[{"pubDate":"Thu, 29 Oct 2026 07:58:22 +0100","titre":"France: three overlapping woes are fuelling a generation of discontent","url":"https://theconversation.com/france-three-overlapping-woes-are-fuelling-a-generation-of-discontent-295102","id":3248553,"description":"KEY TAKEAWAYS The French high schooler-led uprising is not a sign of a generational struggle pitting the young against baby boomers. The uprisings indicate a state of discontentment reflecting three grievances: failings within the education system, eco-anxiety and concerns over employment in the age of AI. Far from demanding a break with the established order, young protesters are simply asking for the right to live a good and fair life... like their predecessors before them. Rarely has Freud’s Civilization and Its Discontents seemed so relevant to the times in which we are living. Although the discontents we are currently witnessing do not necessarily affect society as a whole, they are certainly impacting an entire generation born in the 21st century, as well as their parents and their social environment. Admittedly, we know that generations are not homogeneous and that any attempt to generalise is an oversimplification. Nevertheless, the high schoolers that are taking to the streets to protest in this day and age belong to a relatively homogeneous age cohort. You would be forgiven for thinking that the current unrest is the result of a clash of generations. From the outside, it is often viewed as a generational tug of war between a struggling young population and the rest: an aging but relatively prosperous Europe . Criticism is, without doubt, being directed at “baby-boomers” or those born during the thirty years following World War II (which were marked by economic prosperity and low unemployment, conditions that now seem a world away today). The problem lies elsewhere Nevertheless, this is not a generational conflict, and the fact that a substantial proportion of parents , as well as the majority of the population , share the students’ demands shows that the problem lies elsewhere. These demands are nothing new, and they help explain why many parents joined their children during the first demonstrations, along with teachers, to show their support over deteriorating conditions in high schools. The students and their initial demands were hijacked by more politically radical movements, some even revolutionary or anarchist, as well as opportunistic groups that took advantage of the disorder to loot shops and businesses, without any tangible political agenda. According to an official report dated October 14, 2026, “937 law enforcement officers, 248 students and 149 members of educational staff have been injured since the beginning of the high school student movement.” The demonstrations on October 18 resulted in more than 1,800 arrests . The proliferation of various groups with overlapping demands muddles the student movements’ original message, leaving us with little more than the smouldering remnants of a battlefield. Nevertheless, it is the central concerns of these students that I wish to explore here. Ultimately, this movement appears to lie at the intersection of several anxiety-inducing issues. Rather than speaking of a convergence of struggles, we should speak of a convergence of anxieties. Three sources of anxiety The movement appears to reflect the convergence of three factors that are also sources of concern: the perceived deterioration of public education ecological anxiety the new difficulties young people face in the labour market, particularly those associated with the development of artificial intelligence (AI). These three factors provide fertile ground for psychosocial anxiety. The high school students’ main demands appear legitimate and concern improving working conditions: replacing absent teachers, shortening excessively long school days, reducing the number of students per class, repairing and maintaining infrastructure, and improving or abolishing Parcoursup , the widely criticised higher education admissions platform that is often difficult to understand. These demands echo the broader perception that conditions in the French school system have deteriorated and that the system is relatively inefficient compared with those of neighbouring countries.","source":"The Conversation – Articles (FR)"},{"titre":"Using Vinyl & Spotify to Understand Legal Information Online","url":"https://www.callacbd.ca/CALL-Blog/12614092","pubDate":"Mon, 26 Oct 2026 07:55:48 +0100","description":"Hannah Steeves, the Instruction & Reference Librarian at the Sir James Dunn Law Library, Dalhousie University (Halifax), recently wrote an article on \"Using Vinyl & Spotify to Understand Legal Information Online\" . It originally appeared on Slaw.ca on February 15, 2022 . Most legal research is done online through a combination of open and subscription databases. Legal information is available at our fingertips through Justice Laws, LEGISinfo, CanLII, Westlaw, Lexis, ProView, SOQUIJ, [insert your preferred database here], and the list goes on. The availability of electronic resources has radically changed—and will continue to change—the way legal professionals conduct research. However, despite my enthusiasm for the improved accessibility and retrievability, I think the lack of engagement that new legal researchers have with print resources creates comprehension issues. The disconnect between a source’s print and electronic formats reduces their understanding of the process used to create the document. Understanding this process helps us understand the organization of information and makes a researcher more efficient. New legal researchers are often introduced directly to the electronic version of a source without fully understanding how it came to be. For example, a student might learn about legislation and be shown how to trace a legislative history using Justice Laws without ever interacting with the print, bound statutes. They are missing the benefits of seeing the tangible organization of annual, revised, and consolidated statutes. Another example is having a student use ProView without ever flipping through a physical binder and understanding how loose-leaf releases work. Although they know each source is unique, they all present approximately the same online. Unfortunately, limited class time and COVID-19 have made it nearly impossible to get students into the library to conduct research with print sources. I try to grab print copies of case reporters, volumes of statutes, and loose-leafs to show students in person or on Zoom, but the effect is not the same as engaging with the print source directly. Instead, when I meet with students, I often see ~18 tabs open in their browsers with sites ranging from course materials, Google, CanLII, and their preferred subscription platform. They ask me, “ Why does this have to be so complicated?” And they’re right! It does seem complicated, at first glance. If we had created these resources using our modern digital environment, they would be organized differently. Print established the rules, and the digital versions have been bound by them. When I try to explain why the digital versions might seem unnecessarily complex, but that understanding how to use the print sources will improve their navigation of the digital versions, I use the following analogy. First, assuming Spotify is the most common music app, I ask students whether they’re more likely to download/stream full albums or singles. Once they’ve answered, I explain that the point of this question is to determine that they understand that a single song is situated within an album—the album is a collection of songs. Next, I ask if they know why artists produce albums. This one takes a bit of waiting, and in a classroom setting a music aficionado may bring up the concept album (and rightly so!), but usually there’s someone who knows that the standard album is a result of the time limitations set by vinyl, specifically the 33 rpm LP record . (Or maybe they Google it as I’m waiting for an answer—who am I to judge?) With a brief explanation, it becomes clear that vinyl restricted artists to around 44 minutes of playing time, and this explains the standard album format still used today. The next step is to connect the persistence of the album through various eras of music. The album has survived the evolution of music distribution. Historically, it started with vinyl, but remained through transitions between audio cassette, the CD, through to","id":3241462,"source":"Canadian Association of Law Libraries / L'Association canadienne des bibliothèques de droit CALL/ACBD Blog"},{"titre":"Five Questions with Alexandra Farolan","url":"https://www.callacbd.ca/CALL-Blog/10557789","pubDate":"Mon, 26 Oct 2026 07:55:45 +0100","description":"Alexandra Farolan, Library Assistant | Courthouse Libraries BC  1.       Tell us a little about your educational background and how you entered the legal information industry.   I am currently a Library Information and Technology Diploma student at Langara College. Prior to this, I worked on two certificate programs through the British Columbia Institute of Technology (Office Administrator with Technology and Medical Office Assisting). I worked as a registration and health records clerk for a few years in the hospitals. Managing patient records introduced me to the processes of information preservation and confidentiality which in turn piqued my interest in legislation pertaining to freedom of information. I've also had some personal experiences which have lead to my overall interest in examining opportunities in the legal industry. I generally find knowing more about my rights is empowering and being surrounded professionally in an industry that serves those who advocate and rally for rights is something I am excited to contribute to. 2.       How has being involved in CALL helped you professionally (e.g. scholarships & grants, continuing education, networking)? I joined CALL in January 2020 so I am definitely still green, but I've found the professional development opportunities and connecting with other members to be incredibly supportive and educational. There are many opportunities here in the association to be a part of and to contribute to. I have really enjoyed being paired up as a mentee in the mentorship program as it has provided me in gaining more insight and perspective on the industry and provides opportunity for professional rapport. Being the Members and Projects Profiles Coordinator has been more challenging than I anticipated and meeting deadlines might be something to work on...In saying that, it has been great to learn and connect a bit more with our members where I otherwise may not have!   3.       What was your first library-related job? Not a job, but I was part of a volunteer program in 2004 to 2005 called Katimavik where people ages 18 to 23 would live with each other and volunteer in the community across three provinces. I had two library volunteer rotations: Bibliothèque Publique De Tracadie-Sheila in Tracadie-Shelia, New Brunswick and the Jasper Municipal Library in Jasper, Alberta. I enjoyed putting the books back on the shelves and seeing what people were reading. I also learned some basic library protocols such as processing materials to send to other branches, checking materials out to clients, and minor repairs. I also worked with a great team at Indigo Books in morning operations from 2018 to 2020. I've been in my role as a library assistant with CLBC for a little over a year which has provided much learning experience in processing and cataloging legal materials and professional development examining important topics including but not limited to, systemic racism, understanding trauma, Indigenous human rights, etc.           4.    What’s one blog, website, or Twitter account that you can’t go one day without checking?     As an information junkie, it is difficult to pick one. Here are a few links currently on rotation :  rightsofchildren.ca https://vimeo.com/courthouselibrary https://www.eddiemoorejr.com/21daychallenge  - \"For 21 days, do one action to further your understanding of power, privilege, supremacy, oppression, and equity\"  and  Ruby Ibarra  - She is a Filipina-American rapper that started a scholarship called  Pinays Rising  which was created to support fellow Filipina-Americans who demonstrate excellence in arts and/or social activism in pursuing higher education. 5.       What are three things on","id":3241442,"source":"Canadian Association of Law Libraries / L'Association canadienne des bibliothèques de droit CALL/ACBD Blog"},{"url":"https://hdl.handle.net/1866/46770","titre":"Zoom-in sur l’école en ligne : l’expérience des étudiant.e.s inscrit.e.s dans un programme universitaire en ligne","pubDate":"Tue, 20 Oct 2026 08:10:41 +0200","source":"Faculté de droit Travaux récents","description":"dc.contributor.author: Drapeau, Louis-Félix dc.date.issued: 2026-10 dc.description.abstract: Depuis la crise de la COVID-19, l’enseignement en ligne s’est imposé comme une composante permanente de l’université québécoise. Pourtant, malgré cette popularisation, le vécu subjectif de cette population demeure largement invisibilisé par une littérature scientifique souvent centrée sur une démonstration de sa réussite pédagogique et l'efficacité technique de ses dispositifs. Ce travail de recherche comble ce manque en explorant la « fabrication » de l’expérience scolaire au sein de cet environnement numérique. Cette étude articule les logiques d’action de François Dubet aux concepts d’acteur pluriel de Bernard Lahire et de résonance d’Hartmut Rosa. S’appuyant sur une enquête qualitative compréhensive menée par entretiens de groupe via visioconférence, auprès de 7 étudiant.e.s entre 24 et 59 ans et provenant d’une variété de programmes en ligne. L’analyse déconstruit la tension entre motivations instrumentales et qualité du rapport au monde. Les résultats révèlent d'abord une hégémonie de la logique stratégique : le format numérique est largement choisi par souci d’économie de temps et d’efforts, permettant de négocier l’accès au diplôme face à des contraintes géographiques, familiales ou difficultés d’apprentissage. Toutefois, cette instrumentalité masque une logique «impure» visant à protéger l’intégration vécue dans d’autres sphères de vie. Ensuite, cette étude se concentre sur l’expérience des étudiant.e.s dans ces programmes en ligne. Le cœur de l’étude met en lumière un paradoxe dans l’enseignement en ligne : les outils de domination technique (IA, accélération, multitasking) permettent d’une part un accès important à l’université, aux savoirs, aux enseignements et à des collègues étudiant.e.s, mais finissent par rendre le monde scolaire muet. En se dotant d’un soi tampon, l’étudiant se protège des malaises de l’interface et du regard de l’autre, mais s'aliène de l’expérience transformatrice de l’apprentissage. Néanmoins, la recherche identifie des oasis de résonance, notamment via le tutorat ou des espaces informels de résistance, où la corde vibrante du lien pédagogique parvient encore à s'activer; Since the COVID-19 crisis, online education has established itself as a permanent fixture of the Quebec University landscape. Yet, despite this popularity, the subjective lived experience of this student population remains largely invisible within a scientific literature often preoccupied with demonstrating pedagogical success and the technical efficiency of digital systems. This research addresses this gap by exploring the construction of the school experience within this digital environment. The study articulates François Dubet’s logic of action with Bernard Lahire’s concept of the plural actor and Hartmut Rosa’s theory of resonance. Drawing on a comprehensive qualitative inquiry conducted through group interviews via videoconferencing, the analysis deconstructs the tension between instrumental motivations and the quality of the relationship to the world. The findings first reveal a hegemony of the strategic logic: the digital format is primarily chosen for reasons of time and effort optimization, allowing students to negotiate access to knowledge amidst geographical constraints, family","id":3229086},{"titre":"The Utility of Mandatory Assistance for Self-Represented Litigants in Alberta","url":"https://www.slaw.ca/2026/10/15/the-utility-of-mandatory-assistance-for-self-represented-litigants-in-alberta/","pubDate":"Fri, 16 Oct 2026 07:57:54 +0200","source":"Slaw","description":"This column presents excerpts from a student paper, completed under the University of Toronto’s Community Research Partnership in Ethics program; the full paper will be published by the National Self-Represented Litigants Project later this year. Over the past 20 years, Alberta’s family justice system has distinguished itself from other jurisdictions by implementing mandatory forms of assistance. In 2005, the Alberta government launched mandatory meetings for SRLs in provincial court, pursuant to the Intake and Caseflow Management Regulation. [1] Building on this, and recognizing the inherent difficulties associated with an SRL’s journey through the family law system, the new Family Justice . . . [more] The post The Utility of Mandatory Assistance for Self-Represented Litigants in Alberta appeared first on Slaw","id":3220228},{"source":"FTC USA Business Blog Posts","description":"New FTC warning letters cite unsupported Coronavirus-related health and earnings claims sgressin April 24, 2020 | 12:44PM New FTC warning letters cite unsupported Coronavirus-related health and earnings claims By Seena Gressin The FTC is not the pen pal you want if you operate a multi-level marketing company but aren’t closely monitoring your distributors. In its latest round of warning letters, the FTC warns ten MLM companies that they are responsible for the claims made by their participants. The letters direct the companies to report within 48 hours what actions they’ve taken to stop their distributors from claiming their products can treat or prevent Coronavirus disease, that MLM business opportunity participants are likely to earn substantial income, or both. The FTC says that the health and earnings claims are unsubstantiated and therefore violate truth-in-advertising laws. The products at issue are not scientifically proven to treat or prevent COVID-19, the disease that Coronavirus causes. The FTC previously has sent warning letters to companies about their Coronavirus-related health claims, but the new letters are the first to also target claims about potential business opportunity earnings. The letters come at a time when millions of people are out of work and facing financial challenges as a result of the pandemic. MLM companies rely on a network of independent distributors, sometimes called business opportunity participants, to buy and resell their products, often through direct person-to-person sales or online. MLMs typically offer participants a cut of the sales made by people the participant recruits to invest in the business opportunity. The new recruits then try to sell the products, and try to recruit more people to do the same. Most people who join MLMs make little or no money. According to the FTC, distributors of the MLM companies receiving the letters have posted promotional messages on Facebook, Instagram, and other social media sites. Health claims the FTC letters cite include: “STAY SAFE!! MAKE YOUR IMMUNE SYSTEM STRONG!!!” Standard coronavirus protection kit . #antiseptics and #immunity_support.” “HOW WILL YOU FIGHT OFF CORONA? USE NUTRABURST-CHAGA- .... #coronacure #coronaprevention ... #immunesupport #immunebooster ... #immunesystembooster” “Got the coronavirus heebeegeebees? Boost your immunity with this amazing deal!!!!” “... If interested to learn more or obtain oils or rollers Let me know A little extra protection can help #doterra #NursesCOVID19 #Dialysis #ImmunityBoosters #ImproveRespiratoryFunction” Earnings claims the FTC letters cite include: “...Living in quarantine and where 14 million people applied for unemployment just last week ... I’ll stick with the opportunity to change people’s lives ... turn a small investment into six figures .... #arbonne ... #quarantine #2020” “Need to make extra money? Find it difficult to pay your bills? Were you laid off/ #fired? Be your own Boss w/doTERRA essential oils. Msg me to achieve financial independence #laidoff #unemployed #cantpaymybills #cantpaymyrent #student #sales #sidehustle #makemoney #stayathomemom.” “[E]veryone’s getting stimulus checks right now... There is no better investment you could do... Take that money that you’re about to get back... figure out a way to make this happen tonight.” In the letters alleging unsubstantiated health claims, FTC staff reminds the companies that, under the FTC Act, claims that a product can prevent, treat, or cure a serious disease require the support of well-controlled human clinical studies. Because “no such study is currently known to exist” for the advertised products, the FTC says the companies “must immediately cease making all such claims.” In the letters alleging deceptive earnings claims, FTC staff reminds the companies that under the FTC Act, “claims about the potential to achieve a wealthy lifestyle, career-level income, or significant","id":3197413,"url":"https://www.ftc.gov/business-guidance/blog/2020/04/new-ftc-warning-letters-cite-unsupported-coronavirus-related-health-earnings-claims","titre":"New FTC warning letters cite unsupported Coronavirus-related health and earnings claims","pubDate":"Mon, 05 Oct 2026 08:07:08 +0200"},{"titre":"The Argument for Encouraging Student Use of AI in First-Year Law","url":"https://www.slaw.ca/2026/09/03/the-argument-for-encouraging-student-use-of-ai-in-first-year-law/","pubDate":"Fri, 04 Sep 2026 07:59:07 +0200","source":"Slaw","description":"A consensus is emerging in law schools across Canada and the US that AI has no place in teaching the core curriculum, because it impedes student learning, especially in first year. Schools are beginning to follow the University of Chicago’s lead in banning AI in first-year core courses. Some profs are also banning laptops in classrooms — taking every precaution to shield students’ developing minds from the corrosive effects of AI. Michael Plaxton, one of the leading voices in Canada thinking through the many challenges AI poses to legal education, crystallizes the argument: “The case for law schools must be . . . [more] The post The Argument for Encouraging Student Use of AI in First-Year Law appeared first on Slaw","id":3133345},{"source":"Slaw","description":"The beginning of another academic year has me reflecting on what more we can give students beyond the curriculum. We spend considerable time thinking about what students need to know and what they need to be able to do. We develop learning outcomes, create assignments, design simulations, evaluate learning, and provide feedback. All those things are important. However, some of the most valuable learning opportunities are not found in the curriculum at all. Sometimes, they arrive in an email. I remember an interaction with a student from several years ago. The student had sent a series of emails that were, . . . [more] The post The Learning Opportunities We Don’t Plan For appeared first on Slaw","id":3127233,"url":"https://www.slaw.ca/2026/08/31/the-learning-opportunities-we-dont-plan-for/","titre":"The Learning Opportunities We Don’t Plan For","pubDate":"Tue, 01 Sep 2026 08:01:36 +0200"},{"source":"Slaw","id":3110437,"description":"This summer our law library intern (shout out to Bailey Kaye!) is reviewing our archival casebook collection for a digitization project. Among them was a casebook for exchange students arriving at Dalhousie Law School in 1978. It outlined an introduction to the common law, as provided by the Sir James Dunn Law Library. In this casebook, the Sir James Dunn Law Library included a helpful list of general information about library etiquette. Let’s review how you were to conduct yourself in the law library of 1978, shall we? The one rule that has survived nearly word-for-word, across nearly fifty years . . . [more] The post Briefcases & Cigarettes: The Law Library of 1978 appeared first on Slaw","pubDate":"Sat, 22 Aug 2026 07:56:57 +0200","titre":"Briefcases & Cigarettes: The Law Library of 1978","url":"https://www.slaw.ca/2026/08/21/briefcases-cigarettes-the-law-library-of-1978/"},{"pubDate":"Wed, 29 Jul 2026 07:59:26 +0200","titre":"Tips Tuesday: Researching Indigenous Legal Orders","url":"https://www.slaw.ca/2026/07/28/researching-indigenous-legal-orders/","id":3060094,"description":"Queen’s University Library has added a new chapter on “ An Introduction to Researching Indigenous Legal Orders ” to their Canadian Legal Research Manual . The introduction to the chapter notes that it “provides a very brief introduction to researching Indigenous legal orders. It is not meant to be comprehensive, but rather a starting point primarily intended for non-Indigenous law students researching in an academic setting.” It includes an overview of the terminology, an overview of sources of Indigenous law, a discussion of ethical considerations and limitations of resources, as well as a list of further reading. Suggested resources include . . . [more] The post Tips Tuesday: Researching Indigenous Legal Orders appeared first on Slaw","source":"Slaw"},{"source":"Slaw","description":"In a previous article, I wrote about the benefits of simulations in jump-starting learning. In this article, I want to focus on one specific aspect of simulation: the use of simulated clients. Medicine has long used simulated patients to help students develop practical skills and bedside manner. The use of simulated clients to support law student learning is a more recent development. Through the pioneering work of Paul Maharg and others, simulated clients have become an important educational tool in legal education in Canada and around the world. Rather than discussing the history of simulated clients or the training they . . . [more] The post Beyond Role Playing: How Simulated Clients Enhance Learning appeared first on Slaw","id":3006501,"titre":"Beyond Role Playing: How Simulated Clients Enhance Learning","url":"https://www.slaw.ca/2026/07/03/beyond-role-playing-how-simulated-clients-enhance-learning/","pubDate":"Sat, 04 Jul 2026 08:01:22 +0200"},{"id":2379473,"description":"On Tuesday, Federal Trade Commission Chairman Andrew N. Ferguson submitted recommendations for deleting or revising anticompetitive regulations across the entire federal government to the White House’s Office of Management and Budget. This report is a response to President Trump’s Executive Order on Reducing Anticompetitive Regulatory Barriers . The Executive Order tasked the FTC with finding unnecessary regulations that exclude new market entrants, protect dominant incumbents, and predetermine economic winners and losers, as a first step to repealing them. “President Trump’s Executive Order recognizes that heavy-handed regulations can hurt competition, including by entrenching incumbent firms, raising costs for new entrants, and discouraging innovative new ways to serve customers,” said FTC Bureau of Competition Director Daniel Guarnera. “Competitive markets lower the cost of living, improve the quality of products and services, and drive innovation. Our engagement with citizens across the country and agencies across the federal government has underscored the importance of scrutinizing regulations to ensure that they don’t distort healthy, free-market competition.” Examples of anticompetitive regulations that the Chairman recommends for deletion or modification include: Biden-era Department of Transportation regulations that preference businesses owned by “socially and economically disadvantaged individuals” when awarding contracts for transportation projects, rather than allowing free competition on the merits. Department of Education regulations that permit colleges and universities to include the cost of textbooks and supplies as part of annual tuition, which thwarts students’ ability to save money by buying their textbooks through alternative channels. Proposed Biden-era Consumer Product Safety Commission regulations that would require table saws to use expensive finger-detection technology controlled by the sole patent holder. A Forest Service handbook that establishes eligibility requirements that inhibited entry from a younger generation of ranchers. The report is now under review at the Office of Management and Budget. The FTC will continue to work collaboratively with OMB and all of the relevant federal agencies to rescind or revise their regulations as","source":"Federal Trade Commission Concurrence communiqués","pubDate":"Thu, 18 Sep 2025 09:52:16 +0200","url":"https://www.ftc.gov/news-events/news/press-releases/2025/09/ftc-recommends-anticompetitive-regulations-deletion-or-revision","titre":"FTC Recommends Anticompetitive Regulations for Deletion or Revision"},{"description":"Federal Trade Commission Chairman Andrew N. Ferguson today announced he has appointed Taylor C. Hoogendoorn as Deputy Director of the Bureau of Competition and Katherine White as Deputy Director of the Bureau of Consumer Protection.  Hoogendoorn is a talented litigator with expertise in a wide range of litigation, including antitrust, tort, contractual, energy, and intellectual property matters. Hoogendoorn joins the FTC after spending time in private practice at a law firm in Houston. He clerked for the Hon. Samuel A. Alito Jr. on the Supreme Court of the United States; the Hon. Gregory G. Katsas on the United States Court of Appeals for the D.C. Circuit; and the Hon. J. Harvie Wilkinson III on the United States Court of Appeals for the Fourth Circuit. Hoogendoorn holds a J.D. from Yale Law School, where he won the Morris Tyler Moot Court of Appeals and served on the Yale Law Journal, and a B.B.A. with majors in Economics, Finance, Mathematics, and Business Fellows from Baylor University. While at Baylor, he served on the university’s Board of Regents and graduated as the top-ranked student in the Hankamer School of Business. White is an experienced privacy and consumer protection attorney, with a career in both government service and private practice. White has deep experience in all aspects of consumer protection law and has led complex investigations relating to privacy, data security, and credit reporting. Most recently, White was a partner at a law firm. Prior to joining the firm, White spent nearly 15 years at the FTC and served in a variety of roles, including as an Attorney Advisor to former Commissioner Noah Phillips during the first Trump administration, Counsel to the Director of the Bureau of Consumer Protection, and as a senior attorney in the Division of Privacy and Identity Protection. In addition, White worked on detail for the Senate Commerce Committee where she provided advice on a range of consumer protection issues. She is a graduate of the George Washington University Law School and the University of","id":2013068,"source":"Federal Trade Commission Concurrence communiqués","url":"https://www.ftc.gov/news-events/news/press-releases/2025/03/ftc-chairman-andrew-n-ferguson-appoints-deputy-directors-bureaus-competition-consumer-protection","titre":"FTC Chairman Andrew N. Ferguson Appoints Deputy Directors of the Bureaus of Competition and Consumer Protection","pubDate":"Thu, 27 Mar 2025 09:50:56 +0100"}]