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During the contraction from 1929 to 1933, the Federal Reserve System tracked changes in the status of all banks operating in the United States and determined the cause of each bank suspension. This chapter introduces that hitherto dormant data and presents aggregate series constructed from it. The new data series will supplement, and in some cases, supplant the data currently used to study banking panics during the period, which were published by the Federal Reserve Board of Governors in 1937.

Clause 8 is about time; the time period for the performance of the Works (the beginning and the end), management of the Programme, the Contractor’s right to Extension of Time and the Employer’s right to suspend progress of the Works. Once the Works have been completed, Clause 9 [Tests on Completion] deals with the testing at completion and Clause 10 [Employer’s Taking Over] deals with the mechanics for the Employer’s Taking Over of the Works. Clause 11 [Defects after Taking Over] deals with defects after the Employer’s Taking Over. See also Figure 8.

The appropriateness of retaliatory trade measures in the World Trade Organization dispute settlement process have increasingly come under scrutiny in recent years. Several Members and commentators alike have recommended large-scale amendments to the Dispute Settlement Understanding (DSU) to provide alternatives to retaliatory measures, with the most notable including compensation, collective retaliation, and increased special and differential treatment for developing countries and/or widespread loss of privileges for non-conforming respondents.

Unfortunately, many of the proposals failed to first identify the aims and objectives of the retaliatory phase, or even of dispute settlement more generally. This chapter takes a more holistic approach in its analysis of whether any of the current proposals will improve (or harm) the system. In doing so, this chapter will first assess the effectiveness and appropriateness of retaliatory trade measures by evaluating the goals and objectives in which it is designed to achieve. It will then evaluate some of the more prominent proposals for amending the DSU under the same framework. Taking such an approach will allow for a more comprehensive review and will reveal not only the problems with retaliatory trade measures, but also its positive aspects, and not only the positive aspects of the suggested alternatives but also where they may be detrimental to the system.

Concern about the use of zero-tolerance policies for discipline has led to a search for alternatives such as training in early-warning signs of aggressive behavior and strategies for effective classroom management in schools. This chapter examines the effectiveness of the provision of alternatives to out-of-school suspensions (OSS) in reducing the use of exclusionary discipline for minor misbehavior and the school characteristics associated with these provisions.

This analysis uses the 2008 panel from the National School Survey on Crime and Safety to explore this question for approximately 1,000 high schools. The analysis is a probit regression analysis to examine the association between the provision of alternatives to OSS, school characteristics, and the use of OSS for low-level suspensions. This analytic approach provides wide generalizability for the findings, though it does also limit an ability to identify individual school- or student-level effects.

Findings based on probit regression analysis suggest that structural characteristics of schools – beyond student characteristics – are only somewhat related to variation in the use of OSS for low-level infractions and, on average, the availability of alternatives to OSS do not strongly decrease the frequency of OSS for lower-level infractions. These findings are important in the current era of discipline policy scrutiny where schools and policy-makers are searching for alternatives to traditional suspension practices in a limited empirical evidence base.

While these alternatives hold great promise, little is known about their effectiveness in addressing behavior problems and/or reducing OSS. More importantly, even less is known about the characteristics of schools likely to enact alternatives.

The chapter explains how and why the Toronto District School Board (TDSB)'s Safe Schools policy has moved from a zero tolerance approach to progressive discipline and prevention and examines the outcomes for racialized students.

The chapter draws on findings from a critical policy analysis of the TDSB's Safe Schools policy cycle and its connections to various provincial policy cycles through a conceptual policy web.

The TDSB's transition from a zero tolerance approach to discipline to a combination of progressive discipline and prevention has arisen from complaints against the board and the government of Ontario filed by Ontario's Human Rights Commission (OHRC), the shooting death of a student in a TDSB high school and changing legislation. Although suspension and expulsions rates have decreased since changes were introduced, the board's discipline policies still appear to have a disproportionately negative impact on racialized students. The board and province's reluctance to collect race-based data in relation to suspensions and expulsions makes it difficult, yet not impossible, to track progress towards equitable policy outcomes.

Adopting a progressive discipline approach to maintaining safe schools can help keep more students in school without compromising school safety. However, Safe Schools policy includes both texts and practices so equitable outcomes are not guaranteed by rewriting formal policy texts.

In international business international technology transfer is an important part. It involves several modes. Product or process technologies can be transferred to a host country within a multinational company. Other modes include sale or licensing of technology. In these cases a company other than the technology owner takes technology to a host country. International technology transfer involves many matters such as transfer mode, government trade policies, risk of losing technology and influence of industry associations. In this chapter I report a longitudinal case study (1950–1980) of the diffusion of new manufacturing technology, suspension preheating, within the U.S. cement industry. Here I employ concepts from the literature on international technology transfer. Based on this analysis I identify what impact international technology transfer literature has on dominant design theory. Here I address in more detail the era of ferment of the most recent technology adoption (that is innovation).The U.S. cement industry was included in the original development of the dominant design model. However, technology adoption or innovation was defined as the first commercial introduction of a product made by a new manufacturing technology or process in the United States. This domestic definition of technology adoption neglects all aspects of international technology transfer mentioned earlier.While comparing the results of these two studies of the U.S. cement industry I found differences in the adoption time of technology and inconsistence in the introduction of the technology in the United States. I found that the length of the era of ferment was 29 years – contrary to the seven years reported in the development of dominant design model. This time difference has naturally impacted on the analysis of diffusion. It seems that the international business and international technology transfer literature have impacted on the dominant design model and theory.

All educators will inevitably face unwanted student behavior that they need to address. A ubiquitous response to unwanted behavior is exclusionary discipline practices, including time-out, office discipline referrals, and suspensions. However, extensive research has demonstrated that these practices are associated with negative outcomes, including increased likelihood of further unwanted behavior, decreased achievement, and racial/ethnic discipline disparities. In this chapter, we provide a preventative alternative to exclusionary practices, school-wide positive behavioral interventions and supports (SWPBIS). SWPBIS is an evidence-based framework for implementing systems to reduce unwanted behavior and increase prosocial behavior, decreasing the need for exclusionary practices.

The vehicle–track interaction and the resulting dynamic response of the vehicle involve a number of complex nonlinear problems. Large vertical loads act through a small contact patch leading to very high contact pressures. Transverse loads acting through this contact induce a relative velocity between wheel and rail expressed in non-dimensional form as a creepage. The wheel and rail profiles determine the contact patch shape and affect the ability of the vehicle to run stably. If the yaw stiffness of the axles is too low, the vehicle will become unstable at a relatively low speed; conversely, if the yaw stiffness is too high, the curving behaviour will be adversely affected. The vehicle suspension, especially the secondary suspension, also affects the ride comfort of passengers. Finally, it is shown how the speed profiles of accelerating and decelerating trains can be calculated from basic assumptions about the train power, adhesion and rolling resistance.