Search results

To introduce the concepts of interval funds and tender offer funds and compare them to other pooled investment vehicles.

This article provides an overview of the interval fund and tender offer fund structures, including the law, regulations and market practices regarding redemptions, liquidity, fees and expenses and other key terms.

Interval funds and tender offer funds should be considered by alternative investment managers seeking to expand into public markets or traditional fund managers that seek additional portfolio flexibility.

In addition to a plain English analysis of the rules and regulations applicable to interval funds and tender offer funds, the article analyzes market practices regarding redemption frequency and amount.

In 1958 the Daily Express began publication of a comic strip adaptation of Casino Royale authorised by Ian Fleming, predating the original film version by four years. For the next 10 years adaptations of the novels and short stories appeared in the newspaper with Bond’s appearance fashioned firstly by John McLusky and then Yaroslav Horak. When the supply of Fleming’s stories was exhausted, new adventures were penned by Jim Lawrence with artwork by Horak, McLusky or Harry North. From 1977 publication switched to the Sunday Express and then the Daily Star. Eventually, the strips were reprinted for a whole new audience by Titan Books.

Subsequently, Bond appeared in a number of other comic book adaptations and reworkings, including key adaptations by the independent publishers Dark Horse and Dynamite, offering contemporary re-imaginings of this iconic, but always controversial, male icon. Taken together they provide a run of Bond adventures over more than 50 years. As such, they contain an alternative Bond universe, where his embodiment of male heroism mimics and varies Fleming’s original and the images constructed in the film franchise. This chapter will consider these mirror images and their responses to changing societal pressures as Bond adapts to new definitions of what constitutes the male hero.

Reward research has focussed on level (what individuals are paid) and structure (relationship between different levels of reward). Less emphasis has been given to reward mix decisions, i.e. the relative proportions of each element making up overall reward. This paper seeks to examine the determinants of reward mix.

Interview based research with reward consultants as key organisational observers and participants in reward mix decision making.

Benchmarking has led to the development of reward mix norms. Organisations are under pressure to conform to these norms, moderated by leadership beliefs, the occurrence of events and the extent to which organisations' change capability can overcome strong institutional forces.

The results question agency theory based explanations of reward mix determination and point towards resource dependence and institutional theory perspectives being more suitable theoretical frameworks.

The model developed allows reward managers to consider how the moderating variables, to the dominant mimetic pressure faced, could be manipulated for their firm to allow greater differentiation of the reward mix.

Academically the work contributes to a programme of research into reward determination from a constructionist perspective and aims to provide greater theoretical robustness to the subject. Practically, the findings may prompt practitioners to think more consciously about the drivers of their firm's reward mix. Policy makers may use the stronger theoretical base for understanding the determinants of reward mix choices and the extent to which organisational free choice and institutionally determined choice influence final choices in reward policy decision making.

As interventions are disseminated widely, issues of fidelity and adaptation become increasingly critical to understand. This study aims to describe the types of adaptations made by teachers delivering a school‐based substance use prevention curriculum and their reasons for adapting program content.

To determine the degree to which implementers adhere to a prevention curriculum, naturally adapt the curriculum, and the reasons implementers give for making adaptations, the study examined lesson adaptations made by the 31 teachers who implemented the keepin’ it REAL drug prevention curriculum in 7th grade classrooms (n=25 schools). Data were collected from teacher self‐reports after each lesson and observer coding of videotaped lessons. From the total sample, 276 lesson videos were randomly selected for observational analysis.

Teachers self‐reported adapting more than 68 percent of prevention lessons, while independent observers reported more than 97 percent of the observed lessons were adapted in some way. Types of adaptations included: altering the delivery of the lesson by revising the delivery timetable or delivery context; changing content of the lesson by removing, partially covering, revising, or adding content; and altering the designated format of the lesson (such as assigning small group activities to students as individual work). Reasons for adaptation included responding to constraints (time, institutional, personal, and technical), and responding to student needs (students’ abilities to process curriculum content, to enhance student engagement with material).

The study sample was limited to rural schools in the US mid‐Atlantic; however, the results suggest that if programs are to be effectively implemented, program developers need a better understanding of the types of adaptations and reasons implementers provide for adapting curricula.

These descriptive data suggest that prevention curricula be developed in shorter teaching modules, developers reconsider the usefulness of homework, and implementer training and ongoing support might benefit from more attention to different implementation styles.

With nearly half of US public schools implementing some form of evidence‐based substance use prevention program, issues of implementation fidelity and adaptation have become paramount in the field of prevention. The findings from this study reveal the complexity of the types of adaptations teachers make naturally in the classroom to evidence‐based curricula and provide reasons for these adaptations. This information should prove useful for prevention researchers, program developers, and health educators alike.