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Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

To explain a new set of rules, detailed in FINRA Regulatory Notice 17-30, proposed by the Financial Industry Regulatory Authority (FINRA) and approved by the US Securities and Exchange Commission (SEC), that revise and streamline the number and types of proficiency exams broker-dealer personnel must take in order to become registered, as well as the categories of registration.

Discusses the background, including FINRA’s consolidation of National Association of Securities Dealers (NASD) rules; the new registration regime; conditions for waivers; criteria for “permissive” registration; firms’ requirement to designate “Principal Financial Officers” and “Principal Operations Officers”; new categories of principal registration; FINRA’s elimination of certain registration categories; research analyst, research principal and supervisory analyst exam requirements; the ability of a registered representative to function as a principal for a limited period; the prohibition of unregistered persons to accept orders from customers; and the Securities Industry Essentials (SIE) Examination Content Outline.

The new structure is intended to bring greater consistency and uniformity to the qualification process. Among other changes, it eliminates several registration categories that either have become outdated or have limited utility, permits persons not yet associated with a broker-dealer or employed in the securities industry to take a preliminary registration exam prior to entering the securities industry, and makes other changes intended to modernize the registration and examination regime for broker-dealer personnel.

Practical guidance from lawyers with broad stock brokerage, investment management and related financial services experience.

Public policy requires effective identification of the current and emerging issues being faced in industry and beyond. This paper aims to identify a set of key issues currently facing digital communications and reviews their relevance for the strategic provision of infrastructure, particularly within the UK context.

The methodology focusses on taking a horizon-scanning approach to obtaining current information from a range of authoritative decision makers across industry, government and academia. After structuring the issues identified, these areas are explored by a multi-disciplinary research team covering engineering, economics and computer science.

Five key categories were identified including future demand; coverage and capacity; policy and regulation; economics and business models; and technology. The results are reported for both fixed and wireless networks. Shared issues affecting the wider digital ecosystem are also identified including Brexit, connecting remote areas and the degree to which the economics of infrastructure allows for building multiple overlapping infrastructures. The authors find that future demand uncertainty is one of the major issues affecting the digital communications sector driven by rigid willingness-to-pay, weak revenue and an increasing shift from fixed to wireless technologies. Policy must create the market conditions that encourage the entry of new competitors with innovative thinking and disruptive business models.

A limitation of the analysis is that it is quite UK-focussed; hence, further research could broaden this analysis to assessing issues at a continental or global scale.

The value of this paper originates from the breadth of the expert elicitation exercise carried out to gather the initial set of issues, followed by the analysis of this data by a multi-disciplinary team of researchers. The results direct a future research agenda, as many issues are indicative of a lack of existing evidence to support effective decision-making.

The era of high stakes testing often puts pressure on teachers and administrators to deemphasize creative activities, especially those involving the social studies, art, and music. Teaching strategies not perceived as directly related to improving test scores are often marginalized. Environmental text is essential for encouraging overall learning competencies in general and social studies in particular. Using environmental text such as real estate booklets can be helpful in generating learning activities in the social studies. Real estate booklets are colorful, rich in content, and readily available at no expense. Methods for integrating music and art strategies are presented also.

Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses.

A yearlong faculty development program to introduce content and effective course design for teaching about sustainability was created through a content-driven, backward design approach. Faculty participants from two cohorts were surveyed electronically to evaluate their perceptions of the impact of the program on their courses and professional development either one or two years after completing the program.

The theoretical model, curriculum and assignments for the sustainability-enhanced program are presented and discussed. Faculty participant responses to a survey (n = 14) following completion of the program indicated that the process changed pedagogical approaches, created a sense of community and raised awareness of campus resources. Faculty perceived that sustainability content enhanced their course redesign by providing “real-world” relevance, awareness and engagement. More than half of the respondents reported using tools they learned in the program to redesign elements of other courses. Three respondents indicated that integrating sustainability content into their courses had little to no benefit.

The study did not explore the impact of the program on faculty and student learning.

The tools presented are practice-ready.

This study can inform the design and evaluation of other sustainability-related faculty development programs.

Purpose: Because past research has investigated nonverbal behaviors in clusters, it is unclear what status value is ascribed to individual nonverbal behaviors. I test status cues theory to investigate whether response latency functions as a status cue. I explore whether it affects behavioral influence or if it only signals assertiveness and does not have status value. I also explore how one's interpretation of response latency impacts behavioral influence.

Methodology: In a two-condition laboratory experiment, I isolate response latency and test its strength independently, and then I measure behavioral influence, participants' response latency, and perceptions of assertiveness. I also conduct interviews to investigate how participants interpret their partner's response latency to understand how people ascribe different meanings to the same nonverbal behavior.

Findings: I find that response latency alone does not affect behavioral influence, in part because how people interpret it varies. However, response latency does significantly impact participants' own response latency and their perceptions of their partner's assertiveness.

Practical Implications: This research demonstrates the intricacies of nonverbal behavior and status. More specifically, this work underscores important conceptual differences between assertiveness and status, and demonstrates how the interpretation of nonverbal behavior can impact behavioral influence.

The purpose of Part II of this two-part paper is to uncover important differences in the nature of the three unlearning subprocesses, which call for different leadership interventions to motivate people to move through them.

The paper draws on research in behavioral medicine and psychology to demonstrate that initial destabilizing of old patterns and the subsequent behavioral processes of discarding the old and experimenting with the new are qualitatively different.

Leadership interventions must fit the unique requirements of each unlearning subprocess. Discarding old routines requires continued focus on the costs of not doing so, as well as a progressive refocus on positive possibilities and engaging people in activities to explore them. When aspects of the old routine resurface, the costs of relapse must again become salient, leading to further discarding-from-use, followed by further positive experimentation. Finally, maintaining long-term release of an embedded routine requires recognition of the emerging new patterns and a shift from future-oriented visioning of possibilities to current satisfaction with the new.

All empirical studies of organizational unlearning imply some form of destabilization of old learning as an antecedent to unlearning, and many of them discuss subsequent behavioral and cognitive displacement. However, they have not clearly distinguished between these subprocesses to fine-tune how to motivate people to move through them. This paper addresses that gap.

The purpose of this paper is to assess how employees from historically marginalized groups (men and women of color and white women) perceive Fortune’s “100 Best Companies to Work For”® (BCWF) in terms of two outcomes that are related to diversity and inclusion: fairness and camaraderie. The authors focus on fairness as a way to measure perceptions of general treatment with respect to demographic characteristics associated with bias and discrimination, and on camaraderie as a way to measure perceptions of the inclusiveness of coworker relationships.

Hierarchical linear regression models are used to analyze survey responses from 620,802 employees in 1,054 companies that applied for the BCWF list between 2006 and 2011 in the USA. The authors compare the perceptions of employees in firms that are selected for the list to those of their demographic counterparts in firms not selected for the list. The authors also compare the perceptions of employees from historically marginalized groups to those of white men within firms that make the list and examine how these differences compare to the same differences within firms that do not make the list.

The findings reveal that the perceptions of men and women of color and white women in companies that make the “best” list are more positive than their demographic counterparts in companies that do not make the list. The authors also find, however, that the perceptions of employees from historically marginalized groups are more negative than those of white men in the “best” workplaces, and these patterns are similar to those in firms that do not make the list. For perceptions of fairness, the differences between employees from historically marginalized groups and white men are smaller in companies that make the list.

The findings are based on average effect sizes across a large number of companies and employees, and the data do not provide insight into the actual organizational processes that are driving employee perceptions. In addition, the employee survey data are self-reported, and may be subject to recall and self-serving biases. Finally, the authors use measures of fairness and camaraderie that have not been rigorously tested in past research.

Managers seeking to improve experiences of fairness and camaraderie should pay particular attention to how race/ethnicity and gender influence these experiences, and how they do so intersectionally. Attending to these differences is particularly important to the extent that experiences of fairness and camaraderie are related to organizational trust, the key metric on which companies are selected for the “best” workplaces list, and a quality of organizational relationships that previous research has found to be positively related to key individual and firm-level outcomes.

The paper provides the first assessment of demographic variation in the outcomes of employees in companies selected for the BCWF. Since selection to this list is based on the presence of trust, the authors’ findings also provide potential insight into how informal organizational processes that are associated with trust, such as leadership behaviors, peer relationships, and workplace norms, are viewed and experienced by men and women of color and white women. Finally, the authors analyze outcomes relating to camaraderie, a construct that has received little attention in the literature.