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The purpose of this paper is to discuss the need for integrating a focus on digital literacies and digital ethics into sustainability education, proposing a conceptualization of these for sustainability education.

The paper draws on relevant literature in the field of sustainability education and in the field of digital literacies and digital ethics. It synthesizes perspectives in both fields to form a conceptualization of digital literacies and digital ethics for sustainability education.

The paper conceptualizes “digital literacies” as a capacity to reflect on the nature of digital space in relation to sustainability challenges and “digital ethics” as a capacity to reflexively engage with digital space in ways which build rich discourses around sustainability. Critically reflective and exploratory activities in digital space are a means of developing these capacities.

The conceptualization allows sustainability education to account for the increased role digital space plays in shaping views of sustainability challenges. It proposes a pedagogical approach to doing this.

To provide an overview of the basic model used by many peer-to-peer lending platforms and some of the key peer lending regulatory and structuring considerations under the federal securities laws.

Explains how the basic peer lending model works, how “borrower dependent notes” or “BDNs” may be offered in private placements or less commonly through public offerings, how companies engaged in peer lending are compensated, how sponsors of peer lending programs generally avoid registration as broker-dealers under the Securities Exchange Act of 1934, as investment advisers under the Investment Advisers Act of 1940 and as investment companies under the Investment Company Act of 1940, and how peer lending platforms are structured to take into account the laws that govern online transactions, consumer privacy, and other related issues.

The authors expect that peer-to-peer lending platforms will continue to mature and evolve, and they expect that the issues discussed in this article will continue to drive their structuring decisions, business models, and regulatory compliance under the federal securities laws.

Practical guidance from experienced financial services lawyers.

To explain the recent determination by the US Securities and Exchange Commission (SEC) with respect to so-called “token sales” or “initial coin offerings” (ICOs) that some tokens may be securities under federal securities laws and to address other recent actions by the SEC with respect to ICOs.

Reviews the SEC’s determination that some tokens issued in an ICO may be securities under federal securities laws as outlined by the SEC’s Division of Enforcement in a “Report of Investigation Pursuant to Section 21(a) of the Securities Exchange Act of 1934: The DAO.” Provides overview of SEC Investor Alert, Investor Bulletin, and recent comments and actions of the Staff regarding investment in ICOs and provides guidance to those interested in participating in an ICO as an investor or issuer.

These actions by the SEC make it clear that the SEC is closely monitoring the market for ICOs, and that it wants potential investors and issuers to be aware that it is watching and may take action if it believes the securities laws have been violated.

Practical overview of recent developments and guidance from experienced securities and financial services lawyers.

The winter 1987 issue of Reference Services Review featured a bibliography of AIDS‐related materials prepared by Edmund SantaVicca, former head of Collection Management Services at Cleveland State University.

Purpose – This chapter presents an analysis of a researcher-led follow-up activity during an early childhood reading lesson that was aligned with a gradual release of responsibility (GRR) model. Particularly, the authors seek to understand how students used their language(s) in this lesson, how they described particular linguistic decisions, and how language could be further conceptualized in such events.

Design/Methodology/Approach – The authors develop a telling case (Mitchell, 1984) from the guided instruction portion of a lesson to make salient theoretical connections between metacognitive strategies taught in early literacy and metalinguistic knowledge theorized from the field of linguistic anthropology. The lesson was video recorded for interactional analysis. The video recording was also used to stimulate recall and allow students to reflect on their own language use.

Findings –Through the telling case, the authors use language socialization as a lens to understand the way students represent story retell with physical objects. Though some students do not use the school-based conventionalized form of retelling, they do engage in retelling by using a variety of other forms. The authors highlight through the case that the metacognitive strategy of story retell is distinct from the abstract linear, left-to-right representation of sequencing of events.

Research Limitations/Implications – This study suggests that further attention is needed to theorize the relationship between reading strategies and forms of representation in multilingual preschool contexts. In particular, the very notions of literacy and language need to be nuanced through conversations among multiple disciplines.

Practical Implications – Practitioners are encouraged to attend to the differences between metacognitive strategies that are useful for reading comprehension and the expected styles of representation. Teachers can consider leveraging the communicative repertoires of emergent bilingual students as they accomplish early literacy activities, thereby, potentially offering further scaffolds for learning reading strategies.

Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.

This study demonstrated that women EMBA graduates experience broadened perspectives. They “think more broadly”, “understand more comprehensively” and report the “life changing” outcomes expected by their sponsoring organizations. The focus was on the development of women managers from specialist perspectives to a more integrated generalist perspective. Personal development, and career development literatures provided the theoretical basis for this study. Data were collected using invited essays, and semi‐structured interviews. Evidence of change appeared in the essays and the interviews. The essays indicated graduates experienced increased confidence, cognitive flexibility, and broadened perspectives. The interviews indicated: greater self‐determination, more flexible approaches to roles, greater value of self and time, more process‐oriented, increased understanding of self and others, the meaning of success was competence, and that competence was valued over political gamesmanship.

This chapter examines the topic of internal branding from an organizational/behavioral science perspective, theoretically and empirically investigating how organizational members actually enact corporate brands. A mixed method research procedure serves to surface conscious (i.e., deliberate) and unconscious (i.e., tacit) internal brand meaning enactments in an internationally operating Austrian corporate business-to-business brand. The results are evidence of the potential complexity of real-life internal branding processes that limit the possibility of achieving a cohesive intended internal implementation of corporate brands. The chapter concludes with the managerial implication that purposeful managerial interventions necessitate an understanding of the social system that is the target of an internal branding initiative.

This chapter examines the topic of internal branding from an organizational/behavioral science perspective, theoretically and empirically investigating how organizational members actually enact corporate brands. A mixed-method research procedure serves to surface conscious (i.e., deliberate) and unconscious (i.e., tacit) internal brand meaning enactments in an internationally operating Austrian corporate business-to-business (B2B) brand. The results are an evidence of the potential complexity of real-life internal branding processes that limit the possibility of achieving a cohesive intended internal implementation of corporate brands. The chapter concludes with the managerial implication that purposeful managerial interventions necessitate an understanding of the social system that is the target of the internal branding initiative

The real challenge of Alaska's changing telecommunications landscape is approaching the opportunities in an orderly and logical manner. Given the exciting nature of the possibilities that new technology presents, it is all too easy to get wrapped up in what is new, instead of what is truly useful. For that reason, the main focus of the Telecommunications Information Council (TIC) in the near future will be developing and adopting a comprehensive technology plan for the state, and then examining where new technologies fit into that plan. The Knowles/Ulmer administration's first task in this effort was to reinvigorate the TIC and charge it with taking the lead in bringing Alaska back to the forefront of telecommunications technology. Our state has long had a reputation for leading the way in telecommunications. Our climate, geographic size, and location have always forced Alaskans to be innovators in technology. Supercomputers and satellites have operated in and above our state for many years, but much of that momentum was waning. That needed to change.