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Report to the Shareholders
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Shareholders and Stakeholders : The Unrealised Promise of Company Law Reform in Post-War Britain
This book explores the evolution of the shareholder in post-war Britain within the context of changing legal, political, economic, and social conditions.It examines how the post-war transformation of the shareholder body influenced relationships amongst stakeholders, impacting corporate behaviour and the legal and political efforts to govern industry and financial markets. The book addresses a number of themes, including: 1) how the movements for democratisation influenced the treatment of shareholder interests and the calls for stakeholder representation; 2) how the rhetoric of change created a narrative that deflected from the lack of systemic legal reforms and protected the status quo; 3) how, in the post-war consensus environment, political positions on equity ownership de-radicalised, which proved unsustainable against a background of increasing political polarisation and industrial unrest; and 4) how the institutionalisation of the post-war shareholder body had profound effects on industry, the financial markets, and the economy. With these themes as a foundation, the evolutionary arch of the post-war shareholder is examined, focusing on developments that influenced the treatment and perception of shareholder and stakeholder interests, including nationalisations, shareholder democracy, corporate purpose, and industrial democracy. The book further considers how these post-war changes contribute to the post-1979 legal treatment of shareholder and stakeholder interests, including subsequent changes to the Companies Act and the development of corporate governance codes.Parallels to contemporary movements for stakeholder capitalism, corporate purpose, and ESG are drawn. The historical analysis of the post-war shareholder provides a framework for considering current questions on shareholder primacy and the demands for systemic legal reforms.These missed opportunities for meaningful changes to the treatment of shareholder interests in UK company law serve as useful precedents for evaluating subsequent periods.
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Pioneering Progress : American Science, Technology, and Innovation Policy
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Can students be shareholders?
Yes, students can be shareholders in a company. There is no age restriction for owning shares in a company, so students can purchase shares if they have the financial means to do so. Being a shareholder allows students to have ownership in the company and potentially earn dividends or see a return on their investment if the company performs well. However, it is important for students to understand the risks involved in investing in the stock market and to do thorough research before purchasing shares.
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What are Shareholders, Stakeholders, and Bondholders?
Shareholders are individuals or entities that own shares of a company's stock, which represents ownership in the company and entitles them to a portion of the company's profits. Stakeholders are individuals or groups who have an interest in the company and can be affected by its actions, such as employees, customers, suppliers, and the local community. Bondholders are individuals or entities that have lent money to the company by purchasing bonds, which represent a debt obligation of the company and entitle the bondholders to receive interest payments and repayment of the principal amount at a specified future date.
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Why do shareholders need to approve transactions?
Shareholders need to approve transactions because they are the owners of the company and have a vested interest in its financial health and strategic direction. Their approval ensures that major decisions, such as mergers, acquisitions, or significant asset sales, align with the company's overall goals and are in the best interest of the shareholders. Additionally, shareholder approval helps to promote transparency and accountability in corporate decision-making, as it requires management to justify and seek approval for major transactions. Ultimately, shareholder approval helps to protect the interests of the owners and maintain the integrity of the company.
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What are shareholders in a joint-stock company?
Shareholders in a joint-stock company are individuals or entities that own shares or stocks in the company. By owning shares, shareholders become partial owners of the company and have certain rights, such as voting on company decisions and receiving dividends. Shareholders also bear the risk of financial loss if the company performs poorly. Overall, shareholders play a crucial role in the governance and success of a joint-stock company.
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Who are the owners and shareholders of Uniper?
Uniper is a publicly traded company, so its ownership is spread among a wide range of shareholders. The largest shareholder is Fortum, a Finnish state-owned energy company, which owns a majority stake in Uniper. Other shareholders include institutional investors, mutual funds, and individual investors who own shares of the company. As a publicly traded company, Uniper's ownership and shareholders can change as investors buy and sell shares on the stock market.
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What are the requirements for shareholders with minor employment?
Shareholders with minor employment are typically required to adhere to labor laws and regulations regarding the employment of minors. This may include obtaining work permits or parental consent, limiting the number of hours worked, and ensuring that the work is not hazardous or detrimental to the minor's health and education. Additionally, shareholders with minor employment may also need to comply with tax and reporting requirements related to employing minors. It is important for shareholders to be aware of and follow all legal requirements to ensure the well-being and legal compliance of their minor employees.
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What is the exact difference between shareholders and stakeholders?
Shareholders are individuals or entities that own shares of a company's stock, making them partial owners of the company. Their main interest is in the financial performance of the company and the value of their investment. On the other hand, stakeholders are individuals or groups that are affected by the actions and decisions of the company, including employees, customers, suppliers, and the community. They have a broader interest in the company's overall impact on society, the environment, and the economy, beyond just financial returns. While shareholders have a direct financial stake in the company, stakeholders have a more diverse set of interests and concerns.
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What are the conflicts of interest between shareholders and stakeholders?
Shareholders are primarily concerned with maximizing profits and increasing the value of their investment, which may lead to decisions that prioritize short-term financial gains over the long-term well-being of stakeholders such as employees, customers, and the community. On the other hand, stakeholders are interested in various aspects of the company's operations, including its impact on the environment, society, and overall sustainability, which may conflict with the profit-driven motives of shareholders. These conflicts of interest can arise when shareholders push for cost-cutting measures that may negatively impact stakeholders, or when stakeholders advocate for social responsibility initiatives that may reduce shareholder returns in the short term. Balancing the interests of both shareholders and stakeholders is a key challenge for companies seeking to achieve sustainable and responsible business practices.
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