International Coordination in Cross-Border Bank Bail-ins: Problems and Prospects

Bail-in is quickly becoming a predominant approach to banking resolution. The EU Bank Recovery Resolution Directive and the US Federal Deposit Insurance Corporation’s single point of entry strategy envisage creditors’ recapitalisations
to resolve a failing financial institution. However, this legislation focuses on the domestic aspects of bail-in, leaving the question of how it is applied
to a cross-border banking group open. Cross-border banking resolution has been historically subject to coordination failures, which have resulted in disorderly resolutions with dangerous systemic effects. The goal of this article is to assess whether bail-in is subject to the same coordination problems that affect other resolution tools, and to discuss the logic of international legal cooperation in bail-in policies. We demonstrate that, in spite of the evident benefit in terms of fiscal sustainability, bail-in suffers from complex coordination problems which, if not addressed, might lead to regulatory arbitrage and lengthy court battles, and, ultimately, may disrupt resolutions. We argue that only a binding legal regime can address those problems. In doing so, we discuss the recent Financial Stability
Board’s proposal on cross-border recognition of resolution action, and the role of international law in promoting cooperation in banking resolution.

Global Systemic Risk and International Regulatory Coordination: Squaring Sovereignty and Financial Stability

In recent years much attention has been given to systemic risk and maintaining financial stability. Much of the focus, rightly, has been on market failures and the role of regulation in addressing them. This article looks at the role of domestic policies and government actions as sources of global instability. The global financial system is built upon global markets controlled by national financial and macroeconomic policies. In this context, regulatory asymmetries, diverging policy preferences, and government failures add a further dimension to global systemic risk not present at the national level.
Systemic risk is a result of the interplay between two independent variables: an underlying trigger event, in this analysis a domestic policy measure, and a transmission channel. The solution to systemic risk requires tackling one of these variables. In a domestic setting, the centralization of regulatory power into one single authority makes it easier to balance the delicate equilibrium between enhancing efficiency and reducing instability. However, in a global financial system in which national financial policies serve to maximize economic welfare, regulators will be confronted with difficult policy and legal tradeoffs.
We investigate the role that financial regulation plays in addressing domestic policy failures and in controlling the danger of global financial interdependence. To do so we analyse global financial interconnectedness, and explain its role in transmitting instability; we investigate the political economy dynamics at the origin of regulatory asymmetries and government failures; and we discuss the limits of regulation.

Think, code, succeed: The Programming Studio as a games-based collaboration:Paper published in the Proceedings of the Association for Teacher Education in Europe conference: Teacher Education through Partnerships and Collaborative Learning Communities, Glasgow, UK. ATEE, 2015

This paper investigates the profile of teachers in the island of Ireland who declared themselves willing to undertake professional development activities in programming, in particular to master programming by taking on-line courses involving the design of computer games. Using the Technology Acceptance Model (TAM), it compares scores for teachers “willing” to undertake the courses with scores for those who declined, and examines other differences between the groups of respondents. Findings reflect the perceived difficulties of programming and the current low status accorded to the subject in Ireland. The paper also reviews the use of games-based learning as a “hook” to engage learners in programming and discusses the role of gamification as a tool for motivating learners in an on-line course. The on-line course focusing on games design was met with enthusiasm, and there was general consensus that gamification was appropriate for motivating learners in structured courses such as those provided.

Coordination chemistry for information acquisition and processing

In the 21st century, information has become the most valuable resource that is available to modern societies. Thus, great efforts have been made to develop new information processing and storage techniques. Chemistry can offer a wide variety of computing paradigms that are closely related to the natural processes found in living organisms (e.g., in the nervous systems of animals). Moreover, these phenomena cannot be reproduced easily by solely using silicon-based technology. Other great advantages of molecular-scale systems include their simplicity and the diversity of interactions that occur among them. Thus, devices constructed using chemical entities may be programmed to deal with different information carriers (photons, electrons, ions, and molecules), possibly surpassing the capabilities of classic electronic circuits.

Playing immersive games on the REVERIE platform

REVERIE (REal and Virtual Engagement in Realistic Immersive Environments) [1] is a multimedia and multimodal framework, which supports the creation of immersive games. The framework supports the creation of games integrating technologies such as 3D spatial audio, detection of the player’s body movement using Kinect and WIMO sensors, NPCs (Non-Playable Characters) with advanced AI capabilities featuring various levels of representation and gameplay into an immersive 3D environment. A demonstration game was developed for REVERIE, which is an adapted version of the popular Simon Says game. In the REVERIE version, a player tries to follow physical instructions issued by two autonomous agents with different degrees of realism. If a player follows a physical instruction correctly, they are awarded one point. If not, they are deducted one point. This paper presents a technical overview of the game technologies integrated in the Simon Says demo and its evaluation by players with variable computer literacy skills. Finally the potential of REVERIE as an immersive framework for gaming is discussed, followed by recommendations for improvements in future versions of the framework.

A aprendizagem cooperativa em matemática como alternativa pedagógica: o método "teams games tournaments"

Dissertação de mestrado, Observação e Análise da Relação Educativa, Faculdade de Ciências Humanas e Sociais, Universidade do Algarve, 2005

Impact of an evidence-based online module on best practice in physical therapy for children with developmental coordination disorder: a mixed methods study

Aims : This study evaluates the impact of a Developmental Coordination Disorder (DCD) evidence-based online module including synthesized resources, practical strategies, and interactive component on self-reported physical therapist (PT) knowledge, skills, and practice. Methods : PTs from across Canada completed questionnaires before, immediately after, and 2 months following completion of the module. Questionnaires used 7-point Likert scale items and short open-ended questions; analyzes used paired t-tests and a thematic approach. Results : Fifty PTs completed both pre- and post-questionnaires; 41 of these completed the follow-up questionnaire. Most items (79%) evaluating self-reported knowledge and skills increased significantly following module completion and this increase was maintained two months later. Most participants (92%) reported an increase in their confidence to provide DCD evidence-based services. Participants plan to modify their evaluative practices (e.g., involving children in goal setting) and their management of DCD (e.g., using best practice principles, providing resources to families and physicians). At the 2- month follow-up, 46% of participants had returned to the module to review information (e.g., video, resources) or to download handouts. Conclusion : An online module developed collaboratively with PTs has the potential not only to increase PTs’ knowledge, but also to support them in implementing evidence-based services for children with DCD.

Working with physical therapists to develop and evaluate an evidence-based online module for Developmental Coordination Disorder (DCD): bridging the knowledge-to-practice gap

Aims: Developmental Coordination Disorder (DCD) is a chronic condition with potential negative health consequences. Clinicians working with children with DCD need access to tailored, synthesized, evidence-based DCD information; however a knowledge-to-practice gap exists. The aim of this study was to develop and evaluate an evidence-based online DCD module tailored to physical therapists’ (PTs) identified needs. Methods: Guided by the Knowledge to Action framework, we interviewed PTs working with children with DCD (n=9) to identify their information needs. Their recommendations, along with synthesized DCD research evidence, informed module development. PTs (n=50) responded to scaled items and open-ended questions to evaluate module usefulness. Results: The module incorporated important PT DCD content areas including: 1) Identification; 2) Planning Interventions and Goals; 3) Evidence-Based Practice; 4) Management; and, 5) Resources. Case scenarios, clinical applications, interactive media, links to resources, and interactive learning opportunities were also embedded. PTs perceived the module to be comprehensive and useful and provided feedback to improve module navigation. Conclusions: Involving end-users throughout the development and evaluation of an online PT DCD module contributed to its relevance, applicability, and utility. The ongoing clinical use of this module may have the potential to improve the quality of PT DCD services.

A Crisis in Physics Education: Games to the Rescue!

An education in Physics develops both strong cognitive and practical skills. These are well-matched to the needs of employers, from engineering to banking. Physics provides the foundation for all engineering and scientific disciplines including computing technologies, aerospace, communication, and also biosciences and medicine. In academe, Physics addresses fundamental questions about the universe, the nature of reality, and of the complex socio-economic systems comprising our daily lives. Yet today, there are emerging concerns about Physics education: Secondary school interest in Physics is falling, as is the number of Physics school teachers. There is clearly a crisis in physics education; recent research has identified principal factors. Starting from a review of these factors, and from recommendations of professional bodies, this paper proposes a novel solution – the use of Computer Games to teach physics to school children, to university undergraduates and to teacher-trainees.

The Glasgow 2014 XX Commonwealth Games and Scottish Independence: “Political Truce” or Political Truth(s)?

This paper explores the political reaction to Lord McConnell’s appeal for a political ‘truce’ in the form of a temporary halt to campaigning by all political parties and organisations involved in the debate regarding the Scottish independence referendum during the Glasgow 2014 Commonwealth Games (BBC, 2014; McConnell, 2014). Urging both sides of the debate to cease campaigning for the two-week period of the Glasgow 2014 games, the current Labour peer and past First Minister of the Scottish Parliament cited concerns that there are “genuine concerns that the Games, and the image of Scotland, could be damaged by attempts by either side – for and against – to use the Games to promote their cause, or to use the venues for campaigning” (McConnell, 2014). Drawing upon the principles of both a critical discourse and a narrative analysis methodological approach, this paper will scrutinise the nature of the political reactions to McConnell’s proposal from a variety of perspectives on both sides of the independence referendum debate. In particular, the emphasis in the responses from both sides of the debate regarding the apolitical nature of the 2014 Games will be critiqued, drawing upon the arguments of past analyses of sporting mega-events which highlight the potential for political exploitation of such events by the host nations (e.g. Horne, 2007; Grix, 2012; Houlihan and Giulianotti, 2012; Roche, 2006). Furthermore, the findings of academic research on the political implications of hosting the Commonwealth Games will be considered (e.g. Majumdar and Mehta, 2010; Van Der Westhuizen, 2004; Macintosh and Greenhorn, 1992; Majumdar, 2011; Lockstone and Baum, 2010; Macfarlane and Herd, 1986), highlighting a number of precedents which demonstrate the numerous challenges faced in any attempts to the keep the 2014 Games free from political influence.

Selecting Robust Strategies in RTS Games via Concurrent Plan Augmentation

Thesis (Master's)--University of Washington, 2015