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To alert broker-dealers to several regulatory developments relating to cybersecurity threats.

Reviews four regulatory developments in the cybersecurity area and provides several steps broker-dealers should undertake to review and improve their cybersecurity and information technology protocols and practices.

While FINRA’s new cybersecurity sweep appears to be an exploratory and learning exercise to obtain regulatory knowledge and intelligence, firms should be cognizant of the fact that both FINRA and the SEC have imposed significant sanctions against Firms when it has found inadequate cyber security policies and procedures.

Broker-dealers should review the White House’s recent Framework for Improving Critical Infrastructure Cybersecurity and evaluate their own cybersecurity preparedness under the key areas of the Framework.

Practical guidance from experienced privacy and securities regulatory lawyers that consolidates several recent developments in one piece.

This chapter is based on a self-study of teacher education practices (S-STEP) project that explored the pedagogical practices of a teacher educator and the impact of such practices on a teacher candidate engaged in the process of becoming a translingual teacher. This S-STEP study includes David, a professor in a teacher education program in the greater New York City metropolitan area, and Mary, a teacher candidate enrolled in the program. The purpose of the study was to discover how different class activities influenced the philosophical and pedagogical views of one teacher candidate in the program. The following are the two research questions of the study:

1. How did the class experiences that a teacher education professor, David, designed help teacher candidates conceptualize translingual approach to language and literacy development?

2. How did a monolingual teacher candidate, Mary, develop her role as a translingual English teacher through the completion of these experiences?

How did the class experiences that a teacher education professor, David, designed help teacher candidates conceptualize translingual approach to language and literacy development?

How did a monolingual teacher candidate, Mary, develop her role as a translingual English teacher through the completion of these experiences?

The findings of this S-STEP project demonstrate that the Sociocultural Reflection, the Community Study, and the Linguistic Landscape fostered a translingual approach to language and literacy in the classroom. Moreover, the findings suggest that upon the completion of the projects, one teacher education candidate was able to better define translingualism as a phenomenon of study, ideology, and pedagogy.

Since this investigation is based on a S-STEP project of a single teacher educator and a single teacher candidate, more research with larger populations is needed. Practical implications for teacher educators and teacher candidates in other settings are explored.

This paper provides an overview of the merger and acquisition (M&A) activity of Middle‐Eastern (M.E.) countries from 1990 to 2000. The following information is presented: M&A transactions by the nationality and industries of the target firms; home countries and industries of the acquiring firms and the acquisition methods. The largest twenty mergers and acquisitions in the Middle East during the 1990–2000 period are identified. The paper also compares the M&A activity in four important countries (Egypt, Israel, Kuwait and Saudi Arabia). Learning the M&A activity in the Middle East is essential in identifying target or acquirers, and conducting future M&A transactions.