Credibility and adjustment: gold standards versus currency boards

It is often maintained that currency boards (CBs) and gold standards (GSs) are alike in that they are stringent monetary rules, the two basic features of which are high credibility of monetary authorities and the existence of automatic adjustment (non discretionary) mechanism. This article includes a comparative analysis of these two types of regimes both from the perspective of the sources and mechanisms of generating confidence and credibility, and the elements of operation of the automatic adjustment mechanism. Confidence under the GS is endogenously driven, whereas it is exogenously determined under the CB. CB is a much more asymmetric regime than GS (the adjustment is much to the detriment of peripheral countries) although asymmetry is a typical feature of any monetary regime. The lack of credibility is typical for peripheral countries and cannot be overcome completely even by “hard” monetary regimes.http://deepblue.lib.umich.edu/bitstream/2027.42/40078/3/wp692.pd

“I don't know if she likes reading”: Are teachers perceived to be keen readers, and how is this determined?

© 2016 National Association for the Teaching of English The benefits of regular recreational reading for literacy development have been widely acknowledged, and as such, encouraging children to be life-long readers is an educational imperative. Teachers who are models of keen recreational reading can play an important role in fostering a keen love of reading in children, so that they regularly engage in the practice. However, it is not known if all teachers have the time, inclination and awareness to actively model a love of reading in their classrooms. This article explores data from the 2016 Western Australian Study in Children's Book Reading to ascertain which teacher behaviours and attitudes children deem indicative of a love of reading. While many children did not know if their teachers liked reading or not, teachers who were perceived to be readers talked about books in the context of pleasure, were seen to read independently at school, and read aloud to the class with expression and emotional connection