David W. Test, Jennifer Cease-Cook and Lauren K. Bethune
Research has documented post-school outcomes for students with emotional and behavioral disabilities and learning disabilities continue to be poor. To improve student outcomes for…
Abstract
Research has documented post-school outcomes for students with emotional and behavioral disabilities and learning disabilities continue to be poor. To improve student outcomes for these populations, research has recommended implementing evidence-based practices and predictors in the classroom. The purpose of this chapter is to identify evidence-based practices and predictors targeted for students with emotional and behavioral disorders and learning disabilities in the area of secondary transition. We identify and briefly describe 12 evidence-based practices and 14 evidence-based predictors for students with emotional and behavioral disorders and learning disabilities. Implications for practice and suggestions for future research are also discussed.
This chapter provides readers with a summary of sport sociology in the United States. It begins with a brief overview of sport in the United States before describing the…
Abstract
This chapter provides readers with a summary of sport sociology in the United States. It begins with a brief overview of sport in the United States before describing the development of the sociology of sport in the United States and some of the major contemporary patterns in sport research. They key movement in US sport sociology was the critical-cultural turn that took place during the 1980s and 1990s when critical theory and feminism became dominant approaches to research. Scholarship in the 21st century has largely developed upon that turn and is generally qualitative and cultural. Contemporary US sport sociology is a critical endeavor heavily influenced by cultural studies, post-structuralism, feminism, queer theory, critical race theory, post-colonial theory, and theories of globalization. Despite a fairly consistent approach to sport research in the United States, sport sociology remains contentious and in disunity. This chapter argues that the contention and disunity results from broader structural patterns that guide sport sociologists’ social actions.
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Shannon Stuart and James C. Collins
This chapter provides evidence-based supports for special education transition services for students with autism. Visual supports, video modeling, and other related strategies…
Abstract
This chapter provides evidence-based supports for special education transition services for students with autism. Visual supports, video modeling, and other related strategies used in the transition from school to adult living are included. Discussion includes using evidence-based transition strategies with students who have autism, fostering self-determination in students with autism during the transition process, and clear examples of how technology can support the transition process. Practitioners may combine the transition supports presented in this chapter because each support addresses more than one characteristic or need.
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Roger D. Blanc, Daniel Schloendorn, Howard L. Kramer, Martin R. Miller and Matthew B. Comstock
The purpose of this article is to inform the various securities market participants about new Exchange Act Rule 13h‐1, its specifics and the requirements it may impose.
Abstract
Purpose
The purpose of this article is to inform the various securities market participants about new Exchange Act Rule 13h‐1, its specifics and the requirements it may impose.
Design/methodology/approach
The paper outlines the various requirements of the Rule and additional background information and some clarifications based on the SEC adopting release.
Findings
The Rule requires “large traders”, as defined in the Rule, to self‐identify to the SEC and to obtain from the SEC a large trader identification number (“LTID”) and provide the LTID to each US‐registered broker‐dealer through which it effects transactions in NMS securities. The Rule also requires US‐registered broker‐dealers to provide to the SEC, on request, data on large traders' transactions in NMS securities by the morning after the transactions are effected; and it requires US‐registered broker‐dealers to maintain books and records, and perform certain monitoring functions, with respect to these transactions. The SEC has also adopted Form 13H under Exchange Act Section 13(h). A large trader must submit to the SEC Form 13H as an “Initial Filing” to receive its LTID and file various periodic amendments thereafter.
Originality/value
The paper provides practical guidance from experienced securities lawyers. The authors hope the discussion in the paper will enable affected market participants, which include US‐ registered broker‐dealers as well as other persons within the Rule's definition of large trader, to be informed about and to prepare for compliance with the Rule.
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Roger D. Blanc, Howard L. Kramer, Martin R. Miller and Matthew B. Comstock
The purpose of this paper is to analyze a recent US Securities and Exchange Commission order dismissing an administrative proceeding against the former general counsel of a…
Abstract
Purpose
The purpose of this paper is to analyze a recent US Securities and Exchange Commission order dismissing an administrative proceeding against the former general counsel of a broker‐dealer relating to his purported failure to supervise a registered representative.
Design/methodology/approach
The paper explains the story of the general counsel of a broker‐dealer who recommended that a registered representative be fired for misconduct, the effective over‐ruling of that recommendation by the vice chairman of the firm who supervised the registered representative, the SEC's order instituting administrative proceedings (OIP) alleging that the general counsel was the registered representative's supervisor and failed in his supervisory responsibilities, an administrative law judge's finding that the general counsel was the registered representative's supervisor but was not negligent under the circumstances, the SEC Division of Enforcement's appeal of that decision, and the SEC Commissioners’ dismissal of the appeal after a split 1‐1 vote.
Findings
The paper finds that the SEC's “non‐decision” decision leaves compliance and legal personnel with no clear guidance as to when they may have supervisory responsibilities with respect to broker‐dealer personnel and the SEC has not explained whether compliance personnel have different and/or additional compliance responsibilities as compared to legal personnel.
Practical implications
The SEC and its Division of Enforcement are likely to pursue and penalize compliance and legal officers notwithstanding their efforts to alert senior management to wrongdoing by employees they do not actually supervise.
Originality/value
The paper provides expert guidance by experienced securities lawyers.
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The purpose of the article is to inform the various securities market participants about new Rule 5123 of the Financial Industry Regulatory Authority, Inc. (FINRA), its specifics…
Abstract
Purpose
The purpose of the article is to inform the various securities market participants about new Rule 5123 of the Financial Industry Regulatory Authority, Inc. (FINRA), its specifics and the requirements it may impose.
Design/methodology/approach
The author outlines the requirements of the Rule, exemptions to its application, additional background information and some clarifications based on the FINRA adopting notice.
Findings
Rule 5123, which became effective December 3, 2012, requires FINRA member broker‐dealer firms that sell an issuer's securities in a private placement, subject to a number of exemptions, either to file with FINRA a copy of any private placement memorandum, term sheet or other offering document the member firm used or to indicate that they did not use any such offering documents. Member firms must make this filing within 15 calendar days of the date of the first sale and file materially amended versions of any documents previously filed.
Practical implications
The author hopes the discussion in the article will enable affected market participants, which include US‐registered broker‐dealers as well as issuers of securities in private placements using the services of FINRA member broker‐dealers, to be informed about and to comply with the Rule.
Originality/value
The paper provides practical guidance from experienced securities lawyers.
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Antonis Katsiyannis, Dalun Zhang and Sara Moore Mackiewicz
Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes…
Abstract
Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future outcomes. It is recommended that while transition-specific practices are essential in maximizing the potential for success in post-school environments, it is also necessary to ensure that students with E/BD are engaged in school through evidence-based practices in early intervention/prevention, instructional, and behavioral interventions.
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Jeffrey P. Bakken and Howard P. Parette
If students with developmental disabilities are to develop self-determination skills, instruction in targeted competencies must, of necessity, begin in the public schools…
Abstract
If students with developmental disabilities are to develop self-determination skills, instruction in targeted competencies must, of necessity, begin in the public schools. Wehmeyer, Field, Doren, Jones, and Mason (2004) have noted that “promoting access to the general education curriculum provides the chance to more fully infuse efforts to promote self-determination and student involvement actually provides a means to promote the participation of students with disabilities in the general curriculum” (p. 417). Teachers working with students with disabilities thus can (a) facilitate progress in the general education curriculum by teaching standards-based skills and knowledge associated with elements of self-determination (that are typically reflected in state and local standards); and (b) teaching specific self-determination skills, including self-regulation, self-management, goal setting, decision-making, and problem-solving (see Wehmeyer et al., 2004).
Transitioning from school to adult life is a challenging time for students with learning disabilities. Students leave the only support system they have known and enter into a…
Abstract
Transitioning from school to adult life is a challenging time for students with learning disabilities. Students leave the only support system they have known and enter into a world where they need to be self-advocates. This chapter discusses the transitioning process, including the legal aspect and strategies to assist students to make a successful transition into adulthood.
Heather Bailie Schock, Yvonne Franco and Madelon McCall
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…
Abstract
Purpose
Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).
Design/methodology/approach
This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.
Findings
Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.
Research limitations/implications
While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.
Practical implications
The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).
Originality/value
This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).