Equilibrium fluctuation theorems compatible with anomalous response

Previously, we have derived a generalization of the canonical fluctuation relation between heat capacity and energy fluctuations $C=\beta^{2}<\delta U^{2}>$, which is able to describe the existence of macrostates with negative heat capacities $C<0$. In this work, we extend our previous results for an equilibrium situation with several control parameters to account for the existence of states with anomalous values in other response functions. Our analysis leads to the derivation of three different equilibrium fluctuation theorems: the \textit{fundamental and the complementary fluctuation theorems}, which represent the generalization of two fluctuation identities already obtained in previous works, and the \textit{associated fluctuation theorem}, a result that has no counterpart in the framework of Boltzmann-Gibbs distributions. These results are applied to study the anomalous susceptibility of a ferromagnetic system, in particular, the case of 2D Ising model.Comment: Extended version of the paper published in JSTA

International Evidence on Monetary Neutrality Under Broken Trend Stationary Models

We analyze the issue of the impact of multiple breaks on monetary neutrality results, using annual data on real output and monetary aggregates for Argentina (1884-1996), Australia (1870-1997), Brazil (1912-1995), Canada (1870-2001), Italy (1870-1997), Mexico (1932-2000), Sweeden (1871-1988), and the UK (1871-2000). In particular, we empirically verify, whether neutrality propositions remain addressable (and if so, whether they hold or not), when unit root tests are carried out allowing for multiple structural breaks in the long-run trend function of the variables. It is found that conclusions on neutrality are sensitive to the number of breaks allowed. In order to interpret the evidence for structural breaks, we utilize a notion of deterministic monetary neutrality, which naturally arises in the absence of permanent stochastic shocks to the variables. We utilize a resampling procedure based on the fact that changes in the trend function bias unit root tests towards a non-rejection. In particular, using a dynamic programming algorithm to obtain global minimizers of the RSS for locating breaks, we simulate the distribution of the t-statistic for the null hypothesis of a unit root, under the hypotheses that the true models are both a Trend Stationary (TS) model with up to four structural breaks, and a Difference-Stationary (DS) model, both estimated from the data. We then compare the position where the sample estimate of the t-statistic for testing a unit root lies relative to the empirical densities of the t-statistic, under both the estimated TS and DS models. We present evidence in favour of models in which the cycle fluctuates in a stationary way around a broken trend. In other words, the (unit root) permanent stochastic changes vanish, giving rise to stationary behaviour affected by infrequent structural breaks. This leads to interesting questions about the testing for monetary neutrality, and allows us to introduce the concept of deterministic monetary neutrality.Neutrality and Superneutrality of Money, Stationarity, Structural Breaks, Resampling Methods

Effective Secondary Character Education: Impact on Secondary Students\u27 Social Skills and Reinforcing Character Strengths

The purpose of this mixed study is to provide a rationale to implement an effective student centered secondary character education program that will (1) characterize the components of effective secondary character education; (2) help students identify and use their character strengths; (3) assist students to increase their social skills; and (4) provide the basis for action research. The reason for this research is to validate the effectiveness of such a program as part of the solution strategy that is vital to secondary students’ in making informed decisions regarding college, employment, and daily interactions with others. Effective secondary character education must go beyond motivational posters and other trinkets to be relevant to secondary students (Romanowski, 2003; Martinson, 2003). Hence, the researcher has permission to administer the Values in Action for Youth (VIA) survey at Riviera Beach Maritime Academy Charter Secondary School in Florida. Preference was given to charter schools because charters have greater autonomy to implement innovative programs such as the VIA survey (Green III, Baker and Oluwole, 2013). The students’ instructor received professional development to enable her to successfully implement the secondary character education model used in the investigation. A training session was also provided for participants’ parents. Moreover, the researcher completed a character education course at the University of Birmingham, England to validate expertise in effective secondary character education. The convenient sample consisted of sixteen participants from 16 to 18 years of age at Maritime Academy. The participants were at risk students who failed one or more standardized exams. All were enrolled in a course at Maritime Academy for greater preparation of standardized tests. The independent variables include the juniors and seniors at Maritime Academy who took the VIA survey. The dependent variables are the outcomes for the components of an effective secondary character education program and its impact on students’ increased social skills as well as their knowledge and use of individual character strengths. Data analysis included a summative review for the components of the model used in this study; a Likert scale to determine participants’ increased social skills and its corresponding regression to the mean according to participants’ instructor’s perception; and the VIA researcher’s gender report on students’ character strengths provided by the VIA Institute on Character

Descriptive Case Study of the Perceptions of International Students in an Intensive English Program Featuring Mandated Interactions with Fluent English Speakers

The purpose of this descriptive case study is to inform educational leaders working in Intensive English Programs (IEPs) and in Higher Education about the perspectives of international students enrolled in English as an Additional Language (EAL) classes at the English Language Institute (ELI) at the University of Florida (UF). The ELI at UF offers a unique language program that incorporates interactions between the enrolled EAL students and local fluent English speaking university students, hired as Language Assistants (LAs), as a required part of the curricular structure of the ELI’s Listening and Speaking courses for enrolled students at all proficiency levels within the program. Literature in the field of TESOL promotes the learning approach of combining formalized classroom language instruction with opportunities for informal interactions between language learners and fluent speakers of the target language. This descriptive case study investigated the perceptions of international students who were at the time or had recently been enrolled in a listening and speaking course at the ELI at UF. The goal of the researcher was to understand the experiences of the EAL students and learn if the EAL students perceived any potential impacts from interacting regularly with LAs as a required component of their listening and speaking course(s)