Foreign banks in Bulgaria, 1875-2002

We use the analogy of ecological succession as our conceptual framework. We apply this analogy to the history of foreign banks in Bulgaria and argue that the current predominance of foreign banks is unlikely to be permanent, even without government action. Foreign banks have entered Bulgaria several times—before World War I, again after that war, and after the fall of Communism in the early 1990s. The same source countries and even some of the same banks that were present before World War II or even World War I, reappear in the 1990s. Government concern with retaining control over credit limited the foreigners’ role in the banking system. However, since 1997 the government has privatized almost all the major banks with the result that foreign banks now control over 80 per cent of the banking system’s assets.http://deepblue.lib.umich.edu/bitstream/2027.42/39922/3/wp537.pd

Foreign banks in Bulgaria, 1875-2002

We use the analogy of ecological succession as our conceptual framework. We apply this analogy to the history of foreign banks in Bulgaria and argue that the current predominance of foreign banks is unlikely to be permanent, even without government action. Foreign banks have entered Bulgaria several times—before World War I, again after that war, and after the fall of Communism in the early 1990s. The same source countries and even some of the same banks that were present before World War II or even World War I, reappear in the 1990s. Government concern with retaining control over credit limited the foreigners’ role in the banking system. However, since 1997 the government has privatized almost all the major banks with the result that foreign banks now control over 80 per cent of the banking system’s assets.International-banking, Bulgaria, Foreign-Banks, transition, succession

Problems of Bank Lending in Bulgaria: Information Asymmetry and Institutional Learning

Why are there such severe problems in lending in the transition countries? This research took a microeconomic and institutional look at part of the problem. We conducted interviews in Bulgaria and Hungary and sought answers to two questions. First, how do banks making "normal" loans insure that they were making "good" loans? Second, how do banks get their money back on loans that have turned bad? Clearly, weaknesses at either stage could explain both past loan failures and present reluctance to lend. The bankers we spoke to reported significant difficulties at both stages of the credit process. First, the bankers reported difficulties in accumulating the information to evaluate borrowers and their projects. The bankers also reported problems with encouraging borrowers to repay and difficulties with seizing collateral, and using legal action in collecting bad debts. Although many of the problems are universal problems of bank lending, many seemed specific to transition economies in general and Bulgaria in particular. We identified specific problems with obtaining and using the evidence about borrowers that might have been available. Bulgarian bankers were often less than fully effective in collecting all available information, or in considering later how they could improve their methods of evaluating clients. One method that more banks might usefully adopt is systematic review of loan losses and the incorporation of lessons learned into the training of new loan officers. In addition, there were serious difficulties in sharing information about borrowers among bankers and between bankers and other firms. Some relaxation of bank secrecy would be appropriate. We also identified policy areas where improvement appears appropriate. Reputation can be effective in ensuring that borrowers fulfill their contracts. However, there is a general lack of credit reporting institutions to share information about credit-worthiness; this need to be remedied. The heavy reliance on collateral imposes high costs on borrowers and lenders. For collateral to work properly, banks must be able to perfect the collateral and to dispose of it quickly. Finally, fraud against banks was common, but typically went unpunished; prosecutors were apparently not interested in such cases. Bankers and prosecutors must make the prosecution of bank fraud a priority. We base our findings on the 24 banking interviews we conducted in Bulgaria. We also conducted 12 interviews in Hungary. Bankers were surprisingly candid in describing most of their problems.

“Out with the old and in with the new” - A retrospective review of paediatric craniocervical junction fixation: indications, techniques and outcomes

Background: The paediatric craniocervical junction has anatomical, physiological and biomechanical properties that make this region unique to that of the adult spine, vulnerable to injury, and contribute to the complexity of management. Traditionally, on-lay fusion with external Halo immobilisation has been used. Instrumented fusion offers intra-operative reduction and immediate stability. Methods: A retrospective review of a single surgeon’s prospectively maintained database was conducted for all cases of paediatric patients that had undergone a fusion involving the occipito-atlanto-axial region. Case notes were reviewed and a radiological analysis was done. Results: Sixteen patients were managed with on-lay fusion and external immobilisation and twentyseven patients were managed with internal fixation using screw-rod constructs. The fusion rates were 80% and 90.5% respectively. Allograft bone grafting was found to be a significant risk factor for non-union. Conclusion: The screws can be safely and predictably placed as confirmed on radiological follow-up with a high fusion rate and an acceptable complication rate. Uninstrumented onlay fusion with Halo immobilization remains an acceptable alternative. Allograft in the form of bone croutons or demineralised bone matrix is a significant risk factor for non-union and posterior iliac crest graft should be used preferentially

Reading Comprehension in Adolescent First and Second Language Learners: A Comparison of Simple and Multi-Component Models

The underlying components of reading comprehension were examined and compared in adolescents who spoke English as their first (L1) or second (L2) language. One-hundred and nine adolescents (55 L1 and 54 L2) completed measures of reading comprehension, decoding, vocabulary knowledge, working memory, comprehension strategy use, motivation and print exposure in English. Overall English L1 students outperformed English L2 students on measure of reading and language, with English L2 students performing below grade level on measures of comprehension and vocabulary knowledge. Examining models of reading comprehension between groups revealed that vocabulary knowledge is the best predictor of reading comprehension for both groups. In addition, decoding and working memory were significantly related to reading comprehension for English L2 students, while working memory and comprehension strategies were significantly related to reading comprehension for English L1 students. Furthermore, vocabulary knowledge mediated the relationship between motivation and print exposure with reading comprehension for English L1 students. For English L2 students, the relation between motivation and comprehension was mediated by comprehension strategies. For both groups comprehension strategies mediated the influence of decoding on comprehension. The applicability of using L1 models of reading with L2 populations, similarities and differences in the reading comprehension models, and implications for education instruction, are discussed

Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

[EN] In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p < .001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p < .001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = .087, p = .77. These results suggest that regardless of a teacher’s experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher’s experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning.Leis, A.; Brown, K. (2018). Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?. The EuroCALL Review. 26(1):3-13. doi:10.4995/eurocall.2018.8597SWORD313261Anderson, J. (1986). Taking charge: Responsibility for one's own learning. Unpublished MA Thesis. The School for International Training, Brattleboro, VT.Baker, J. W. (2000). The "classroom flip": Using web course management tools to become the guide by the side. In Selected Papers from the 11th International Conference on College Teaching and Learning, 9-17.Benson, P. (2011). Teaching and researching autonomy. Harlow, England: Pearson Education.Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.Brinks Lockwood, R. (2014). Flip it!: Strategies for the ESL classroom. Detroit, MI: University of Michigan Press.Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. doi: 10.1119/1.1374249Dam, L., & Legenhausen, L. (1996). The acquisition of vocabulary in an autonomous learning environment-the first months of learning English. In R. Pemberton, E.S. Li Li, W.F. Or, & H.D. Pierson (eds). Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press, 265-280.Forsythe, E. (2016). Pedagogical rationale for flipped learning and digital technology in second language acquisition. In Information Res Management Association (ed.), Flipped instruction: Breakthroughs in research and practice. Information Science Reference, 116-130. doi: 10.4018/978-1-5225-1803-7.ch007Fraser, C. A. (2007). Reading rate in L1 Mandarin Chinese and L2 English across five reading tasks. The Modern Language Journal, 91(3), 372-394. doi: 10.1111/j.1540-4781.2007.00587.xHarumi, S. (2011). Classroom silence: Voices from Japanese EFL learners. ETL Journal , 65, 260-269. doi: 10.1093/elt/ccq046Holec, H. (1981). Autonomy in foreign language learning. Strasbourg, France: Council of Europe.Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28, 81-96. doi: 10.1080/09588221.2014.967701Keefe, J. W. (2007). What is personalization? Phi Delta Kappan, 89(3), 217-223. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/003172170708900312Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. doi:10.2307/1183338Larson-Hall, J. (2008). Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24(1), 35-63. doi:10.1177/0267658307082981Lee, G., & Wallace, A. (2017). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Q , 1-23. doi: 10.1002/tesq.372Lee, P. J. (2017, June). Effects of interactive subtitles on EFL learners' content comprehension and vocabulary learning. Paper presented at JALTCALL2017 Conference, Matsuyama, Japan.Leis, A. (2015). Dynamics of effort in flipped classrooms in an EFL environment. Educational Informatics Research, 14. 15-26. Retrieved fromhttps://www.researchgate.net/publication/289530659_Dynamics_of_Effort_in_Flipped_Classrooms_in_an_EFL_EnvironmentLeis, A. (2016). Flipped learning and EFL proficiency: An empirical study. Journal of the Tohoku English Language Education Society, 36. 77-90. Retrieved fromhttps://www.researchgate.net/publication/303759005_Flipped_Learning_and_EFL_Proficiency_An_Empirical_StudyLeis, A., Cooke, S., & Tohei, A. (2015). The effects of flipped classrooms on English composition writing in an EFL environment. International Journal of Computer-Assisted Language Learning and Teaching, 5(4), 37-51. doi: 10.4018/978-1-5225-0783-3.ch062Lim, K. M., & Hui Zhong, S. (2006). Integration of computers into an EFL reading classroom. ReCALL, 18(2), 212-229. doi: 10.1017/s0958344006000528Little, D. (1990). Autonomy in language learning. In I. Gathercole (ed.) Autonomy in language learning, London, England: CILT, 7-15.Loewen, S., & Plonsky, L. (2016). An A - Z of applied linguistics research methods. New York, NY: Palgrave Macmillan.Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(4), 399-432. doi: 10.1017/s0272263104263021Matsukawa, R., & Tachibana, Y. (1996) Junior high school students' motivation towards English learning: A cross-national comparison between Japan and China. ARELE: Annual Review of English Language Education in Japan, 7, 49-58. Retrieved from https://www.jstage.jst.go.jp/article/arele/7/0/7_KJ00007108213/_pdfMazur, E. (1997). Peer instruction: Getting students to think in class. AIP Conference Proceedings, 981-988. doi: 10.1063/1.53199Mehring, J. G. (2015). An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom. (Doctoral dissertation, Pepperdine University). Retrieved from https://www.academia.edu/12538458/An_Exploratory_Study_of_the_Lived_Experiences_of_Japanese_Undergraduate_EFL_Students_in_the_Flipped_ClassroomPerez, M. M., Norgate, W. V. D., & Desmet, P. (2013) Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720-739. doi:10.1016/j.system.2013.07.013Sasaki, M. (2011). Effects of various lengths of study-abroad experience on Japanese EFL students' L2 writing ability and motivation: A longitudinal study. TESOL Quarterly, 45(1), 81-105. doi: 10.5054/tq.2011.240861Yang, J. C., & Chang, P. (2014) Captions and reduced forms instruction: The impact on EFL students' listening comprehension. ReCALL, 26(1), 44-61. doi: 10.1017/s095834401300021

A carbamazepine-indomethacin (1:1) cocrystal produced by milling

An X-ray amorphous mixture of carbamazepine and indomethacin transforms upon annealing to produce a novel 1:1 cocrystal, whose structure has been determined from laboratory powder X-ray diffraction (PXRD) data

Continence Across Continents To Upend Stigma and Dependency (CACTUS-D): study protocol for a cluster randomized controlled trial

Background: Urinary incontinence occurs in 40 % of women aged 65 years and over; however, only 15 % seek care and many delay healthcare seeking for years. Incontinence is associated with depression, social isolation, reduced quality of life, falls and other comorbidities. It is accompanied by an enormous cost to the individual and society. Despite the substantial implications of urinary incontinence on social, psychological and physical well-being of older women, the impact of continence promotion on urinary symptom improvement and subsequent effects on falls, quality of life, stigma, social participation and the cost of care remains unknown. Methods: This study is a mixed methods multi-national open-label 2-arm parallel cluster randomized controlled trial aiming to recruit 1000 community-dwelling incontinent women aged 65 years and older across Quebec, Western Canada, France and United Kingdom. Participants will be recruited through community organizations. Data will be collected at 6 time points: baseline and 1 week, 3 months, 6 months, 9 months and 12 months after baseline. One of the primary objectives is to evaluate whether the continence promotion intervention improves incontinence symptoms (measured with the Patient Global Impression of Improvement questionnaire, PGI-I) at 12 months post intervention compared to the control group. Other co-primary outcomes include changes in incontinence-related stigma, fall reduction, and incremental cost-effectiveness ratio and quality-adjusted life years. Data analysis will account for correlation of outcomes (clustering) within community organizations. A qualitative sub-study will explore stigma reduction. Discussion: Community-based continence promotion programs may be a cost-effective strategy to reduce urinary incontinence, stigma and falls among older women with untreated incontinence, and simultaneously improve quality of life and healthy active life expectancy.European Research Area on Ageing2 (ERA-AGE2) progra

Gallium(III)-Promoted Halocyclizations of 1,6-Diynes

Adrian Landreth was an REU student, summer 2014Cyclization of 1,6-diynes promoted by stoichiometric Ga(III) halides produces vinyl halides in good to excellent yields. Under acidic conditions, initially formed iodocyclization products undergo in situ Friedel-Crafts cyclizations, giving access to iodo-indenopyridines. The application of the vinyl halides in cross-coupling reactions has been explored, and mechanistic aspects of the cyclization are discussed.HIGMS CMLD Initiative (P50 GM067041) NSF REU - Adrian Landreth support (CHE 1156666) NSF - NMR purchase (CHE 0619339) NSF - HRMS purchase (CHE0443618