Editors' Note - N.D.L.R.

We hope you will find this the 2002 fall edition of the CHA bulletin enjoyable and informative. It is our first for us (Peter and John). It has been a quick but rewarding learning experience, and we would like to thank Joanne Mineault for her enthusiasm and assistance.Nous avons l'intention de veiller à la continuité des rubriques qui ont par le passé établi la pertinence de ce bulletin : les conférences, les publications, les nouvelles des départements ( bien sûr! ), les historiens à la une, etc. Ce faisant nous comptons poursuivre l'excellent travail de notre prédécesseur Don Wright et de ses collaborateurs

Sticky information and sticky prices

In the U.S. and Europe, prices change somewhere between every six months and once a year. Yet nominal macro shocks seem to have real effects lasting well beyond a year. "Sticky information" models, as posited by Sims (2003), Woodford (2003), and Mankiw and Reis (2002), can reconcile micro flexibility with macro rigidity. We simulate a sticky information model in which price setters do not update their information on macro shocks as often as they update their information on micro shocks. Compared to a standard menu cost model, price changes in this model reflect older macro shocks. We then examine price changes in the micro data underlying the U.S. CPI. These price changes do not reflect older information, thereby exhibiting a similar response to that of the standard menu cost model. However, the empirical test hinges on staggered information updating across firms; it cannot distinguish between a full information model and a model where firms have equally old information.Prices

Real rigidities and nominal price changes

A large literature seeks to provide microfoundations of price setting for macro models. A challenge has been to develop a model in which monetary policy shocks have the highly persistent effects on real variables estimated by many studies. Nominal price stickiness has proved helpful but not sufficient without some form of "real rigidity" or "strategic complementarity." We embed a model with a real rigidity a la Kimball (1995), wherein consumers flee from relatively expensive products but do not flock to inexpensive ones. We estimate key model parameters using micro data from the U.S. CPI, which exhibit sizable movements in relative prices of substitute products. When we impose a significant degree of real rigidity, fitting the micro price facts requires very large idiosyncratic shocks and implies large movements in micro quantities.Prices ; Pricing

Don’t Call it Poetry

No Abstract.Indo-Pacific Journal of Phenomenology, Volume 2, Edition 1, April 200

A Performance Analysis of the Meshed Tree Protocol and the Rapid Spanning Tree Protocol

Loop avoidance is essential in switched networks to avoid broadcast storms. Logical Spanning Trees are constructed on the physical meshed topologies to overcome this issue and preserve the stability of the network. However, during topology changes as the result of a failure, frame forwarding latency or frame loss is introduced when re-converging and identifying new spanning tree paths. The Meshed Tree algorithm (MTA) offers a new approach. Meshed Trees support multiple tree branches from a single root to cut down on re-convergence latency on link failures. A Meshed Tree Protocol (MTP) based on MTA is currently under development as an IEEE standard. MTP is evaluated for convergence delay and frame loss in comparison with Rapid Spanning Tree Protocol (RSTP) on the GENI testbed

CHOPIN IN BRITAIN Chopin's visits to England and Scotland in 1837 and 1848 People, places, and activities

Academically, Chopin's two visits to Britain in 1837 and 1848 remain unexplored. This thesis aims to rectify this, using extensive published and manuscript material in Edinburgh, London, Paris, Cracow and Warsaw, and topographical and other illustrations. On the first of Chopin's visits, in July 1837, he travelled from Paris to London with Camille Pleyel, whose family firm of Pleyel et Cie manufactured Chopin's favourite pianos. In London for only eleven days, Chopin visited the Broadwoods at No 46 Bryanston Square, went to the opera, and signed contracts with Wessel. On his second visit, in 1848, the year before he died, Chopin spent seven months in England and Scotland at the prompting of his aristocratic Scots pupil, Jane Stirling. In London, he gave recitals for the Duke and Duchess of Sutherland, Mrs Adelaide Sartoris, the Earl of Falmouth, and the Countess of Blessington. On 5 August, accompanied by John Muir Wood, Chopin took the train from Euston to Edinburgh, where he was met by the Stirlings' Polish physician, Dr Adam Lyschifiski. Subsequently, Chopin was a guest at Scottish country seats - notably Calder, Johnstone, Strachur, Wishaw, Keir, and Hamilton Palace. Aside from playing privately for his hosts, Chopin gave public concerts in the Gentlemen's Concert Hall in Manchester, the Merchants' Hall in Glasgow, and the Hopetoun Rooms in Edinburgh. Returning to London on 31 October, Chopin performed in Guildhall, the last concert of his life. On 23 November he left London for Paris, dying there on 17 October the next year. His funeral in the Madeleine was partly financed by Jane Stirling, who later published a seven-volume edition of his music, preserved Chopin memorabilia, studied with his former pupil Thomas Tellefsen, and cherished the composer's memory until her own death in 1859

From “The Things Themselves” to a “Feeling of Understanding”: Finding Different Voices in Phenomenological Research

This paper explores some of the ways in which phenomenological approaches have been linked to contemporary social science inquiry into human ways of knowing and learning in the fields of education and nursing research. It then looks at four contemporary approaches which draw on phenomenology namely: distinguishing imaginal from rational/logical knowing as an alternative and complementary mode of knowing; using ‘arts based’ or ‘expressive’ approaches to inquiry; developing hermeneutic text making to present research findings and using heuristics in a cyclical approach to understanding forms of human experience. The suggestion is that these approaches could be enriched and deepened by a more explicit exploration of phenomenological approaches and that conversely, some of forms of phenomenological research might be enriched by the use of these approaches. Indo-Pacific Journal of Phenomenology, Volume 4, Edition 1 July 200

The “Things Themselves” in Phenomenology

The following paper explores the foundations of phenomenology, and seeks to provide those new to the discipline with ways of understanding its claims to assist knowers to attend to 'the things themselves'. Practical applications of this mode of inquiry are linked to adult education practice which is the author's field of practice but most of the ideas are readily applicable to social events and practices such as nursing, social work, recreation, history and the like.Indo-Pacific Journal of Phenomenology, Volume 1, Edition 1 April 200

Stigmatizing Labels, School Bonds, and Capital in the School Reentry Experiences and Educational Outcomes of Justice-Involved Youth

Research indicates that justice-involved youth who reenter public and alternative schools following contact with the juvenile justice system struggle to find a place in the school community and complete their educations. Because educational attainment affects recidivism rates, successful school reentry for justice-involved youth presents important research questions for policy and practice. This study examined school reentry through cases studies of adults who had been justice-involved youth and had experienced school reentry following contact with the juvenile justice system. Study participants’ school reentry experiences were examined through a theoretical framework comprised of labeling, social control, and field theories. Findings suggest that institutional and human barriers make school reentry a complex, emotional experience for justice-involved youth. Findings also support the utility of a new theoretical framework – school exclusion theory – to describe the stigmatization, isolation, and alienation that justice-involved youth encounter from schools and school personnel who resist their reentry. Implications for theory and practice and recommendations for schools and school personnel are discussed