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North American Securities Administrators Association (NASAA)

The oldest investor protection organization in the US

Written by

CFI Team

Published April 7, 2023

Updated July 7, 2023

What is the North American Securities Administrators Association (NASAA)?

The North American Securities Administrators Association (NASAA) is the oldest investor protection organization in the US, coming into existence more than a century ago in 1919. NASAA’s membership comprises 67 administrators from all states of the United States, territories, and districts.

NASAA members participate in enforcement actions to protect investors from investment fraud by investigating violations of state and federal laws that relate to investor protection. The association also coordinates training programs, workshops, and seminars for its security agency staff in the states, districts, provinces, and US territories.

Purpose of the North American Securities Administrators Association

NASAA achieves its objectives by investigating violations of investment laws at the state and provincial levels through its members. The group’s membership comprises security regulators from across North America who are part of a complementary regulatory system that runs from the state/provincial level to the federal level.

The organization also promotes investor education by organizing training and seminars where investors are equipped with knowledge on safe trading, investment fraud, cybercrime, and tools that they need to use to make informed financial decisions.

Apart from licensing stockbrokers, NASAA also creates securities exams such as Series 63, Series 65, and Series 66 that agents must pass before they are allowed to sell securities at the state level. It is responsible for reviewing security offerings of small businesses and offers guidance to such firms on how to raise funds from the public while ensuring compliance with state security laws.

NASAA cooperates with other organizations such as NASDAQ, the Securities Exchange Commission (SEC), FINRA, New York Stock Exchange (NYSE), and other organizations to enforce compliance with security regulations and promote investor protection.

Key Activities of NASAA

NASAA is responsible for performing the following functions to protect investors:

1. Licensing stockbrokers 2. Investigating investor complaints

As the organization charged with investor protection, NASAA is responsible for investigating investors’ complaints on security offerings and potential cases of financial fraud. Its membership comprises regulators that work under the jurisdiction of the state’s attorney general, and are, therefore, well equipped to investigate the complaints.

3. Enforcing securities laws

NASAA membership is authorized to fine, penalize, and provide restitution to aggrieved investors.

4. Promoting investor education

NASAA offers training to investors to equip them with knowledge on essential tools to evaluate securities, identify and prevent fraud, and their rights as consumers of security offerings.

6. Advocating for strong state securities laws The NASAA Model Cybersecurity Rule

The second component is an amendment to the existing NASAA model recordkeeping framework that requires the firm to maintain records of their compliance with the policy.

The third and final component is an amendment that renders failure to establish, maintain, and enforce the model privacy policy a violation of the NASAA model rule on unethical business practices.

More Resources

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4 Practical Ways Administrators Can Support Teachers

A teacher who has been in roles ranging from long-term sub to assistant principal has noticed four common strategies used by supportive school leaders.

I’ve worked at many different schools—from long-term substitute teaching to serving as an assistant principal. So I’ve been fortunate to witness many different leadership styles over two decades. This also means that I’ve been privy to lots of examples, readings, and discussions of and around administrators who nurtured teachers. Here are four commonalities that I’ve noticed among school leaders who ensure that faculty members feel supported.

1. High visibility and recognition

Be seen by all, and know everyone’s names. Supportive administrators are visible throughout the school day. They casually swing by classrooms to check in on students and teachers, walk the hallways, and engage with students during breaks before school, during recess and lunch, and after school. When they see staff and faculty, they greet them by name. When there’s an issue, teachers have a good sense of the administrator and often presume positive intentions. Being visible also goes a long way in building a sense of belonging.

Welcome everyone. When I was a long-term substitute for a few months, on the first day the principal brought me a lei to welcome me, and on my last day he brought me a lei to thank me for my hard work. These were small gestures, but they made me feel like a part of the school community.

2. Focus on and Stick with High-Impact Strategies

Be selective about what will bring the biggest gains. Usually, these strategies are set by accreditation feedback, state and district mandates, or data compiled by the school’s leadership team, so there are often many to choose from. Supportive administrators know how to distill high-impact strategies into a handful of manageable priorities. Once the strategies are set, teachers are given specific time within the school day or week to focus solely on them.

Stick to strategies that work instead of jumping on the latest trend. Supportive administrators also continue to use the same high-impact strategies over an extended period of time (if the strategies are working). If a strategy is known to be high-impact but the majority of teachers aren’t implementing it, and administrators don’t plan to abandon it, it’s important to address the issue of why it’s not being implemented. On other hand, if new mandates come from higher up, school-level administrators can set priorities and maintain the proven strategies.

As these strategies are used over time, faculty are able to name them, show evidence of them, and explain how they work. This further builds a sense of belonging and community among faculty because they’re all working on the same goals.

3. Give Purpose to Data Collection

Connect high-impact strategies to training and accreditation. Most learning institutions are subject to an accreditation process, which is usually a committee that checks the level of quality of that institution through a report, a campus visit, and various interviews with administrators, faculty, and students. For teachers, data collection can feel endless and cumbersome. One way to make the process more streamlined is to relate data collection to accreditation.

For example, after a professional development (PD) session or series, have teachers within a department or team compile student work along with captions and reflections in a shared document (my school uses Google Slides). Then, use this material for accreditation evidence as well as a sharing out of high-impact strategies that have a positive impact on student learning. This digital data collection can be replicated for every PD session or series and used as a digital gallery walk for further professional learning.

When administrators connect the dots from accreditation to PD to data collection, it honors teachers’ time and further gives the impression that administrators understand and support them.

4. Honor Time, Share agendas, Communicate Efficiently

Send an email if feedback is not required. Supportive administrators know that a teacher’s time is valuable and that administrative meetings compete with individualized education programs, data teams, professional learning committees, cross-curricular planning meetings, and much more. So if a meeting is only for sharing straightforward information, it can be an email instead. It’s not necessary to have a meeting simply because the schedule says that faculty meetings are in the cafeteria on Mondays.

Create a weekly schedule doc with hyperlinks. No one wants more email than necessary. Having a running weekly document with links in it is one way to streamline your digital communications. It’s best to send this schedule early on Monday morning with the most important information and documents hyperlinked by day. 

For example, the Monday listing has the faculty agenda with links to a staff memo. Tuesday contains links to department meeting reminders and a document to add student evidence. Wednesday includes the link to a faculty survey. Thursday shares a simple reminder about a school event, and Friday provides the testing schedule along with an online meeting link for teachers to join a specific session with a testing coordinator. For efficiency, place the current week at the top of the document. To make it fun, faculty birthdays could be added at the bottom of each day. 

Once this method is established, teachers know to first check the weekly agenda doc before sending an email.

Why An American Express Platinum Is A Road

Why an American Express Platinum is a road-warrior’s must-have

When you travel a lot, like I do, spending half your time every month on the road, you quickly figure out what’s your go-to kit. For me, as well as my laptop, camera, smartphone, and a bag full of cables and adapters, the American Express Platinum has now graduated to travel must-have.

Smooth traveling isn’t just about getting the best deal, it’s about saving time: when you’re trying to make the most of a trip, and of the time in-between trips when you’re back home with family, the last thing you want is to be cross-shopping credit card insurance or extended warranties.

When I’m home, I want to spend that time with my wife and my two daughters.

If time is what you value most, the free Global Entry credit – which also nets you TSA Precheck membership – means five years of swooping through immigration and security lines while everyone else queues.

In fact, there have been times I’ve got through security so much quicker than I expected, I end up far too early at the gate. With an American Express Platinum, though, you get access not only to the company’s own Centurion Lounges – currently in New York Laguardia, Dallas/Fort Worth, San Francisco, Las Vegas, and Miami, and The Centurion Studio in Seattle, – but to Delta’s Sky Clubs (though you need to be flying on Delta that day), Airspace Lounges, and free membership to Priority Pass.

Frankly, if you were planning on buying lounge access when you travel, then the Platinum Card is a no-brainer.

Then there are the ways the Platinum Card wipes out the little fees that might otherwise mount up. Unlimited Boingo WiFi hotspot access for four devices, for instance, comes as standard – it’d normally cost you around $39 a month for a similar plan – as does car rental loss and damage insurance. Just the latter alone could potentially save you thirty bucks a day versus what the rental companies charge

Saying no to pushy rental car staff because you’ve already got coverage feels great, and so does declining expensive extended warranties. As long as you buy with the American Express card, with eligible purchases, there’s an extra year of warranty tagged onto the end.

Meanwhile, there’s purchase protection and return protection which makes getting a refund on something that’s lost, stolen, breaks, or you just decide to return for ninety days. You need to check the small print to see exactly what is and isn’t covered, but it can mean the difference between simply getting your money back versus spending an hour on the phone with a store.

If I haven’t spelled it out for you yet, here’s the run-down: if you’re a frequent traveler, value your time as much as your money, and don’t enjoy spending your free days digging through warranty and insurance paperwork, you could well find the American Express Platinum Card’s fee more than pays for itself.

MORE American Express

Vincent is an American Express Ambassador, carrying an Amex Platinum card and reporting on his experiences. As part of the program he may receive compensation to write about those experiences, but the opinions are Vincent’s own and are independent from American Express.

Fix: You Require Permission From Administrators To Make Changes To This Folder

It’s common for Windows to show an error when you’re performing simple tasks. When moving or deleting files, it will display ‘You require permission from the system to make changes to this folder.’ 

This error means you’re not the authorized user to make any changes to the chosen file/folder. Usually, the causes behind it may be that the folder owner is another user and Windows wants to strengthen its system security.

So, let’s jump to how we can solve this issue. 

From changing the ownership to giving permissions, there are many ways to fix this error. Let’s go through the list of effective solutions. 

If we can simply change the owner of the files, Windows won’t show the permission error again. You’ll need to log in with your administrator account. After that, here’s what you can do. 

Now, you can try and perform your intended action again and see if the error has gone away. Also, in case you cannot find the file/folder in the expected location, check if the file is hidden in windows.

You can also modify permissions to solve this error by following these easy steps:

While changing permissions will get rid of the issue, it’s best to be careful and not apply this trick to other important system files. Otherwise, it can cause harm to Windows, and some apps may not work properly. 

Sometimes, a simple Restart option can refresh your computer and get rid of errors. While you’re booting your computer in safe mode, you can delete the folder that way.  

If most solutions above are not working, the error may have been caused by malware. So, it’s always best to keep your PC in check by using Windows Defender. It provides good cybersecurity protection and can be a good option if you’re not looking to buy premium antivirus software. 

Corrupted files can also show the Access Denied error. So, if files crash or your PC is not acting well, try the System File Checker tool. It will scan your Windows and revive the files. This is helpful because it will give you access to admin privileges. 

To initiate the SFC tool, first, you need to start an elevated command prompt. 

To begin the prompt, start the inbox Deployment Image Servicing and Management (DISM) tool. Then, you can run the System File Checker. 

Now, enter your command prompt. This may take a few minutes. 

Another way you can get rid of this error is by turning off User Account Control, a Windows security feature. This feature is turned on by default. Disabling the UAC gives you instant Administrator access to all running applications without needing permission. 

Here’s how you can disable UAC on your Windows computer:

Note : We recommend keeping the option of disabling the UAC as a last resort. Although doing this may solve errors, it’s best to re-enable it quickly. This is because UAC’s purpose is to keep your computer safe by not allowing permissions. Keeping it disabled might welcome potential malware.

You can try this free program, IObit Unlocker, to figure out what is locking the folders. Please remember that the program may ask you to download the additional files which you want to skip. 

What’s great about MoveOnBoot is that you don’t have to manually check every file to see if it allows you access to delete or move. Simply install this program, and it will display which files deny you access. 

Now, you can restart your PC and recheck the status of your files. 

Even though you are the administrator, Windows doesn’t allow all administrator privileges that enable performing important actions. This is because Windows wants to keep your computer safe. It also helps you confirm if you really want to install a program or perform certain actions. 

Another reason can be there are multiple user accounts on your laptop, and you are not logged in to your administrator account. 

American Express And Facebook Launch Link, Like, Love Deals Platform

American Express and Facebook Launch Link, Like, Love Deals Platform

This deals platform goes by the name “Link, Like, Love.” It’s the greatest thing since sliced bread. It’s going to destroy all other credit cards and deals programs. They’ll never know what hit em. This is a deals program that you set up with your credit card in which you “like” deals on the internet then instantly get the deals you’ve liked when you use your credit card to purchase the goods or services that are involved in the deal. That’s powerful. That’s a Google Offers killer – isn’t it? Let’s have a quick talk on what this new platform means for everyone from small business owners to MasterCard.

All you’ve essentially got to do here is begin by linking your American Express card to your Facebook account for starters. Next you’ve got to find a deal that you enjoy, “like” it, this loading the deal to your American Express account, then you’ve just gotta get out there and get that deal! Have a look at the message being sent out to draw consumers in for this promotion:

“You and your friends like and share many things on Facebook. Now, American Express has deals and experiences for you based on those likes and interests. And once you sign up and choose your deals, all you have to do is use your American Express® Card and statement credits will be sent directly to your Card account.

No coupons. No hassles. Just a credit on your statement, and savings in your pocket.”

This does away with the hassle of teaching consumers any new process (all of these things are inherently understood for a basic Facebook and American Express user, if you ask me,) and makes way for a completely employee-less sale. The time and effort that goes into training a staff on how to use a special deal costs a company that time and effort – this way the cost is minimized to essentially nothing. What this model does is takes transaction history and utilizes it to the max.

With transaction histories, merchants will be able to target offers to the people who’ve proven that they’ll be willing to come to specific businesses if they feel the product, service, or better yet, deal on a product or service, is worth the time and effort they’ve got to spend getting it. Membership Rewards will almost certainly build into this as well, making for a great long-lasting business model for both businesses AND American Express. When you teach a person how to do a task with your unique tool, their first instinct becomes to use that tool to do the task.

And what’s best in this whole situation? Unlike Groupon who take a 50 percent cut of each deal, American Express takes zero precent, making their money instead from normal payment transaction fees.

Win for American Express.

Win for businesses.

Win for Facebook.

[via Facebook]

Ap African American Studies Adds Needed Depth To U.s. History, Teachers Say

Sixty schools are piloting a new AP course that aims to take a comprehensive look at the history, politics, culture, and economics of African Americans in the U.S. The subject’s new teachers spoke to Edutopia about the experience so far.

Nelva Williamson has taught history for over 40 years in Houston and admits that before last spring, she considered retiring. Williamson, who has taught nearly every grade level there is at Young Women’s College Preparatory Academy, as well as classes ranging from Civics to Advanced Placement World History, figured there was nothing left to do. That is, until she learned that the one class she’d long been hoping for would finally become available: Advanced Placement African American Studies. 

This fall, Williamson is one of a small cohort of teachers piloting the new AP course in 60 schools across the country. The course will expand to 200 schools next year with the goal of offering it to all high schools by 2024. 

According to the College Board, the multidisciplinary course takes a comprehensive look at the “history, politics, culture, and economics of North American people of African descent.” While a detailed curriculum has yet to be released—leading some critics to speculate about the motives of the class and its goals—College Board CEO David Coleman wrote, in an editorial defending the course, that students will “engage in an unflinching encounter with the facts and evidence of the African-American experience.” 

According to the College Board, students will study topics ranging from African kingdoms, the slave economy, Reconstruction, the civil rights movement, and contemporary issues, including “unequal educational opportunities” faced by Black students. 

For Williamson, it’s been a long time coming. At the end of each year, the College Board gives teachers a survey asking them what course they would like to see added to the AP list. For six years, Williamson put down African American Studies because she’s long been dismayed by the fact that African American history and the history of other minorities in the United States tend to “exist in the margins, footnotes, and extra activities sections that people never get to” in K–12 education. Throughout her career, she has been intentional about bringing supplemental materials into classes to fill in gaps. “I always thought, well, if there was a course that did this, that would be perfect. Then I wouldn’t have to sort of insert figures and events into the history. It would just be there.” 

Last spring, when her school first announced it would be offering AP African American Studies, nearly the entire senior class of girls showed up for an interest meeting. “They want to know this history,” Williamson said of her students, adding that she believes a lot of interest was sparked by the murder of George Floyd and the period of unrest and conversations about race that followed. “They were hearing all of these things and didn’t know how to connect some of the things they were hearing to history.”

Brian Nolte, a social studies teacher at Taylor Allderdice High School in Pittsburgh, said the course has done a great job of methodically charting that history for students. “There has been a great amount of detail and intention put into how these lessons are designed, the sources that are used, and the flow of information from one topic to the next.”

Nolte, who previously taught elective African American History classes at his school, where the student population is 36 percent Black and 49 percent White, said those past courses were largely driven by “student interest and input” and tended to jump around between topics, themes, and historical periods in a “scattered” manner. 

This new AP course is very different. “It chronologically spans the experience of the African becoming African American,” he said. “What has this experience over the last 500 years really looked like?” 

The overarching look at history has been eye-opening to students, Nolte said. Recently, one student confided, “This class is the reason I come to school.” 

Marlon Williams-Clark, a social studies teacher at Florida State University Schools in Tallahassee, said his students are currently studying the leaders, language, clothing, traditions, and religions of ethnic groups and kingdoms in West, Central, and East Africa. While Egypt is commonly discussed in history classrooms, Williams-Clark said his students are, for the first time, learning about the kingdoms of Benin, Ghana, Mali, Sungai, and Zimbabwe. “We’re learning all these things about Africa that you’re probably not going to hear about in your World History classes.” 

Many of these early lessons bring in primary sources for students to sift through, Nolte said. One source he used recently was the Catalan Atlas, a medieval world map created in 1375 that Nolte said was used to discuss migration patterns and show how much of a global influence Africa had in the centuries leading up to the slave trade. Other sources include early paintings and artwork from African civilizations. As more written records become available, the course will include memoirs and journals from those who made the venture from the West into Africa. 

The interdisciplinary nature of the course calls for frequent injections of art, music, dance, and literature into study. Williams-Clark said his class recently looked at artwork predating the transatlantic slave trade to analyze Africanisms embedded in them, revealing the global influence of the continent even before slave trading became widespread. Students then trained their eyes on more modern artwork by African Americans to see how, in many instances, it referenced ancient African symbols and figures. 

Trevor Packer, head of the AP program at College Board, told Edutopia that students will later be discussing artifacts from the National Museum of African American History and Culture, reviewing sketches of the Amistad trial of 1839 from Yale’s Beinecke Rare Book and Manuscript Library, and delving into original newspaper and magazine articles from the antebellum period. 

Williamson said the depth of the course and its sources will prove useful even during the study of periods that students might have some understanding of—such as the Reconstruction era. According to Williamson, in other history courses, periods like Reconstruction are often glanced over. In Texas, she said, discussion of the period happens at the end of eighth grade, and as a result, many teachers don’t get to it. When U.S. History is picked up in 11th grade again, she said, it starts with the Progressive era. 

In Williamson’s Houston classroom, students have been surprised to learn about complexities of civilizations in Africa before the slave trade even began, she said. “The kingdoms of West Africa were flourishing and had a high level of civilization that is not taught in other classes,” she recalls one student telling her. 

They’ve also been eager to learn more about the diversity of these civilizations. “The spread of the Bantu languages across Africa helped me to see that the African continent is very diverse and not a monolith,” another student told Williamson. “The variety of languages also points to the variety of culture and history in the regions we are studying.”

Moving forward to the next unit of study, Williams-Clark expects history will continue to surprise students in ways that he finds important for their understanding of the complexity of the slave trade. “It will be a bit of a surprise, for instance, to learn just how many African tribes and kingdoms were directly involved in the slave trade and to describe some of the things these tribes were trading human lives to get from Europeans.”  

Already, Williams-Clark said, students have had stirring conversations following curriculum materials, such as a video by Henry Louis Gates Jr. called 42 Million Ways to Be Black. While discussing the video, Williams-Clark said, students of all races and ethnicities challenged stereotypes about what it means to be Black that they had brought into the classroom. 

Williams-Clark said that at the end of the conversation, students came away with the understanding that “while you might be part of a group, you are allowed to be an individual and be the way you want to be.” 

During hard conversations, Williams-Clark said, he makes it a point to “sit back” and let students learn from each other as much as possible. He also allows for some “not so politically correct” things to be said if they emerge from a good-faith effort to be honest about their thoughts and preconceptions. In other words, the sort of thorny conversations that many students today might feel they can’t have. 

“Having the right instructor to be sort of a moderator to guide those discussions is a very good thing,” Williams-Clark said. 

In his recent editorial, Coleman, CEO of the College Board, wrote that the course is governed by the same principles as all AP courses. “There are no points ever awarded on an AP exam for agreeing with a point of view. Rather, students encounter evidence and make up their own minds,” Coleman wrote. “Let us dare to respectfully and seriously explore African-American history and culture, and along with students, be enriched by understanding its depth and complexity.” 

Although Nolte has been surprised by how little the College Board has shared publicly about the course thus far, he said that he agreed with Coleman’s assessment of the course, based on his experience teaching it this year. “This is just history,” he told Edutopia. “History, although it is dead and gone, continues to evolve. And the way that we look at history and the way that we analyze history must continue to evolve.”

Williams-Clark said he believes that misconceptions about the course will be dispelled when the curriculum is publicly released—something the College Board said will likely happen in 2024. “This is a strong vetting of professors across the nation who are experts in this field to pull this course together to give a very comprehensive and academically sound story of the African American experience,” Williams-Clark said. 

He said that he thinks many critiques and much fear surrounding the course stem from the fact that when people hear “Black” or “African American” studies, there is an assumption that a course will teach students only about race and racism. “It’s not that,” Williams-Clark said. “It’s a story about a diaspora of people. And yes, when you’re talking about the African American experience, it is undeniably linked to race and racism they experienced. But that is not an ideology. It is the truth. It is history, we cannot change it, and we can’t be afraid to engage with history even when it’s uncomfortable.”

Williamson added that while the course will reframe historical periods that students have previously learned through the lens of African Americans’ experiences, the course is not teaching students an “alternative” history of the United States. “We’re looking at primary documents such as the Declaration of Independence and the Constitution, but we’re looking at it through the lens of how those documents affected enslaved people and freedmen at the time and what was going on with those people at that time,” she said. “We’re not retelling the story. We’re adding to it. Adding another layer of depth.”

“It’s diving deep into African American history, African American Studies, at a level that we really haven’t been able to do before,” Pugh said of the course. “That’s something the National Council for the Social Studies really supports: exploring not just one source on a topic, a person, or event, but actually looking at multiple perspectives, looking at multiple readings with different aims and different motivations.” 

Pugh said she sees the course not as a replacement for a traditional U.S. History course but rather a “complementary course.” 

The College Board’s Packer also said the new course is not meant to replace traditional U.S. History courses. “African American Studies is a distinct subject,” he said, “and this will be an interdisciplinary course that draws from a variety of fields… to explore the vital contributions and experiences of African Americans.” 

Despite this, Pugh said, she wouldn’t be surprised to see pieces of the curriculum find their way into other courses. According to Pugh, who was involved with the early rollout of the AP World History course 20 years ago, within a decade of the course debuting, she began to notice parts of the curriculum adopted into state history standards. 

“I’m optimistic that in a couple of years we’re going to see a lot of this history find its way over to U.S. History courses. It might be just a little bit here, a little bit there,” she said, “but I think that can really empower and enrich regular U.S. History courses.” 

Williams-Clark, like other teachers who spoke to Edutopia, agreed that this would be a welcome development. “I hope the ‘main courses’ like World History or U.S. History begin to switch the narrative to include some of these sources and materials,” he said.

In the meantime, he takes solace in the fact that his classroom is one of the first leading that charge. “I let my students know that they are part of history just as much as the teachers are,” he said, “and that their input is just as important as the teachers’.”

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