Bargaining Theory and Regulatory Reform: The Political Logic of Inefficient Regulation

In this Article David Spence and Lekha Gopalakrishnan pro- pose a new understanding of regulatory bargaining. Economists and others have long argued that the American regulatory system is unnecessarily inefficient. Critics charge that the system is both substantively inefficient, in that it sometimes mandates the use of inefficient means for achieving a regulatory goal, and procedurally inefficient, in its over-reliance on rules. These arguments have led to a wave of regulatory reform experiments in the federal bureaucracy, many of which seek to promote positive-sum changes in regulatory policy through bargaining among private- and public-sector stakeholders. As several commentators have noted, most of these regulatory reforms have not met expectations in that bargaining participants often forgo positive-sum changes in the status quo. Those same commentators have offered a variety of explanations for these failures, most of which are either unpersuasive or incomplete. Spence and Gopalakrishnan propose an another explanation drawn from the standard bargaining literature in economics, one that seems to explain the trajectory of recent regulatory reforms. The authors argue that, in the context of political conflict over policy changes, participants in these bargaining processes view positive-sum policy changes in zero-sum terms. That is, they bargain strategically, using their power to veto these positive-sum changes to extract further policy concessions from other stakeholders. This revelation has important implications for the future of this kind of regulatory reform

Teachers’ Viewpoint of Metacognitive Strategy Instruction in Listening during Remote Teaching in Oman: Challenges and Strategies

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks out teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts

Retrospective diagnosis of COVID-19 following the detection of central retinal artery occlusion

Thromboembolic complications are being increasingly reported in patients with COVID-19 due to the associated hypercoagulability and are an important cause for morbidity and mortality. Retinal vascular occlusions especially arterial occlusions are one of the gravest ocular complications reported. This complication may occur in severe cases with cytokine storm or even in mild or asymptomatic patients and presentation can be anytime from few days to weeks after the onset of symptoms. Ophthalmologists should be aware of this new etiology when dealing with patients having features of retinal vascular occlusions and should investigate for the same in this pandemic situation. Although reverse transcriptase polymerase chain reaction is the diagnostic test for COVID-19, serological assays have a role in patients with delayed presentation. We describe the clinical features and multimodal imaging findings in a patient who presented with features of central retinal artery occlusion with cilioretinal artery sparing wherein his ophthalmic condition led to the diagnosis of previously undetected COVID-19 through serology. To the best of our knowledge, this is the first documentation of a case of isolated central retinal artery occlusion leading to a retrospective diagnosis of COVID-19