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To summarize and interpret the examination priorities for 2017 published in early January by the Financial Industry Regulatory Authority (“FINRA”) and the Office of Compliance Inspections and Examinations (“OCIE”) of the Securities and Exchange Commission (“SEC”).

Summarizes some of the most important priorities raised by the OCIE and FINRA in the areas of senior investors, recidivist representatives, product suitability, complex investments and sales practices, cybersecurity, branch offices and anti-money laundering.

As in recent years, there is a significant overlap in priorities between the two regulators on issues of elderly investors, recidivist representatives, product suitability, and cybersecurity, among others.

Registered investment advisers and broker-dealers should note the key issues raised in both letters so that their compliance programs can address them in their policies, procedures, and controls before their next examination.

Practical guidance from lawyers whose practices focus on securities and broker-dealer enforcement defense.

The purpose of this paper is to explore the key issues surrounding teacher/staff disability disclosures in the UK's further education (FE) sector.

In total, 15 semi-structured interviews were conducted in a medium-sized FE college (case study) setting in the South East of England. To compare the experiences, views and perceptions of leaders, managers and teachers, interviews were carried out with leaders and managers who are accountable for ensuring disability legislation is adhered to, and with teachers who are responsible for complying with equality and disability legislation. The 15 interviewees who volunteered to take part in this research represent the various layers of the organisational structure and different academic departments in the college.

Two major themes discussed include: the desire for teaching staff to “come out” and make a disability disclosure and the perception of disability as a “deficit”. A number of staff that disclosed their hidden disabilities stated they would not do so again. To avoid the negative side effects, developing a “culture of disability disclosure” and providing long-term employer support are required.

This is an exploratory qualitative case study that highlights some of the key issues from a teacher/staff perspective. It is not meant to be generalisable research, but the ideas therein should help to develop a wider (empirical) research agenda.

There is an abundance of critical and sociological research concerning disability disclosure in general; there are also a number of scholarly studies that focus on disability issues from the student perspective. However, this is the first scholarly study that explores the key issues involving FE staff.

Today’s undergraduate students have spent a significant portion of their lives using YouTube for various reasons, whether for entertainment, personal development or academic learning purposes. This study aims to investigate how system factors (i.e. reliability, usability and searchability), interaction factors (i.e. provider and user interactions) and content factors (i.e. format, relevance and coverage) affect undergraduate students’ satisfaction with YouTube and their intentions to adopt YouTube for learning purposes.

This research uses the information systems success model as its theoretical framework to explore the system, interaction and content factors associated with undergraduate students’ satisfaction with YouTube and their intentions to use YouTube for learning. The proposed hypotheses were examined by the structural equation modelling technique based on a survey with 345 undergraduate students at a Southeastern institution in the USA.

The results indicate that both system factors (including reliability, usability and searchability) and content factors (including format, relevance and coverage) have a statistically significant effect on students’ satisfaction with YouTube. This study also demonstrates that students’ satisfaction with YouTube significantly influences their intentions to use the platform for learning purposes.

The proposed research model provides a novel perspective in understanding the complex nature of students’ adoption of YouTube for learning purposes, led by both system and content factors mediated by satisfaction with YouTube.

This study suggests that when YouTube is intuitive to use and relevant content is added to the platform regularly, students are more likely to adopt this platform for learning purposes. As a result, it is critical that librarians remain aware of information-seeking practices and platforms used by students to tailor approaches to teaching information literacy to help students understand how to use the platform effectively.

Using the information systems success model, this research sheds light on the roles of system and content factors in undergraduate students’ satisfaction with YouTube and their intentions to use it for learning.

The purpose of this paper is to evaluate provider outcomes in response to two modes of suicide prevention training (e-learning and in-person) and a control group. The Collaborative Assessment and Management of Suicidality (CAMS) was adapted for e-learning delivery to US Veterans Administration mental health providers. Outcomes include: self-evaluated beliefs, ability, and self-efficacy in managing suicidal patients.

This study used a multicenter, randomized, cluster design to test the effectiveness of e-learning vs in-person conditions CAMS for changes in provider outcomes.

Survey scores showed significant improvements for both the e-learning vs control and the in-person vs control between pre-intervention and post-intervention; however, the e-learning and in-person conditions were not significantly different from each other.

Limitations of the study include that there were drop-outs over the study period and the survey questions may not have captured all of the aspects of the CAMS training.

Results suggest that e-learning training modules can provide comparable outcomes to in-person training for suicide prevention.

More providers may have accessible training materials for managing suicidal patients.

Currently practicing providers now can choose between two equivalent training modalities for improving the management of suicidality in their patients.