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The 2023 Atlantic hurricane season was above normal, producing 20 named storms, 7 hurricanes, 3 major hurricanes, and seasonal accumulated cyclone energy that exceeded the 1991-2020 average. Hurricane Idalia was the most damaging hurricane of the year, making landfall as a Category 3 hurricane in Florida, resulting in eight direct fatalities and 3.6 billion U.S. dollars in damage. The above-normal 2023 hurricane season occurred during a strong El Nino event. El Nino events tend to be associated with increased vertical wind shear across the Caribbean and tropical Atlantic, yet vertical wind shear during the peak hurricane season months of August-October was well below normal. The primary driver of the above-normal season was likely record warm tropical Atlantic sea surface temperatures (SSTs), which effectively counteracted some of the canonical impacts of El Nino. The extremely warm tropical Atlantic and Caribbean were associated with weaker-than-normal trade winds driven by an anomalously weak subtropical ridge, resulting in a positive wind-evaporation-SST feedback. We tested atmospheric circulation sensitivity to SSTs in both the tropical and subtropical Pacific and the Atlantic using the atmospheric component of the Community Earth System Model, version 2.3. We found that the extremely warm Atlantic was the primary driver of the reduced vertical wind shear relative to other moderate/strong El Nino events. The concentrated warmth in the eastern tropical Pacific in August- October may have contributed to increased levels of vertical wind shear than if the warming had been more evenly spread across the eastern and central tropical Pacific. SIGNIFICANCE STATEMENT: The 2023 Atlantic hurricane season produced above-normal activity despite strong El Nino conditions. The season had 20 named storms, along with 7 hurricanes and 3 major hurricanes. Normally, El Nino decreases Atlantic hurricane activity due to increases in vertical wind shear. In 2023, vertical wind shear was below average, likely driven by the record warm tropical Atlantic and Caribbean Sea surface temperatures which led to tropical circulation patterns that were considerably different from the atmospheric flow typically observed during El Nino events. This manuscript also uses a state-of-the-art climate model to investigate the impacts of Atlantic and Pacific SST configurations on Atlantic vertical wind shear patterns. KEYWORDS: El Nino; Hurricanes/ typhoons; Tropical cyclones; Atmospheric waves; Seasonal forecasting, 1. Introduction The 2023 North Atlantic (hereafter Atlantic) hurricane season was classified as above normal based on NOAA's definition, (1) with 20 named storms [e.g., a tropical cyclone (TC) or [...]

A liberal education is the foundation for success in every growing occupation. Employers do not want, and have not advocated for, students prepared for narrow workforce specialties. But is the traditional framework of liberal education calibrated to the demands of the changing world?

Purpose: The employment market means students need to be equipped with wide-ranging enterprising skills and experience. With small- and medium-sized enterprises crucial to the health of the UK economy providing graduates with the skills to start-up their own business is also of increasing pertinence. The purpose of this paper is to analyse universities' provision and delivery of student support in developing their enterprise knowledge, skills and experience outside of the curriculum. Design/methodology/approach: An e-survey of universities alongside three follow-up semi-structured interviews with participants and an in-depth case study was gathered. The e-survey quantified what enterprise support activities the sample institutions currently offered and the interviews and case study examined the delivery of those activities through the perceptions of university staff/students. Findings: The respondents offered a range of enterprise support activity outside of the curriculum but delivery was hindered by a limited means to track proceedings. Support activities were predominantly concentrated both in delivery and receipt within business schools rather than across departments. Support typically consisted of networking events, business advice sessions and workshops as opposed to intensive provisions such as incubation space or start-up loans. The presence and influence of student-led enterprise groups was apparent. Practical implications: The results will inform those staff involved in the planning and delivery of enterprise support activity at UK universities. Originality/value: This research extends a limited literature mapping extra-curricular enterprise support provision at universities with qualitative data on the delivery of these activities as perceived by staff/students.

Purpose: The Polish economy is continuing its expansion through the adoption of free market economics in the post-communist era. To encourage this growth in a future where difficult global economic conditions are likely to persist, it is essential that entrepreneurial activity is encouraged within the next generation of graduates. This study aims to explore the attitudes and motivations of Polish students towards an entrepreneurship education programme. Design/methodology/approach: To achieve the research objectives the methodological approach adopted for this study involved semi-structured interviews undertaken with 122 Polish students. Each student undertook an interview within which they were asked to reflect on the impact of an entrepreneurship education programme on their entrepreneurial attitudes and motivations. Findings: This study builds on Jones "et al.", whose "snapshot" study found that Polish students had limited prior entrepreneurial experiences and expectations and welcomed the opportunity to undertake entrepreneurship education. The findings here confirmed the results of the prior study, but also provided greater insight regarding the reasons underpinning respondent behaviour. Research limitations/implications: The data collected within this study are limited to the experience of Polish students. It is questionable whether the results are generalisable to different nationalities. Additional research must be undertaken to explore this further. Practical implications: The results have implications for the construction and delivery of entrepreneurship education to student groups. Originality/value: The study contributes to the extant knowledge in the context of the experience of enterprise education in a developing country. The paper will be of value to enterprise education providers in aiding the construction and delivery of such programmes.

We develop a tractable sticky price model in which the fraction of price changes evolves endogenously over time and, consistent with the evidence, increases with inflation. Because we assume that firms sell multiple products and choose how many, but not which, prices to adjust in any given period, our model admits exact aggregation and reduces to a one-equation extension of the Calvo model. This additional equation determines the fraction of price changes. The model features a powerful inflation accelerator--a feedback loop between inflation and the fraction of price changes-that significantly increases the slope of the Phillips curve during periods of high inflation. Applied to the U.S. time series, our model predicts that the slope of the Phillips curve ranges from 0.02 in the 1990s to 0.12 in the 1970s and 1980s. JEL classification: E31, E32, E52 Key words: Phillips curve, inflation, price rigidities, 1 Introduction The recent rise in inflation in many economies has spurred considerable interest in further understanding the dynamics of prices. Identifying the causes of high inflation hinges critically on [...]

We show that standard menu cost models cannot simultaneously reproduce the dispersion in the size of micro-price changes and the extent to which the fraction of price changes increases with inflation in the U.S. time-series. Though the Golosov and Lucas (2007) model generates fluctuations in the fraction of price changes, it predicts too little dispersion in the size of price changes and therefore little monetary nonneutrality. In contrast, versions of the model that reproduce the dispersion in the size of price changes and generate stronger monetary nonneutrality predict a nearly constant fraction of price changes. JEL classification: E31, E32, E52 Key words: menu costs, inflation, fraction of price changes, 1 Introduction A robust feature of the data is that the fraction of price changes increases in periods of high inflation. (1) It is widely believed that menu cost models [...]

Existing menu cost models, when parameterized to match the micro-price data, cannot reproduce the extent to which the fraction of price changes increases with inflation. In addition, in the presence of strategic complementarities, they predict implausibly large menu costs and misallocation. We resolve these shortcomings using a multi-product menu cost model that features two key ingredients. First, the products sold by a firm are imperfect substitutes. Second, strategic complementarities are at the firm level, not the product level. In contrast to existing models, the fraction of price changes increases rapidly with the size of monetary shocks, so our model implies a nonlinear Phillips curve. JEL classification: E12, E31, E32, E52 Key words: menu costs, inflation, Phillips curve, 1 Introduction A salient feature of the data is that the fraction of price changes increases rapidly in periods of high inflation. (1) Since in sticky price models the fraction [...]

This paper describes a longitudinal study of over 10 years of university pre-incubation in Wales, using case studies of incubated businesses to track their performance since 2001. Surviving "graduated" businesses were investigated and quantitative and qualitative data were gathered to profile the current status of these businesses and assess their development following the incubation process. It was noted that the off-site location was beneficial in recruiting both graduate and non-graduate clients and gave rise to a proactive and enabling business environment. Overall, a positive contribution by the pre-incubator was found, in terms of turnover generated and jobs created in an area of economic underperformance. (Contains 4 tables, 3 figures, and 3 notes.)

With the convergence of an ailing economy, a new generation of political leaders, and a strong public sentiment that change is needed on many fronts within the society and across the world, the phenomenon of social entrepreneurship has found new life and is flourishing within society as a whole and within higher education in particular. Yet, there exists some confusion and debate about the definition of social entrepreneurship and whether it is a useful concept for application across disciplines within the academy. There are also questions about where such programs should be situated within the academy. Do they belong in the business school alongside entrepreneurship education? Are they a better fit for the social sciences? Is social entrepreneurship an interdisciplinary field of study or a multidisciplinary field? This article seeks to shed light on these questions by examining the origin and evolution of the term "social entrepreneurship" and its use by practitioners outside the academy. Drawing upon this background, the article suggests a conceptualization of social entrepreneurship that would situate it broadly in the curriculum rather than limiting it to one discipline.

The American emphasis on utility and practicality in education was expanded over the course of the twentieth century, particularly in the development of community colleges with their dual mission of liberal arts education and vocational training. Because of their mission and their dependence on local funding and community requirements, two-year colleges have been especially vulnerable to the pressures of corporatization. While the effects of corporatization are not always recognized at the four-year level, university colleagues need only look to the community college experience to find many examples of problems that they will inevitably share. Today, most college students receive their history education, particularly their survey courses, at community colleges. They provide the foundation for many students who become history majors, and the only history education that many citizens will ever have. The adoption of business models in higher education has been a particular challenge for community colleges. Students demand education for economic success and quick progress through convenient programs, not education for citizenship. While there are many problems resulting from business model education, the author believes that the most significant community college concerns regarding corporatization are (1) the use of contingent faculty; (2) outcomes assessment initiatives; (3) pressure to base curriculum and other decisions on a "students as customers" model; and (4) faculty governance. (Contains 10 endnotes.)

Abstract This study explores the attitude–behavior relationship among voters for political party brands that use a sustainable or green marketing approach. A structural equation modeling is used to analyze data collected from 1771 respondents who are registered Indian voters in this case. A positive attitude toward a political brand is compared to intentions to vote for the same brand. According to the findings, political brands create a more environmentally friendly product in the form of green actions because doing so encourages consumers to think favorably of the political brand, which results in them voting for it. As a result, authors are able to identify a positive attitude–behavior relationship for political brands among voters.

Forensic accounting education has become an increasingly significant issue in recent years. In Australia, universities have acknowledged the industry’s growing relevance, and there have been attempts to address gaps in the provision of forensic accounting education. Despite these efforts, forensic accounting education is frequently omitted in university programs. This paper seeks to identify the obstacles that influence the transformation of forensic accounting knowledge into university programs. To do so, this study explores the perspectives of two groups: forensic accounting practitioners and university academics. Simi-structured interviews were conducted with the two groups to gather their perception. The findings show that the interdisciplinary nature of forensic accounting, the educator's relevant experience, and some other factors (e.g. university timetabling, calendar, venue arrangements, lack of forensic accounting instructional material, and professional and educational accreditations) are all obstacles facing the development process of forensic accounting. It is recommended for schools that do not have the required resources or are facing many obstacles in integrating forensic accounting education to offer an introductory elective course in the curriculum or utilize appropriately qualified guest speakers. The findings in this qualitative study could help educators in the development process of forensic accounting curricula.