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The evolution of the Fair Trade movement offers an apposite case through which to examine the idea of regulating risk through a “social sphere.” An analysis of Fair Trade through the lens of “defiance” reveals discrete models and actors of risk regulation that evolve in an iterative fashion. These findings not only add complexity and heterogeneity to the social actors and mechanisms of regulation in the social sphere, but also highlight the challenges this diversity poses for the project of alleviating market risk. In turn, the framework of defiance offers a fertile analytical framework for the study of transnational risk regulation by capturing the dynamic actor and institutional complexities that underpin, and embody challenges for, the regulation of risk through the social sphere. The article begins with an overview of the Fair Trade movement and consideration of Fair Trade’s approach to regulating market risk. It then introduces the notion of defiance, focusing on two of its subtypes: game playing and resistance. Following a short overview of the methodological framework employed to analyze these dynamics, the third section applies these analytical categories of defiance to explore primary data gathered on Fair Trade’s evolution. The article shows that the motivational posture of game playing, through its continued experimentation and entrepreneurship in transnational risk regulation, is pregnant with potential to mitigate the risks generated by economic activity.

Research sponsored by entities in developed countries, but conducted in developing countries, has recently been the focus of academic debate, international declarations and media controversy. Much of this attention has focused on whether the trials are exploitative and if so what should be done to avoid exploitation. This chapter takes Alan Wertheimer's principles of mutually advantageous transactions and applies them to the question of exploitation in international research. In this chapter, I develop an analysis of exploitation and apply this to the hypothesis that some pharmaceutical companies who run drug trials in developing countries wrongfully exploit the trial participants.

Fairness is central to any multilateral regime, that is, any agreement between multiple nation-states to address and resolve a common problem. Climate change mitigation is among the key global environmental concerns that will require a common agenda, approach, and set of actions by the community of nations. To that end, global climate negotiations under the United Nations Framework Convention on Climate Change (UNFCCC, 1992) are centered on establishing a multilateral framework to control greenhouse gas (GHG) emissions from all nations and to help those who would be affected by climate change.

This chapter explores issues of quality teaching, learning, and assessment in higher education courses from the perspective of teaching fully online (polysynchronous) courses in undergraduate and graduate programs in education at a technology university in Ontario, Canada. Online courses offer unique opportunities to capitalize on students’ and professors’ digital capabilities gained in out-of-school learning and apply them to an in-school, technology-enabled learning environment. The critical and reflective arguments in this paper are informed by theories of online learning and research on active learning pedagogies.

Digital technologies have opened new spaces for higher education which should be dedicated to creating high-quality learning environments and high-quality assessment. Moving a course online does not guarantee that students will be able to meet the course outcomes more readily, however, or that they will necessarily understand key concepts more easily than previously in the physically copresent course environments. All students in higher education need opportunities to seek, critique, and construct knowledge together and then transfer newly-acquired skills from their coursework to the worlds of work, service, and life. The emergence of new online learning spaces helps us to reexamine present higher education pedagogies in very deliberate ways to continue to maintain or to improve the quality of student learning in higher education.

In this chapter, active learning in fully online learning spaces is the broad theme through which teaching, learning, and assessment strategies are reconsidered. The key elements of our theoretical framework for active learning include (1) deliberate pedagogies to establish the online classroom environment; (2) student ownership of learning activities; and (3) high-quality assessment strategies.

This study aims to obtain empirical evidence and analyzes factors that are affecting earnings response coefficient (ERC). Manufacturing companies are used in this research, which are listed on the Indonesian Stock Exchange from 2016 to 2018. This study used panel data consisting of 114 firm years data. This research is using multiple regression method to examine the effect of independent variable to the dependent variable ERC. The result of this study shows that income smoothing (IS) and systematic risk (SR) have an effect on ERC; while IS, SR, and Firm Growth have an effect on Earnings Announcement; meanwhile, earnings persistence, audit quality, firm size, and leverage have no effect on Earnings Announcement. Implication of the research indicates that investors assess earnings quality of the company for their investment decision. These findings contribute to market reaction on earnings announcement and market-based accounting researches.