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Книги з теми "Learned priors"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Goldberg, Pinelopi Koujianou. Goods prices and exchange rates: What have we learned? Cambridge, MA: National Bureau of Economic Research, 1996.

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2

Fernández, Roque B. What have populists learned from hyperinflation? Buenos Aires: C.E.M.A., 1990.

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3

Cho, E. K. Natural gas markets and lessons learned. New York: Nova Science Publishers, 2010.

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4

Office, General Accounting. Military bases: Lessons learned from prior base closure rounds : report to the Congress. Washington, D.C: The Office, 1997.

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5

Office, General Accounting. Military bases: Lessons learned from prior base closure rounds : report to the Congress. Washington, D.C: The Office, 1997.

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6

Vink, N. Deregulation of agricultural marketing in South Africa: Lessons learned. Sandton, South Africa: Free Market Foundation, 2000.

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7

Restorative justice in a prison community: Or everything I didn't learn in kindergarten I learned in prison. Lanham, MD: Lexington Books, 2009.

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8

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : discussion paper of the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Toronto: The Committee, 1992.

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9

Genesove, David. The Sugar Institute learns to organize information exchange. Cambridge, MA: National Bureau of Economic Research, 1997.

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10

Office, General Accounting. Lessons learned from electricity restructuring: Transition to competitive markets underway, but full benefits will take time and effort to achieve : report to the congressional requesters. Washington, D.C. (P.O. Box 37050, Washington 20013): U.S. General Accounting Office, 2002.

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11

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : final report to the Minister of Colleges and Universities from the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Toronto: Ontario Council of Regents' Prior Learning Assessment Advisory Committee, 1992.

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12

Office, General Accounting. Medicaid: Lessons learned from Arizona's prepaid program : report to the Secretary of Health and Human Services. Washington, D.C: The Office, 1987.

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13

Perrault, Joseph-François. Nouvelle méthode pour apprndre [sic] la langue angloise avec facilité, expédition et aeconomie [sic] introduite dans l'école gratuite à Québec. [Québec]: C. Le François, 1985.

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14

The Royal Society of Literature and the patronage of George IV. New York: Garland Pub., 1987.

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15

Lessons learned: The Department of Veterans Affairs prescription drug purchasing program : hearing before the Subcommittee on National Security, Veterans Affairs, and International Relations of the Committee on Government Reform, House of Representatives, One Hundred Seventh Congress, second session, July 22, 2002. Washington: U.S. G.P.O., 2003.

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16

Climate change: Lessons learned from existing cap-and-trade programs : hearing before the Subcommittee on Energy and Air Quality of the Committee on Energy and Commerce, House of Representatives, One Hundred Tenth Congress, first session March 29, 2007. Washington: U.S. G.P.O., 2007.

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17

James, Duncan David, Stafford Kim Robert, and Hallie Ford Museum of Art., eds. Frank Boyden: The empathies. Salem, Or: Hallie Ford Museum of Art, Willamette University, 2006.

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18

Warren, David R., Barry W. Holman, Marian H. Harvey, and Kay D. Kuhlman. Military Bases: Lessons Learned From Prior Base Closure Rounds. Diane Pub Co, 1997.

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19

Kenney, Padraic. “Everyone Learned Prison”. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199375745.003.0004.

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Incarcerated for their politics, prisoners must still figure out what a political prisoner is and does. They do so through interactions with more experienced prisoners or by reading instructions prepared by their movement. They also follow models available to them in literature or in popular legend; Nelson Mandela is one such model as are the IRA men in Long Kesh. Prisoners developed a political group identity by defining themselves against the criminals with whom they often shared cells and prisons, and against the guards. Key examples include interactions on Robben Island and in the camps of the Irish Civil War.

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20

Great Britain. Further Education Unit., ed. The Assessment of prior learning and learner services. [London]: FEU, 1992.

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21

Military bases: Lessons learned from prior base closure rounds : report to the Congress. Washington, D.C: The Office, 1997.

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22

Restorative Justice in a Prison Community: Or Everything I Didn't Learn in Kindergarten I Learned in Prison. Lexington Books/Fortress Academic, 2010.

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23

Swanson, Cheryl. Restorative Justice in a Prison Community: Or Everything I Didn't Learn in Kindergarten I Learned in Prison. Lexington Books/Fortress Academic, 2009.

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24

Suzanne, Lynne. Win with Lynne (Win with Lynne: Intaslogans). LA Publications, 2004.

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25

Suzanne, Lynne. Win with Lynne (Win with Lynne: Intaslogans). LA Publications, 2004.

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26

Suzanne, Lynne. Win with Lynne (Win with Lynne: Intaslogans). LA Publications, 2004.

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27

Rethinking Valuation And Pricing Models Lessons Learned From The Crisis And Future Challenges. Academic Press, 2012.

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28

Clay, Marie M. Concepts about print: What has a child learned about the way we print language? 2017.

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29

Food and Agriculture Organization of the United Nations. State of Agricultural Commodities Markets 2009 : High Food Prices and the Food Crisis: Experiences and Lessons Learned. Food & Agriculture Organization of the United Nations, 2010.

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30

Food and Agriculture Organization of the United Nations. State of Agricultural Commodity Markets 2009: High Food Prices and the Food Crisis - Experiences and Lessons Learned. Food & Agriculture Organization of the United Nations, 2009.

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31

Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : a discussion paper of the Council of Regents' Prior Learning Assessment Advisory Committee. [Toronto: The Committee, 1992.

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32

Food and Agriculture Organization of the United Nations. State of Agricultural Commodities Markets 2009, Chinese Edition : High Food Prices and the Food Crisis: Experiences and Lessons Learned. Food & Agriculture Organization of the United Nations, 2010.

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33

Department of Defense. Civil Liberties in the Absence of Legislative Intelligence Oversight: Lessons Learned from Uruguay - Earlier Atrocities of Military Dictatorship Prior to Consolidation of Democracy. Independently Published, 2018.

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34

Browning, Birch P. How Students Learn. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0006.

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The chapter relates that learning, whether of new knowledge, a new skill, or a new attitude, has both neurological and psychological components. The learning process modifies the structure of the brain (via synaptogenesis) and is experienced by the learner as a representation. Representations enable us to recognize and then cogitate about items, experiences, and concepts . Learning is more efficient if based on prior learning, stored in patterns, and is more likely to occur if the learner finds the material meaningful or useful. The chapter describes the ways in which changing a known routine (adaptive expertise) and being aware of one’s own thought process (metacognition) effect learning. Experts are able to solve complex problems because they have developed interlocking pattern-based representations of the core understandings of their domain.

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35

Borowsky, Beth, and Cristina Sampaio. Experimental Therapeutics. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199929146.003.0017.

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Bringing safe and effective treatments to patients with Huntington’s disease (HD) will require evaluation in properly designed and conducted clinical trials. Such clinical trials will require appropriate tools and practices, including therapeutics, patient registries, biomarkers, endpoints, trial design, and analysis tools. This chapter provides insight into the advances being made in each of these areas and highlights the challenges remaining. Lessons learned from prior HD trials as well as from trials in other neurodegenerative diseases affect our view of future HD clinical development. With much interest from both pharmaceutical companies and academic researchers, this final chapter of the book actually opens a new chapter in the history of HD drug development.

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36

Kendler, Kenneth S. The dopamine hypothesis of schizophrenia: an updated perspective. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780198725978.003.0032.

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Chapter 32 discusses how the dopamine hypothesis of schizophrenia (DHS) has, since its inception over 35 years ago, been one of the most prominent etiologic theories in psychiatry. This chapter brings up to date a prior historical and philosophical review of this theory. Then, utilizing the frameworks developed elsewhere in this book in Chapters 2 and 8, this chapter explores the role of empirical and nonempirical factors that impacted on the DHS during its development and subsequent history. Finally, the history of the DHS is contextualized in light of the histories of etiologic controversies in other medical disorders to clarify what features of the DHS might be typical versus more unique. A great deal can be learned about the multiple influences on the history of modern psychiatry through a study of the story of the DHS.

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37

Julio César, Betancourt. The Chartered Institute of Arbitrators (1915–2015). Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198783206.003.0001.

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This introductory chapter discusses the development of the Chartered Institute of Arbitrators (CIArb) as well as developments in the field of arbitration as the CIArb marks its 100th anniversary in 2015. The principal aim of the Institute was to raise the status of a professional arbitrator to a distinct and recognized position among the learned professions, specifically by means of the study of the law and practice of arbitration. Prior to the Institute’s establishment, there was almost a complete absence of systematic study of this discipline, not only in England, but also in the United States, where arbitration had also found a ground. However, over the last 100 years, the CIArb has become the alma mater of thousands of ‘arbitration’ students from all around the world. The study of the law and practice of these disciplines has been fundamental to the professionalization of arbitrators and arbitration practitioners.

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38

Fay, Jessica. Quakerism, Cultivation, and the Coleorton Period. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198816201.003.0003.

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This chapter offers the first detailed analysis of Wordsworth’s engagement with Quakerism. It explores the coalescence of Wordsworth’s interests in Quakerism, gardening, and ruined monastic sites during 1806 when he encountered Thomas Clarkson’s Portraiture of Quakerism (1806) and undertook two gardening projects, one with his Quaker friend Thomas Wilkinson and another for Sir George and Lady Beaumont at their Leicestershire estate of Coleorton. Gardening and working the land are sacred activities for Quakers, and from the seventeenth-century foundation of the Society of Friends, Quakerism was understood as a purified version of monasticism. Wordsworth’s appreciation for these aspects of Quakerism is manifest in the Winter Garden he designed for the Beaumonts. His eight-month residence at Coleorton in 1806–7—during which he focused on this gardening project, learned about Beaumont’s ancestry, and visited the nearby ruins of Grace Dieu Priory—is thus presented as an important transitional period in Wordsworth’s poetic career.

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39

Back, Kerry E. Rational Expectations Equilibria. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190241148.003.0022.

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When differences in beliefs are due to differences in information, investors learn from prices. If there are no risk‐sharing motives for trade, then differences in information do not lead to trade (the no‐trade theorem). Equilibrium prices can fully reveal information, but then there is no incentive to gather information (the Grossman‐Stiglitz paradox). Noisy trades or asset supplies facilitate partially revealing equilibria. In the Grossman‐Stiglitz model and the Hellwig model, prices equal discounted expected values minus a risk premium term that depends on the average precision of investors’ information weighted by their risk tolerances. The chapter explains the mechanics of updating beliefs when fundamentals and signals are normally distributed.

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40

McCrory Calarco, Jessica. Alternative Explanations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.003.0008.

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Chapter 7 answers a number of lingering questions about the processes that generate inequalities in schools. Drawing both on data from the current study and on an analysis of prior research, this chapter discusses the significance of class-based strategies and how they change as students move through school. It examines how gender and race might matter in shaping students’ interactions with teachers, how class-based patterns might vary across schools with different types of characteristics, and the extent to which students might learn class-based behaviors from their peers. The findings in this chapter highlight the difficulty involved in trying to learn new class-based behaviors, either through exposure to peers or through more formal training.

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41

Nothaft, C. Philipp E. Scandalous Error. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799559.001.0001.

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The Gregorian calendar reform of 1582, which provides the basis for the present-day Western civil calendar, has often been portrayed as a triumph of early modern scientific culture and an expression of papal ambition in the wake of the Counter-Reformation. Much less attention has been paid to our calendar’s intellectual and material roots in the European Middle Ages, when the reckoning of time by means of calendrical cycles was a topic of central importance to education and learned culture. For centuries prior to the Gregorian reform, astronomers, mathematicians, theologians, and even Church councils had been debating the necessity of improving or emending the existing ecclesiastical calendar, which throughout the Middle Ages kept growing out of sync with the astronomical phenomena at an alarming pace. Scandalous Error uses a broad base of sources, many of them unpublished or previously unknown, to paint the first full-scale survey of the medieval debate surrounding the calendar and its astronomical underpinnings.

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42

Vanderschraaf, Peter. The Dynamics of Anarchy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199832194.003.0004.

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A computational model of interaction in anarchy is presented and used to predict the outcome of anarchy. Hobbes’ and Locke’s classic a priori analyses of the State of Nature are compared, including the reasons for their divergent conclusions. Several game-theoretic models of anarchy are examined that employ Hobbes’ realistic assumption that typically in anarchy some moderates most desire mutual cooperation, while other dominators most desire to exploit others’ cooperation. A priori type-based game-theoretic models yield inconsistent conclusions and rest upon unrealistic assumptions. A dynamical Variable Anticipation Threshold type-based model is explored, where individuals in anarchy modify their behavior as they learn from repeated interactions. Under quite general conditions, a population converges to Hobbes’ war of all against all even if only a small percentage of its members are dominators. This analysis gives a dynamical vindication of Hobbes’ conclusion that for a sizable population in anarchy, war is indeed inevitable.

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43

Weller, Patrick. The Job. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199646203.003.0003.

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Prime ministers have no job description. They must exercise their prerogative powers to run the systems of government but, apart from those duties, they must determine what they see as important, how they will spend their time and what priorities they will set. This chapter explores how they approach their job; it identifies the importance of prior experience. Some prime ministers have never even been in office and must learn fast to define a strategy and learn how to manage their colleagues, even while they come to terms with the challenges of the job. Others have decades of experience and know what they want to do. Prime ministers’ working practices will differ; there is no one proper way of doing the job, even though they will share a number of common dilemmas.

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44

Back, Kerry E. Learning. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190241148.003.0023.

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Continuous‐time filtering is explained, including the Kalman filter and filtering for a Markov chain with hidden states. Filtering theory is applied to analyze portfolio choice and equilibrium asset prices. When the expected return of an asset is unknown and is estimated from past returns, the myopic demand is a momentum strategy. When investors learn expected consumption growth from realized consumption growth, equilibrium prices are more sensitive to consumption shocks and the equity premium is higher. When the consumption growth rate follows a Markov chain with hidden states, return volatility tends to be higher when investors are less certain about which state the economy is in.

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45

McNaughton, James. “The same old mouldy words”. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822547.003.0002.

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Chapter 1 develops Beckett’s “Politics of Aftermath.” In letters, Beckett expresses mistrust of “the usual” political positions, a mistrust rooted less in disengagement than in how political language loses its capacity to properly evaluate. Beckett learned these lessons crisply in the Irish Free State, and he applies them to political claims made for modernism and the avant-garde. More, he brings his frustration with exhausted conceptual models into his fiction. With new readings of More Pricks than Kicks, this chapter shows how Beckett’s collection fictionalizes sensational aspects of Irish political history, in particular state executions and big-house fires, the better to critique the Free State’s inability to examine its foundational violence and to warn against fascism emerging across Europe. Beckett’s personal attention to slogan and cliché and, in his creative writing, to the erasure of historical reference and the evacuation of political meanings, are specific analytical responses to encrusted political interpretations.

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46

Harrod, Molly, Sanjay Saint, and Robert W. Stock. Teaching Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0001.

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Medical schools in the United States now graduate some 18,000 students a year, and most of them will continue their medical education at one of the more than 1,000 teaching hospitals. Time constraints, complex patients, and the involvement of multiple disciplines in the care of patients have necessitated changes in medical education on the units. Unlike prior research, this project focused on the context in which learning happens and designated the team as the focus of research. The authors spent time with 12 outstanding attendings and their teams in order to provide detailed descriptions of the specific strategies, methods, and even language that the attendings use to teach their learners not only about medicine but also about how to care for patients.

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47

Rice, Ronald E., Adrian Shepherd, William H. Dutton, and James E. Katz. Social interaction and the Internet. Edited by Adam N. Joinson, Katelyn Y. A. McKenna, Tom Postmes, and Ulf-Dietrich Reips. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199561803.013.0002.

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This article examines a central question raised by the growth in Internet use: is Internet use associated with increased or decreased social interaction? First, it reviews relevant prior literature and research on the digital divide in general and the relationships of Internet use with social interaction. This overview grounds four research questions, namely what can be learnt by: comparing users and non-users; comparing users with more and less offline interpersonal and mediated social interaction; assessing changes in social networks; and comparing US and British Internet users. It then identifies possible answers to these questions based on results from national surveys in the USA in 1995 and 2000 and Britain in 2003.

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48

Johnson, Wray R. Biplanes at War. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813177045.001.0001.

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This book is an in-depth exploration of the experience of the US Marine Corps during the so-called small wars era, 1915–1934, with an emphasis on the marines’ employment of aviation. The introduction to the book provides a brief history of the Marine Corps up to World War I, an explanation of small wars as a concept, and terms and definitions. The chapters are chronological, addressing the origins of Marine Corps aviation prior to and during American involvement in World War I and the Marine Corps’ interventions in Haiti, the Dominican Republic, northern China, and Nicaragua. The chapters explore the development of tactics, techniques, and procedures in the employment of aircraft during interventional operations; the evolution of aviation technology, including engine technology; and what the marines accomplished, failed to accomplish, and learned about the employment of aviation in combat against guerrillas and other irregulars. The conclusion addresses why it all matters in terms of the present (today, small wars are more commonly referred to as irregular warfare) and the future. The book includes numerous photographs never published before, as well as maps, appendices, and an extensive bibliography.

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49

Butz, Martin V., and Esther F. Kutter. Top-Down Predictions Determine Perceptions. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0009.

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Анотація:

While bottom-up visual processing is important, the brain integrates this information with top-down, generative expectations from very early on in the visual processing hierarchy. Indeed, our brain should not be viewed as a classification system, but rather as a generative system, which perceives something by integrating sensory evidence with the available, learned, predictive knowledge about that thing. The involved generative models continuously produce expectations over time, across space, and from abstracted encodings to more concrete encodings. Bayesian information processing is the key to understand how information integration must work computationally – at least in approximation – also in the brain. Bayesian networks in the form of graphical models allow the modularization of information and the factorization of interactions, which can strongly improve the efficiency of generative models. The resulting generative models essentially produce state estimations in the form of probability densities, which are very well-suited to integrate multiple sources of information, including top-down and bottom-up ones. A hierarchical neural visual processing architecture illustrates this point even further. Finally, some well-known visual illusions are shown and the perceptions are explained by means of generative, information integrating, perceptual processes, which in all cases combine top-down prior knowledge and expectations about objects and environments with the available, bottom-up visual information.

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50

Ottati, Victor, and Chase Wilson. Open-Minded Cognition and Political Thought. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.143.

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Dogmatic or closed-minded cognition is directionally biased; a tendency to select, interpret, and elaborate upon information in a manner that reinforces the individual’s prior opinion or expectation. Open-minded cognition is directionally unbiased; a tendency to process information in a manner that is not biased in the direction of the individual’s prior opinion or expectation. It is marked by a tendency to consider a variety of intellectual perspectives, values, attitudes, opinions, or beliefs—even those that contradict the individual’s prior opinion. Open-Minded Cognition is assessed using measures that specifically focus on the degree to which individuals process information in a directionally biased manner. Open-Minded Cognition can function as an individual difference characteristic that predicts a variety of social attitudes and political opinions. These include attitudes toward marginalized social groups (e.g., racial and ethnic minorities), support for democratic values, political ideology, and partisan identification. Open-Minded Cognition also possesses a malleable component that varies across domains and specific situations. For example, Open-Minded Cognition is higher in the political domain than religious domain. In addition, Open-Minded Cognition is prevalent in situations where individuals encounter plausible arguments that are compatible with conventional values, but is less evident when individuals encounter arguments that are extremely implausible or that contradict conventional values. Within a situation, Open-Minded Cognition also varies across social roles involving expertise. Because political novices possess limited political knowledge, social norms dictate that they should listen and learn in an open-minded fashion. In contrast, because political experts possess extensive knowledge, social norms dictate that they are entitled to adopt a more dogmatic cognitive orientation when listening to a political communication.

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