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This article offers a practical approach to demonstrating the pitfalls of broker‐dealers not preparing written supervisory procedures. By showing examples of legal complications that can arise, as well as outlining the current regulatory directives in favor of written procedures, the author emphasizes that written supervisory procedures cannot be treated lightly or as a back‐burner issue.

This chapter examines the ways in which literacy is used in the daily life in one rural village community in Simbu in the Papua New Guinea highlands.¹ An ethnographic perspective enables us to see how literacy is incorporated into already existing concepts and conventions regarding aspects of village cultural and social life. The material presented here relates to how the uses of reading and writing are strongly associated with local notions of self-promotion, economic relations and decoration. At the same time, I will show that the panoply of literacy uses in these contexts are overlaid and to a large extent governed by literacy’s associations with modernity. The chapter first provides a general overview of the kinds of reading practices that occur in the village setting, noting that many of these practices do not correspond to the ways in which agencies responsible for imparting literacy, particularly the local school, intend. The ensuing sections demonstrate how uses of writing in the village are shaped by local concepts of prestige, chance and reciprocity. These are not intended to be seen as discrete and mutually exclusive but rather as general, albeit overlapping, social phenomena which help illuminate the processes by which literacy has been added to the communicative repertoire.

The purpose of this paper is to explore effects of individuals' social context on their perception of a task, for better understanding of social aspects of task-based information seeking behavior.

This study took a qualitative case approach and conducted semi-structured one-on-one interviews with 12 participants. A cross-context comparative approach was chosen to identify effects of the social contexts on individuals. For comparative analysis, the research population was tenured faculty members in two different disciplines, natural sciences and humanities. The interview data were analyzed and coded using NVivo12 through an open coding process.

The results demonstrate that the same task type is differently perceived by individuals in different social contexts. Reasons for the different perceptions in the different contexts are associated with social factors of the disciplines, specifically social norms and practices.

This study uses a novel theoretical framework, cognitive sociology, to examine social aspects of human perception in relation to task-based information seeking behavior, which has been little understood theoretically and empirically in the field of information science.

This paper aims to explore the individual and social learning experiences of first-year accounting students studying in English as an additional language. The challenges of these students relating to listening, reading, speaking and writing in English, and the impact of these on their academic outcomes, are examined.

A qualitative case study design was used. Face-to-face semi-structured interviews were conducted with 14 students, both academically successful and unsuccessful, who had completed the first year. A thematic analysis of the data was conducted and a hybrid approach of deductive and inductive coding was used to interpret the data. This entailed the application of a language skills-based framework of teaching and learning to the first-order process of coding. An iterative and reflective process allowed themes to emerge from the data. These themes, in turn, triggered second-order codes that resonated with aspects of the interactionist approach to second language acquisition (SLA).

The themes that emerged indicated that students’ ability to interact with their study material, and their exposure to positive verbal interaction opportunities in both formal and informal contexts, may have contributed to their academic success.

It is recommended that an interactionist perspective be considered when designing curriculum resources and accounting language learning activities for first-year accounting students.

It is anticipated that the results will contribute towards building a bridge between accounting education and SLA research and provide a more informed linguistic foundation for incorporating language skills into the accounting curriculum.

Language is a fundamental element of any community, and academia is no exception. The styles of language that are used and valued reflect the principles and purposes of research and higher education. There is an established traditional ‘voice’ in academic writing, which aims to emphasise objectivity and accuracy, but at the expense of expressiveness and personal style. (I am writing this precis in this ‘voice’!) This chapter discusses how alternative and unusual styles of writing about research can be used to express different aspects of the research process, contextualise results and engage non-traditional demographics with research. The current formal academic writing style, typically utilising third-person and passive voice constructions, is intended to express accurate information objectively. Alternatives to the highly formal and technical style can be very effective and broaden the impact of the work. Literary techniques (narrative, fictionalisation, rhyme and meter) can be used to engage diverse audiences with research or express dimensions of research that may otherwise be lost, such as emotionality. This chapter discusses the why and how of creativity in academic writing.

The purpose of this article is to study how the German historical schools are treated in the histories of economic thought as the background for an exploration of some historiographical issues in the history of economic thought.

The study describes the contributions of the members of the German historical schools from a variety of different viewpoints and attitudes toward the history of economic thought.

One conclusion is that several of the things most of the economists of the German historical schools desired are now part of mainstream economics. These include an enlarged scope of economics, changes in the role of the state in economic life, attention to the relationships of law and economics and recognition of the importance of history. Another conclusion is that several historiographical and methodological problems important for the history of economic thought need further study.

The study helps to explain and understand some historiographical aspects of the history of economic thought. It examines practices, principles, theories, methodology and forms of presentation of scholarly historical research on one subject in the history of economic thought.

Mail‐in rebates are an oft used, but poorly understood mechanism to promote the purchase of a product. In particular, prior research suggests that a significant percentage of consumers who purchase a product intending to redeem an accompanying rebate, fail to do so – a phenomenon known as “slippage.” To date, however, there has been very little research designed to understand why this takes place. The authors here aim to propose that the presence of a rebate provides a consumer with the means to justify a preferred course of action. Specifically, when considering the purchase of a desired product that carries a rebate, consumers tend to generate scenarios of successful rebate redemption and fail to adequately account for things that can go wrong in the redemption process. As a result, they systematically overestimate their likelihood of rebate redemption.

The authors conduct three laboratory experiments to test the proposed framework.

Study 1 shows that consumers overestimate their redemption likelihood because they tend to generate scenarios of successful rebate redemption and fail to adequately account for things that can go wrong in the redemption process. In studies 2 and 3, it is found that this effect is moderated by the valence and strength of one's motivation to purchase the promoted product.

The authors propose a new psychological account to explain consumer responses to rebate offers, and in particular study the role of motivation and elaboration. The results suggest that managers could use rebates in situations where customers need a reason to purchase, and that rebates for hedonic products are best delivered at the point‐of‐purchase.

While there are many guides available on how to construct academic texts, the actual experience of writing can often remain unspoken. In this chapter, I share my personal experience of academic writing in entrepreneurship research, including the enabling and constraining aspects. My aim is to make academic writing more visible and encourage open discussion about this important activity. I approach academic writing as a comprehensive experience, encompassing various dimensions such as embodied, emotional and social aspects. I reflect on the influence of my body, physical conditions, emotions and writing habits on my writing process. Additionally, I consider the impact of external expectations and the context of working in entrepreneurship research, and how they shape my writing style. By examining these different dimensions of my writing experience, I hope to provide insight into the multifaceted nature of academic writing in entrepreneurship research.

Computer software does not have to be expensive. Thousands of programs are available free, or for very low prices. There are some catches, but free software can be of high quality, and an excellent value. The author discusses free software, urges readers to join microcomputer user groups, and recounts his own experiences with free software as these relate to Frederick Michels' article on “user‐supported” software (see Library Hi Tech, number 10). The author reviews several books that can provide further information.

This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic assessment, an approach to conferencing with writers that foregrounds process and integrates assessment and instruction.

This study uses qualitative research methods of three high school teachers’ dialogic assessment sessions with individual students to investigate how these teachers both assessed and taught literary reading moves as they observed and supported the students’ writing. An expanded version of Rainey’s (2017) scheme for coding literary reading practices was used.

The three teachers varied in the range and extent of literary reading practices they taught and supported. The practices that they most commonly modeled or otherwise supported were making claims, seeking patterns and articulating puzzles. The variation we observed in their literary reading practices may be attributed to institutional characteristics of the teachers’ contexts.

This study illustrates how the concept of prolepsis can be productively used as a lens through which to understand teachers’ instructional choices.

The descriptive findings show how individualized coaching of students’ writing about literature can also support literary reading. Teachers of English need not worry that they have to choose between teaching writing and teaching reading.

This study presents dialogic assessment as a useful way to guide students through the writing process and literary interpretation simultaneously.