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To review the FCA’s new enforcement process, drawing on what we believe are the positives and negatives and how the FCA should further improve the enforcement process.

Breaks down the FCA’s new enforcement process, highlighting the background and stimulus for change, the structural and cultural change, other process changes and our hopes for further reform.

Prospects have improved for firms/ individuals who are subject to FCA enforcement actions. Defendants who have good defensive arguments to make, but who would previously have felt under pressure to jettison those arguments in order to settle at an early stage and secure a 30 per cent discount will now be subject to a fairer process, weighted less favourably for the regulator.

Practical guidance from experienced regulatory lawyers who have valuable insight after working within the FCA.

The chapter reconstructs the methodological trajectory of Polly Hill. Crossing the boundaries between economics and anthropology, Hill’s work was simultaneously an epistemic challenge to development economics, and a testimony to the complexity and richness of economic life in what she called the “rural tropical world.” Drawing inspiration from the process that Mary Morgan referred to as “seeking parts, looking for wholes,” the chapter explores the evolving relationship between observational practice and conceptual categories in Hill’s work on West Africa and India. It is argued that fieldwork, the central element in Hill’s methodological reflection, served two main functions. Firstly, it acted as the cornerstone of her views on observation and induction, framing her understanding of the relationship between “parts” and “wholes.” Secondly, Hill used fieldwork as a narrative trope to articulate her hopeful vision for an integration of economics and anthropology, and later express her feelings of distance and alienation from the ways in which these disciplines were actually practiced.

During the late twentieth century in the field of social studies education, Donald Oliver, Fred Newmann, and James Shaver were prominent leaders. Their work on the Harvard Social Studies Project was part of the New Social Studies movement popular in the 1960s and 1970s that attempted to transform the social studies curriculum nationwide. By creating materials that focused on inquiry-based learning, they aimed to make a difference in the way that social studies courses were taught in American schools. The focus of this research is an analysis of the content and impact of the Harvard Social Studies Project and an exploration of the contributions of Donald Oliver, Fred Newmann, and James Shaver to that project. Historical research methods served as the primary theoretical framework for guiding the investigation. Oliver, Newmann, and Shaver’s work on the Harvard Social Studies Project not only established all three men as influential leaders in social studies education but also laid the groundwork for their subsequent work in broader areas of education.

Reviews product life cycle theory and examines empirical evidence. Reports on empirical research carried out to determine the applicability of the theory to popular record products. Proposes a framework of the relationship between the producer life cycle and the marketing mix.

This paper aims to introduce a collection of papers about careers in cross‐cultural perspective, which contributes to the growing body of literature that addresses careers from different locations around the world.

Introduces the topic, providing some background and discussion of the main concepts.

Briefly introduces the papers and their main findings – differences and similarities among careers and career attributes in different cultural and national contexts.

Contextualizes the issue and extends the overall knowledge in the topic.

With so many academic librarians now employed in split or multi‐task job assignments, those who teach may question how they can develop the skills they need to be challenging and innovative in the classroom. Instruction librarians may turn to their colleagues to help them cultivate their teaching skills, particularly during times when bibliographic instruction (B.I.) workshops or training sessions are not imminent. Noticing the informal coaching that exists among trusted colleagues, some libraries have given structure to this exchange through peer coaching programs.