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Is excess of everything bad? Ramifications of excess liquidity on bank stability: Evidence from the dual banking system, 2022
After the 2008 financial crisis, the primary focus of global banking regulators has been to make ... more After the 2008 financial crisis, the primary focus of global banking regulators has been to make banks more liquid by maintaining excess liquidity buffers. This paper investigates a paradox where high liquidity reduces bank stability instead of improving it by examining the relationship between excess liquidity and stability between Islamic and conventional banks. This paper uses data on 42 Islamic and 106 conventional banks from 6 emerging countries between 2009 and 2018, providing empirical evidence that excess banking liquidity impedes bank stability. The results show that conventional banks are more vulnerable to the adversities of excess liquidity, while Islamic banks exhibit more resilience. This study raises 'red flags' for policymakers and regulators advocating high liquidity as a source of financial stability. It suggests that regulators should be cautious when using the so-called 'liquidity bazooka' to guard banks against any economic downturn, such as during the COVID-19 era.
Instructors in the health professions, who are also practitioners in their fields, are compelled ... more Instructors in the health professions, who are also practitioners in their fields, are compelled to assist students in developing their clinical reasoning skills as beginners in the health professions and as novice thinkers. Sound reasoning is essential in preserving the standards of the profession and promoting quality patient outcomes. Health professions literature has long addressed this process as critical thinking. However, the critical thinking model is limited in that it does not move learners to the level of thinking about their thinking. Recent literature is addressing this awareness and the need to move to a deeper level of thinking. This process is clinical reasoning. Within the various health professions, many terms and models exist. With the call to interdisciplinary education and collaborative patient care, healthcare professionals need a shared model of clinical reasoning. This chapter provides an overview of what clinical reasoning is and why it should be taught in a purposeful way, and it presents a model that can be implemented across the healthcare disciplines.
Is excess of everything bad? Ramifications of excess liquidity on bank stability: Evidence from the dual banking system, 2022
After the 2008 financial crisis, the primary focus of global banking regulators has been to make ... more After the 2008 financial crisis, the primary focus of global banking regulators has been to make banks more liquid by maintaining excess liquidity buffers. This paper investigates a paradox where high liquidity reduces bank stability instead of improving it by examining the relationship between excess liquidity and stability between Islamic and conventional banks. This paper uses data on 42 Islamic and 106 conventional banks from 6 emerging countries between 2009 and 2018, providing empirical evidence that excess banking liquidity impedes bank stability. The results show that conventional banks are more vulnerable to the adversities of excess liquidity, while Islamic banks exhibit more resilience. This study raises 'red flags' for policymakers and regulators advocating high liquidity as a source of financial stability. It suggests that regulators should be cautious when using the so-called 'liquidity bazooka' to guard banks against any economic downturn, such as during the COVID-19 era.
Instructors in the health professions, who are also practitioners in their fields, are compelled ... more Instructors in the health professions, who are also practitioners in their fields, are compelled to assist students in developing their clinical reasoning skills as beginners in the health professions and as novice thinkers. Sound reasoning is essential in preserving the standards of the profession and promoting quality patient outcomes. Health professions literature has long addressed this process as critical thinking. However, the critical thinking model is limited in that it does not move learners to the level of thinking about their thinking. Recent literature is addressing this awareness and the need to move to a deeper level of thinking. This process is clinical reasoning. Within the various health professions, many terms and models exist. With the call to interdisciplinary education and collaborative patient care, healthcare professionals need a shared model of clinical reasoning. This chapter provides an overview of what clinical reasoning is and why it should be taught in a purposeful way, and it presents a model that can be implemented across the healthcare disciplines.