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To provide an overview of a new, streamlined process from the Division of Swap Dealer and Intermediary Oversight (DSIO) of the Commodity Futures Trading Commission (CFTC) by which a commodity pool operator (CPO) may request expedited no-action relief for failure to register under Section 4m(1) of the Commodity Exchange Act if such CPO has designated another, registered CPO to serve as the CPO of the commodity pool.

Explains the background to the CPO registration no-action relief related to CPO delegation and the streamlined process for requesting no-action relief, including the procedure for requesting relief and the applicable criteria that must be satisfied to utilize the streamlined process.

By providing an alternative, streamlined process for requesting no-action relief from CPO registration in the context of delegation arrangements in certain circumstances, the CFTC staff is attempting to facilitate obtaining such relief, particularly since relief may be sought on behalf of multiple commodity pools by means of a single request. However, the criteria that must be fulfilled in order to utilize the streamlined process are not necessarily applicable to all CPOs and in all scenarios. Thus, certain CPOs may need to request no-action relief outside of the new, streamlined process or consider alternative fund structures.

Practical guidance from experienced asset management lawyers.

To explain CFTC No-Action Letter 14-126, issued on October 15, 2014 by the Commodity Futures Trading Commission Division of Swap Dealer and Intermediary Oversight, which sets forth a number of conditions with which a commodity pool operator (“CPO”) that delegates its CPO responsibilities (“Delegating CPO”) to a registered CPO (“Designated CPO”) must comply in order to take advantage of no-action relief from the requirement to register as a CPO.

Explains the modified conditions provided by Letter 14-126, including clarification of the permissible activities in which a Delegating CPO seeking to take advantage of registration no-action relief may engage regarding investment management, solicitation, and management of pool property; lists other criteria carried over from Letter 14-69 of May 12, 2014; provides analysis and discusses limitations of the relief provided by the CFTC No-Action letter.

The letter makes more liberal several of the conditions set forth in CFTC Letter 14-69 of May 12, 2014, with which many Delegating CPOs could not comply.

Practical guidance from experienced financial services lawyers.

The NEA did not begin as a teachers’ organization, as such. Rather, the organization began in 1870 as a federation of four organizations representing distinctly different perspectives: the American Normal School Association, the National Association of School Superintendents, the Central College Association, and the National Teachers Association (Elsbree, 1939, pp. 264–265, 500). Only the last of these groups, the NTA, formed in 1857 from 10 state teachers’ associations, actually represented teachers, and for roughly the first 100 years of its existence, the NEA was controlled by administrators rather than teachers, frequently worked against teachers’ interests (especially when they conflicted with administrative or supervisory priorities), and opposed collective bargaining. Although the NEA lobbied fairly effectively on the state level on issues such as increasing expenditures on education, consolidating and professionalizing administration of school districts, and establishing certification and standards for teachers, its unwillingness or inability to support candidates for federal elections made it relatively less successful on the national level.

American radical economists in the 1960s perceived China under Maoism as an important experiment in creating a new society, aspects of which they hoped could serve as a model for the developing world. But the knowledge of “actually existing Maoism” was very limited due to the mutual isolation between China and the US. This chapter analyses the First Friendship Delegation of American Radical Political Economists (FFDARPE) to the People’s Republic of China in 1972, consisting mainly of Union for Radical Political Economics (URPE) members, which was the first visit of a group of American economists to China since 1949. Based on interviews with trip participants as well as archival and published material, this chapter studies what we can learn about the engagement with Maoism by American radical economists from their dialogues with Chinese hosts, from their on-the-ground observations, and their reflection upon return. We show how the visitors’ own ideas conflicted and intersected with their perception of the Maoist practice on gender relations, workers’ management, and life in the communes. We also shed light on the diverging conceptions of the role for economic expertise between URPE and late Maoism. As the first in-depth study on the FFDARPE, we provide rich empirical insights into an ice-breaking event in the larger process of normalization in the Sino-US relations, which ultimately led to the disillusionment of the Left with China.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

For Leftists engaged in the study of political economy during the 1960s and 1970s, Cuba and China held particular promise as postrevolutionary states working to construct systems of production and distribution which were predicated on solidarity and mutuality, rather than on the exploited and alienated labor upon which capitalism depended. Against the claim that the desire for individual material gain was irreducibly a part of the human experience, China and Cuba offered the possibility of – in the parlance of the time – a “new man”: a political subject whose motivations were in alignment with a socialist economy rather than a capitalist one.

Based on research in multiple archives, this paper explores efforts on the part of radical economists in the United States – including the Marxists at Monthly Review, the young academics who founded the Union for Radical Political Economics (URPE), and a handful of older Left-Keynesians – to witness Third World experiments in nonmaterial incentives firsthand. What have often been dismissed as pseudo-religious “pilgrimages” were, in reality, voyages of discovery, where radicals searched for the keys to develop a sustainable, rational, and moral political economy.

While many of the answers that radicals found in Cuba and China were ultimately unsatisfying, Third-World experiments in moral incentives serve as a powerful example of “solidarity in circulation” during the “long 1960s,” and as an important reminder that attempts to keep social science research free of political contamination serve to reify disciplinary norms which are themselves the product of the political culture in which they were formed.

This chapter introduces a model for school libraries in Scotland, based on best practices as identified in the literature, and on five case studies undertaken in schools, two in the United States and three in Scotland. The research design was qualitative, and used grounded theory and multiple case study methods. The model represents an ideal set of circumstances for school libraries in Scotland, highlighting the interconnected web of influences that affect the success of a school library in meeting professional standards. These influences primarily fall in three areas: the school librarian, the school environment, and the professional support available to the librarian. The school librarian is the primary leader of the school library program, but factors in these other two areas can provide opportunities and barriers that can help or hinder the success of the library service. For instance, the findings suggest that school-based factors such as curriculum, scheduling, technology facilities, and staffing can have significant influence over the access the librarian has to teachers and students. Our model includes all three areas in describing a set of circumstances that would allow a school library program to thrive and meet the highest professional standards.