The price-dividend relationship in inflationary and deflationary regimes

This paper suggests that dividends do not reflect permanent earnings of corporations in periods of high inflation and deflation, and therefore the price-dividend relationship, as predicted by Gordon’s dividend-price model, breaks down. Using data for the US and the UK over the period from 1871 to 2002, nonlinear estimates support the prediction of the model

Inflation targeting and inflation persistence

This paper argues that the adoption of an inflation target reduces the persistence of inflation. We develop the theoretical literature on inflation persistence by introducing a Taylor rule for monetary policy into a model of persistence and showing that inflation targets reduce inflation persistence. We investigate changes in the time series properties of inflation in seven countries that introduced inflation targets in the late 1980s or early 1990s. We find that the persistence of inflation is greatly reduced or eliminated following the introduction of inflation targets

High-harmonic generation from arbitrarily oriented diatomic molecules including nuclear motion and field-free alignment

We present a theoretical model of high-harmonic generation from diatomic molecules. The theory includes effects of alignment as well as nuclear motion and is used to predict results for N$_2$, O$_2$, H$_2$ and D$_2$. The results show that the alignment dependence of high-harmonics is governed by the symmetry of the highest occupied molecular orbital and that the inclusion of the nuclear motion in the theoretical description generally reduces the intensity of the harmonic radiation. We compare our model with experimental results on N$_2$ and O$_2$, and obtain very good agreement.Comment: 12 pages, 8 figures, 2 tables; legends revised on Figs. 1,3,4,6 and

Hot-wire and hot-film anemometry

The circuit techniques, electronics, dynamic properties, and the applications of the anemometers are given

How physics instruction impacts students' beliefs about learning physics: A meta-analysis of 24 studies

In this meta-analysis, we synthesize the results of 24 studies using the Colorado Learning Attitudes about Science Survey (CLASS) and the Maryland Physics Expectations Survey (MPEX) to answer several questions: (1) How does physics instruction impact students' beliefs? (2) When do physics majors develop expert-like beliefs? and (3) How do students' beliefs impact their learning of physics? We report that in typical physics classes, students' beliefs deteriorate or at best stay the same. There are a few types of interventions, including an explicit focus on model-building and/or developing expert- like beliefs that lead to significant improvements in beliefs. Further, small courses and those for elementary education and non-science majors also result in improved beliefs. However, because the available data oversamples certain types of classes, it is unclear whether these improvements are actually due to the interventions, or due to the small class size, or student population typical of the kinds of classes in which these interventions are most often used. Physics majors tend to enter their undergraduate education with more expert-like beliefs than non-majors and these beliefs remain relatively stable throughout their undergraduate careers. Thus, typical physics courses appear to be selecting students who already have strong beliefs, rather than supporting students in developing strong beliefs. There is a small correlation between students' incoming beliefs about physics and their gains on conceptual mechanics surveys. This suggests that students with more expert-like incoming beliefs may learn more in their physics courses, but this finding should be further explored and replicated. Some unanswered questions remain. To answer these questions, we advocate several specific types of future studies.Comment: 30 pages. Accepted to Phys Rev ST-PE