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To discuss the implications of the European Union Market Abuse Directive, which was adopted in December 2002, came into force at the close of 2003, and was adopted by member states in 2004.

Examines four key questions: What does the Market Abuse Directive mean to the operating model of the financial institution? How does the financial institution deal with the specific requirements of MAD organizationally, technically, and culturally? How can activities to address the MAD be integrated into current trading compliance, anti‐money‐laundering, and supervision policies and projects? What does MAD mean to the future of European compliance and what areas of focus will be needed next after this first initial step?

Without clear guidance from central regulators, a clear understanding of what is correct and what is incorrect behavior and consistent penalties, the MAD will do little but add more paperwork to the financial institution. The MAD, should not be seen as a single event that needs to be solved. Rather it needs to be part of an integrated strategy supported by enterprise technology. In this way, the MAD is merely a set of incremental requirements to an already robust strategy. The deployment of compliance and its supporting technology must be cross border and cross business unit, and must incorporate activities across the whole spectrum of compliance and operational risk exposure. Compliance, if effectively managed at a strategic level, pays for itself in a matter of months. It should not be considered cost of sale.

Should serve not only as a resource for compliance professionals in their efforts to address MAD, but also as tool to help enlighten non‐compliance staff on the challenges and focus the MAD requires.

The single-site case study described herein is part of a two-year professional development (PD) initiative aimed at helping teachers from an urban elementary (K-8) school learn how to implement explicit, transactional comprehension strategy instruction across grades using culturally relevant books. This paper aims to describe the urban elementary teachers’ successes and challenges in their first-year implementation of providing culturally relevant literacy instruction.

Three types of qualitative data were collected: researchers’ anecdotal notes during the professional learning sessions; teacher focus groups; and teachers’ blog reflection entries.

The findings revealed that the PD for culturally relevant literacy instruction resulted in teachers’ heightened awareness of how identities and social subjectivities are negotiated in and through culturally relevant discourse, the implicit and explicit bias in the school curriculum. Finally, PD served as a catalyst for facilitating students’ and teachers’ racial and cultural identity development.

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

The findings of this study suggest that culturally relevant books which incorporate the students’ background may aid in student engagement because students are able to draw upon their culturally acquired background knowledge to better comprehend texts. Thus, to engage, motivate, affirm and promote students’ literacy success, teachers need to possess knowledge of their students’ race and culture, as well as their background, language and life experiences.

Teachers and teacher educators must reflect on, question and critique their own work in preparing teachers to enter today’s schools as critical, reflective educators. The types of children’s literature that are selected and introduced to students play an important role in dismantling technocratic approaches to literacy instruction and strengthen one’s understanding of one another. Teachers must select books that challenge assumptions and speak of possibilities for change.

Culturally relevant pedagogy that includes culturally relevant children’s literature holds promise for improving literacy instructional and assessment practices and school experiences for culturally and linguistically diverse students, especially in environments where high-stakes testing is emphasized. It is one way to imagine a better schooling experience for students that affirms identities and honors and sustains diversity. For culturally relevant pedagogy to be a reality in education, stakeholders must be on board, including students, parents, teachers, administrators and policymakers.