Lecture 7 Applications_Perfect Bayesian equilibrium
Lecture 7

3. Four types of market structure
i) Perfect competition: Firms produce identical products with price set by the impersonal forces of supply and demand. ii) Monopolistic competition: Firms produce differentiated products. As each firm enjoys some brand loyalty and is able to set its own price. But: The availability of substitute good limits the degree of discretion in price-setting; The lack of entry barrier means no limit of new comers into the market, leading to the elimination of economic profit in the long run.
• HHI (Hirschman-Herfindhal Index) is sensitive to the problem of size and competition. It is the sum of the squared market share for all firms in the industry (usually expressed as %). Maximum value of HHI = 100 x 100 = 10,000 Minimum value of HHI 0 0.5 x 0.5 + 0.3 x 0.3 + …+ 0.01 x 0.01 Expressed in % = HHI value/10,000 x 100% We must know the market share of every firm, not just the top 4 or 8 firms.
Lecture-3-Searle's-Classification

Exercitives. One of these “ is the giving of a decision in favor of or against a certain course of action or advocacy of it…” “ a decision that something is to be so, as distinct from a judgment that it is so.” Some examples are order, command, direct, plead, beg, recommend, entreat and advice. Request is also an obvious example, but Austin does not list it. As well as the above, Austin also lists: appoint, dismiss, nominate, veto, declare closed, declare open, as well as announce, warn, proclaim, and give.
s is eo
ipso a classification of kinds of illocutionary
acts, that any two non-synonymous verbs
must mark different illocutionary acts. But
第8页,共74页。
The first thing to notice about these lists is
that they are not classifications of
耶鲁心理学导论07中英文

耶鲁心理学导论07中英文Here is an essay on the topic "Introduction to Yale Psychology 07" with a word count exceeding 1000 words, written in English without any additional punctuation marks in the body of the text.The field of psychology has long been a subject of fascination and exploration, with researchers delving into the intricacies of the human mind and behavior. One such area of study that has garnered significant attention is the work of the renowned Yale University, particularly its contributions to the understanding of human cognition and decision-making. In this essay, we will explore the "Introduction to Yale Psychology 07," a comprehensive exploration of the university's groundbreaking research and its implications for our understanding of the human psyche.At the heart of the Yale Psychology 07 curriculum lies a deep dive into the mechanisms that govern our thought processes and decision-making. The program delves into the complex interplay between our conscious and subconscious minds, examining how various cognitive biases and heuristics shape our perceptions and choices. Through a rigorous examination of experimental studies and real-world case studies, students are challenged to critically evaluatethe ways in which our brains process information and arrive at conclusions.One of the key areas of focus within the Yale Psychology 07 curriculum is the concept of decision-making under uncertainty. In a world where we are constantly bombarded with information and faced with complex choices, the ability to navigate ambiguity and make sound decisions becomes increasingly crucial. The program explores the various cognitive strategies and biases that come into play when individuals are tasked with making decisions in the face of incomplete or conflicting information.For instance, the program examines the phenomenon of the "anchoring effect," whereby individuals tend to rely heavily on the first piece of information they encounter when making judgments or decisions. This bias can have significant implications in a variety of contexts, from financial investments to legal proceedings. By understanding the underlying cognitive processes that contribute to this effect, students are better equipped to recognize and mitigate its influence in their own decision-making.Another crucial aspect of the Yale Psychology 07 curriculum is the exploration of the role of emotions in shaping our behavior and decision-making. Emotions, long considered the antithesis of rationality, are now recognized as integral components of the humancognitive landscape. The program delves into the ways in which our emotional responses can both enhance and hinder our ability to make sound choices, and how the interplay between cognition and emotion can lead to complex and sometimes counterintuitive outcomes.For example, the program examines the concept of "affective forecasting," the process by which individuals predict their future emotional reactions to events or outcomes. Research has shown that people often struggle to accurately anticipate the intensity and duration of their emotional responses, leading to suboptimal decision-making. By understanding the mechanisms behind affective forecasting, students can develop strategies to better account for the emotional dimension of their choices.The Yale Psychology 07 curriculum also delves into the realm of social cognition, exploring how our perceptions and judgments are shaped by the social context in which we operate. From the influence of group dynamics to the impact of cultural norms, the program examines how our cognitive processes are inextricably linked to the social world around us.One particularly fascinating area of study within this domain is the concept of "heuristics and biases." These mental shortcuts that we employ to navigate the complexities of social interaction can oftenlead to systematic errors in judgment and decision-making. The program explores how these biases can manifest in areas such as stereotyping, in-group favoritism, and the attribution of causality.By understanding the underlying cognitive mechanisms that drive these biases, students are better equipped to recognize and mitigate their influence in their own lives and in the broader social context. This knowledge can have profound implications for fields ranging from organizational management to public policy, where the ability to make unbiased decisions can have far-reaching consequences.Throughout the Yale Psychology 07 curriculum, students are challenged to apply the principles and insights they have gained to real-world scenarios. Through a combination of case studies, simulations, and hands-on research projects, they are encouraged to explore the practical applications of psychological theory and to develop innovative solutions to complex problems.One such example is the program's exploration of the role of psychology in the realm of behavioral economics. By understanding how cognitive biases and heuristics shape financial decision-making, students can contribute to the development of more effective financial products and policies that better account for the human element in economic behavior.Similarly, the program's focus on social cognition has implications for fields such as organizational management and human resources. By understanding how group dynamics and cultural norms influence employee behavior and decision-making, students can develop strategies to foster more inclusive and productive work environments.In conclusion, the "Introduction to Yale Psychology 07" curriculum represents a comprehensive and deeply insightful exploration of the human mind and its intricate workings. Through a rigorous examination of cognitive processes, emotional responses, and social influences, the program equips students with the knowledge and tools necessary to navigate the complex and ever-evolving landscape of human behavior. As the field of psychology continues to advance, the insights and methodologies developed at Yale University will undoubtedly continue to shape our understanding of the human experience and inform our efforts to create a more just, equitable, and fulfilling world.。
2025人教版高考英语讲义选修第三册Unit 3Environmental Protection

Ⅰ.阅读单词——会意1.graph n.图;图表;曲线图2.emission n.排放物;散发物;排放3.seal n.海豹4.methane n.甲烷;沼气5.dioxide n.二氧化物6.carbon dioxide二氧化碳7.habitable adj.适合居住的8.fossil n.化石9.fossil fuel化石燃料(如煤或石油)10.worldwide ad v.遍及全球地adj.世界各地的;影响全世界的11.footprint n.足迹;(某物所占的)空间量;面积12.basin n.流域;盆地;盆13.penguin n.企鹅14.implement v t.使生效;贯彻;执行15.moderate adj.适度的;中等的;温和的v i.&v t.缓和;使适中16.tropical adj.热带的;来自热带的17.nuclear adj.原子能的;核能的;原子核的18.jungle n.(热带)丛林;密林19.smog n.烟雾(烟与雾混合的空气污染物) 20.originate v i.&v t.起源;发源;创立21.volume n.量;体积;(成套书籍中的)一卷22.enterprise n.公司;企业;事业23.regulation n.章程;规章制度24.disposal n.去掉;清除;处理25.waterway n.水道;航道26.agenda n.议程表;议事日程Ⅱ.重点单词——记形1.melt v i.&v t.(使)融化;熔化;软化2.ecology n.生态;生态学3.release v t.&n.排放;释放;发布4.carbon n.碳5.fuel n.燃料;刺激性言行v t.加强;刺激6.comprehensive adj.全部的;所有的;详尽的7.trend n.趋势;趋向;动向8.broadcast v t.&v i.(broadcast,broadcast)播送;广播;传播n.广播节目;电视节目9.policy n.政策;方针;原则10.seize v t.抓住;夺取;控制11.reform v t.&v i.改革;(使)改正;改造n.改革;变革;改良12.undergo v t.(underwent,undergone)经历;经受(变化、不快等)13.annual adj.每年的;一年的n.年刊;年鉴14.chaos n.混乱;杂乱;紊乱15.garbage n.垃圾;废物16.restore v t.恢复;使复原;修复17.dozen n.(一)打;十二个18.fine v t.对……处以罚款19.campaign n.运动;战役v i.&v t.参加运动;领导运动Ⅲ.拓展单词——悉变1.starve v i.&v t.(使)挨饿;饿死→starvation n.饥饿;饿死2.sustain v t.维持;遭受;承受住→sustainable adj.可持续的;合理利用的3.frequently ad v.频繁地;经常→frequent adj.频繁的→frequency n.频繁;频率4.restrict v t.限制;限定;束缚→restriction n.限制规定;限制法规;约束→restrictive adj.限制性的;约束性的5.harmonious adj.和谐的→harmony n.和谐→harmoniously ad v.和谐地6.submit v t.&v i.提交;呈递;屈服→submission n.提交(物);呈递(书);屈服7.sensitive adj.敏感的;善解人意的;灵敏的→sensible adj.明智的;合理的→sense n.意义;感官v t.感觉到;察觉到8.conservation n.(对环境、文物等)保护;保持→conservative adj.保守的;守旧的→conserve v.保护;保存;节省;节约9.inspection n.检查;查看;视察→inspect v t.检查;视察;检阅→inspector n.检察员;督察员10.tolerate v t.忍受;包容;容许→tolerant adj.宽容的;容忍的→tolerance n.容忍1.clash/klæʃ/n.撞击声;冲突v i.发出撞击声;冲突2.alert/ə'lɜːt/v t.使警惕;使戒备adj.警惕的;戒备的3.furious/'fjʊəriəs/adj.猛烈的;狂怒的4.scatter/'skætə(r)/v t.&v i.撒;散开5.penetrate/'penətre I t/v t.&v i.打入;进入;穿透6.tragedy/'trædʒədi/n.悲剧;不幸7.utterly/'ʌtəli/ad v.彻底地;完全地8.plead/pliːd/v i.&v t.恳求;认(罪)9.clutch/klʌtʃ/v i.&v t.猛地抓住;紧握10.quiver/'kw I və(r)/n.箭筒;轻微的颤抖v i.颤抖;哆嗦Ⅳ.背核心短语1.on behalf of代表(代替)某人2.dozens of许多;很多3.have an impact on对……有影响4.lead to导致5.cause damage to对……造成损害6.take measures采取措施7.deal with处理8.a number of许多9.carry out履行;执行10.in effect在实施中;实际上Ⅴ.悟经典句式1.There is little doubt that Earth is getting warmer and warmer(see the graph).(There is little doubt that...毫无疑问……)毫无疑问,地球正变得越来越温暖(如图)。
新加坡留学:新加坡澳亚学院专业课程

留学360介绍,新加坡澳亚学院成立于1992年(f.k.a.华盛顿学院),澳亚学院有近20年的经验,在本地和外国学生的教育,来自20个不同的国家的学生,包括中国、缅甸、越南,印度和印度尼西亚等国家,拥有新加坡EDUTRUST认证。
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Lecture_8

12
Multi-period arithmetic attribution analysis
Arithmetic attribution method produces “time residuals” while linking over time
Q4 Q1 (Q4t Q1t )
Factor Modelling – Regression approach Uses regression analysis to determine factor contributions Risks of using correlated factors Difficult to define factors for specific assets classes, eg fund of hedge funds
Simplifications to remove the interaction effect Vary allocations first then select funds Or Select funds then vary allocations
Allocation | Benchmark Returns = Q2 – Q1
All these methods use some form of scaling to correct the period attributions so that when linked they yield the multi-period excess return
14
Extended compounded notional portfolio (CNP) method
Performance attribution analysis must follow the investment process and mirror the investment style
TPO14 listening 听力文本
TPO 14 – Listening PartNarrator:Listen to a conversation between a student and the librarian employee.Student:Hi, I am looking for this book---the American judicial system. And I can’t seem to find it anywhere. I need to read a chapter for my political science class.Librarian:Let me check in the computer. Um… doesn’t seem to be checked out and it’s not on reserve. You’ve checked the shelves I assume.Student:Yeah, I even checked other shelves and tables next to where the book should be.Librarian:Well, it’s still here in the library. So people must be using it. You know this seems to be a very popular book tonight. We show six copies. None are checked out. And, yet you didn’t even find one copy on the shelves. Is it a big class?Student:Maybe about Seventy Five?Librarian:Well, you should ask your professor to put some of the copies on reserve. You know about the ‘Reserve system’, right?Student:I know that you have to read reserve books in the library and that you have time limits. But I didn’t know that I could ask a professor to put a book on the reserve. Imean I thought the professors make that kind of decisions at the beginning of the semester. Librarian:Oh… they can put books on rese rve at anytime during the semester.Student:You know reserving book seems a bit unfair. What if someone who is not in the class wants to use the book?Librarian:That’s why I said some copies.Student:Ah, well, I’ll certainly talk to m y professor about it tomorrow. But what I am gonna do tonight?Librarian:I guess you could walk around the Poli-Sci ----- ‘Political Science’ section and look atthe books waiting to be re-shelved.Student:There are do seem to be more than normal.Librarian:We are a little short of staff right now. Someone quit recently, so things aren’t getting re-shelved as quickly as usual. I don’t think they’ve hired replacement yet, so, yeah, the un-shelved books can get a bit out of hand.Student:This may sound a bit weird. But I’ve been thinking about getting a job. Um… I’ve never worked at the library before, But…..Librarian:That’s not a requirement. The job might still be open. At the beginning of the semester we were swamped with applications, but I guess everyone who wants the job has one by now.Student:What can you tell me about the job?Librarian:Well, we work between six and ten hours a week, so it’s a reasonable amount. Usually we can pick the hours we want to work. But since you’d be starting so late in the semester, I’m not sure how that would work for you. And… Oh… we get paid the normal university rates for student employees.Student:So who do I talk to?Librarian:I guess you talk to Dr. Jenkins, the head librarian. She does the hiring.Narrator:Listen to part of a lecture in a psychology classProfessor:We’ve said that the term “Cognition ” refers to mental states like: knowing and believing, and to mental processes that we use to arrive at those states. So for example, reasoning is a cognitive process, so it’s perception. We use information that we perceive through our senses to help us make decisions to arrive at beliefs and so on. And then there are memory and imagination which relate to the knowledge of things that happen in the past and may happen in the future. So perceiving, remembering, imagining are all internal mental processes that lead to knowing or believing. Yet, each of these processes has limitations, and can lead us to hold mistaken believes or make false predictions. Take memory for example, maybe you have heard of studies in which people hear a list of related words. Ah…, let`s say a list of different kinds of fruit. After hearing this list, they are presented with several additional words. In this case, we`ll say the additional words were “blanket ” and “cheery ”. Neither of these words was on the original list, and, well, people will claim correctly that “blanket” was not on the origi nal list, they’ll also claim incorrectly that the word “cheery” was on the list. Most people are convinced they heard the word “cheery” on the original list. Why do they make such a simplemistake? Well, we think because the words on the list were so closely related, the brain stored only the gist of what they heard. For example, that all the items on the list were types of the fruit.When we tap our memory, our brains often fill in details and quite often these details are actually false. We also see this “fill-in” phenomenon with perception.Perception is the faculty that allows us to process information in the present as we take it via our senses . Again, studies have shown that people will fill in information that they thought they perceived even when they didn`t. For example, experiments have been done where a person hears a sentence, but it is missing the word, that logically completes it. They’ll claim to hear that word even though it was never said. So if I were to say…er…the sunrise is in the…and then fill to complete the sentence, people will often claim to have heard the word “east”.In cognitive psychology, we have a phrase for this kind of inaccurate “filling in of details”--- it’s called: A Blind Spot. The term originally refers to the place in our eyes where the optic nerve connects the back of the eye to the brain. There are no photo receptors in the area where the nerve connects to the eye. So that particular area of the eye is incapable of detecting images. It produces “A Blind Spot” in our field vision. We are unaware of it, because the brain fills in what it thinks belongs in its image, so the picture always appears complete to us. But the term “blind spot” has also taken on a more general meaning--- it refers to people being unaware of a bias that mayaffect their judgment about the subject. And the same “blind-spot phenomenon” that affects memory and perception also affects imagination. Imagination is a faculty that some people use to anticipate future events in their lives. But the ease with which we imagine details can lead to unrealistic expectations and can bias our decisions.So…er…Peter, suppose I ask you to image a lunch salad, no problem, right? But I bet you imagine specific ingredients. Did yours have tomatoes, Onion, Lettuce? mine did? Our brains fill in all sorts of details that might not be part of other people’s image of a salad, which could lead to disappointment for us. If the next time we order a salad in a restaurant, we have our imagined salad in mind, that’s not necessarily what we’ll get on our plate. The problem is not that we imagine things, but that we assume what we’ve imagined is accurate. We should be aware that our imagination has this built-in feature, the blind spot, which makes our predictions fall short of reality.Narrator:Listen to part of a lecture in a biology class.Professor:Almost all animals have some way of regulating their body temperature; otherwise they wouldn’t survive extreme hot or cold conditions---sweating, panting, swimming to cooler or warmer water; ducking into somewhere cool like a burrow or a hole under a rock; these are just a few. And that’s body is colder or warmer than the surrounding environment, because it’s a microclimate.A microclimate is a group of climate conditions that affect the localized area, weather features like temperature, wind, moisture and so on. And when I say localized, I mean really localized, because microclimates can be, as the name suggests, pretty small, even less than a square meter. And microclimates are affected by huge number of other variables. Obviously weather conditions in the surrounding areas are a factor. But other aspects of the location like, um… the elevation of the land, the plant li fe nearby, and so on, have a substantial effect on microclimates. And of course the human development in the area, eh, a road will affect a nearby microclimate. It’s also interesting to know that microclimates thither or near each other can have verydifferent conditions. In the forest for example, there can be a number of very different microclimates close to each other, because of all the variables I just mentioned.Student:So how does a hole in the ground, a burrow , stay cool in a hot climate?Professor:Well, since cold air sinks , and these spots are shaded , they are usually much cooler than the surrounding area. And these spots are so important because many animals rely on microclimates to regulate their body temperature. Hmm, for instance, there is a species of squirrel, in the Western part of the United States that can get really hot when they were out foraging for food. So they need a way to cool down. So what’d they do? They go back to their own burrow . Once they get there, their body temperatures decrease very, very quickly. The trip to the burrow prevents the squirrel from getting too hot.Student:But squirrels are mammals, right? I thought mammals regulate their temperature internally.Professor:Mammals do have the ability to regulate their body temperature, but not all can do it to the same degree, or even the same way. Like when you walk outside on a hot day, you perspire, and your body cools itself down, a classic example of how mammal regulates its own body temperature. But one challenge that squirrels face, well many small mammals do, is that because of their size, sweating would make them lose too much moisture. They dehydrate. But on the other hand, their small size allows them to fit into very tiny spaces. So for small mammals, microclimates can make a big difference. They rely on microclimates for survival.Student:So cold blood animals, like reptiles, they can’t control their own body temperature,so I can image the effect of microclimate would have on them.Professor:Yes, many reptile insects rely on microclimates to control their body temperature. A lot of reptiles use burrows or stay under rocks to cool down. Of course with reptiles, it’s a balancing act. Staying in the heat for too long can lead to problems, but staying in the cold can do the same. So reptiles have to be really precise about where they spend their time, even how they position their bodies. And when I say they’re precise, I m ean it--- some snakes will search out a place under rocks of a specific thickness, because too thin a rock doesn’t keep them cool enough, and too thick a rock will cause them to get too cold. That level of precision is critical to the snakefor maintaining its body temperature. And even microscopic organisms rely on microclimates for survival.Think about this, decomposing leaves create heat that warms the soil; the warm soil in turn affects the growth, the conditions of organisms there. And those organisms then affect the rate of decomposition of the leaves. So a microclimate can be something so small and so easily to disturbed that even a tiny change can have a bigimpact. If someone on a hike knocks a couple of rocks over, they could be unwittingly destroying a microclimate that an animal or organism relies on.Narrator:Listen to a conversation between a student and his faculty adviserAdvisor:Hi ,Steven I schedule this appointment, cause it has been a while since we touch this. Student:I know I have been really busy--- a friend of my works on a school a paper. He asks me if I would like to try to reporting so I did and I really love it.Advisor:Hey…that's sounds great!Student:Yeah… the first article I wrote it was profile of the chemistry professor---the one whose name teacher the year. My article ran on the front page. When I saw my name, I mean my byline in print, I was hooked . Now I know this is what I want to do--- be a reporter.Advisor:Isn't it great to discover something that you really enjoy? And I read that the article too? It was very good.Student:To be honest, the articles got a lot of editing. In fact I barely recognized a couple of paragraphs. But the editor explained why the changes were made. I learned a lot and my second article didn't meet nearly many changes.Advisor:Sound like you got a real neck for this.Student:Yeah… anyway, I am glad you schedule this meeting because I want to change my major to journalism now.Advisor:Um,the university doesn't offer major in journalism.Student:Oh no…Advisor:But….Student:I… I mean… should I transfer to another school, or major in English?Advisor:Er… wait a minute. Let me explain why the major isn’t offered. Editors at the newspaper… editors… um… I mean when you apply for a reporting job, editors lookat the two things--- they want to see clips , you know, some of your published articles,though also want to try out, though give yo u an assignment like… covering a price of conferences some other event, then see if you can craft the story about it, accurately, on dead line.Student:So they don't even to look at my major?Advisor:It is not that they don't look at it… it is… well, having a degree in something other than journalism should actually work to your advantage.Student:How?Advisor:Most journalism specialized these days. They only write about science or business or technologyfor example. Is there a type of reporting you think you may like to specialize then?Student:Well… I think it can be really cool to cover the Supreme Court. I mean… their decision affects so many people.Advisor:That is really a goal worth striving for. So, why not continue major in political science? And as elective, you could take some Pre-Law classes like Constitution Law, and asfor you work on the student newspaper paper, maybe they let you cover some local court cases--- once that the student and professor here would want to read about.Student:Do you know of any?Advisor:I do. Actually, there is case involving this computer software program that one of our professors wrote. The district courts decide in if the university entitle to any of our professors' profits?Student:Wah…. I will definitely follow upon that!Narrator:Listen to part of a lecture in an astronomy class.Professor:OK, last time we talked about ancient agricultural civilizations that observed the stars and then used those observations to keep track of the seasons. But today I want to talk about the importance of stars for early seafarers , about how the fixed patterns of stars were used as navigational aids.OK, you’ve all heard about the Vikings an d their impressive navigation skills, but the seafaring people of the pacific islands, the Polynesians and the Micronesians, were quite possibly the world’s greatest navigators . Long before the development of, uh, advanced navigational tools in Europe, pacific islanders were travelling from New Zealand to Hawaii and back again, using nothing but the stars as their navigational instruments.Um, the key to the pacific islanders’ success was probably their location near the equator. What that meant was that the sky could be partitioned , divided up, much more symmetrically than it could farther away from the equator. Unlike the Vikings, early observers of the stars in Polynesia or really anywhere along the equator would feel that they were at the very center of things, with the skies to the north and the skies to the south behaving identically, they could see stars going straight up in the east and straight down in the west. So it was easier to discern the order in the sky than farther north or farther south, where everything would seem more chaotic. Take thecase of the Gilbert Islands, they are part of Polynesia , and lie very close to the equator. And the people there were able to divide the sky into symmetrical boxes, according to the main directions, north, east, south and west. And they could precisely describe the location of a star by indicating its position in one of those imaginary boxes. And they realized that you had to know the stars in order to navigate . In fact there was only one word for both in the Gilbert Islands , when you wanted to the star expert, you ask for a navigator.Um, islanders from all over the pacific learned to use the stars for navigation, and they passed this knowledge down from generation to generation. Some of themutilized stone structures called stone canoes , ah, and these canoes were on land, of course, and you can still see them on some islands today. They were positioned as if they were heading in the direction of the points on the sea horizon where certain stars would appear and disappear during the night, and, um, young would-be navigators set by the stones at night and turned in different directions to memorize the constellations they saw, so they could recognize them and navi gate… by them later on when they went out to sea.One important way the Polynesians had for orienting themselves was by using zenith stars. A zenith star was a really bright star that would pass directly overhead at particular latitude…at a particular distance from the equator, often at a latitude associate with some particular pacific island. So the Polynesians could estimate their latitude just by looking straight up, by observing whether a certain zenith star passed directly overhead at night, th ey’d know if they have rates the same latitude as a particular island they were trying to get to. Um, another technique used by the Polynesians was to look for a star pair, that’s two stars that rise at the same time, or set at the same time, and navigators could use these pairs of stars as reference points, because they rise or set together only at specific latitudes . So navigators might see one star pair setting together. And, uh…would know how far north or south of theequator they were. And if they kept on going, and the next night they saw the pairs of stars setting separately, then they would know that they were at a different degree of latitude. So looking at rising and setting star pairs is a good technique. Um… actually it makes more sense with setting stars; they can be watched instead of trying to guess when they’ll rise.Uh, OK, I think all this shows that navigating doesn’t really require fancy navigational instruments; the peoples of the pacific islands had such expert knowledge of astronomy as well asnavigation that they were able to navigate over vast stretches of Open Ocean. Uh, it's even possible that Polynesian navigators had already sailed to the Americas, centuries before Columbus.Narrator:Listen to part of the lecture in the archaeology classProfessor:When we think of large monumental structures built by early societies and Egyptian pyramid probably comes to mind. But there are some even earlier structures in theBritish Isles also worth discussing, and besides the well-known circle of massive stones of Stonehenge which don’t get me wrong is remarkable enough, well, other impressive Neolithic structures are found there too. Oh, yes, we are talking about the Neolithic period here, also called new Stone Age, which was the time before stone tools began to be replaced by tools made by bronze and other metals.It was about 5000 years ago, even before the first Egyptian pyramid that some of amazing Neolithic monuments ---tombs, were racketed at the very size around ironed Great Britain and coastal islands nearby.I am referring particular to structures that in some cases, look like ordinary natural hills. But we definitely build by humans, well-organized communities of human’s to enclose a chamber or room within stone walls and sometimes with a high, cleverly designed sealing of overlappingstones. These structures are called Passage Graves, because in the chamber, sometime several chambers in fact, could only be entered from the outside through a narrow passage way.Michael:Excuse me, professor, but you said Passage Graves. Was this just monument to honorthe dead buried there or were they designed to be used somehow by the living?Professor:Ah, yes! Good question, Michael. Besides being built as tombs , some of these Passage Graves were definitely what we might call Astronomical Calendars, with chambers they flooded with some light on the certain special days of the year, witch must see miraculous and inspired good dealer of they really just wonder. But research indicates that not just light but also the physics of sound help to enhance this religious experience.Michael:How so?Professor:Well, first the echoes . When religious leaders started chanting with echoes bounced off the stonewalls over and over again, it must seem like a whole chorus of other voices, spirits of God maybe join in. But even more intriguing is what physicists called Standing Waves . Basically, the phenomenon of Standing Waves occurs when sound waves of the same frequency reflect offthe walls and meet from opposite directions.So, the volume seems to alternate between very loud and very soft. You can stand quite near a man singing in loud voice and hardly hear him. Yet step little further away and voice is almost defining. As you move around chamber, the volume of the sound goes way up and way down, depending on where you are and these standing waves. And often the acoustic makes it hard to identify where sounds are coming from. It is powerful voices that are speaking to you or chanting from inside your own head. This had to engender powerful sense of all Neolithic worshipers.And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heard sounds it makes. And you probably notice that depending on its size--- each empty bottle plays one particular music note. Or it is the physics might put it, each bott le resonates at a particular frequency. Well, that’s true of these chambers too. If you make a constant noise inside the chamber, maybe by steadily beating drum at certain rate, a particular frequency of sound will resonate. We will ring out intensely, depending on the size of chamber. In some of large chambers though, these intensified sound may be too deep for us to hear, we can feel it. We are mysteriously agitated by a….but it is not a sound our ears can hear. The psychological effects of all these extraordinary sounds can be profound, especially when they seem sodisconnected from human doing drumming or chanting. And there can be observable physical effects on people too. In fact, the sounds can cause headaches, feelings of dizziness, increase heartache, that sort of thing, you see.Anyway, what is we experience inside one of these Passage Graves clearly could be far more intense than everyday reality outside which made them very special places. But back to your question, Michael, as to whether these Graves were designed to be used by the living. Well, certainly, we have got to ask economical or calendar function. That seems pretty obvious, and I wanna go into more detail on that now.。
贝叶斯统计-教学大纲
《贝叶斯统计》教学大纲“ Bayesian Statistics ” Course Outline课程编号:152053A 课程类型:专业选修课总学时:48 讲课学时:48 实验(上机)学时:0学分:3适用对象:金融学(金融经济)先修课程:数学分析、概率论与数理统计、计量经济学Course Code:152053ACourse Type:Discipline ElectiveTotal Hours :48 Lecture :48Experiment(Computer):0Credit : 3Applicable Major :Finance(Finance and Economics Experiment Class)Prerequisite :Mathematical Analysis, Probability Theory and Statistics, Econometrics一、课程的教学目标本课程旨在向学生介绍贝叶斯统计理论、贝叶斯统计方法及其在实证研究中的应用。
贝叶斯统计理论与传统统计理论遵循着不同的基本假设,为我们处理数据信息提供新的角度和解读思路,并在处理某些复杂模型上(如,估计动态随机一般均衡模型、带时变参数的状态空间模型等)相比传统方法具有相对优势。
本课程要求学生在选课前具备基本的微积分、概率统计以及计量经济学知识。
以此为起点,我们将主要就贝叶斯统计理论知识、统计模型的应用以及基于计算机编程的实证能力三方面对学生进行训练。
经过对本课程的学习,学生应了解贝叶斯框架的基本思想,掌握基本的贝叶斯理论方法及其主要应用,并掌握实证研究中常用的贝叶斯数值抽样方法以及相关的计算机编程技能。
特别地,学生应能明确了解贝叶斯统计方法与传统统计方法在思想和应用上的区别以及各自的优缺点,以便能在实际应用中合理选择统计分析工具。
This course introduces the basic concepts of Bayesian statistics and the use ofBayesian econometric methods in empirical study. Bayesian statistics has differentfundamental assumptions from the classical (frequentist) framework, providing us with analternative way in analyzing and interpreting data information. Bayesian methods also haverelative advantages, and thus are widely used, in dealing with certain complicated models (forexample, the estimation of Dynamic Stochastic General Equilibrium model, state spacemodels with time-varying parameters, etc.).Students should have had basic trainings on calculus, probability theory and statistics,and preferably econometrics prior to this course. The major trainings offered in this coursefocus on Bayesian theories, Bayesian statistical models with applications and computationalskills required for empirical analysis. After the course, students should develop theirunderstanding on the philosophy of Bayesian framework, understand basic Bayesiantheories, Bayesian estimation methods and their applications, and master the computer skillsfor the practical use of Bayesian methods. Specifically, students should understand thedifferences between the Bayesian viewpoint and the classical frequentist perspective in orderto be able to choose appropriate analyzing tools in empirical use.二、教学基本要求贝叶斯统计学和计量方法在近年得到越来越广泛的关注和应用,主要得益于计算机技术的发展使得贝叶斯数值抽样方法在实际应用中得以实现。
A PAC-Bayesian approach to adaptive classification
Olivier Catoni – October 9, 2004
Adaptive classification
2. INTRODUCTION
5
CHAPTER 1
A PAC-Bayesian approach to adaptive inference
1. Foreword In this paper, we will prove what could be called localized PAC-Bayesian learning theorems and illustrate their use to solve classification problems. The setting will be the one of statistical learning theory : complex data have to be analyzed (e.g. images, speech, natural language, DNA, . . . ), about which very little is known beforehand and some crudely approximate classification model has to be pickedup among a possibly huge number of candidates through some kind of robust and automated model selection mechanism. Our aim is to give a self contained description of statistical classification from the PAC-Bayesian point of view. Although the bulk of the presented results are new, we have also included some expository materials whose proofs we wanted to adapt to our purpose and taste. We hope this additions will be convenient for the reader. We thus give a presentation of the VC dimension and of support vector machines, which come as natural applications of the PAC-Bayesian approach. As for support vector machines, we made two choices which may be considered a matter of taste: we deliberately avoided using the Kuhn-Tucker and Mercer theorems. We prefered to replace the Kuhn-Tucker theorem by a more geometrical approach, exploiting simple properties of the orthogonal projection on a convex set, with the hope of giving a more intuitive idea of what is going on in the computation of the canonical hyperplane. We did not mention Mercer’s theorem, because the fact that it is not really needed brings some more generality. 2. Introduction The idea of PAC-Bayesian learning theorems, as introduced by D. McAllester, [24, 25] is to measure the complexity of models, and thereby their ability to generalize from observed examples to unknown situations, with the help of some prior probability measure defined on the parameter space. Here, we use for simplicity the term parameter space in a rather loose and unusual way, to talk about the union of all the parameters of all the models we envision (maybe the term model space would be more accurate : these parameters may be of finite or infinite dimension and we do not restrict the number of models, therefore we are definitely not describing a parametric statistical framework, but rather a non-parametric one!). The status of the prior measure has not to be misunderstood either : it does not represent the frequency according to which we expect to observe data produced by different probability distributions, nor does it stand for the belief we put in the accuracy of different possible distributions or different possible models. It is somehow equivalent to the choice of some representation of the parameter space (since it is possible to derive some coding scheme from a probability distribution, according1. A PAC-Bayesian approach to adaptive inference 1. Foreword 2. Introduction 3. Mathematical framework 4. Low noise pattern classification 5. A short users guide to empirical bounds 6. Localized learning lemmas 7. Noisy pattern recognition Chapter 2. Learning with an exchangeable prior 1. The Vapnik Cervonenkis dimension of a family of subsets 2. Non localized bounds 3. Some possible applications of learning with an exchangeable prior 4. Localization 5. A toy example Chapter 3. Noisy classification with an exchangeable prior 1. Non localized bound 2. Localized bound Chapter 4. Compression schemes in the i.i.d. case 1. Non localized bound 2. Localized bounds Chapter 5. Support Vector Machines 1. The canonical hyperplane 2. Computation of the canonical hyperplane 3. Support vectors 4. Support Vector Machines 5. Support vector machines seen as compression schemes 6. Building kernels Chapter 6. VC dimension of linear rules with margin constraints 1. How far can subsets be linearly separated 2. Application to support vector machines 3. Non transductive margin bounds for support vector machines Conclusion Bibliography 5 5 5 6 8 13 20 25 31 31 33 38 41 42 47 47 48 51 51 52 55 55 56 57 58 59 61 63 63 65 66 71 73
机器学习课件 Lecture18 Sparse Optimization
j=1
▶ ▶ ▶
▶
Hence, have a “path” of solutions indexed by t No shrinkage if t = ... Often, the path of solutions is indexed by a fraction of shrinkage factor of t
Group lasso
LARS - illustration for 2-dimensional cases
Lecture 18: Sparse Optimization
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ShanghaiTech
LASSO Regression
First-order methods for generic convex regularizers
Group lasso
LARS - illustration for 2-dimensional cases
Lecture 18: Sparse Optimization
12 / 50
ShanghaiTech
LASSO Regression
First-order methods for generic convex regularizers
Lecture 18: Sparse Optimization
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The pro…t of the existing company can be either high or low: = L or H, where H > L > 0. A new project is attractive requiring an investment I, the payo¤ will be R. The potential investor’s alternative rate of return is r, and R > I (1 + r). (I (1 + r) is opportunity cost). The timing and game tree for this game:
The …rms cannot distinguish between workers and they have to pay everyone the same wage. To satisfy te zero-pro…t condition, the wage scheme must be
w = E ( ) = q H + (1 q) L
4
Then the investor (who is the receiver in this game) will accept the o¤er s if and only if the expected cash ‡ow based on the equity share s exceeds the opportunity cost, namely,
1
receive a wage w such that
u (w; e; ) = w C (e; )
and the …rms’pro…t function is
(w; ) = w
2.1 The perfect information solution
When …rms can observe each worker’s productivity, a Bertrand equilibrium imples
w (e) = (e) H + [1 (e)] L
belief system thus becomes
(e) = w (e) L 2 [0; 1]; w (e) 2 [ L; H]
H
L
2.3.1 Separating equilibrium
The low type worker chooses eL and high type worker chooses eH. The belief consistency condition requires that
e
e
since education does not enhance productivity. The optimal education levels are
eH = eL = 0
2.2 The no signaling solution
Suppose that education is banned so that eH = eL = 0
@C (e; ) @2C (e; ) @C (e; )
C (0; ) = 0; @e > 0; @e2 > 0; @
< 0 for all e 0
@2C (e; )
and
<0
@e@
Let u (w; e; ) denote the utility of a type worker who chooses education level e and
One possible pooling PBE: any education level e 2 [0; e^] can be supported by a wage schedule leading to a pooling equilibrium.
2.3.3 Equilibrium re…nement WPBE=PBE since there is only one subgame. No pooling equilibrium can be survived under ED criterion; But there will be a unique Pareto-e¢ cient separating PBE under CD/ED criterion.
if
she
does
not
like
him,
she
talks
to
him
with
probability
1 4
.
Suppose
she
talks to him. What is the probability that she likes him?
13
Pr(likejtalk) = 1
3
34
3 4
+
2 3
1:
s [qL + (1 q) H + R]
I (1 + r) , s
I (1 + r) qL + (1 q) H + R
While the otherside as for the entrepreneur (to is sender), has to trade o¤ between receiving the …nancing at the cost of an equity stake of s and foregoing the project but get a pro…t of existing company . That is,
4
2 Job market signaling
For simplicity, we restrict attention to the cases of two types of workers with productivities y ( ; e) = such that the productivity for the H-type worker is H and the low type worker has a productivity H, where H > L > 0 and q = Pr ( = H) 2 [0; 1]. Here we assume that education does nothing for a worker’s productivity. The cost of obtaining education level e for a type worker is given by the twice continuously di¤erentiable function C (e; ), with
One possible separating PBE, eL = 0; eH = e~;
(e) = w (e) L such that w (0) = HL
L; w (e~) = H
Another possible separating PBE: eL = 0; eH = e~; w (e) = H if e e~; w (e) = L if e < e~.
(1) For eah e, the forms’wage o¤er constitute a NE; (2) Thቤተ መጻሕፍቲ ባይዱ workers’strategy e ( ) is optimal given the …rms’strategy; (3) There is consistency between the belief and the actual probability such that
Pooling equilibrium: Both types of entrepreneurs will o¤er the same capital share, i.e., s = sL = sH. Thus the posterior probability of observing s is exactly equal to the prior probability distribution given by nature, namely, q Pr ( = Ljs) = p.
(1 s) ( + R)
,s
R +R
Combining (??) and (??) implies that a pooling equilibrium exists only if
I (1 + r)
R
qL + (1 q) H + R + R
case 1: p ! 0, (??) holds because R > I (1 + r); case 2: p ! 1, (??) holds only if
(e) = actual probability that a worker with e is of high productivity
Firms’wage o¤er is determined by a Bertrand equilibrium-wage o¤er must equal the expected productivity of worker:
(eL) = 0 and (eH) = 1
then according to (??)
w (eL) = L; w (eH ) = H
In any separating PBE, eL = 0, that is a low-ability worker chooses to get no education;