Price Adjustment and Liquidity in a Residential Real Estate Market with an Accelerated Information Cascade

We examine the effect of an unannounced information event, Hurricane Katrina, on the liquidity of the residential real estate market in an area proximately located to the Mississippi Gulf Coast. Using 2SLS and Weibull techniques applied to a unique MLS data set, we test changes in liquidity in a submarkets framework. Results suggest Katrina created submarket effects with respect to the listing and sales periods of our sample and market liquidity was directly influenced by this event. We suggest that this effect was tied to information flow as owners of heavily damaged properties sought new housing in a nearby area.

FREQ: A computational package for multivariable system loop-shaping procedures

Many approaches in the field of linear, multivariable time-invariant systems analysis and controller synthesis employ loop-sharing procedures wherein design parameters are chosen to shape frequency-response singular value plots of selected transfer matrices. A software package, FREQ, is documented for computing within on unified framework many of the most used multivariable transfer matrices for both continuous and discrete systems. The matrices are evaluated at user-selected frequency-response values, and singular values against frequency. Example computations are presented to demonstrate the use of the FREQ code

Explorations in knowing: thinking psychosocially about legitimacy

This article has been made available through the Brunel Open Access Publishing Fund.In this paper, we look at what engaging with psychoanalysis, through psychosocial accounts of subjectivity, has contributed to our struggles for legitimacy and security within our ways of knowing. The psychosocial, with its insistence on the unconscious and the irrational, features as both a source of security and of insecurity. We use three examples drawn from our own empirical research to explore the entanglement of the researcher with the researched and how this can offer a re-imagined sense of legitimacy for our work. In elaborating our argument, we discuss our experiences of 'being captured' by data and participants, and of negotiating the ethics of analysing participants' accounts. © 2014 The Author(s). Published by Pedagogy, Culture & Society

The design of a closed-loop voltage regulator for a D-C generator

The methods of obtaining voltage regulation for a d-c generator are many, and they vary in complexity according to the requirements of the loads being supplied. A need for zero voltage regulation is not uncommon in power supplies that are used in laboratory work. It is frequently not enough, however, to have a supply whose steady state regulation is zero; the need may also exist for fast transient response to changes in load. In general, then, the criteria for excellent voltage-versus-load characteristics of a d-c power supply might be stated as follows: It has zero steady state error. It has no transient variations as load is varied in any manner. Of course a power supply which exhibits such excellence of voltage regulation is non-existant, but these criteria do establish a goal for the regulator designer. There are many approaches to the solution of the voltage regulation problem, but in general all regulators can be classified as closed-loop or open-loop systems. It is with the former type of system that this paper is concerned. More specifically this paper will present mathematical and experimental design studies of two closed-loop voltage regulators for use with a 125V 4 Kw d-c generator --Introduction, page 1

The Concept of Culture in Critical Mathematics Education

© Springer International Publishing AG, part of Springer Nature 2018. This is a post-peer-review, pre-copyedit version of a chapter published in The Philosophy of Mathematics Education Today. The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-319-77760-3A well-known critique in the research literature of critical mathematics education suggests that framing educational questions in cultural terms can encourage ethnic-cultural essentialism, obscure conflicts within cultures and promote an ethnographic or anthropological stance towards learners. Nevertheless, we believe that some of the obstacles to learning mathematics are cultural. ‘Stereotype threat’, for example, has a basis in culture. Consequently, the aims of critical mathematics education cannot be seriously pursued without including a cultural approach in educational research. We argue that an adequate conception of culture is available and should include normative/descriptive and material/ideal dyads as dialectical moments