis on neurodivergent early career academics. However, it also celebrates the successes of neurodivergent people, including the joys of finding community, the relief of finally being understood, and the positive changes neurodivergent academics are able to make when they stand together.

Exploring contemporary challenges and opportunities for the realisation of Decent Work, this edited collection reviews the origins of the concept and helps to demonstrate its working in practice. Using a Decent Work lens to explore the realities of eroding work conditions in typical and atypical work, the analyses presented here argue that urgent action is required to address these issues for the benefit of individual workers, and society as a whole. Prepared by researchers and collaborators associated with the Decent Work and Productivity Research Centre at Manchester Metropolitan University, UK, this volume provides insights from an exceptional blend of authors presenting high-quality research from multiple disciplines including economics, labour market studies, organisation studies, sociology, psychology, career development and education. These unique and wide-ranging contributions position Decent Work as valuable to important questions about the future of work, and emerging interdisciplinary research about work.Addressing changes to today’s work and employment relationships – including the roles of governments, employers, and trade unions – this volume offers suggestions for how public and private sector policy and practice can support the realisation of Decent Work, while also theorising the concept’s contested nature, and exploring urgent and practical possibilities to secure fair and decent working lives for all.

Written by leading experts in the field, including one of the authors of Eurocode 5, this practical book provides a comprehensive guide to the design of timber structures according to the latest European and UK standards.Practical Design of Timber Structures to Eurocode 5 begins with a description of timber, considering its strength, stiffness, moisture behaviour, rheology and durability, before going on to describe the production and relevant properties of materials used for timber structures. Readers will learn the theory behind the design of structural elements, such as beams, columns and walls, as well as how to ensure these structures conform to engineering design rules.All sections are illustrated by worked out practical examples.Key features:Contains full design requirements according to Eurocode 5All sections are illustrated with worked examplesLinks material specifications and European standards to Eurocode 5Comprehensive coverage of timber-related materials and their relevant propertiesCovers design of beams, columns, panels, trussed structures, frames, arches, roofs, walls, floors and jointsCoverage of UK and European design standards and practicesRelevant to practitioners as well as students at post and undergraduate level, Practical Design of Timber Structures to Eurocode 5 will equip readers with the necessary theory and practical skills to design any timber structure with confidence.

Today’s global enterprises increasingly involve collaborative work by teams of experts operating across different professions, organizations, and industries. Extreme Teaming provides new insights into the world of complex, cross industry projects and the ways they must be managed. Leading experts Amy Edmondson and Jean-François Harvey analyze contemporary cases that expose the complex demands of cross-boundary collaboration on management, and inform our understanding of teams. Containing powerful insights and practical guidelines that allow managers to bridge professional divides and organizational boundaries in order to work together effectively, this is a new exploration of the challenges involved in today’s global enterprises. The authors demonstrate that the work done in the modern organization is less and less about looking inward and creating strong teams inside the company, and more about teaming across boundaries – that often are in flux. Extreme Teaming is a must-read book for all courses related to leading open innovation; teamwork and collaboration; project management; and cross-boundary work.

Just 25 years ago, Europe was engaged in a process of democratization and integration. The EU, with an expanded number of member-states, became a symbol of a democratic, peaceful and prosperous Union. However, recent years have seen the reversal of democratization in many of the countries that went through political transition in the 1990s. Even in established democracies, growing authoritarian tendencies have been apparent in the rise of populism and political polarisation and questions over the rule of law.Focusing on threats to Swedish liberal democracy in a time of autocratization to explore wider crises democracy is currently facing around the globe, Problems in Paradise? explores eight interactive sub-societies crucial for a dynamic and persistent liberal democracy: the political, the judicial, the bureaucratic, the economic, the educational, the media, the civil, and the international.Fully embracing the wide range of challenges liberal democracy has faced in recent years, this book offers a deepened understanding of contemporary changes and challenges to liberal democracy.

This book is a comprehensive overview of the theoretical discussion of one of most important conceptions in sociology at the end of 20th century - the theory of social systems.  The spotlight of this book falls on the work of Niklas Luhmann and his holistic approach. Current modern society is, for Luhmann, a functionally differentiated society, which means that a number of specialized societal sub-systems (politics, economics, religion, law, science, art etc) have formed. Each system is based on its own type of communication led by its own generalized communicative media. Luhmann controversially depicts modern society as a plurality of many societal subsystems operating without a top and without a coordinating and managing centre. This book weighs the strong and weak features of the systemic approach in sociology and discusses ways to rethink it.

Railways are frequently promoted as one of the most sustainable modes of transport. However, their impact will in practice be significantly affected by the ways in which they are designed, constructed, and used. This book provides a comprehensive overview of the issues involved in planning, engineering and operating sustainable railway systems. It introduces and examines a wide range of aspects of railway systems and their interrelationships with other human and natural systems. For each of these aspects it considers the key factors that affect the sustainability of the railway.Students, academic researchers and those in rail industry or related fields who are interested in railways or in transport sustainability more generally will find this to be an invaluable guide. It will be particularly helpful to those who are either relatively new to the railway context, or who have a detailed knowledge of one aspect of railways but are seeking to acquire a more holistic understanding of railway systems.

The ebook edition of this title is Open Access and freely available to read online.Complex coordination across time, space, and cultures involves a great deal of uncertainty. This uncertainty may be accepted and handled with judgment and pragmatism, but more often in contemporary modern society, it is treated as a technical problem to be ‘solved’. This is a book about the paradoxical implications of the quest for certainty in interorganizational relations in the complex field of development aid.Authors Alexius and Vähämäki scrutinize questions related to the concept Obsessive Measurement Disorder, i.e. what causes an increase in control mechanisms, and how and when can this prove counterproductive? They further investigate the question on why performance management - and measurement requirements seem in some instances to hinder, and in others to support the implementation of aid projects and programs.Drawing on 80 original interviews with aid bureaucrats working at different levels and in different organizations, including public agencies, companies, non-government organisations, and universities all involved in development aid projects financed fully, or in part, by the Swedish taxpayer, they identify coping mechanisms and responses that may help to prevent the extremes of obsessive measurement disorder, and foster instead pragmatic, constructive organizing and learning that benefits not only aid organizations and their employees, but also - and more fundamentally - the societies in need.

Distance education is arguably one of the major developments in education during the 20th Century. From schooling through to university education, distance education blossomed to facilitate frontier expansion in the New World, capacity-building in developing nations, access and equity provision in post-War societies and flexible professional development and workplace training for late-modernity. "The International Handbook of Distance Education" explores the array of distance education theories and practices as they have been shaped by the late-20th Century and then positions these in terms of the contemporary circumstances of the 21st Century. The "Handbook' is intended to be a comprehensive reference work for practitioners, researchers and administrators engaged in forms of distance education in private and public education, from schooling through undergraduate and postgraduate coursework to doctoral research programs. A critical thread runs throughout the "Handbook" to provide the reader with stimulation to critique policy and practice with a view to being creative and responsive in their own policy development and educational work. It discusses lifelong and flexible learning environments.

The Incel Crisis is the first accessible, academic research-driven book to unpack one of the most alarming social phenomena of our time. Who—or what—are incels? Written by a leading global expert and drawing on a decade of research in the field, Professor Lisa Sugiura goes beyond the headlines, Netflix shows and internet myths to explore who incels really are, how the movement has evolved, and why it poses a continued growing threat that needs to be held to account—not just to women, but to democracy, public safety, and young men themselves. With insight, empathy, and evidence, this essential antidote to the incel crisis offers a roadmap for better supporting young people, tackling violence against women and girls, and building healthier, more inclusive communities both online and offline.

This series is dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to Theory and Research in Educational Administration. This first issue provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related studies were selected for this first issue.Three of the research pieces deal with the intended and unintended consequences of policy and political initiatives in schools. Do high-stakes accountability environments threaten the potential of learning organizations? Marks and Printy grapple with that question. Not surprisingly, they anticipate the latent dysfunctional consequences of high-stakes accountability as they provide a careful analysis of urban school district responses to state policies. Well-intended initiatives produced unintended consequences that threatened the capacity for organizational learning in these schools. In a similar fashion, Jones and Malen's findings suggest that political strategies that use insider dynamics can foster successful enactment of reforms but often at a cost of undermining efforts to implement the policy. Song and Miskel focus their analysis on national reading policy. An examination of national interests groups and policymakers suggests that an assessment of various groups' influence is necessary if policy actors are to make sensible judgments in choosing allies and building coalitions for effective actions.Two of the papers are informed by contingency theory. Ogawa and Studer are concerned with the relationship between the school and its community. They propose that both buffering and bridging strategies enable schools to deal with parents effectively. Because schools depend on parents for resources, they bridge to parents in cooperative fashion, but because parents often pose uncertainty, schools also buffer parent influence by limiting their access. Yet, there is divergence from contingency theory because schools depend primarily on parents to provide socio-cultural rather than material resources; hence, schools often use strategies that shape rather than diminish dependence on parents. Rowan, also draws ideas from contingency theory to examine the extent to which the nature of teachers' instructional work affects patterns of instructional management in schools. His data support the explanation that teachers who face increased task variety actively work to construct "e;organic"e; patterns of instructional management to reduce task uncertainty and to increase workplace motivation and commitment.Three papers examine teachers in schools. Rowan is intrigued by the variation in the nature of teachers' work both in terms of task variety and task uncertainty. He finds that teachers do not see their work as many organizational theorists do, that is, as a non-routine form of work; in fact, teachers view teaching as either as a routine task or "e;expert task."e; In spite of the fact that many teachers endorsed a constructivist view of teaching, few concluded it was a non-routine task. Moreover, teachers in different disciplines have different views about both the nature of academic knowledge and desirable teaching practices. Both Goddard and Hoy and his colleagues use social cognitive theory to develop an argument of the importance of collective efficacy in positively influencing student achievement. Hoy, Smith, and Sweetland build on their earlier work to demonstrate that collective efficacy of schools is pivotal in explaining student achievement in a sample of rural schools. Goddard shows that that collective efficacy is also an important predictor of the practice of involving teachers in important school decisions. He concludes that the more we learn how school practices are related to collective efficacy, the more we will know about what school leaders

This series is dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to Theory and Research in Educational Administration. This first issue provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related studies were selected for this first issue.Three of the research pieces deal with the intended and unintended consequences of policy and political initiatives in schools. Do high-stakes accountability environments threaten the potential of learning organizations? Marks and Printy grapple with that question. Not surprisingly, they anticipate the latent dysfunctional consequences of high-stakes accountability as they provide a careful analysis of urban school district responses to state policies. Well-intended initiatives produced unintended consequences that threatened the capacity for organizational learning in these schools. In a similar fashion, Jones and Malen's findings suggest that political strategies that use insider dynamics can foster successful enactment of reforms but often at a cost of undermining efforts to implement the policy. Song and Miskel focus their analysis on national reading policy. An examination of national interests groups and policymakers suggests that an assessment of various groups' influence is necessary if policy actors are to make sensible judgments in choosing allies and building coalitions for effective actions.Two of the papers are informed by contingency theory. Ogawa and Studer are concerned with the relationship between the school and its community. They propose that both buffering and bridging strategies enable schools to deal with parents effectively. Because schools depend on parents for resources, they bridge to parents in cooperative fashion, but because parents often pose uncertainty, schools also buffer parent influence by limiting their access. Yet, there is divergence from contingency theory because schools depend primarily on parents to provide socio-cultural rather than material resources; hence, schools often use strategies that shape rather than diminish dependence on parents. Rowan, also draws ideas from contingency theory to examine the extent to which the nature of teachers' instructional work affects patterns of instructional management in schools. His data support the explanation that teachers who face increased task variety actively work to construct "e;organic"e; patterns of instructional management to reduce task uncertainty and to increase workplace motivation and commitment.Three papers examine teachers in schools. Rowan is intrigued by the variation in the nature of teachers' work both in terms of task variety and task uncertainty. He finds that teachers do not see their work as many organizational theorists do, that is, as a non-routine form of work; in fact, teachers view teaching as either as a routine task or "e;expert task."e; In spite of the fact that many teachers endorsed a constructivist view of teaching, few concluded it was a non-routine task. Moreover, teachers in different disciplines have different views about both the nature of academic knowledge and desirable teaching practices. Both Goddard and Hoy and his colleagues use social cognitive theory to develop an argument of the importance of collective efficacy in positively influencing student achievement. Hoy, Smith, and Sweetland build on their earlier work to demonstrate that collective efficacy of schools is pivotal in explaining student achievement in a sample of rural schools. Goddard shows that that collective efficacy is also an important predictor of the practice of involving teachers in important school decisions. He concludes that the more we learn how school practices are related to collective efficacy, the more we will know about what school leaders

EN 1993-2, also known as the Eurocode 3 for steel bridges, describes the principles and requirements for safety, serviceability and durability of concrete bridges.This Designers' Guide provides the user with guidance on the interpretation and use of EN 1993-2 and also the relevant provisions in EN 1993-1-1, EN 1993-1-5, EN 1993-1-8, EN 1993-1-9, EN 1993-1-10 and EN 1993-1-11. Worked examples are provided to illustrate the use of the rules. It also explains the relationship with other Eurocode parts to which it refers (ENs 1990, 1991).The provision of background information and references also enables the users of Eurocode 3: Part 2 to understand the origin and objectives of its provisions

Despite a substantial body of work arguing for a new form of writing about management, organisations, workers, ourselves, and our lives, these calls are ironically made within the traditional scientific language. This volume of Dialogues in Critical Management Studies makes an important effort to facilitate the growth of a nascent movement to write differently and thus capitalise on the fruitful and creative margins which this opens up. Writing Differently is a critical, insightful, poetic and timely collection of essays, poems, plays and auto-ethnographic pieces that showcases the potential of academic writing. These texts reflect how writing is not always something we control or have agency over, demonstrate the multiple ways of expressions that are possible when we write about that which matters and exhibit the rich and varied forms of writing that emerge in the processes of being involved in scholarly work. The volume will be of interest to those interested in alternative ways of working, researching, thinking, organizing, writing research and research lives.

Uniquely combining two parts, one critical in the form of a research piece, and the other creative in the form of a fictional novel, this ground-breaking book spans creative writing, criminology and architecture to look at the ways in which power and hierarchies are explored and exploited in space.Part one, A Circular Argument, is informed by a series of reflections on the author’s work as a prison teacher. Delving into the obsession with the circular as an architectural gesture and as a concept combining containment and transparency, the author examines spatial hierarchies across time, from the ideal planned city of the Middle Ages, to the all-seeing eye of modern digital society.Part two, The Out, follows the fictional story of a disgruntled architect, a clever prisoner and an ingenious escape plan. Exploring how the complications and surprises of human interaction colour and change the supposedly watertight systems of social control society designs, the novel disrupts how we might think about space and power.Injecting new energy and creative perspectives into traditional academic research, this practice-led book is an innovative exploration between critical and creative approaches, and between multiple social and spatial hierarchies.This series has been renamed to “Emerald Studies in Culture, Crime, Criminal Justice and the Arts” effective for 2025 publications onward.

This third edition of Designers' Guide to Eurocode 4: Design of composite steel and concrete structures - EN 1994-1-1 provides comprehensive guidance in the form of design aids, indications for the most convenient design procedures and worked examples to Eurocode 4.It reveals how to deal with problems that can arise in applying the code and offers background information and references to enable users of the code to understand the origin and objectives of its provision.This new edition has been fully revised for changes in materials and products, problems that have arisen with interpretation, and response to questions from industry on unfamiliar methods. Brand new topics covered include shallow-floor construction and use of precast concrete in floors, whilst composite structures and shear connections are overhauled.This book will cover:terms, definitions and symbolsbasis of designmaterialsdurabilitystructural analysisultimate limit statesserviceability limit statescomposite slabs with profiled steel sheeting for buildings composite joints in frames for buildings.With the text following closely the sequence of clauses in the Eurocode and with clause numbers in the margin for quick reference, this book will be an essential read for civil and structural engineers, code-drafting committees, clients, structural-design students and public authorities.

The Science of High-Performing Teams describes how leaders need to “be” to manage teams, what they need to understand about human behavior to create teams from groups of individuals, and how to think about some of the basic – and more advanced – types of leader behaviors and group dynamics that often result in successful teamwork. The book will help readers assess their surroundings and their team’s environment to make good decisions in the moment. Everything in this book is grounded in decades of rigorous research on team success, drawing on insights from countless scholars across generations. While “leadership” is all around us, most people in positions of authority or influence have little formal training or education in how to use that authority and influence to manage the teams for which they are responsible. The Science of High-Performing Teams explains and exemplifies the current state of research on team dynamics and leadership. It serves as a tool and training resource for aspiring leaders; new managers in professional settings; organizational consultants focusing on interpersonal dynamics; students enrolled in courses focused on those topics; and the secondary and post-secondary faculty who oversee those courses.

Throughout the last decade there has been an unprecedented amount of activity in curriculum policy, and recent years have seen the acceleration of that activity following the Education Reform Act of 1988. This reader is a selection of work which addresses some of the more complex ideas and debates surrounding curriculum policy. The book is divided into three parts, the first section describes the background to recent curriculum policy, the second section looks at a variety of ways of constructing the curriculum, all of which have an impact on policy, while the third section offers a series of critiques on current policy, in particular the immediate impact of the ERA and of vocationalism, of market forces and strong central control.

FIDIC 2017 Contracts Companion - Revised (3 volume set) is a guide for anyone involved in preparing, administering, or contributing to the FIDIC suite of contracts, 2017 edition. Intended as a companion for both the first-time and also more experienced user, the books provide an accessible guide to the 21 clauses of the 2017 FIDIC Conditions of Contract, and include separate guides to the Conditions of Contract for Construction (Red Book); Conditions of Contract for Plant and Design-Build (Yellow Book) and the Conditions of Contract for EPC/Turnkey Projects (Silver Book). Drawing on the author’s 30 years’ experience with the FIDIC Conditions of Contract, FIDIC 2017 Contracts Companion - Revised (3 volume set) will be an invaluable companion for all users of the FIDIC conditions of contract.

Work-Integrated Learning in the 21st century: Global perspectives on the future, explores new questions about the state of work for new university and college graduates in the context of Work-Integrated Learning (WIL). As these ‘Millennials’ graduate, they are entering a precarious labour market that is filled with ambiguity and uncertainty, creating a great deal of anxiety for those trying to develop skills for highly competitive jobs or jobs that do not yet exist. In their pursuit of skill acquisition, many are participating in WIL programs (e.g., cooperative education, internships) which allow them to gain practical experience while pursuing their education. With a focus on WIL, this book examines issues involved in developing work ready graduates. Topics include mental health and well-being - an urgent matter on many campuses; remote working - an aspect of the information and social media age that is becoming more prevalent as the precarity of work increases; issues of diversity and discrimination; ethics and professionalism; global citizenship and competency; and the role that higher education institutions need to play to prepare students for the challenges of economic shifts. These topics are timely and relevant to the situations faced by new graduates and those who prepare them for the world beyond school. The chapters provide a close examination of the issues from a global perspective, particularly as experiential education and work-integrated learning programs are becoming more prevalent in higher education and viewed as essential for preparing millennials for the 21st century competitive labour market.

This volume introduces the notion of Thinking Infrastructures to explore a broad range of phenomena that structure attention, shape decision-making, and guide cognition: Thinking Infrastructures configure entities (via tracing, tagging), organise knowledge (via search engines), sort things out (via rankings and ratings), govern markets (via calculative practices, including algorithms), and configure preferences (via valuations such as recommender systems). Thus, Thinking Infrastructures, we collectively claim in this volume, inform and shape distributed and embodied cognition, including collective reasoning, structuring of attention and orchestration of decision-making.

The contents of this book include: Introduction (L. Renneboog) - Part 1: Corporate restructuring; mergers and acquisitions in Europe (M. Martynova, L. Renneboog); the performance of acquisitive companies in the US (K. Cools, M. V. D. Laar); The announcement effects and long-run stock market performance of corporate spin-offs: The international evidence (C. veld, Y. Veld-Merkoulova); the competitive challenge in banking (A. Boot, A. Schmeits); Consolidation of the European banking sector: Impact on innovation (H. Degryse, S. Ongena, M.F. Penas) - Part II: Corporate governance; transatlantic corporate governance reform (J. McCahery, A. Khachaturyan); The role of self-regulation in corporate governance: evidence and implications from the Netherlands (A. De Jong, D. Dejong, G. Mertens, C. Wasley); and Shareholder lock-in contracts: Share price and trading volume effects at the lock-in expiry (P. P. Angenendt, M. Goergen, L. Renneboog). It also features: The grant and exercise of stock options in IPO firms: Evidence from the Netherlands (T. V. D. Groot, G. Mertens, P. Roosenboom); Institutions, corporate governance and firm performance (J. Grazell) - Part III: Capital structure and valuation; Why do companies issue convertible bonds? A review of the theory and empirical evidence (I. Loncarski, J. Ter Horst, C. Veld); The financing of Dutch firms: a historical perspective (A. De Jong, A. Roell); Corporate financing in the Netherlands (R. Kabir); Syndicated loans: Developments, characteristics and benefits (G. Van Roij); The bank's choice of financing and the correlation structure of loan returns: loans sales versus equity (V. Ioannidou, Y. Pierides); and shareholder value and growth in sales and earnings (L. Soenen) - Part IV: Asset pricing and monetary economics. This book includes: The term structure of interest rates: An overview (P. De Goeii); incorporating estimation risk in portfolio choice (F. De Roon, J. Ter Horst, B. Werker); a risk measure for retail investment products (T. Nijman, B. Werker); understanding and exploiting momentum in stock returns (J. C. Rodriguez, A. Sbuelz); and Relating risks to asset types: A new challenge for central banks (J. Sijben).

Despite being recognised by victim-survivors as a tactic used by abusers, economic abuse has received little attention in research, policy, or practice. Written by an internationally recognised expert on economic abuse, this powerful book provides a crucial validation of the lived experience of victim-survivors, and highlights the urgent need to develop effective responses to the issue.Breaking fresh ground, Understanding and Responding to Economic Abuse exposes the many ways in which abusers seek to control their intimate partners through economic resources and reinforces the importance of holding abusers accountable for their behaviour. Whilst the focus of this book is on Westminster policy in the UK, the author highlights how the case for ‘naming’ and defining economic abuse in statute has wider resonance. Making a trailblazing case for recognising this form of abuse, Sharp-Jeffs argues the case to expand the coordinated community response model to domestic abuse to address economic control through involving ‘non-traditional’ stakeholders such as money/debt advice organisations and the financial services sector, alongside specialist domestic abuse services and statutory agencies. Coming in the wake of the Domestic Abuse Act (2021), which broadened discourse from financial to economic abuse, Sharp-Jeffs turns our attention to this critical momentum for change and makes an important step towards shining a light on a form of coercive and controlling behaviour which has been invisible for too long.