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This chapter analyzes the ways in which jurors use everyday storytelling techniques in their deliberations. It begins by reviewing the literature on how jurors receive and process evidence, emphasizing narrative and storytelling. It then presents some new, qualitative linguistic data drawn from actual jury deliberations, which shed light on jurors' standards of evidence and proof, as well as on the persuasive tactics they use in dealing with each other. Although these data are limited, they provide an interesting basis for assessing existing ideas about jurors evidence-processing and thinking more broadly about the strengths and weaknesses of the jury system.

Provides an example of a successful application of a private sector management theory to the Federal government, the use of what the Department of Defence calls integrated product teams. Considers the successful adoption in managing its acquisition of major weapons systems in relation to the Federal Aviation Authority’s difficulties in acquiring similar complex systems. Asserts that there are significant and often unrecognised limitations on the cross‐fertilization possible between managing human behaviour in business and government.

The prominence of the best interests principle in the Mental Capacity Act 2005 represented an important transition to a more resolutely patient-centred model regarding decision-making for incapable adults (“P”). This paper aims to examine the courts’ consideration of P’s values, wishes and beliefs in the context of medical treatment, reflect on whether this has resulted in a wide interpretation of the best interests standard and consider how this impacts clinical decision makers.

A particular focus will be on case law from the Court of Protection of England and Wales and the Supreme Court of the UK. Cases have been selected for discussion on the basis of the significance of their judgements for the field, the range of issues they illustrate and the extent of commentary and attention they have received in the literature. They are presented as a narrative review and are non-exhaustive.

With respect to values, wishes and beliefs, the best interests standard’s interpretation in the courts has been widely varied. Opposing tensions and thematic conflicts have emerged from this case law and were analysed from the perspective of the clinical decision maker.

This review illustrates the complexity and gravity of decisions of the clinical decision makers and the courts have considered in the context of best interests determinations for incapacitated adults undergoing medical treatment. Subsequent to the first such case before the Supreme Court of the UK, emerging case law trends relating to capacity legislation are considered.

Applying brand names to international markets remains a challenge to multinational corporations. Consumers’ sociolinguistic backgrounds shape their responses to brand names. This paper uses a sociolinguistic approach as a conceptual framework in understanding brand naming and translating in the Chinese market. The approach promotes that sociolinguistics a) recognizes linguistic competence, b) advances symbolic values imbedded in linguistic forms, and c) renders attached social valence to cultural scrutiny. Three brand‐naming cases in China are presented for discussion, which may benefit multinational corporations on brand decisions involving Chinese consumers.

Purpose – To identify effective literacy instructional strategies and methods based on assessment. Also, to provide information on literacy experts that teachers may seek advice from as they work with striving readers.

Approach – A review of literature and the research on teaching striving readers were examined.

Practical implications – Reading is an important determining factor in efficacious learning and overall literacy; students must possess the necessary literacy skills to become successful and productive citizens in an information age. Throughout the chapter, a striving reader is presented while offering the reader an authentic example of a striving reader. The strategies, methods, and experts offer best practices; these will enhance the student(s) literacy skills.

Originality/value of paper – Educators utilizing the information provided in this chapter will be enhanced in their ability to effectively teach their students.

Various technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.

To achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.

The authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.

The authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.