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Following a spate of corporate scandals, the bursting of the “Internet bubble,” and media revelations of research analyst bias at the nation’s largest investment banks, regulators launched a series of investigations and rulemaking initiatives that culminated in the adoption of extensive new rules regarding the conduct of research analysts and in the April 2003 global settlement (“Global Settlement”) of enforcement actions against 10 firms relating to research and investment banking conflicts. Although the Global Settlement by its terms only applies to the settling firms, as a practical matter, its reach will be much broader because state regulators and other third parties are looking to it to define a set of “best practices” to supplement the new rules. Although the new rules and the Global Settlement are intended to address the same concern ‐ i.e., conflicts of interest between research analysts and investment banking personnel at multi‐service brokerage firms ‐ their approaches to handling these conflicts reflect different assumptions and result in regulatory regimes that differ in such basic respects as the universe of persons who are deemed to be “research analysts.” These differences are not surprising. The new rules are the product of a lengthy, iterative rulemaking process that was open to the public and in which a diverse range of interested parties participated. In contrast, the undertakings detailed in the Global Settlement were the result of an enforcement action, concluded through bi‐lateral negotiations between the regulators and the 10 firms and without the opportunity for other interested parties to provide input or contribute to the process. However, for firms that seek to comply with both sets of requirements, the overlapping, and at times inconsistent, terms create a confusing and costly environment.

This paper aims to propose and evaluate a pedagogically sound and innovative strategy to teach a higher education course that prepares future professionals to intelligently use information and communication technologies (ICTs) in their personal and professional lives.

The conceptual framework used for the design of the course was the socio-constructivism and activity theories. The implementation of the course was evaluated using the intrinsic case study methodology by including several instruments.

The pedagogical strategy proposed proved to be sound, as the evaluation showed that students were able to describe, use and propose innovative uses of a wide range of cutting-edge technologies in their both everyday lives and professional settings; they also had the skills to analyse the opportunities and challenges that these presented. Moreover, students liked this innovative way of learning and ended with a positive attitude towards ICT.

Although several courses prepare students to be digital citizens or use ICT to enhance the teaching-learning process, millennials are ill prepared to use cutting-edge technologies in an innovative, responsible and critical way in their future professions. The course that was designed is original in that it goes beyond preparing digital citizens to prepare professionals in any domain to use ICT in an informed and responsible way. Moreover, it is a documented, successful example of an undergraduate universal course in a highly important current society dimension. The authors believe that its pedagogical proposal could be transferred to courses dealing with other global issues such as the environment, economy and peace.

The purpose of this paper is to provide a comprehensive background on the recent legislative, regulatory, and prosecutorial scrutiny of mutual funds and underlying issues such as the level and transparency of fees and costs, distribution and sales practices, and fund governance.

Provides a detailed chronology of events since January 2003 concerning mutual fund scandals such as trading abuses and questionable sales practices and related issues such as revenue sharing, directed brokerage, soft dollars, market timing, late trading, and selective disclosure. The chronology in this issue of JOIC will be followed an article in the next issue that describes reform initiatives that have taken place in response to the scandals.

Despite criticism and scrutiny of equity mutual funds following poor performance in 2001 and 2002, meaningful efforts to achieve reform began to lose momentum in mid‐2003. Then concern with mutual fund abuses was reignited in September 2003 when New York Attorney General Eliot Spitzer announced a settlement with Canary Capital that involved market timing, late trading, and selective disclosure. Since then there have been numerous disclosures of fund trading abuses and questionable trading practices, and the resulting uproar has triggered significant efforts to reform the manner in which funds and their service providers conduct business.

This comprehensive chronology provides an essential reference by bringing together all the events and underlying issues related to mutual fund scandals, abuses, regulation, compliance, and reform efforts since January 1, 2003.

The purpose of this paper is to explore the evolution and use of the school desk in unified Italy as a multifunctional and highly efficient tool, which was required not only to efficiently support in-class activities, to facilitate the classroom management and finally to maintain a correct body posture in order to preserve pupils’ health, but also to accomplish the additional task of working as real “gymnastic equipment”, i.e. suitable for performing various gymnastic exercises inside the classroom.

The assumption upon which this paper rests is that school desks have always been signifiers charged with multiple meanings related to the evolution of curriculum, pedagogic ideas and daily school practices, which have often been forgotten, abandoned or, for some reasons, underrepresented in the official history of education as well as in the collective memory of school. In order to rebuild this forgotten history, and retrace the possible theoretical-pedagogical basis underlying such practice, the authors have systematically reviewed the Italian manuals on gymnastics between desks from the 1870s to the 1970s, retraced sources documenting this practice in the daily school life (government rules, school programmes, school hygiene prescriptions, iconographic sources, teachers and school managers’ testimonies) and finally, compared with other foreign practices (such as “calisthenics”).

The convergence between many differentiated sources has demonstrated the longevity of this school practice, which was not only the fruit of educational theories of gymnastic teachers but was also determined by the backwardness and logistic inadequacies of many Italian schools. The paper reveals how this gymnastic practice, after establishing itself in the post-Unification Italian schools, continued almost uninterrupted until the Second World War and even until the 1970s, evidencing how gymnastic teachers, hygienists, educationalists and lawmakers continued, over almost a century, to scientifically legitimise (from the top downwards) an educational practice that was actually driven from the bottom upwards, i.e. determined by an endemic lack of adequate spaces and tools for physical education in Italian schools.

For the very first time, the special source of Italian manuals and booklets on gymnastics between desks has been located, analysed and systematically reviewed for the period 1870s-1970s, and then cross-checked against differentiated sources. This study actually represents the first step of a research which must be still further developed. Undoubtedly, the “new” source represented by the manuals of “gymnastics between school desks” offered a first original perspective from which to explore the use of this furniture in the school of the past, thereby enabling historians of education to shed the first light on a school practice that has been overlooked or forgotten, and still hidden within the “black box of schooling”.

While the use of the pragmatic sociology of critique has enjoyed increasing academic popularity, the relationship between justification and broader power relations remains unclear. Recent attention to the concept of ‘domination’ suggests the need for a greater focus on how employed public goods reinforce prevailing social arrangements. In this article we explore the public debate over the expansion of hydraulic fracturing of shale gas (so-called ‘fracking’) in the United Kingdom (UK). This technology has generated significant debate and controversy. Through a detailed examination of public inquiries into the technology we explore how different actors employ discursive strategies to justify their claims for the expansion or rejection of fracking. Through this analysis, the article identifies how some of these justifications enjoy precedence over others within the prevailing neoliberal political regime. By explaining how such a political regime is constituted, our study contributes to better understanding how different justifications support hegemonic political ideologies.

The chapter will document the Canadian reaction, as reflected in the demand of New Zealand, that Canada fundamentally alters its dairy supply management system in order to participate in the Trans-Pacific Partnership negotiations. The Canadian government has resolutely refused to do so, supported wholeheartedly by dairy farmers throughout the country. This is in part because of the effect such an action would have on rural spaces and the debilitating result it would have on Canadian dairy production. As well, the chapter will address the issue of the cost of dairy products in New Zealand as compared with Canada. Part of this analysis will focus on the role of supermarkets in determining the price structure of milk in both Canada and New Zealand. Finally, the chapter will offer an examination of the New Zealand system as represented by Fonterra and the Canadian system as epitomized by dairy supply management.

The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities.

This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development.

Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors.

This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.

The objective of this discussion is to present an intersectional framework to better inform our reading and understanding of contemporary reports of sexual assault and sexual harassment. I posit that contemporary incidents of sexual violence must be read within the historical framework of slavery, where plantations served as the first site of sexual exploitation that has provided the ideological and practical scaffold for the continued erasure of the abuses of Black women and men in the workplace and under the law. This legacy, nonetheless, has yielded a coded language for according visibility to the “deep story” of rape and race in the United States.