Economic sanctions have often been considered an important tool for disciplining adversaries and compelling them to offer important concessions. History, however, suggests otherwise. Economic penalties rarely cause states to abandon important national assets. After decades of struggling under punitive financial measures, Iran has persisted with its objectionable policies ranging from terrorism to proliferation of weapons of mass destruction. All this suggests that ideological regimes that put a premium on their political priorities and which are seemingly insensitive to the mounting costs of their belligerence may not be suitable candidates for the type of cost‐benefit analysis that sanctions diplomacy invites.

Over three decades after the Iranian Revolution reconfigured the strategic landscape in the Middle East, scholars are still trying to decipher its aftereffects. Suzanne Maloney provides the first comprehensive overview of Iran's political economy since the 1979 revolution and offers detailed examinations of two aspects of the Iranian economy of direct interest to scholars and non-specialist readers of Iran: the energy sector and the role of sanctions. Based on the author's research as both a scholar and government advisor, the book also features interviews with American and Iranian government officials. Moving chronologically from the early years under Khomeini, through the economic deprivations of the 1980s during the Iran-Iraq war, through liberalization under Khatami to the present, Maloney offers fascinating insights into Iran's domestic politics and how economic policies have affected ideology, leadership priorities, and foreign relations.

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Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.

Background: An interprofessional faculty group analyzed a critical reflection assignment of students in a service-learning practicum interprofessional education (IPE) course. Students were from ten programs: physical therapy, occupational therapy, nuclear medicine technology, radiation therapy, athletic training, nursing, investigative medical science, cytotechnology, nutrition and dietetics, and clinical laboratory science. Research questions investigated what the assignments revealed about students’ application of beliefs, emotions, and behaviours, and if course objectives were met.Methods and Findings: This qualitative study retrospectively analyzed one critical reflection from the course conducted in 2011. Researchers selected a stratified sample of 40 assignments from a population of 278. Nine major themes emerged: achieving IPE outcomes, engaging in team process, learning culture/community engagement, being client/patient centred, becoming aware of behaviours, experiencing barriers, articulating beliefs, connecting with course objectives, and expressing emotions.Conclusions: In an IPE practicum course, transformative learning was evident. Students articulated beliefs, emotions, and behaviours related to interprofessional teamwork. Students expressed detailed understanding of team processes. For future research, critical reflection assignments were useful to assess student beliefs, emotions, and behaviours in a practicum course. We suggest studying practice among health professionals who have experienced IPE compared with those who have not had IPE in their professional curricula.