Elliptical Tempered Stable Distribution and Fractional Calculus

A definition for elliptical tempered stable distribution, based on the characteristic function, have been explained which involve a unique spectral measure. This definition provides a framework for creating a connection between infinite divisible distribution, and particularly elliptical tempered stable distribution, with fractional calculus. Finally, some analytical approximations for the probability density function of tempered infinite divisible distribution, which elliptical tempered stable distributions are a subclass of them, are considered.Comment: 16 pages, working pape

Student Veterans/Service Members' Engagement in College and University Life and Education

Since the passage of the Post-9/11 Veterans Educational Assistance Act of 2008, also known as the Post-9/11 GI Bill, the enrollment of active-duty service members and veterans in American colleges and universities has increased substantially. According to the Department of Veterans Affairs, more than three-quarters of a million veterans have used their earned benefit to enroll in postsecondary courses. In response to the influx of veteran student enrollment, a group of higher education associations and veterans' organizations collaborated in 2009 and 2012 on a study that asked college and university administrators whether their institutions had geared up campus programs and services specifically designed to support the unique needs of veterans.1 The results indicated that administrators had indeed increased support levels, sometimes by quite significant margins.But how do student veterans/service members perceive their experiences at higher education institutions? To date, there is little or no information to assess whether the efforts by institutions to provide targeted programs and services are helpful to the veterans and service members enrolled in colleges and universities. Similarly, not much is known about the transition to postsecondary education from military service experienced by student veterans/service members, or whether these students are engaged in both academic programs and college and university life to their fullest potential. In this context, this issue brief explores student veteran/service member engagement in postsecondary education. The brief utilizes data from the 2012 National Survey of Student Engagement (NSSE), an annual survey of students enrolled in four-year universities, to assess how student veterans/service members perceive their integration on campus.A key finding is that student veterans/servicemembers are selective about the campus life and academic activities in which they invest their time. Student veterans/service members are morelikely to be first-generation students -- the first in their families to attend a college or university -- and older than nonveteran/civilian students; they therefore tend to have responsibilities outside of higher education that put constraints on their time.Student veterans/service members report placing greater emphasis on academic areas that they find essential for academic progress than on college and university life and activities -- academic or otherwise -- that are not essential for success in the courses in which they are enrolled. Student veterans/ service members are less likely to participate in co curricular activities, and they dedicate less time to relaxing and socializing than nonveteran/ civilian students

The Strengthened Hardy Inequalities and its New Generalizations

In this article, using the properties of power mean, new generalizations of the strengthened Hardy Inequalities are proved

Organizational Learning from Extreme Performance Experience: The Impact of Success and Recovery Experience

This paper argues that two different types of a firm’s own extreme performance experiences—success and recovery—and their interactions can generate survival-enhancing learning. Although these types of experience often represent valuable sources of useful learning, several important learning challenges arise when a firm has extremely limited prior experience of the same type. Thus, we theorize that a certain threshold of a given type of experience is required before each type of experience becomes valuable, with low levels of experience harming the organization. Furthermore, we propose that success and recovery experience will interact to enhance each other’s value. These conditions can help overcome learning challenges such as superstitious learning or learning from small samples. We investigate our ideas using a sample of the U.S. commercial banks founded between 1984 and 1998. Our results indicate that both success and recovery experience of a firm generate survival-enhancing learning, but only after a certain level of experience is reached. Furthermore, success and recovery experience enhance each other’s learning value, consistent with the theories that emphasize the importance of richer and contrasting experience in providing useful knowledge. Our framework advances organizational learning theory by presenting a contingent model of the impact of success and recovery experience and their interaction

Form Factors for Exclusive Semileptonic BB--Decays

We developed the new parton model approach for exclusive semileptonic decays of $B$-meson to $D,~D^*$ by extending the inclusive parton model, and by combining with the results of the HQET, motivated by Drell-Yan process. Without the nearest pole dominance ans\"atze, we {\bf derived} the dependences of hadronic form factors on $q^2$. We also calculated numerically the slope of the Isgur-Wise function, which is consistent with the experimental results.Comment: 20 pages, RevTex, 2 ps figure files(uuencoded in seperate file