Search results

The purpse of this paper is to explain the new “Same‐Day Clearance Option” FINRA has made available to issuers and members effective March 1, 2010.

The paper explains the background of pre‐offering review of registered securities offerings for compliance with FINRA's regulations and the increased volume of shelf takedown offering submissions that led FINRA to offer the Same‐Day Clearance Option; outlines the three same‐day clearance methods, base filing only, takedown filing, and concurrent based and takedown filing; and discusses the effect the Same‐Day Clearance Option will have on issuers and members.

Since September 2008, the financial markets have been extremely volatile, causing many issuers' market capitalizations to fall and the number of shelf takedown offering submissions to increase accordingly, placing a greater burden on FINRA and causing a delay in the review and approval process for a number of such offerings.

With this change, issuers will be better able to take advantage of market conditions when they prove amenable to offerings, and members will be better positioned to market and consummate an offering without the time constraints presented by the traditional FINRA approval process.

The paper provides practical guidance from experienced securities lawyers.

The purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field.

This review and position paper draws on the authors’ knowledge of the extant literature on coaching and mentoring in education, their own research in the field and their perspectives as editors of coaching and mentoring journals.

Among the outcomes of their review and commentary, the authors observe that coaching and mentoring research conducted to date largely occupies two separate fields, and studies published in one field frequently fail to draw on relevant literature from the other or recognise the overlap between them. The authors highlight a number of additional limitations of the evidence base on coaching and mentoring in education and offer some potential means of addressing these.

The paper offers an original reflection on current research into coaching and mentoring in education. It is intended that the paper will inform the design and publication of future studies in this area to strengthen the evidence base and, in turn, inform improvements to coaching and mentoring practice. In particular, the authors hope to encourage the ethical deployment of coaching and mentoring which enhances, rather than inhibits, the well-being of all participants, while realising other positive outcomes.