Member bank earnings, first half of 1959

Bank profits ; Banks and banking - Accounting

Member bank earnings, 1958

Bank profits ; Banks and banking - Accounting

Observation of strong surface state effects in the nonlinear magneto-optical response of Ni(110)

Spectroscopic magnetization induced optical Second Harmonic Generation (MSHG) measurements from a clean Ni(110) surface reveal strong resonance effects near 2.7 eV that can be attributed to the presence of an empty surface state. The good agreement with model calculations shows the potential of MSHG to probe spin polarized interface band structures.Comment: REVTeX/EPS figures/Authors's single Postsript file, to appear in PRL, our new phase-sensitive detection technique is used (see PRB, 58, R16020 (1998)), for more details see http://www.sci.kun.nl/tvs/people/petukhov

Elusive electron-phonon coupling in quantitative analyses of the spectral function

We examine multiple techniques for extracting information from angle-resolved photoemission spectroscopy (ARPES) data, and test them against simulated spectral functions for electron-phonon coupling. We find that, in the low-coupling regime, it is possible to extract self-energy and bare-band parameters through a self-consistent Kramers-Kronig bare-band fitting routine. We also show that the effective coupling parameters deduced from the renormalization of quasiparticle mass, velocity, and spectral weight are momentum dependent and, in general, distinct from the true microscopic coupling; the latter is thus not readily accessible in the quasiparticle dispersion revealed by ARPES.Comment: A high-resolution version can be found at http://www.physics.ubc.ca/~quantmat/ARPES/PUBLICATIONS/Articles/KKBF.pd

All pronouns are not acquired equally in Dutch: Elicitation of object and quantitative pronouns

This research reports the results of eliciting pronouns in two syntactic environments: Object pronouns and quantitative er (Q-er). Thus another type of language is added to the literature on subject and object clitic acquisition in the Romance languages (Jakubowicz et al., 1998; Hamann et al., 1996). Quantitative er is a unique pronoun in the Germanic languages; it has the same distribution as partitive clitics in Romance. Q-er is an N'-anaphor and occurs obligatorily with headless noun phrases with a numeral or weak quantifier. Q-er is licensed only when the context offers an antecedent; it binds an empty position in the NP. Data from typically-developing children aged 5;0-6;0 show that object and Q-er pronouns are not acquired equally; it is proposed that this is due to their different syntax. The use of Q-er involves more sophisticated syntactic knowledge: Q-er occurs at the left edge of the VP and binds an empty position in the NP, whereas object pronouns are simply stand-ins for full NPs and occur in the same position. These Dutch data reveal that pronouns are not used as exclusively as object clitics are in the Romance languages (Varlakosta, in prep.)

'Nee, ze heeft er twee': Acquisition of the Dutch quantitative 'er'

We present the first study on the acquisition of the Dutch quantitative pronoun er in sentences such as de vrouw draagt er drie ‘the woman is carrying three.’ There is a large literature on Dutch children’s interpretation of pronouns and a few recent production studies, all specifically looking at 3rd person singular pronouns and the so-called Delay of Principle B effect (Coopmans & Philip, 1996; Koster, 1993; Spenader, Smits and Hendriks, 2009). However, no one has studied children’s use of quantitative er. Dutch is the only Germanic language with such a pronoun

Attentional avoidance of high-fat food in unsuccessful dieters

Using the exogenous cueing task, this study examined whether restrained and disinhibited eaters differ in their orientation of attention towards and their difficulty to disengage from high versus low-fat food pictures in a relatively short (500 ms) and a long presentation format (1500 ms). Overall, participants in the 500 ms condition showed a tendency to direct attention away from high-fat food pictures compared to neutral pictures. No differential pattern was evident for the 1500 ms condition. Correlational analysis revealed that reduced engagement with high-fat food was particularly pronounced for disinhibited eaters. Although in the short term this seems an adaptive strategy, it may eventually become counterproductive, as it could hinder habituation and learning to cope with seductive characteristics of high-fat food. (C) 2010 Elsevier Ltd. All rights reserved

On the microfoundations of the link between classroom social norms and behavioral development

This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for how classroom norms may explain children's decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms

School timetabling problem under disturbances

School timetables are one or multiple times per year generated to assign class-teacher combinations to class rooms and timeslots. Post-publication disturbances such as absence of teachers typically pose a need for schedulers to rapidly implement some minor changes to avoid empty periods in the timetable. In this paper our aim is to define methods to efficiently solve the school timetabling problem under disturbances. We present three types of solution methods, namely a simple rule-of-thumb, a heuristic and an optimization approach. Exhaustive numerical experiments have been performed with data from five high schools in The Netherlands, each with their unique characteristics in number of classes, number of teachers and number of daily meetings. For each of the three methods we show advantages and disadvantages as well as the effects of resulting changes in the schedules.<br/