Generalized Lomb-Scargle analysis of 90Sr/90Y\rm{^{90}Sr/^{90}Y} decay rate measurements from the Physikalisch-Technische Bundesanstalt

We apply the generalized Lomb-Scargle (LS) periodogram to independently confirm the claim by Sturrock et al (arXiv:1605.03088) of oscillation at a frequency of 11/year in the decay rates of $\rm{^{90}Sr/^{90}Y}$ from measurements at the Physikalisch Technische Bundesanstalt (PTB), which however has been disputed by Kossert and Nahle (arXiv:1407.2493). For this analysis, we made two different {\it ansatze} for the errors. For each peak in the LS periodogram, we evaluate the statistical significance using non-parametric bootstrap resampling. We find using both of these error models evidence for ~11/year periodicity in the $\rm{^{90}Sr/^{90}Y}$ data for two of the three samples, but at a lower significance than that claimed by Sturrock et al.Comment: 9 pages, 9 figure

EAST AND WEST, THE TWAIN SHALL MEET:A Cross-cultural Perspective on Higher Education

Both India and the U.S. were once colonies of Great Britain, the world''s first but short-lived global power. And both India and the U.S. ultimately threw off the imperialist yoke. Despite independence, both democracies inherited certain things from Great Britain. Whereas India inherited the English language, parliamentary governance, socialism, and, last but not least, the English educational system; the U.S. inherited the English language, the Judeo-Christian value system, and the .white. racial identity. The English educational system of India was augmented by Soviet-style central planning which resulted in several .Institutes. that have come to dominate higher education in India. Despite being ethnically closer to Great Britain, the U.S. evolved its own system of political governance, and, more important, its own educational system. While American higher education has come to define the .gold standard. for higher education, India still lags considerably behind in higher education. This paper seeks to explain certain cultural differences that may have contributed to this imbalance between the Indian and American higher education systems.

Contemporary lessons in Economic Philosophy drawn from two recent Indian Films

The aim of this paper is to derive some important lessons in economic philosophy from two recent Indian films. The two films, Mani Ratnam.s Guru (2007) and Madhur Bhandarkar.s Corporate (2006), are explicitly about the world of business and the people who inhabit it. The former film is not only a history lesson about the political and economic environment in India during the first 40 years after India.s independence, but is also a celebration of Adam Smith.s philosophy and, in general, capitalism and the entrepreneurial spirit. At the same time, it brings to the fore the possibly misguided economic policies adopted by India during the first few decades after independence. .Corporate., on the other hand, complements .Guru., in the sense that it highlights the consequences borne by powerless individuals when corporations have profit as their sole aim and are willing to achieve them by hook or by crook. Also, highlighted in .Corporate. is how disastrous events can occur when politics and big business collude to undermine the interests of the working class. Thus, .Corporate. provides a case for Keynesian economics. The role of gender and family in economics is also explored in this film, as is the role and importance of ethics in economics. Last but not least, the limitations of rationality and rational behaviour are highlighted in .Corporate.. Classical economics assumes that people are perfectly rational in their decision-making. This assumption has been challenged by newer economic theories, and is also challenged by .Corporate..