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The equity listing standards of the three largest U.S. securities markets- the American Stock Exchange (Amex), Nasdaq Stock Market, Inc. (NASDAQ), and New York Stock Exchange (NYSE)-have received heightened attention as part of public and private efforts to restore investor confidence in the markets.1 Listing standards have been the focus of attention because they govern which companies can be listed for trading on a particular market and are intended in part to maintain public confidence in the markets. In its role as a self-regulatory organization (SRO), each market establishes and enforces the standards that companies must meet to be listed for trading.2 To oversee the effectiveness of the SROs' listing programs, the Securities and Exchange Commission (SEC), through its Office of Compliance Inspections and Examinations (OCIE), periodically inspects these programs and makes recommendations intended to improve them. Your ongoing interest in learning how the three largest SROs have addressed OCIE's recommendations for improving their listing programs, particularly those related to protecting investors, has broadened as listing standards have increasingly become the focus of solutions to challenges facing the markets.3 First, in response to the market turmoil resulting from the September 2001 terrorist attacks on the United States, NASDAQ, subject to SEC's oversight, implemented a rule that imposed a moratorium on enforcing its listing standards for bid price4 and market value of publicly held shares5 and subsequently implemented two additional rules that further relaxed its bid-price standard. These actions raised questions about how NASDAQ and SEC, in their regulatory roles, balanced the goal of market stability against that of investor protection. Second, the unexpected failures of several major corporations beginning in 2001 focused congressional and regulatory attention on improving issuers and SROs' corporate governance-that is, the way boards oversee management to ensure that organizations are well-run and shareholders are treated fairly.6 As agreed with your offices, we discuss the following in this report: (1) the status of OCIE's recommendations to the three largest SROs for improving their markets' equity listing programs, focusing on a recommendation intended to ensure early and ongoing public notification of issuers' noncompliance with continued listing standards; (2) the extent to which OCIE uses SROs' internal review reports in its inspection process;7 (3) SEC's oversight of NASDAQ's moratorium and subsequent bid-price rule changes and the listing status of the issuers directly affected by these
Securities Markets: Opportunities Exist to Enhance Investor Confidence and Improve Listing Program Oversight
GAO-04-75 Securities Markets: Opportunities Exist to Enhance Investor Confidence and Improve Listing Program Oversight
Can Community Development Financial Institutions (CDFIs) get unlimited amounts of low cost, unsecured, short- and long-term funding from the capital markets based on their organizational credit risk? Can they get pricing, flexibility, and procedural parity with for-profit corporations of equivalent credit risk? One of the key objectives of this book is to explain the reasons why the answer to the two questions above remains "no." The other two key objectives are to show the inner workings of what has been done to date to overcome the obstacles so that we don't have to retrace the same steps and recommend additional disciplines that position CDFIs to take advantage of the mechanisms of the capital markets once the markets stabilize.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
The book offers an overview of international examples, studies, and guidelines on how to create successful partnerships in education. PPPs can facilitate service delivery and lead to additional financing for the education sector as well as expanding equitable access and improving learning outcomes.