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The aim of this paper is to explain the provisions of the US Foreign Corrupt Practices Act that may be applicable to investment advisers seeking investments from foreign governments.

The paper explains the background of the FCPA and its applicability to investment advisers, recommends policies and procedures for advisers to employ to reduce the risk of FCPA actions, recommends due diligence practices for third‐party relationships, and reminds advisers seeking business opportunities outside the USA of the importance of compliance with foreign anti‐bribery laws.

The FCPA applies to investment advisers whenever they seek a benefit, directly or indirectly, from a foreign official, as in the course of seeking investments in a sovereign wealth fund.

Given the SEC's increased interest in pay‐to‐play activities, investment advisers who are seeking investments outside the USA should carefully review their existing FCPA policies, or develop new policies if they have not done so already.

The paper provides practical guidance from experienced financial services lawyers.

Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” (Lodewick, 2022) have returned our attention to the need for positive and enriching educational landscapes that promote teacher collaborative reflection, knowledge, and growth in order to sustain teachers in the field. This chapter explores the ongoing teacher learning that has occurred within two knowledge communities (Craig, 1995b) in the United States. It begins with an overview of Craig's early work with teachers, during which her conceptualization of knowledge communities emerged. According to Craig, knowledge communities are safe, collaborative spaces that cohere around teachers' intra/inter-school dialogue and their storying/restorying (Clandinin & Connelly, 1996, 1998) of experiences. Additionally, knowledge communities (Craig, 1995b) begin with originating events, allow teachers' experiences (Dewey, 1938) to resonate with others in the group, feature reciprocity of members' mindful responses, and promote the development of shared ways of knowing. Equally important, knowledge communities evolve and change, fuel ongoing reflection in community, and bring moral horizons into view. Employing these knowledge community qualities as our lens, we examine the interactions of the Portfolio Group and the Faculty Academy. The Portfolio Group is a teacher/teacher educator/researcher group formed in 1998 during a US education reform era (Craig, Curtis et al., 2020). Its sister group, the Faculty Academy, is a cross-institutional, cross-discipline higher education group of teacher educators/researchers formed in 2002 (Craig, Turchi et al., 2020). Employing a parallel stories representation (Craig, 1999), exemplars (Mishler, 1990) from both groups show how teacher collaborative groups have the capacity to be safe spaces in which critical professional dialogue, reflective exchanges, and generous scholarship occur among members. Furthermore, they are nurturing spaces in which teachers can thrive and be their best-loved selves (Craig, 2013; Schwab, 1954/1978). These two groups exemplify the ways in which knowledge communities support teacher collaboration, promote ongoing teacher growth and development, and foster teacher sustainability.

This chapter explores the role of student loan debt in the lives of American students and graduates in Wisconsin, US. The total amount of student loan debt in the United States is now at a record high. While debt is considered an integral part of a “forced timeline” toward a greater good, namely the American Dream, it is at the same time a disciplinary mechanism binding individuals to their families in various ways. While most anthropological research on college students and debt has not focused explicitly on student loan debt, this chapter offers insight into a phenomenon currently affecting more than 44 million Americans.

Justifying new manufacturing technology is usually very difficult since the most important benefits are often strategic and difficult to quantify. Traditional capital budgeting procedures that rely on return measures based on direct cost savings and incremental future cash flows do not normally capture the strategic benefits of higher quality, faster responses to wider ranges of customer needs, and the options for future growth made available by flexible manufacturing technology. Adding to these limitations is the difficulty of using traditional cost accounting systems to generate the information necessary for justifying new manufacturing investments. This paper reviews these problems and recommends procedures useful for assessing investments in flexible manufacturing technology.

The purpose of this paper is to analyze job-related stress, motivation and satisfaction in higher education institutions, and assesses their implications on health in various industries including higher education. In total, 52 higher education faculty and administrators from institutions in more than 16 countries participated in the study that utilized the organizational surveys, Organizational Effectiveness Inventory® from human synergistics. Subgroup analysis was done to compare faculty and administrators; males to females, private, public, for-profit and not-for-profit institutions.

To assess health implications, 160 respondents employed in seven industries were surveyed using a custom medical/stress questionnaire to collect self-reported data on levels of job-related stress, motivation and satisfaction as well as the presence of several medical conditions, including myocardial infarction, stroke, angina pectoris/coronary heart disease, hypertension, gastro-esophageal reflux disease and diabetes mellitus. The results from each of the two surveys were statistically analyzed separately.

Results show undesirable levels of job-related stress, motivation and satisfaction in some segments of higher education employees; as well as associations between poorer health and high stress levels. The study established a potential justification consequently, the authors recommend organizational offerings of: stress relief programs; health fairs and health club memberships; stress management workshops; use of mobile apps for stress relief; job description reviews to eliminate work-related demands; changes to managerial styles that align with the culture of employees; re-evaluation of organizational structure; and enhanced communication amongst workplace management and employees.

Limitations of this study include small sample sizes and the presence of confounding factors that were not considered. In addition, this study did not look into whether occupational position or occupational difficulty compromised the nature of work causing employees to experience lower levels of satisfaction, since the extent to which employees feel satisfied with their work may influence their physical well-being.

There are a number of factors that can affect employees with regards to medical illnesses in a job-related setting. There are three factors in particular that have been shown to negatively affect the health of employees: job-related stress; motivation; and satisfaction. These effects have not been studied in depth in faculty and administrators of higher education institutions, hence this study seeks to achieve that.

This chapter examines the influence of the Federalist Society for Law and Public Policy on some of the most important Supreme Court decisions of the past three decades. Mobilizing the epistemic community framework, it demonstrates how network members, acting as amici curiae, litigators, academics, and judges worked to transmit intellectual capital to Supreme Court decision makers in 12 federalism and separation of powers cases decided between 1983 and 2001. It finds that Federalist Society members were most successful in diffusing ideas into Supreme Court opinions in cases where doctrinal distance was greatest; that is, cases where the Supreme Court moved the farthest from its established constitutional framework.