Fetters of Debt, Deposit, or Gold during the Great Depression? The International Propagation of the Banking Crisis of 1931

A banking crisis began in Austria in May 1931 and intensified in July, when runs struck banks throughout Germany. In September, the crisis compelled Britain to quit the gold standard. Newly discovered data shows that failure rates rose for banks in New York City, at the center of the United States money market, in July and August 1931, before Britain abandoned the gold standard and before financial outflows compelled the Federal Reserve to raise interest rates. Banks in New York City had large exposures to foreign deposits and German debt. This paper tests to see whether the foreign exposure of money center banks linked the financial crises on the two sides of the Atlantic.

Junior Recital: Patrick J. Hill, Horn

Kemp Recital Hall Saturday Afternoon March 23, 1996 2:00p.m

Application of Process Mining Techniques to Support Maintenance-Related Objectives

The variety of data types generated in manufacturing environments leads to a situation where data-driven approaches for analytical maintenance support no longer have to be limited to the equipment level, but rather can be extended to further perspectives. To this end, this paper examines how process mining(PM) as an approach to extract knowledge about process-related relationships can be applied to support maintenance-related objectives. Our research is carried out by using exemplary data from a manufacturing company, where we successively take different data attributes from various source systems into account and apply selected PM techniques to demonstrate their applicability. As a result, we showcase how different insights can be provided, such as the analysis of a machine\u27s internal behavior, examination of error dependencies across multiple production steps, determination of a machine’s relevance within the equipment network or the discovery of bottlenecks regarding frequencies, cycle times and costs

Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

A click-based modular approach to introduction of peroxides onto molecules and nanostructures

Copper-promoted azide/alkyne cycloadditions (CuAAC) are explored as a tool for modular introduction of peroxides onto molecules and nanomaterials. Dialkyl peroxide-substituted alkynes undergo Cu(I)- promoted reaction with azides in either organic or biphasic media to furnish peroxide-substituted 1,2,3- triazoles. Heterolytic fragmentation of the peroxide to an aldehyde, a side reaction that appears to be related to the formation of the triazole, can be suppressed by use of excess alkyne, the presence of triethylsilane, or by use of iodoalkyne substrates. Complementary reactions of simple alkynes with azidosubstituted peroxides are much less efficient. Click reactions of alkynyl peroxyacetals are also reported; reductive fragmentation can be minimized by increasing the distance between the peroxyacetal and the alkyne. The strategy enables modular introduction of dialkyl peroxides and peroxyacetals onto gold nanoparticles, the first such process to be reported

Review of Human Vision Facts

Work reported herein was conducted at the Artificial Intelligence Laboratory, a Massachusetts Institute of Technology research program supported in part by the Advanced Research Projects Agency of the Department of Defense and monitored by the Office of Naval Research under Contract Number N00014-70-A-0362-0005. Vision Flashes are informal papers intended for internal use.This note is a collection of well known interesting facts about human vision. All parameters are approximate. Some may be wrong. There are sections on retina physiology, eye optics, light adaptation, psychological curios, color and eyeball movement.MIT Artificial Intelligence Laboratory Robotics Section Department of Defense Advanced Research Projects Agenc

Narrative Empathy for the Other in American Literature, 1845-1945

Empathy is a relatively new word in the English language, dating back to the early twentieth century as a translation of the German term Einfühlung (in-feeling or feeling into a work of art or another being). Yet the interpersonal relations that empathy encompasses are as old as human history, and literary depictions of empathy are as old as human narratives. Narrative empathy is a central trope of American literature because in a nation of immigrants and enslaved subjects who became fully recognized citizens--not to mention the native peoples who had always lived here--imaginative identification with unfamiliar Others became a constant necessity. Narrative empathy encompasses both diegetic empathy, or empathic relations between narrators and characters (or between multiple characters), and readerly empathy, or empathic relations between readers and narrators or characters within the text. Readerly empathy results from a complicated interplay between formal qualities, personal factors, and authorial information that characterizes the narrative's creation and transmission. Considering literary narratives as rhetorical situations reveals that narratives are conceived and received as interactions between authors, texts, and readers. Narrative judgments about how characters think, feel, and behave within the context of their particular storyworlds become more influential than any categorical identifications that we forge--either with or against characters--based on personal similarities or differences. Whereas the Other is perceived through a lens of radical and/or categorical alterity, empathy works against the logic of Otherness as an imaginative identification with an/other.Doctor of Philosoph

The abandonment option in sequential capital rationing decisions

M.S.Gerald J. Thuese