\u3cem\u3eREGII SANGVINIS CLAMOR AD COELUM\u3c/em\u3e, By Dr. Peter du Moulin the Younger (1652), Translated Into English and with an Introduction

(From the Introduction) The beheading of Charles I on the black-draped scaffold outside Whitehall on 30 January, 1649, horrified the monarchs of Europe, for on that planking by the palace banquet room had been taught the most sanguine of all lessons concerning the relative effectiveness of Divine Right and popular will. The dismal negotiations to end the eight years of the English Civil War had aroused the fears of the Continental princes, and Charles\u27 execution confirmed them; this baneful tide of successful rebellion, refuted by theory and hedged by arms, against despotism must be halted at the Channel shore. As the progress of the English Civil War made clearer its possibilities for European thrones, Continental scholars and theologians alike swelled the accompanying paper war with partisan work on the English question. Conspicuous among these writers were the Huguenot humanists, and their occasional enthusiasm for the Royal cause was motivated by something more than a Gallic admiration for the English king\u27s bearing in adversity. The Edict of Nantes was a fiat easily to be swept away by a French king of more constricted view than Henry IV; moreover, St. Bartholomew\u27s Day, the Isle of Rhe, and La Rochelle were recent reminders of the contingency. Therefore, the need to prove loyalty to the French crown was alone a stimulus sufficient to stir the Huguenot scholars to defend the foreign Church of England and monarch who was its head

Consequences of Information Asymmetry on Corporate Risk Management

This paper will demonstrate the impact information asymmetry has on risk management. There is a noticeable impact within the context of consumer credit risk. If a firm is able to recognize this, they can make improved credit decisions that will reduce the consequences. The theoretical impact will be presented while depicting areas of risk management that are susceptible to information asymmetry. We find a direct impact on the development of scoring models, credit policies, and origination volume. These results hold for banks with portfolios consisting of consumer credit products and small business loans. Once known, banks can better tailor their credit policies and underwriting guidelines to reduce the impact. This will provide the blueprints for empirical research into the fiscal consequences, particularly concerning loss provisioning and the charge-off of consumer loans

Validity Issues in the Evaluation of a Measure of Science and Mathematics Teacher Knowledge

This study investigates the reliability and validity of an instrument designed to measure science and mathematics teachers\u27 strategic knowledge. Strategic knowledge is conceptualized as a construct that is related to pedagogical knowledge and is comprised of two dimensions: Flexible Application (FA) and Student Centered Instruction (SCI). The FA dimension describes how a science teacher invokes, applies and modifies her instructional repertoire in a given teaching context. The SCI dimension describes how a science teacher conceives of a given situation as an opportunity for active engagement with the students. The Flexible Application of Student-Centered Instruction (FASCI) survey instrument was designed to measure science teachers\u27 strategic knowledge by eliciting open-ended responses to scenario-based items. This study addresses the following overarching question: What are some potential issues pertaining to the validity of measures of science and mathematics teacher knowledge? Using a validity argument framework, different sources of evidence are identified, collected, and evaluated to examine support for a set or propositions related to the intended score interpretation and instrument use: FASCI scores can be used to compare and distinguish the strategic knowledge of novice science and mathematics teachers in the evaluation of teacher education programs. Three separate but related studies are presented and discussed. These studies focus on the reliability of FASCI scores, the effect of adding specific science content to the scenario-based items, and the observation of strategic knowledge in teaching practice. Serious issues were found with the reliability of scores from the FASCI instrument. It was also found that adding science content to the scenario-based items has an effect on FASCI scores, but not for the reason hypothesized. Finally, it was found that more evidence is needed to make stronger claims about the relationship between FASCI scores and novice teachers\u27 practice. In concluding this work, a set of four recommendations are presented for others who are engaged in similar measure development efforts. These recommendations focus on the areas of construct definition, item design and development, rater recruitment and training, and the validation process

Stake-Free Evaluations of Black-Box Optimization and Spatio-Temporal Graph Network Algorithms

Papers proposing novel machine learning algorithms tend to present the algorithm or technique in question in the best possible light. The standard practice is generally for authors to emphasize their proposed algorithms' performance in the precise setting where it is maximally impressive, often by only fully evaluating their best known hyperparameter configuration or by only considering the problem domain that the algorithm was designed to solve. While this is an effective approach for demonstrating that their contribution is relevant and competitive, it does not allow practitioners to easily understand the presented algorithm's overall behavior and capabilities. This lack of crucial context to the presented results can especially make practical transitive comparisons of multiple algorithms across multiple papers difficult to understand or simply misleading. This issue demonstrates the need for `stake-free' empirical evaluations of families of algorithms, in which the goal is not to demonstrate that one algorithm dominates the rest but rather to gain a more complete understanding of the overall strengths and weaknesses of each approach. In this thesis, we conduct such `stake-free' evaluations and analyze their results for two significantly different machine learning domains: acquisition-based and partition-based black box optimization algorithms, and graph neural networks applied to spatio-temporal prediction problems. The results of this study reveal surprising facts about the optimization algorithms' relative performance, and demonstrate meaningful differences in the interpretability and capabilities of graph networks that suggest avenues for future development

Deregulatory Takings and Breach of the Regulatory Contract

The October 1996 issue of the New York University Law Review includes a work dealing with deregulatory takings and breach of deregulatory contracts. Next October, the N.Y.U. Law Review will contain a rebuttal, a response critiquing work done by J. Gregory Sidak and Daniel Spulber. This critique is coauthored by William J. Baumol and Thomas W. Merrill. We are very fortunate here today to have that same Thomas W. Merrill with us. Our participants this afternoon on the panel will go in that order. Lewis Powell will discuss the propositions that the Telecommunications Act, and perhaps other current proposals for restructuring the electric industry, will constitute either violations of the takings clause of the Fifth Amendment, a deregulatory contract or an implied contract, and perhaps other constitutional provisions such as the Due Process clause of the Fourteenth Amendment. If he doesn\u27t say that they do, he will probably raise serious questions as to whether or not they might do that

Final-Offer Arbitration with a Bonus

Final-Offer Arbitration, internal bonus, external bonus

First-Year Engineering Program: Student Instructional Leadership Team - Expanded and Restructured

Since its initial creation, the Student Instructional Leadership Team (SILT) within the First-Year Engineering Program (FEP) at The Ohio State University (OSU) has been responsible for training and supporting students and instructional staff. In recent years, SILT has been expanded and restructured to meet the needs of a growing student body and ever-changing program. SILT currently has 13 members working across all 4 tracks of FEP. This team helps manage over 2,000 students and 200 teaching assistants (TAs). SILT assists with various FEP resources such as its computer lab and laboratories. SILT also provides professional development opportunities for student employees. Furthermore, the leadership team strives to enhance the program’s learning objectives, support curriculum enhancements, and create consistency. Through continued change and improvement, SILT has become a model for involving TAs in the management of a large scale educational unit such as FEP

Relationship of age and hypertension to neuropsychological test performance

Young adult (X- = 29) and middle aged (X- =50) hypertensive and normotensive subjects were compared with respect to seven neuropsychological test scores derived from tests on the Halstead-Reitan battery. Age main effects, with inferior performance for the middle aged subjects, were observed for the localization and time portions of the Tactile Performance Test (TPT) and for the Trail Making A test. The multivariate age effect was significant for the composite of seven scores. A multivariate blood pressure main effect was obtained and main effect blood pressure was significant for the category test; hypertensives made more errors than normotensives. A blood pressure by age interaction was observed for finger tapping scores and the TPT-Memory scores with larger differences between hypertensives and normotensives for the younger than for the middle aged group. Results were discussed in terms of previous studies of age and hypertension with the WAIS, the Primary Mental Abilities Test and serial reaction time measures. The poor prediction of hypertensive status from individual neuropsychological test scores was emphasized and readers were cautioned not to conclude that essential hypertensives, as a group, can be characterized as brain damaged