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The Democratic Socialism party of East Germany, Partei des Demokratischen Sozialismus, was widely thought to have no future in a reunified Germany, says Hough (German studies, U. of Birmingham). He explores how it has become a stable institution in the political landscape by establishing itself as

Malta

International Monetary Fund. Monetary and Capital Markets Department

Published: 2019-11-21

Total Pages: 99


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This technical note presents Malta’s risk analysis related aspects of financial system. A comprehensive set of stress tests and interconnectedness analyses were conducted to assess the resilience of Malta’s financial system and shed light on potential vulnerabilities, complementing the euro area Financial Sector Assessment Program. Key metrics suggest that the banking sector is in good health, but challenges exist. Banks are well-capitalized, liquidity is ample, and profitability has been healthy. The solvency stress tests indicate that the banking sector remains resilient, with vulnerabilities limited to a few small banks. The banking sector appears resilient to liquidity pressures, but some small banks are vulnerable to more severe events. The interconnectedness analysis suggests that contagion risk through interlinkages from within the Maltese financial sector is currently higher and more wide-spread than contagion risk through cross-border interbank exposures. Monitoring and conducting periodic analysis of cross-border linkages, and further enhancing the existing inter-sectoral linkages analysis, is expected to provide an early warning before contagion risks accumulate.
An undergraduate textbook designed for courses involving design and manufacture. Part 1 covers the basics of design (process, specification, drawing, BS4500, standard components, bolts, gears, belts etc) and of manufacturing processes (cutting, casting, bulk deformation, sheet metal, powder forming, joining, surface treatment, quality control etc). Part 2 shows how these fundamentals can be integrated by linking design and manufacturing decisions, considering influences of quantity, materials, ergonomics, aesthetics etc and discussing the organisational information flows and controls required for a profitable product. Examples drawn from industry are included as appropriate.
Evaluability assessment (EA) can lead to development of sound program theory, increased stakeholder involvement and empowerment, better understanding of program culture and context, enhanced collaboration and communication, process and findings use, and organizational learning and evaluation capacity building. Evaluability Assessment: Improving Evaluation Quality and Use, by Michael Trevisan and Tamara Walser, provides an up-to-date treatment of EA, clarifies what it actually is and how it can be used, demonstrates EA as an approach to evaluative inquiry with multidisciplinary and global appeal, and identifies and describes the purposes and benefits to using EA. Using case examples contributed by EA practitioners, the text illustrates important features of EA use, and showcases how EA is used in a variety of disciplines and evaluation contexts. This text is appropriate as an instructional text for graduate level evaluation courses and training, and as a resource for evaluation practitioners, policymakers, funding agencies, and professional training. “The most impressive aspect of this book is that it positions EA as an approach that perfectly fits within the current philosophical views on program evaluation… The authors do a great job connecting these theories to practice, and provide good guidelines.” —Sebastian Galindo-Gonzalez, University of Florida “This book is focused on one very important topic in the scope of program evaluation content. It establishes the foundation for a variety of applications: impact assessment, program development, and formative evaluation. This text provides new insights and methods for conducting evaluability assessment.” —S. Kim MacGregor, Louisiana State University “The book is written in a very readable style, is well organized and referenced. I like the inclusion of case studies, guidelines for actually doing EA, and the extensive discussion of its alignment with other models of evaluation process.” —Iris Smith, Emory University
A collection of papers first presented at a colloquium for postgraduate students held at the Institute for German Studies, University of Birmingham 1998.
This is the first monograph-length study that charts the coercive diplomacy of the administrations of Richard Nixon and Gerald Ford as practised against their British ally in order to persuade Edward Heath's government to follow a more amenable course throughout the 'Year of Europe' and to convince Harold Wilson's governments to lessen the severity of proposed defence cuts. Such diplomacy proved effective against Heath but rather less so against Wilson. It is argued that relations between the two sides were often strained, indeed, to the extent that the most 'special' elements of the relationship, that of intelligence and nuclear co-operation, were suspended. Yet, the relationship also witnessed considerable co-operation. This book offers new perspectives on US and UK policy towards British membership of the European Economic Community; demonstrates how US détente policies created strain in the 'special relationship'; reveals the temporary shutdown of US-UK intelligence and nuclear co-operation; provides new insights in US-UK defence co-operation, and re-evaluates the US-UK relationship throughout the IMF Crisis.
"Human rights and the protection of refugees is not a concern of left or right, or of the US only; it is an issue of importance to all Koreans, and indeed all countries. Haggard and Noland provide compelling evidence of the ongoing transformation of North Korean society and offer thoughtful proposals as to how the outside world might facilitate peaceful evolution."--Yoon Young-kwan, former Foreign Minister, Rob Moo-byun government --Book Jacket
Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students. The chapters of this book contain the stories of 8 highly successful and nationally recognized professional development schools. Each story provides the reader with practical ideas, procedures and policies that can be implemented by the reader to begin new partnerships or help improve and sustain existing partnerships. Each chapter discusses the rich clinical preparation combined with progressive experiences in PDSs that have made the partnership successful. The diverse authors from several different states describe their efforts to forge PDS partnerships to develop and deliver high quality teacher preparations, practical experiences for teacher candidates, and simultaneously provide professional development for experienced practitioners. The book will be a valuable resource to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain. The book also realistically addresses challenges in a way the reader can prepare for to reduce obstacles in establishing and sustaining PDSs.
The Professional Development School (PDS) movement has been a major vehicle for the simultaneous renewal of Pre-K-12 education and the teaching profession for nearly twenty years. This second volume in a series created by Towson University goes beyond «start up» stories and presents data-based discussions on a variety of topics about PDS implementation and assessment, including PDSs in specialty areas, such as music and physical education, mentoring, teacher development, standards, accountability, and sustainability. Chapters are written by researchers who presented their work at the Second National Professional Development School Conference sponsored by the Maryland State Department of Education's Professional Development School Network, and who represent public and private colleges and universities and school districts in Maine, New York, New Jersey, Maryland, Georgia, Kansas, and Missouri, and the National Council for Accreditation of Teacher Education (NCATE).