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This paper narrates the efforts made in Italy after the end of the Second World War to develop an economic and social model in between corporate capitalism and planned economy, on the one hand, and shareholder versus stakeholder capitalism on the other. The result was the institutional infrastructure that supported the Istituto per la Ricostruzione industriale (IRI), a state-owned public holding in charge of managing the funds of the so-called Marshall Plan. The history of IRI illustrates the importance of a pragmatic approach to dealing with institutional constraints and opportunities when faced with the need to reconstruct destroyed economies in a context of very fragmented societies such as those of post-war Italy. The result was the resistance to an acritical adoption of the corporate American model and the definition of a more balanced form of capitalism. In an era of new recovery plans, there is a lot we can learn from IRI’s history.

The COVID-19 pandemic has dramatically transformed higher education policy and practices across the globe, including Bangladesh. Higher education institutions (HEIs) were forced to deliver teaching and learning online. This chapter discusses the impact of the COVID-19 pandemic on teaching and learning practice in higher education in Bangladesh and highlights the cultural transformation of policy and practice. In addition, it proposes future directions on how to be prepared and addresses the challenges of emergencies and draws implications of the findings beyond the national context. In the beginning of the pandemic, most universities in Bangladesh had to initially shut down their operations without offering any alternatives. However, a number of universities gradually rolled out some online teaching and learning activities as the lockdowns kept extending. A large portion of the HEIs struggled to continue their online teaching and learning due to the lack of resources, i.e., devices, technological skills and training, lack of policy, negative mindset, poor network infrastructure, and high cost of internet. This unprecedented situation ushered in by the pandemic showed the lack of preparedness and below-par capacity to respond to emergencies for the continuation of higher education in Bangladesh. Furthermore, it highlighted that improving the higher education sector requires tremendous effort from the government, researchers, policymakers, practitioners, the universities, and other industries directly or indirectly related to the sector.

This chapter aims to shed light on some aspects of instructional collaboration with the purpose of providing further understanding of how teachers collaborate and what hinders their collaboration in Saudi inclusive and mainstream schools. Instructional collaboration among teachers in Saudi educational settings has not been thoroughly reviewed, nor has it been adequately considered as an essential component in assuring the implementation of inclusive education. The voice of two special education teachers and two college professors are presented and discussed in order to explain and clarify aspects of instructional collaboration. The last part of the chapter delineates proposed changes that may motivate teachers and aid them in developing a clear understanding of how to practice instructional collaboration in inclusive and mainstream settings, namely, provision of professional development for special and general education teachers, endorsement of legislation and regulations to promote instructional collaboration, and development of teacher education programs.

Starting in the 1980s, financial liberalization and technological developments have enabled individual investors to participate in financial markets and carry out easy transactions. With these developments, academics began to wonder how the individual investors decide to invest and what factors affect these decisions.

According to traditional finance theory, it is suggested that markets are efficient and investors show rational behaviors in their financial purchasing decisions. However, in many studies conducted in recent years, it was determined that investors included emotional elements as well as rational elements in their decision-making process and therefore exhibited irrational behaviors by believing rumors instead of real information. It is thought that many factors such as personal characteristics, psychological factors, demographic and socio-economic factors play a role in the behavior of investors in purchasing a financial product.

In this study, the importance of herd behavior, which is one of the psychological factors that play a very important role in financial markets, on financial product purchasing process is examined in the light of the behavioral finance theory. It is thought that information included in the study will be useful for researchers who want to study herd behavior and for those who are interested in the subject.