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This paper aims to summarize amendments to Rule 22c‐2 under the Investment Company Act of 1940, the “redemption fee rule”, adopted by the Securities and Exchange Commission on September 26, 2006.

Provides background to the redemption fee rule, defines financial intermediaries and intermediary chains, and discusses how funds are expected to implement the rule and associated frequent trading policies.

Under the redemption fee rule, the boards of most mutual funds are required to consider whether to implement a fee of up to 2 percent of the value of any shares redeemed by a customer from a fund within a short time after purchase. Amendments to the rule clarify operation of the rule and reduce mutual funds' costs in complying with it.

Outlines the requirements of the amendments to Rule 22c‐2 under the Investment Company Act of 1940.

In this chapter, the author analyses the education situation of Sinti and Roma in Germany and calls for a ‘Dawn of Learning!’ The author asks: Who is learning (from whom and for whom)? What is learned? What has to be learned? To answer these questions firstly the author describes the social and legal situation of the Roma minority in Germany then analyses their attainment in the German education system. With the help of two studies (Hundsalz, 1982; Strauss, 2011) the author demonstrates that educational attainments of German Sinti and Roma had significantly increased over time. Then the author emphasises the importance of mentoring programmes – involving Sinti and Roma as educational mentors – especially for their important role in the integration process. Lastly, the author shows the results of her own study aimed at revealing correlations of education and integration opportunities of Roma youth, with or without a limited residence permit in Germany (Hofmann, 2011). The question: What has been learned – so far? The author answers as followed: A dawn of learning for mutual respect and appreciation can be seen. The question: What has to be learned? The author’s answer: she wishes for a common aim of our learning processes to be a conscious and respectful handling of diversity which allows differences but focuses on common ground as a starting point for social negotiation to shape the society in which we want to live – on regional, national and European grounds.