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Books on the topic 'Policy gradient'

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Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

Deyette, Jeff. Plugging in renewable energy: Grading the states. Cambridge, MA: Union of Concerned Scientists, 2003.

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2

Olmstead, Alan L. Hog round marketing, seed quality, and government policy: Institutional change in U.S. cotton production, 1920-1960. Cambridge, Mass: National Bureau of Economic Research, 2003.

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3

Harris, Ann. School-based assessment in GCE and CSE boards: A report on policy and practice. London: Secondary Examinations Council, 1986.

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4

Diez, Lara. The use of call grading: How calls to the police are graded and resourced. London: Home Office Police Research Group, 1995.

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5

Torres, Justin. Grading the systems: The guide to state standards, tests, and accountability policies. Washington, D.C: Thomas B. Fordham Foudation, 2004.

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6

Grading the 44th president: A report card on Barack Obama's first term as a progressive leader. Santa Barbara, Calif: Praeger, 2012.

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7

Delahanty, Julie. From social movements to social clauses: Grading strategies for improving conditions for women garment workers. Ottawa: North-South Institute, 1999.

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8

Is Al-Qaeda winning?: Grading the Administration's counterterrorism policy : hearing before the Subcommittee on Terrorism, Nonproliferation, and Trade of the Committee on Foreign Affairs, House of Representatives, One Hundred Thirteenth Congress, second session, April 8, 2014. Washington: U.S. Government Printing Office, 2014.

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9

A, Prashanth L., and Michael C. Fu. Risk-Sensitive Reinforcement Learning Via Policy Gradient Search. Now Publishers, 2022.

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10

Gorard, Stephen. Education Policy. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447342144.001.0001.

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What has been done to achieve fairer and more efficient education systems, and what more can be done in the future? This book provides a comprehensive examination of crucial policy areas for education, such as differential outcomes, the poverty gradient, and the allocation of resources to education, to identify likely causes of educational disadvantage among students and lifelong learners. This analysis is supported by 20 years of extensive research, based in the home countries of the UK and on work in all EU 28 countries, USA, Pakistan, and Japan. The book brings invaluable insights into the underlying problems within education policy, and proposes practical solutions for a brighter future.

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11

Olsen, Jan Abel. The social environment and health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794837.003.0007.

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This chapter explores three main issues related to the analyses of the social gradient in health: correlations, causations, and interventions. Observed correlations between indicators of socioeconomic position and health do not imply that there are causations. The usefulness of various indicators is discussed, such as education, income, occupation categories, and social class. A causal pathway is presented that suggests a chain from early life circumstances, via education, occupation, income, and perceived status onto health. The chapter ends with a discussion of various policy options to reduce inequalities in health that are caused by social determinants.

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12

Olsen, Jan Abel. Exogenous determinants of health. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794837.003.0006.

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This chapter considers some determinants that lie completely outside of people’s own control. For such exogenous causes of ill health, the unlucky ones cannot be held responsible for their misfortune. Still, some of these causes are avoidable, in the sense that effective policy interventions exist. Biological variations are in general unavoidable. The chapter investigates two types of determinants associated with early life circumstances. The most systematic health difference that an individual is affected by is whether born a boy or girl: women live 5–6% longer than men. Childhood differences in health follow a strong social gradient, and some figures are included to prove this sad fact. One additional exogenous determinant is the physical environment that affects people’s health. A simple model is presented to show how unhealthy externalities can be reduced by imposing pollution taxes: the polluter pay principle.

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13

Egger, Eva-Maria, Aslihan Arslan, and Emanuele Zucchini. Does connectivity reduce gender gaps in off-farm employment? Evidence from 12 low- and middle-income countries. 3rd ed. UNU-WIDER, 2021. http://dx.doi.org/10.35188/unu-wider/2021/937-2.

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Gender gaps in labour force participation in developing countries persist despite income growth or structural change. We assess this persistence across economic geographies within countries, focusing on youth employment in off-farm wage jobs. We combine household survey data from 12 low- and middle-income countries in Asia, Latin America, and sub-Saharan Africa with geospatial data on population density, and estimate simultaneous probit models of different activity choices across the rural-urban gradient. The gender gap increases with connectivity from rural to peri-urban areas, and disappears in high-density urban areas. In non-rural areas, child dependency does not constrain young women, and secondary education improves their access to off-farm employment. The gender gap persists for married young women independent of connectivity improvements, indicating social norm constraints. Marital status and child dependency are associated positively with male participation, and negatively with female participation; other factors such as education are show a positive association for both sexes. These results indicate entry points for policy.

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14

Limited, Coal India, ed. Information on Indian coal: Geology-reserves, classification, grading, characteristics, utilisation. Calcutta: Coal India Ltd., 1994.

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15

Atienza, Rowel. Advanced Deep Learning with Keras: Apply Deep Learning Techniques, Autoencoders, GANs, Variational Autoencoders, Deep Reinforcement Learning, Policy Gradients, and More. Packt Publishing, Limited, 2018.

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16

Deep Reinforcement Learning Hands-On: Apply modern RL methods, with deep Q-networks, value iteration, policy gradients, TRPO, AlphaGo Zero and more. Packt Publishing, 2018.

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17

(Editor), Robert Calfee, and Pamela Perfumo (Editor), eds. Writing Portfolios in the Classroom: Policy and Practice, Promise and Peril. Lawrence Erlbaum, 1996.

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18

Writing portfolios in the classroom: Policy and practice, promise and peril. Mahwah, N.J: L. Erlbaum Associates, 1996.

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19

(Editor), Robert Calfee, and Pamela Perfumo (Editor), eds. Writing Portfolios in the Classroom: Policy and Practice, Promise and Peril. Lawrence Erlbaum, 1996.

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20

Re-engineering marketing policies for food and agriculture. College Station, TX: Texas A&M University, 1994.

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21

Guidelines for Diagnosing and Managing Disseminated Histoplasmosis among People Living with HIV. Organización Panamericana de la Salud, 2020. http://dx.doi.org/10.37774/9789275122488.

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Histoplasmosis is a disease caused by the fungus Histoplasma capsulatum. This disease is highly endemic in some regions of North America, Central America, and South America and is also reported in certain countries of Asia and Africa. It often affects people with impaired immunity, including people living with HIV, among whom the most frequent clinical presentation is disseminated histoplasmosis. The symptoms of disseminated histoplasmosis are non-specific and may be indistinguishable from those of other infectious diseases, especially disseminated tuberculosis (TB), thus complicating diagnosis and treatment. Histoplasmosis is one of the most frequent opportunistic infections caused by fungal pathogens among people living with HIV in the Americas and may be responsible for 5–15% of AIDS-related deaths every year in this Region. These guidelines aim to provide recommendations for the diagnosis, treatment, and management of disseminated histoplasmosis in persons living with HIV. Although the burden of disease is concentrated in the Americas, the recommendations presented within these guidelines are applicable globally. These guidelines were produced in accordance with the World Health Organization (WHO) handbook for guideline development. The Guideline Development Group elaborated the final recommendations based on a systematic review of scientific literature and critical evaluation of the evidence available using the Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) approach. These guidelines are intended for health-care providers, HIV program managers, policy-makers, national treatment advisory boards, researchers, and other professionals involved in caring for people who either have or may be at risk of developing disseminated histoplasmosis.

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