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To describe several key legal and regulatory considerations for initial coin offering (ICO) issuers and investors seeking to navigate some of the regulatory waters in the rapidly developing space of Bitcoin, Ether, and other cryptocurrencies.

Explains securities law, commodities law, tax and anti-money laundering considerations. Introduces the SAFT (Simple Agreement for Future Tokens) and provides a future outlook.

The dramatic rise in value of Bitcoin, Ether, and other cryptocurrencies in 2017 generated great interest in initial coin offerings as a new form of financing on the part of both investors and companies seeking to raise funds. At the same time, ICOs raise a myriad of complex legal issues in a rapidly evolving regulatory environment in the United States and around the world. Recent regulatory actions make it more likely that most ICOs will be considered to be securities offerings.

Practical guidance from experienced finance, investment management, consumer financial service, tax, and payment systems lawyers.

The purpose of this paper is to know the extent to which a decision-making framework assists in providing holistic, comprehensive descriptions of strategies used by school leaders engaging with distributed leadership practices. The process by which principals and other education leaders interact various school-based actors to arrive at a distributed decision-making process is addressed through this paper. The position taken suggests that leadership does not reside solely with principals or other education leaders, but sustains the view that the actions of various actors within a school setting contribute to fuller and more comprehensive accounts of distributed leadership.

While the application of rational/analytical approaches to organizational problems or issues can lead to effective decisions, dilemmas faced by principals are often messy, complex, ill-defined and not easily resolved through algorithmic reason or by the application of rules, as evidenced by the two stories provided by Agnes, a third-year principal in a small countryside elementary school in a small northeastern community, and by John, a novice principal in a suburb of a large Southwestern metropolitan area.

The value of the objective knowledge growth framework (OKGF) process is found in its ability to focus Agnes’s attention on things that she may have overlooked, such as options she might have ignored or information that she might have resisted or accepted, as well as innumerable preparations she might have neglected had she not involved all the teachers in her school.

The implementation of the OKGF may appear, occasionally, to introduce unnecessary points along this route and may not be laboriously applied to all decision-making situations. However, the instinctively pragmatic solutions provided by this framework will often produce effective results. Therefore, in order to reduce potentially irrational outcomes, the systematic approach employed by the OKGF is preferable. The OKGF must be managed, implemented and sustained locally if it is to provide maximum benefits to educational decision makers.

Given the principals’ changing roles, it is abundantly clear that leadership practice can no longer involve just one person, by necessity, and it is becoming increasingly difficult to imagine how things could have been accomplished otherwise. Expecting the principal to single-handedly lead efforts to improve instruction is impractical, particularly when leadership may be portrayed as what school principals do, especially when other potential sources of leadership have been ignored or treated as secondary or unimportant because that leadership has not emanated from the principal’s office (Spillane, 2006). In this paper, the authors have striven to reveal how a perspective of distributed leadership, when used in conjunction with the objective knowledge growth framework, can be effective in assisting principals in resolving problems of practice.

Different school leaders of varying status within the educative organization benefit from obtaining different answers to similar issues, as evidenced by John’s and Agnes’s leadership tangles. Lumby and English (2009) differentiate between “routinization” and “ritualization.” They argue, “They are not the same. The former erases the need for human agency while the latter requires it” (p. 112). The OKGF process, therefore, cannot provide school leaders with the “right” answers to their educative quandaries, simply because any two school leaders, facing the same issues, may utilize differing theories, solutions, choices or options which may satisfy their issues in response to their own individual contextual factors. Similarly, in a busy day or week, school leaders may be inclined to take the shortest distance between two points in the decision-making process; problem identification to problem resolution.

Should the OKGF process empower decision makers to obtain sound resolutions to their educative issues by assisting them in distancing themselves from emotions or confirmation biases that may distract them from resolving school problems, its use will have been worthwhile.

In this paper, the philosophy of John Rawls, known as “Justice as Fairness,” is discussed. This philosophy examines the responsibilities social actors hold toward their societal organizations. From an Islamic perspective, justice is pivotal in safeguarding collective interests, aligning with Rawls' conviction that just societies nurture happiness and foster well-being across various life aspects. To achieve customer welfare, our viewpoint underscores the importance of justice in reflecting on consumer well-being from both Rawls’ theory and Islamic perspectives.

We adopt a conceptual approach where secular views of Rawls’ “Theory of Justice” are merged with the Islamic view, resulting in novel insights regarding the hermeneutics involved in the notion of justice and the preservation of consumer well-being.

Our analysis reveals that John Rawls' “A Theory of Justice” aligns with the Islamic perspective in several respects yet diverges in others, notably in the concepts of pre-creation consciousness and divine guidance. These distinctions are emphasized in our paper.

Our paper presents a perspective on justice founded on the concepts of the “Original Position” and the “Veil of Ignorance.” The commentary explores consumer well-being by integrating Rawls' principles with an analysis that elucidates the role justice plays in enhancing societal welfare.

The paper examines how the process of making a video for the annual general meeting helped to build teamwork among senior managers at the Milton Keynes branch of UK retailer John Lewis.

The paper presents the viewpoint of the branch managing director, whose idea the video was, and of training consultants John Matchett Limited, which facilitated the exercise.

The paper reveals that the John Lewis team took one‐and‐a‐half days to produce the video, which covered all the necessary points in a novel and memorable way and helped to forge closer links between the management team.

The paper argues that, while there will always be the need for traditional classroom interactions, different learning approaches can have more impact and be more memorable.

The paper highlights the value of unorthodox training.

The Scottish Enlightenment, which gave birth to classical liberal thought and political economy, developed out of a strong theological tradition and was marked by significant theological conflict. Most people understand the Scottish Enlightenment through the works of David Hume, Adam Smith, and their intellectual circle of Moderate clergy and literati. Though this group represents the dominant strain of thinking in the Scottish Enlightenment, one should not neglect other important contributions made by more orthodox clergy and literati. Comparing the ideas of less well-known, but leading figures of the Moderate and the orthodox literati, Hugh Blair and John Witherspoon, reveals different views on doctrines related to salvation, human nature, and God’s providence, as well as on the nature of moral judgment and education. These differences provide important context for understanding the ideas and arguments of more influential philosophers like Smith and Hume.

Andy Street, director of personnel at John Lewis Partnership reveals how his company’s unique organizational structure affects its unusual approach to employee rewards and truly reflects the cultural values of the company.

This article, written in the case format, is an extension of the article entitled “Case Research and Writing: Three Days in the Life of Professor Moore” published in The CASE Journal, Volume 1, Issue 1. It is intended to give the novice case writer insight into problems associated with obtaining the release for publication from companies where primary data had been collected. Related issues on case writing are also included.

Aims to describe and to explicate the economic thought of two creative and profound scholars who are in the tradition of institutionalism: Clarence Edwin Ayres and John Kenneth Galbraith. Analyses the major scholarly works of each of these insightful interpreters of the contemporary social and political economy and compares and contrasts them in such a manner as to reveal the similarities and differences between their respective systems of economic thought. Divides into five parts: the introduction, a section on the theories of Ayres and one on the theories of Galbraith, a comparison of the respective works of Ayres and Galbraith in which the similarities and differences are specified, and the conclusion.