Dynamic Controllability with Overlapping targets: A Generalization of the Tinbergen-Nash Theory of Economic Policy

We generalize some recent results developed in static policy games with multiple players, to a dynamic context. We find that the classical theory of economic policy can be usefully applied to a strategic context of difference games: if one player satisfies the Golden Rule, then either all other players’ policies are ineffective with respect to the dynamic target variables shared with that player; or no Nash Feedback Equilibrium can exist, unless they all share target values for those variables. We extend those results to the case where there are also non-dynamic targets, to show that policy effectiveness (a Nash equilibrium) can continue to exist if some players satisfy the Golden Rule but target values differ between players in the non-dynamic targets. We demonstrate the practical importance of these results by showing how policy effectiveness (a policy equilibrium) can appear or disappear with small variations in the expectations process or policy rule in a widely used model of monetary policy.Policy games, Policy ineffectiveness, Static controllability, Existence of equilibria, Nash feedback equilibrium

Policy games, policy neutrality and Tinbergen controllability under rational expectations

This paper shows the relationship between static controllability (the well-known Tinbergen golden rule), and the existence and other properties of the Nash equilibrium in a dynamic setting with rational expectations for future behavior. We show how to determine the existence of equilibrium outcomes; the conditions under which no equilibrium exists; and who will get to dominate (or who will find their policies to have become ineffective) in those equilibria, without having to compute and enumerate all the possible equilibria directly.

Tradução e ensino de língua estrangeira, um ponto de vista teórico e prático: o cenário italiano

In the course of the last century, translation employed as a tool for foreign language acquisition has suffered alternate fates. From being the approach, par excellence, employed in rote learning in the days of lexicogrammatical-translation methodology, it soon slipped into disuse (and disgrace) with the advent of progressive communicative educational theories. Though never wholly absent in actual classroom practice and always present in the work of some bold scholars, it has recently been rehabilitated on the wave of studies regarding the use of the learners’ own language within the classroom, against the theoretical backdrop of research in the field of cross-lingual teaching, translanguaging and intercomprehension; all activities which recognize the fundamental role of the interlinguistic and intercultural component in language learning. This paper focuses on the Italian scenario, it traces the role translation has played and currently plays in the Italian foreign language university curricula and outlines the many benefits which can derive from its inclusive use as a learning technique in the light of contemporary didactic methodologies.A lo largo del último siglo, la traducción usada como una herramienta para la adquisición de lengua extranjera pasó por diferentes proposiciones. Tras haber sido el abordaje por excelencia, habitualmente usado en los tiempos de la metodología lexicogramática-traducción, ella luego entró en desuso (y desgracia) con la llegada de las teorías educacionales comunicativas progresistas. Aunque nunca haya estado completamente ausente de la práctica actual en sala de clases y siempre haya estado presente en el trabajo de algunos investigadores de relieve, ella/la traducción está siendo recentemente reitegrada a la ola de estudios relacionados al uso de la lengua de los aprendices en sala de clases, y siendo considerada un telón de fondo teórico de la investigación en el campo de la enseñanza translingue, translinguismo e intercomprensión; actividades que reconocen el papel fundamental del componente interlinguístico e intercultural en el aprendizaje de lenguas. En este artículo se aborda el escenario italiano, delineando el papel que la traducción ocupó y ocupa actualmente en los currículos universitarios italianos en la enseñanza de lengua extranjera y esboza las muchas ventajas que pueden originarse de su uso inclusivo como una técnica de aprendizaje, a la luz de metodologías didácticas contemporáneas.Durante o último século, a tradução empregada como uma ferramenta para a aquisição de língua estrangeira passou por diferentes proposições. Depois de ser a abordagem por excelência, habitualmente utilizada nos tempos da metodologia lexicogramatica-tradução, ela logo entrou em desuso (e desgraça) com a chegada das teorias educacionais comunicativas progressistas. Embora nunca tenha estado completamente ausente da prática atual em sala de aula e sempre esteja presente no trabalho de alguns pesquisadores de destaque, ela foi recentemente reintegrada à onda dos estudos relacionados ao uso da língua dos aprendizes em sala de aula, considerando o pano de fundo teórico da pesquisa no campo do ensino translíngue, translinguismo e intercompreensão; atividades que reconhecem o papel fundamental do componente interlinguístico e intercultural na aprendizagem de línguas. Este artigo aborda o cenário italiano, traçando o papel que a tradução ocupou e ocupa atualmente nos currículos universitários italianos no ensino de língua estrangeira e esboça as muitas vantagens que podem se originar de seu uso inclusivo como uma técnica de aprendizagem, à luz de metodologias didáticas contemporâneas

Effective Superstrings

We generalize the method of quantizing effective strings proposed by Polchinski and Strominger to superstrings. The Ramond-Neveu-Schwarz string is different from the Green-Schwarz string in non-critical dimensions. Both are anomaly-free and Poincare invariant. Some implications of the results are discussed. The formal analogy with 4D (super)gravity is pointed out.Comment: 17 pages (including the title page

Ectopic expression of the HLXB9 gene is associated with an altered nuclear position in t(7;12) leukaemias

This article is available open access through the publisher’s website at the link below. Copyright @ 2009 Macmillan Publishers Ltd.No abstract available (Letter to the editor).The Leukaemia Research Fun

Policy and Controllability Under Rational Expectations

Economic theory does not have a formal model of how announcements of future policies affect economic performance, or how they could be used to manage expectations. We show that rational expectations do not affect the controllability of an economic system in either its static or its dynamic versions, even though their introduction in particular cases may make it impossible for the policymaker to determine certain variables because of policy neutrality or time inconsistency problems. The controllability conditions stated by Tinbergen and subsequent authors therefore continue to hold under rational expectations. Indeed, we find that when they are satisfied the presence of rational expectations may even enhance our power to control an economy over time. This is important because it shows that an underlying equilibrium can exist, even if some of our traditional policy exercises lead to invariance or time inconsistency. For example, it provides the theoretical justification for the recent literature on anchoring expectations so that monetary policy becomes effective enough to achieve or maintain low inflation

Policy games, policy neutrality and Tinbergen controllability under rational expectations

This paper shows the relationship between static controllability (the well-known Tinbergen golden rule), and the existence and other properties of the Nash equilibrium in a dynamic setting with rational expectations for future behavior. We show how to determine the existence of equilibrium outcomes; the conditions under which no equilibrium exists; and who will get to dominate (or who will find their policies to have become ineffective) in those equilibria, without having to compute and enumerate all the possible equilibria directly

Responding to Adverse Childhood Experiences: An evidence review of interventions to prevent and address adversity across the life course.

Adverse childhood experiences (ACEs) are stressful events during childhood that can have a profound impact on an individual’s present and future health (Section 1.3). Growing up in the face of such adversities is recognised as an important public health concern in Wales and internationally (Welsh Government, 2017a; World Health Organization [WHO], 2014). Actions to prevent and mitigate ACEs and their associated harms are essential to improve population health for present and future generations (Bethell et al., 2017; Pachter et al., 2017). In Wales, many sectors are working to identify and respond to adversity in order to improve outcomes for those who have experienced ACEs. Whilst a number of evidence-based interventions target specific types of adversity (e.g. domestic violence), we know that ACEs are strongly correlated (e.g. individuals exposed to adversity are often exposed to more than one type; Hughes et al., 2017). Thus, complex adversity requires a response which extends across sectors including health, social care, policing, education, community and others, and across the life course from early childhood through to adulthood. To support innovation in addressing ACEs we have undertaken a review of evidence on common approaches to prevent ACEs and/or mitigate their negative impacts. Over 100 interventions were identified and collated across four common approaches: supporting parenting; building relationships and resilience; early identification of adversity; and, responding to trauma and specific ACEs (Chapter 3). Whilst the interventions vary in type, the review identified cross-cutting themes, which could be used to inform a whole system approach (spanning individual, family and community levels) to tackle ACEs across the life course, supporting the development of an ACE-informed approach (Chapter 4). The report concludes by highlighting current gaps in the evidence and suggests key areas for further work to tackle ACEs for our future generations (Chapter 5). The report is not an exhaustive systematic evidence review of the interventions for specific ACE types, nor does it advocate any specific intervention, rather it seeks to present a summary of the research evidence and information on common approaches across the prevention of ACEs and mitigation of their impact. We hope the report will be a useful resource for service planners, practitioners and commissioners to support innovation and development towards an ACE-free future