The impact of Basel I capital regulation on bank deposits and loans: Empirical evidence for Europe

The Basel Committee on Banking and Supervision established minimum capital requirements for banks in their 1988 Capital Accord. This capital regulation was adopted for European Union banks at the beginning of 1993. After the implementation, a widespread concern emerged about the possible negative impact that higher capital requirements could exert on the level of economic activity, especially on bank lending. This paper investigates the impact of the Basel Accord on bank deposits and loans for eight European countries. We follow the approach taken by Peek and Rosengren (1995a) and test for the regulatory effect in a panel structure with about 2500 individual bank balance sheets for the years 1993-1995. We find that changes in deposits are positively correlated with changes in capital. Lower-capitalized banks show a stronger response to a change in capital than their higher-capitalized competitors. This evidence is consistent with the hypothesis that the implementation of minimum capital requirements had a negative effect on the supply of bank loansBank capital regulation, Basel Accord of 1988, EU Banking

Mobile Games for Learning:A Pattern-Based Approach

The core concern of this thesis is the design of mobile games for learning. The conditions and requirements that are vital in order to make mobile games suitable and effective for learning environments are investigated. The base for exploration is the pattern approach as an established form of templates that provide solutions for recurrent problems. Building on this acknowledged form of exchanging and re-using knowledge, patterns for game design are used to classify the many gameplay rules and mechanisms in existence. This research draws upon pattern descriptions to analyze learning game concepts and to abstract possible relationships between gameplay patterns and learning outcomes. The linkages that surface are the starting bases for a series of game design concepts and their implementations are subsequently evaluated with regard to learning outcomes. The findings and resulting knowledge from this research is made accessible by way of implications and recommendations for future design decisions

Authoring for Re-Use in Outcome-oriented Learning Scenarios

Klemke, R., & Schmitz, B. (2010). Authoring for Re-Use in Outcome-oriented Learning Scenarios. Fourth International Workshop on Search and Exchange of e-le@rning Materials (SE@M’10). September, 27-28, 2010, Barcelona, Spain.Content production processes currently experience a shift in focus. Due to the growing trend of highly individualized learning scenarios they have to face and to combine a multitude of different standards. The European eContent+ network of Excellence ICOPER researches possible strategies and implementations to deal with this new situation. In its course the project develops a comprehensive set of prototypes that use, evaluate and propose extensions to a large number of currently relevant standards such as IEEE RCD, SCORM or OAI-PMH. This paper describes a collaborative, re-use based authoring approach that was realized with one of these prototypes.ICOPE

Same same but different: Learning with technology – are first-year college students prepared for this?

March 2020 changed the world of learning. Ever since, students have been relying on remote lecturers, virtual fellow students, and electronic learning material. For many, this greatly differs from how they used to learn before and even though technology is incremental to students’ everyday life, many are not familiar with using technology for their learning. The purpose of this study was to investigate if first-year college students are prepared for learning with technology and to empirically document possible gaps. To assess this, two successive first year cohorts completed a 32-items questionnaire that was based on standardized scales to assess time management, collaboration, and self-directedness, as the three core competencies for higher education learners to successfully engage in learning with technology. The answers were related to students’ prior experiences and their motivation to learn online. First results indicated that time management is a major challenge for first-year students with and without work experience. Results also suggest that the motivation to learn has a positive relationship with the concept variables chosen to assess first-year students’ expectation and readiness for online learning. The findings may support the need for higher education institutions to understand students’ expectations and self-assessed readiness and to identify areas for improvement

Verfügbarkeit von Handelsfinanzierung : Herausforderung für Global Economic Governance

Titel: På spaning efter friskfaktorer! En kvalitativ studie om hur arbetsrelaterad hälsa upplevs och vilka friskfaktorer som gör att man mår bra på arbetet. Syfte: Studiens syfteär att beskriva hur arbetsrelaterad hälsa upplevs samt att identifiera vilka friskfaktorer som anses vara nödvändiga för att vidmakthålla hälsa. Metod: Studien är enempirisk studie med kvalitativ ansats. Kvalitativa intervjuer har genomförts med fyra informanter. Tolkning och analys har gjorts utifrån kvalitativinnehållsanalys enligt Graneheim och Lundman. Resultat: Resultatet består av sju huvudteman och tre subteman, som bildats av de kategorier och koder som förelåg. Huvudteman somframkom var; Hälsa, Friskfaktorer, Medvetenhet,Livskamrat, Ohälsa, Arbetsrelaterad ohälsa och Medvetet handlande. Temat Friskfaktorbestod av tre subteman, vilka var; Individnivå,Gruppnivå och Organisatorisk nivå. Istudiens empiriska resultat framträder även domänerna hälsorelaterad och ohälsorelaterad. Slutsatser: Slutsatser som kan dras av denna studieär att hälsa upplevs som en balans mellan olika delar, såsom fysiska, psykiska,sociala aspekter samt arbete, familj och privatliv. Dessa delar eller dimensioner av hälsan hänger samman och påverkar varandra. Trots att arbetet är mycket krävande och påfrestande så trivs informanterna på sitt arbete och tycker att det är roligt och utvecklande, de känner sig engagerade och delaktiga vilket bidrar till att de upplever hälsa (arbetsrelaterad hälsa). Ett flertal friskfaktorer går att identifiera och de friskfaktorer som finns på individnivå tycks vara av mycket stor betydelse, även om de på gruppnivå och organisatorisk nivå också inverkar på den arbetsrelaterade hälsan. Friskfaktorerna på individnivå är betydelsefulla för att kunna nyttja de friskfaktorer som finns på gruppnivå och organisatorisk nivå. De individuella friskfaktorernaär tydligt synliga hos individen i både privata sammanhang och i arbetssammanhang, medan friskfaktorerna på gruppnivå och organisatorisk nivå endast är relaterade till arbetet och arbetssituationen

A Learning Outcome-oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual Information

Schmitz, B., Klemke, R., & Specht, M. (in press). A Learning Outcome-oriented Approach towards Classifying Pervasive Games for Learning using Game Design Patterns and Contextual InformationMobile and in particular pervasive games are a strong component of future scenarios for teaching and learning. Based on results from a previous review of practical papers, this work explores the educational potential of pervasive games for learning by analysing underlying game mechanisms. In order to determine and classify cognitive and affective learning outcomes, we propose employing game design patterns for mobile games and context information. Context information, in the course of this article, is introduced as an additional characteristic feature of mobile game design patterns. With the proposed framework we aim at understanding how pervasive game content may support learning. Findings from our research indicate that context information directs the use and presentation of content within a game and thus influences learning effects of individual patterns. This work perorates with a discussion on the shortfalls and potentials, which our framework for analysis provides

Mobile gaming patterns and their impact on learning outcomes: A literature review

Schmitz, B., Klemke, R., & Specht, M. (2012). Mobile gaming patterns and their impact on learning outcomes: A literature review. In A. Ravenscroft, S. Lindstaedt, C. D. Kloos, & D. Hérnandez-Leo (Eds.), Proceedings of 7th European Conference on Technology Enhanced Learning (EC-TEL 2012) (pp. 419-424). September, 18-21, 2012, Saarbrücken, Germany.Mobile learning games have increasingly been topic of educational research with the intention to utilize their manifold and ubiquitous capabilities for learning and teaching. This paper presents a review of current research ac-tivities in the field. It particularly focuses is on the educational values serious mobile games provide. The study results substantiate their generally assumed motivational potential. Also, they indicate that mobile learning games may have the potential to bring about cognitive learning outcomes

On exponential splitting methods for semilinear abstract Cauchy problems

Due to the seminal works of Hochbruck and Ostermann exponential splittings are well established numerical methods utilizing operator semigroup theory for the treatment of semilinear evolution equations whose principal linear part involves a sectorial operator with angle greater than ${\pi}/2$ (meaning essentially the holomorphy of the underlying semigroup). The present paper contributes to this subject by relaxing on the sectoriality condition, but in turn requiring that the semigroup operators act consistently on an interpolation couple (or on a scale of Banach spaces). Our conditions (on the semigroup and on the semilinearity) are inspired by the approach of T. Kato to the local solvability of the Navier-Stokes equation, where the $L^p-L^r$ smoothing of the Stokes semigroup was fundamental. The present abstract operator theoretic result is applicable for this latter problem (as was already the result of Ostermann and Hochbruck), or more generally in the setting of holomorphic semigroups, but also allows the consideration of examples, such as non-analytic Ornstein-Uhlenbeck semigroups or the Navier-Stokes flow around rotating bodies.Comment: 19 page