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This paper empirically investigates the short and the long run impact of public debt on economic growth. We use annual data from both the central and the peripheral countries of the euro area (EA) for the 1961–2013 period and estimate a production function augmented with a debt stock term by applying the Autoregressive Distributed Lag (ARDL) bounds testing approach. Our results suggest different patterns across the EA countries and tend to support the view that public debt always has a negative impact on the long-run performance of EA member states, whilst its short-run effect may be positive depending on the country.

New empirical evidence is presented on the impact of public debt on economic growth. To that end, we employ the Autoregressive Distributed Lag (ARDL) bounds testing approach using annual data from both central and peripheral countries of the European Economic and Monetary Union (EMU) for the 1961 -2015 period. In particular, we allow for different endogenously (da- ta-based) regimes in the parameter relating the public debt variable to the real growth rate. Our results suggest that the impact of public debt on economic growth not only changes across EMU countries, but also over time

INTRODUCCIÓ. Els estudiants repetidors d’un curs a la universitat sovint es caracteritzen per tenir no només un baix rendiment sinó també una manca de motivació i confiança en ells mateixos. MÈTODE. En aquest estudi, analitzem l’efecte de la implementació d’una combinació de tres tècniques d’ensenyament innovadores (la classe inversa, l’aprenentatge basat en equips i l’avaluació freqüent amb tests) en grups d’estudiants repetidors d’alguna assignatura. Avaluem l’impacte d’aquestes noves estratègies sobre la nota final del curs utilitzant mètodes economètrics. La mostra que utilitzem consta de més d’un miler d’estudiants que repeteixen un curs en els graus d’Administració i Direcció d’Empreses (ADE) o d’Economia de la Universitat de Barcelona. RESULTATS. Obtenim que els estudiants es beneficien de l’estudi autònom guiat, la retroacció continuada que reben, i el treball en equip. Els guanys es reflecteixen sobretot en una nota final més alta i en un augment en la proporció d’estudiants que es presenten a l’examen final. Els resultats es mantenen quan es controla per edat, sexe i nota mitjana dels estudis. DISCUSSIÓ. Malgrat que l’estudi s’ha portat a terme a partir d’estudiants repetidors d’assignatures de teoria econòmica, els resultats suggereixen que la nova metodologia d’ensenyament es podria aplicar amb èxit en altres àrees i amb grups d’estudiants no repetidors. INTRODUCTION. Students who are required to repeat a subject at university are often not only low achieving, but also unmotivated and lacking in self-confidence. METHOD. In this study, we evaluate the effect of implementing a combination of three innovative techniques (flipped classroom, team-based learning and frequent testing) in groups of students who are repeating a subject. We assess the impact of the new teaching strategy on the final course grade through econometric analysis. Our sample consists of more than a thousand students who were repeating a subject in the Bachelor’s degrees in Business Administration or Economics of the University of Barcelona. RESULTS. We find that students benefit from guided autonomous study, continuous feedback and teamwork. The benefits are reflected primarily in higher final grades and an increase in the number of students who sat the final exam. The results hold up even after controlling for age, gender and average overall grade. DISCUSSION. Although the study was carried out with groups of students who were repeating a subject in economic theory, their success suggests that the new teaching approach could be successfully applied to other subject areas and among groups of students who are taking a subject for the first time. INTRODUCCIÓN. Los estudiantes repetidores de un curso en la universidad se caracterizan a menudo por tener no solo un bajo rendimiento sino también una falta de motivación y confianza en sí mismos. MÉTODO. En este artículo, analizamos el efecto de implementar una combinación de tres técnicas de innovación docente (el aula invertida, el aprendizaje basado en equipos, y la evaluación frecuente con test) en grupos de estudiantes repetidores de una asignatura. Evaluamos el impacto de estas nuevas estrategias sobre la nota final del curso utilizando métodos econométricos. La muestra que usamos consta de más de mil estudiantes que repiten un curso en los grados de Administración y Dirección de Empresas o Economía de la Universidad de Barcelona. RESULTADOS. Hallamos que los estudiantes se benefician del estudio autónomo guiado, la retroacción continua que reciben, y el trabajo en equipo. Las ganancias se reflejan sobre todo en una nota final más alta y un aumento en la proporción de estudiantes que se presentan al examen final. Los resultados se mantienen cuando se controla por la edad, el sexo y la nota media de los estudios. DISCUSIÓN. Aunque el estudio se ha llevado a cabo con estudiantes repetidores de cursos de teoría económica, los resultados sugieren que la nueva metodología docente se podría aplicar con éxito en otras asignaturas y con grupos de estudiantes no repetidores

This chapter offers a general overview of the economic integration process in the European Union, putting special emphasis on the Economic and Monetary Union and the sovereign debt crisis, as well as exploring the different scenarios about its future evolution. To that end, the authors present several analytical tools to provide a framework to interpret this process and offer a survey of empirical research in this area to illustrate the academic results regarding the evaluation of the European experience. The chapter also analyzes the challenge of reinvigoration of the integration process to be completed to achieve the Lisbon Agenda's goal of becoming the world's most competitive economy while re-orienting the regulatory framework to monitor the financial system and identify potential risks and vulnerabilities. Despite the remarkable progress, the authors contend that a structural rethinking of the European project is necessary in accordance with the principles of subsidiarity and of sustainable and shared development enshrined in the Treaties.

INTRODUCTION. Students who are required to repeat a subject at university are often not only low achieving, but also unmotivated and lacking in self-confidence. METHOD. In this study, we evaluate the effect of implementing a combination of three innovative techniques (flipped classroom, team-based learning and frequent testing) in groups of students who are repeating a subject. We assess the impact of the new teaching strategy on the final course grade through econometric analysis. Our sample consists of more than a thousand students who were repeating a subject in the Bachelor’s degrees in Business Administration or Economics of the University of Barcelona. RESULTS. We find that students benefit from guided autonomous study, continuous feedback and teamwork. The benefits are reflected primarily in higher final grades and an increase in the number of students who sat the final exam. The results hold up even after controlling for age, gender and average overall grade. DISCUSSION. Although the study was carried out with groups of students who were repeating a subject in economic theory, their success suggests that the new teaching approach could be successfully applied to other subject areas and among groups of students who are taking a subject for the first time.

The Routledge Handbook of European Security Law and Policy offers a holistic discussion of the contemporary challenges to the security of the European Union and emphasizes the complexity of dealing with these through legislation and policy. Considering security from a human perspective, the book opens with a general introduction to the key issues in European Security Law and Policy before delving into three main areas. Institutions, policies and mechanisms used by Security, Defence Policy and Internal Affairs form the conceptual framework of the book; at the same time, an extensive analysis of the risks and challenges facing the EU, including threats to human rights and sustainability, as well as the European Union's legal and political response to these challenges, is provided. This Handbook is essential reading for scholars and students of European law, security law, EU law and interdisciplinary legal and political studies.