Formulas for ASEP with Two-Sided Bernoulli Initial Condition

For the asymmetric simple exclusion process on the integer lattice with two-sided Bernoulli initial condition, we derive exact formulas for the following quantities: (1) the probability that site x is occupied at time t; (2) a correlation function, the probability that site 0 is occupied at time 0 and site x is occupied at time t; (3) the distribution function for the total flux across 0 at time t and its exponential generating function.Comment: 18 page

From Random Matrices to Stochastic Operators

We propose that classical random matrix models are properly viewed as finite difference schemes for stochastic differential operators. Three particular stochastic operators commonly arise, each associated with a familiar class of local eigenvalue behavior. The stochastic Airy operator displays soft edge behavior, associated with the Airy kernel. The stochastic Bessel operator displays hard edge behavior, associated with the Bessel kernel. The article concludes with suggestions for a stochastic sine operator, which would display bulk behavior, associated with the sine kernel.Comment: 41 pages, 5 figures. Submitted to Journal of Statistical Physics. Changes in this revision: recomputed Monte Carlo simulations, added reference [19], fit into margins, performed minor editin

Assessing the Effects of a Supervised, Experimental Program of Instruction on the Self-Concept and Grade Point Average of Students on Academic Probation

Problem: The problem was to determine whether experimental, supervised program of instruction was successful in changing a probationary student’s academic standing, as measured by grade point average and scores from the Tennessee Self-Concept Scale. Method: The following hypotheses, as stated in null form, were tested. There will be no significant difference between the Identity Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant differences between the Self-Satisfaction Scores of the experimental group and those of the control group on the pre-test and the post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Physical Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Family Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Social Self Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Total Positive Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference between the Self-Criticism Scores of the experimental group and those of the control group on the pre-test and post-test of the Tennessee Self-Concept Scale. There will be no significant difference in the academic grade point averages of the experimental group and those of the control group. Findings and Conclusions: In summary, the following findings and conclusions were drawn: Identity Score Finding: The members of the experimental group tended to have a higher perception of their own identity after the program had ended. Conclusion: This change resulted from the fact that at the time of the pre-test all the students were on probation, but at the time of the post-test a considerable number had achieved “good standing” status (GPA above 2.00). This change in academic status, therefore, brought about a change in the way each subject perceived himself. Self-Satisfaction Score Finding: The members of the experimental group tended to feel more positively about the self they perceived after the program had ended. Conclusion: This change resulted from the fact that during the experimental, supervised program of instruction, the instructor frequently indicated to the subjects that they were persons of worth. This technique was based upon the premise that when persons are totally accepted by others, they come to the realization that they are persons of value. Physical Self Score Finding: The members of the experimental group did not tend to reflect any real change in the way they viewed their body, state of health, physical appearance, sexuality, or appearance after the program had ended. This same finding was reported by Karen Moses in her study with probationary students at Brigham Young University. Conclusion: No change resulted from the fact that this experimental, supervised program of instruction was unable to produce a change in a value as permanent as the physical self. The physical self was so strong that it could not be substantively modified in nine weeks. Family Self Score Finding: The members of the experimental group tended to reflect a higher sense of worth and value as family members after the program had ended. A different finding was reported by Clements, who discovered no significant differences in family self as a result of his program with the under-achievers. Conclusion: This change resulted from the fact that students were psychologically supported by their families during the time of the program, thereby increasing their family self-concept. Parents were aware of the program because copies of the letters asking students to participate were mailed directly to the homes of each student before the program began. Social Self Score Finding: The members of the experimental group tended to reflect a higher sense of adequacy and worth in their social interaction with other people after the program had ended. Jensen and Amberg found that social self scores in their experimental subjects increased slightly over their control subjects but they judged their results to be inconclusive. Conclusion: This change resulted from the social nature of the program. Although the sessions were conducted in a structured atmosphere, the participants were encouraged to discuss their feelings freely. Most subjects exhibited considerable acceptance of one another, thereby reinforcing one another’s social self. Total Positive Score Finding: The members of the experimental group tended to have an overall higher level of self-esteem after the program had ended. This same finding was obtained by Caplan in his study with junior high school boys. Conclusion: This score resulted from the higher sub-scale scores, which when combined, form the Total Positive Score. The data showed the Identity, Family Self, Self-Satisfaction, and Social Self definitely changed; therefore, it was expected that the Total Positive Score would likely change. Self-Criticism Score Finding: The members of the experimental group did not tend to be any more honest in their self description and capacity for self-criticism after the program had ended. Conclusion: No change resulted from the fact that even before the program had begun, the individuals of the experimental group were shown to be very honest in their self-description and capacity for self-criticism. Therefore, before the program they were found to have a normal healthy openness. Academic Grade Point Average Finding: The members of the experimental group tended to achieve high grades after the program had ended. These same results were obtained by Sheldon and Landsman, who found a significant improvement in academic grades among their experimental group after a program with students in academic difficulty. Conclusion: This change appears to have resulted because the subjects learned to study and read more efficiently and thereby grasp material more thoroughly; however, the students who continued to participate in the study may have been more highly motivated to study than those who dropped out

Soil Compaction in Cropland Pastures Used for Winter Grazing

In the northern United States, forage availability on cool season pastures declines rapidly late in the growing season (Moser & Hoveland 1996). To supplement low forage availability in the fall and winter, producers can graze livestock on cropland pastures containing annual cover crops and crop residues. Managed properly, cropland pastures can provide livestock with abundant, high quality forage that lasts long into winter. A potential issue with cropland pastures is that presence of cattle on moist, non sod-bearing soils could lead to severe soil compaction. The objective of this particular study was to determine how winter grazing on cropland pastures would effect soil compaction and subsequent crop yield

Studying Borderline Personality Disorder and Childhood Trauma: Exploring Clinicians’ Lived Experiences and Attitudes Toward Treating BPD Individuals

A recurring theme in research on borderline personality disorder (BPD) and childhood trauma was the stigma associated with a BPD diagnosis often resulting in barriers to recovery processes and challenges to treatment for this population. The purpose of this transcendental phenomenological study focused on the lived experience of licensed clinicians who work with BPD clients, with the aim to find common themes experienced by clinicians regarding clinicians’ BPD clients, what successes and challenges experienced by clinicians led to their attitudes and perspectives toward treating BPD clients, and what perspectives clinicians have regarding what resources (education, training, etc.) are available in helping clinicians work with BPD clients. Understanding clinicians’ perspectives may lead to removal of the stigma associated with a BPD diagnosis and thereby remove challenges to treatment. This study, grounded by developmental and learning theoretical framework, was guided by both social cognitive theory and transformative learning theory. Research questions focused on how clinicians described their experience in working with BPD clients, how they described challenges and successes, and how they described resources available to them to treat BPD clients. One-on-one interviews and observations were conducted. Phenomenological data analysis was conducted using the simplified version of Moustaka’s Modified Stevick-Colaizzi-Keen Method, and data were analyzed for significant phrases before developing meanings, and clustering them into themes, and presenting an exhaustive description of the phenomenon were the general guidelines

Mimicking Portfolios with Conditioning Information

Mimicking portfolios have long been useful in asset pricing research. In most empirical applications, the portfolio weights are assumed to be fixed over time, while in theory they may be functions of the economic state. This paper derives and characterizes mimicking portfolios in the presence of predetermined state variables, or conditioning information. The results generalize and integrate multifactor minimum variance efficiency (Fama, 1996) with conditional and unconditional mean variance efficiency (Hansen and Richard (1987), Ferson and Siegel, 2001). Empirical examples illustrate the potential importance of time-varying mimicking portfolio weights and highlight challenges in their application.

Demand for Multimedia in the Classroom: Do Students and Faculty Really Want it All?

Teaching/Communication/Extension/Profession,