A Short Note on the Size of the Dot-Com Bubble

A surprisingly large amount of commentary today marks the beginning of the dot-com bubble of the late 1990s from either the Netscape Communications initial public offering of 1995 or Alan Greenspan's "irrational exuberance" speech of 1996. We believe that this is wrong: we see little sign that the aggregate U.S. stock market was in any way in a significant bubble until 1998 or so.

Methodological analysis about the potential avoidability of motor vehicles colliding against pedestrians in urban areas

The main motivation of the authors of this article is to establish a rigorous definition of the potential capacity that a motor vehicle driver has to avoid a collision against a pedestrian. Henceforth we will call this capacity avoidability. To calculate the avoidability, it is necessary to analyze time, distance and itinerary, initial position of the pedestrian when exposed to the risk, initial speed; theoretical maximum speed developed by the vehicle and road limit speed; the driver’s reaction time and the influence of the environment; and the interrelation of the initial positions of vehicle and pedestrian with respect to the transversal axis of the road. The definition, categorized by variables, of a driver’s ability to avoid run over a pedestrian in an urban area has an evident usefulness: it allows knowing the influence of the initial speed of a vehicle as an isolated variable and the importance of the road limit speed in the ability to prevent an accident.Postprint (published version

Reducing Anxiety and Increasing Social Skills in Children With Asperger\u27s Through Drama and Role-Playing Games

Children with Asperger’s syndrome have higher than typical levels of anxiety; moreover, their level of anxiety is related to their degree of social skills deficits. In non-clinical populations, role-playing and drama techniques have been used successfully to lower anxiety and increase social skills. We held seven sessions of role-playing and theater exercises, conducted in small groups, focused on specific social skills (getting to know people/introducing self, working together/trust/listening, reading emotions/nonverbal cues, self-control/assertiveness, managing stress and anxiety, detecting emotions through the voice, understanding others’ perspectives/cooperation). We examined whether participation in these sessions would lower anxiety and increase social skills in children with Asperger’s and High-Functioning-Autism. No improvement was seen on survey measures of anxiety and social skills, but adult’s observations of children both in the groups (rated by group leaders) and outside the groups (parents’ reports of behaviors at home) revealed improvement in social skills and emotional regulation