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To provide a practical look at the European Union Market Abuse Regulation (Regulation EU No. 596/2014) (“MAR”) and some of its uncertainties, particularly the issue of its wide reaching jurisdictional scope.

The article takes a three pillar approach covering the following: a brief discursive overview of MAR, consideration of some of its uncertainties and key areas of controversy, and a detailed consideration of the jurisdictional scope of MAR.

Many questions and considerations about MAR remain, particularly those regarding how the investment recommendations requirements will be met in practice, most notably in respect of sales notes. Further, additional extensive record keeping obligations and prescriptive market soundings procedures are now expected of firms in order to show the legitimacy of their activities. In addition, the geographical scope of MAR is wide and all encompassing. Whilst its market manipulation, improper disclosure and insider dealing provisions must undoubtedly be adhered to worldwide, it remains to be seen how far the conduct requirements included in MAR will be implemented by non EU firms.

Consolidation and detailed consideration of the most common questions being asked in the market by market participants and issuers on The Market Abuse Regulation in the run up to its implementation. Practical guidance from experienced financial regulatory lawyers.

Accounting history has tended to ignore the accounting research enterprise, focusing instead on particular episodes or periods, such as histories of standards setting or histories of the accounting profession. In effect, methodological and theoretical differences within the accounting research discipline have so profoundly divided the discipline that researchers working in one area are relatively unable or unwilling to understand the key issues in other areas. This chapter seeks to shed some light on the greatest divide in accounting research: the divide between positive and critical accounting research. This chapter argues that both positive and critical accounting research can trace their origins to certain key figures who were doctoral students at the University of Chicago in the late 1960s and early 1970s. The chapter employs Foucault’s concept of genealogy to examine the origins of the positivist and critical paradigms in accounting research.

This article is based on a case study jointly presented by Lyndy‐Lee Green, Brain Injury Case Manager and Jo Dicks, Children's Social Worker, describing their experiences of joint working on a case of a young man who sustained a brain injury at birth. It aims to describe a model of successful collaborative delivery of a personalised service, and to demonstrate what can help or hinder professional relationships and client outcomes.

A joint perspective on a three year period of collaborative work with one client was obtained from a case manager in private practice and a social worker in statutory services, with reference made to the current legislative context in health and social care. The findings were discussed with reference to: implementation of the personalised agenda; guidance and practice methods used by case managers in private practice; and understanding of the difficulties caused by brain injury in young people.

The availability of statutory services was found to be insufficient in comparison with the collaborative input received by one young man with a brain injury, utilising available statutory services, and supplemented by private funding aiming to maximise quality of life. The paper identified a number of elements that contribute to effective joint working: communication and the value of face to face meetings; maintaining the client's goals and needs at the centre of all decision making; joint responsibility and positive risk taking; understanding and valuing roles; rapid response to crisis situations and contingency planning; the need for planned and coordinated transition; knowledge of brain injury; autonomous decision making, supported at organisational level; and creativity.

There is little evidence examining the issues that arise at the convergence of private case management and statutory service provision, particularly where funding for services is not the primary concern. This case study highlights the collaborative practice that can be achieved working across the boundaries of statutory services and private practice and provides an insight into the complexity of the needs of young people with brain injury in the community. This article will be of interest to practising case managers, and to social work care managers.

This paper aims to critically compare the impact and preparedness for practice of two types of mental health nurse training in the UK. One being a hospital-based apprenticeship model from the 1980s; the other a university-based and more academically focussed approach from this millennium.

This autoethnographic reflective commentary describes and reviews the effectiveness of two training curricula for Registered Mental Nurse (RMN) training. The first being the certificate-level 1983 syllabus of the UK Central Council for Nursing, Midwifery and Health Visiting, which was replaced in the late 1990s by diploma and degree-level Project 2000 training of the General Nursing Council. Using a reflective narrative approach to describe the lived experience of two qualified nurses, it compares, reviews and critiques both initiatives.

The author/researchers found both benefits and negatives inherent in each model. These were grouped into five key headings, which are a sense of belonging/identity; exposure to clinical practice; differences in training modality; development of clinical management skills and clinical preparedness; and academic merit. The older curriculum lacked an academic or research base, whereas the more recent approach encouraged and enhanced this element. However, with regard to preparing the clinician/registered nurse to feel confident in addressing a range of clinical and managerial challenges, the older style training seems to deliver better outcomes. They conclude that a move towards a “middle ground” between the two models may be of benefit to future RMN preparation.

This study reports on the experience of two registered nurses. Therefore, the sample size is small. However, autoethnography is acknowledged as an effective means of delivering qualitative research; in addition, the authors access and use material from the wider literature to triangulate and critique their approach. This paper adds to the literature but also allows for duplication by others to further test the findings.

This type of study provides an opportunity for others to review, compare and contrast nursing or other multi-discipline changes in training/curriculum. The research method is one that is transferable and can be used within areas of practice, which have resource limitations. It provides an opportunity to replicate it in other services or jurisdictions.

Nursing in the UK has experienced significant change over the past four decades. For RMNs, the move from hospitals into the community has been transformational. In addition, the influence of higher academic standards and the influence of the recent pandemic have challenged the profession and individuals within it. This study demonstrates positive and negative elements of the dilemma faced by nurses and offers a further contribution to this area.

There are a number of academic papers, media stories, statutory reports and guidance that explore the impact of changes within nurse training. This paper uses a first person autoethnographic study of the impact and effectiveness of these changes at a human level, the nurse on the ground. It uses the ward medicine keys as the vehicle to represent the huge responsibility that newly qualified nurses must face; this is not widely represented elsewhere in the literature!

University methods instructors emerging from disciplinary silos (art, English, mathematics, science, and foreign language) co-created a seminar to support candidates’ using video reflection. They explored how the Inquiry into My Practice protocol (IMP) could be used as a vehicle to surface Three Durable Practices critical for educators: intentional collaboration, instruction, and reflection.

Grounded in an interactional ethnographic perspective, this analysis draws on two telling cases to examine how the faculty team and teacher candidates co-constructed an intentional ethnographic learning community using physical and video-based practices (TeachingChannel.org).

Three Durable Practices came to life in the IMP, and through this shared and coherent conceptual approach, candidates made visible their process for bridging the disconnected worlds of theory and practice as they took up video analysis of their teaching.

Orienting across disciplinary boundaries to a shared conceptual language with associated protocols, faculty and candidates are afforded approaches to navigate their face-to-face and virtual worlds of practice.

The aim is to contrast two fictional responses to the increasing investment into Australian farmland by overseas interests within the context of an aging farming population.

This is humorous fiction.

A number of concerns are raised: vertical integration of Australian produce, availability of services to an aging population, and an aging farming community.

This is a fictional story designed to provoke thought and discussion.

Being “literate” is well established as key to active civic participation, right from the earliest years of life. Young children’s natural curiosity and motivation to understand the world and their places within it through playful explorations offers rich opportunities for learning. Reported here are findings from a STEAM (science, technology, engineering, the arts and mathematics) project drawing on problem solving, inquiry and reflection through storytelling.

Responding to a playful scenario, children 12 months–6 years examined and tested properties of different materials to make a waterproof prototype for a soft toy. Subsequent testing occurred along with a narrative story about themselves and their toys experiencing different rain events.

Evident in the data was the children’s capacity to take up domain-specific language, intentionality in creating their own artifacts and stories, and the development and control of narratives within the play.

Argued here is that the arts, particularly making and storytelling, are powerful platforms from which to support young children’s complex knowledge and literacy development for active participation in the world.

This study aims to examine the ability of the social influence heuristics framework to capture skillful and creative social media influencer (SMI) marketing in long-form video content on YouTube for influencer-owned brands and products.

The theoretical lens was a framework of seven evidence-based social influence heuristics (reciprocity, social proof, consistency, scarcity, liking, authority and unity). For the methodological lens, a qualitative case study approach was applied to a purposeful sample of 6 SMIs and 15 videos on YouTube.

The evidence shows that self-promotional influencer marketing in long-form video content is relatable to all seven heuristics and shows signs of high elaboration, innovativeness and skillfulness.

The study reveals that a heuristic-based account of self-promotional influencer marketing in long-form video content can greatly contribute to the understanding of how various well-established marketing concepts (e.g. source attractivity) might be expressed in real-world communications and behaviors. Based on this improved, in-depth understanding, current research efforts, such as experimental studies using one video with a more or less arbitrary influencer and pre-post measure, are advised to explore research questions via designs that account for the observed subtle and complex nature of real-world influencer marketing in long-form video content.

This structured account of skillful and creative marketing can be used as educational and instructive material for influencer marketing practitioners to enhance their creativity, for consumers to increase their marketing literacy and for policymakers to rethink policies for influencer marketing.

Prior research has created a body of knowledge on influencer marketing. However, a conceptual disconnect has hampered the advancement of the field. The social influence heuristics framework is a highly functional conceptual bridge that links the qualitative and quantitative evidence and will advance the understanding of influencer marketing more effectively.