Approachability of convex sets in generalized quitting games

We examine Blackwell approachability in so-called generalized quitting games. These are repeated games in which each player may have quitting actions that terminate the game. We provide three simple geometric and strongly related conditions for the weak approachability of a convex target set. The first is sufficient: it guarantees that, for any fixed horizon, a player has a strategy ensuring that the expected time-average payoff vector converges to the target set as horizon goes to infinity. The third is necessary: if it is not satisfied, the opponent can weakly exclude the target set. We analyze in detail the special cases where only one of the players has quitting actions. Finally, we study uniform approachability where the strategy should not depend on the horizon and demonstrate that, in contrast with classical Blackwell approachability for convex sets, weak approachability does not imply uniform approachability

Modeling Settlement Bargaining with Algorithmic Game Theory

Past computational models of settlement bargaining have lacked explicit game theoretic foundations. Algorithmic game theory, however, offers techniques that can find perfect Bayesian equilibria even where closed-form mathematical solutions may be intractable. Some recent mathematical models tackle two-sided asymmetric information, including evidentiary signals models, in which the judgment is a sum of both shared and independent private information, and correlated signals models, in which both parties receive noisy signals about the same information. To relax assumptions inherent in these models, this paper employs several progressively more complicated techniques, including iterative elimination of dominated alternatives, no regret learning, and counterfactual regret minimization. Although these algorithms are not guaranteed to produce Nash equilibria in general-sum games like litigation, they nonetheless succeed in producing either exact or close approximate equilibria on discrete versions of the corresponding mathematical models. A single algorithmic game theory model can incorporate a number of features that state-of-the-art mathematical models cannot handle simultaneously, such as two-sided correlated signals of both liability and damages, risk aversion, and options to concede

Teachers who bully students : the parents' perspectives

This qualitative research study explored perceptions of parents who believe their child was bullied by a teacher. The definition used for this study was from McEvoy (2005),“a pattern of conduct, rooted in a power differential that threatens, harms, humiliates, induces fear, or causes emotional distress”(p. 1).Three individual parent or parent partners were asked to share their stories about their perceived experiences with a bullying teacher. A number of questions guided this research: How do parents come to believe their child is being bullied by a teacher? What are the specific behaviours of the teacher that are perceived by parents as bullying? How do parents respond to their belief their child is being bullied by a teacher? What is the result of the parental response? What are the implications for teacher practice and education?Themes and patterns were derived from the interview data using reflective analysis techniques. The data revealed parent participants came to the belief their child was being bullied by a teacher through their children’s stories, first impressions of the teacher, validation from others regarding their perceptions and their child’s physical and behavioural changes. Teacher bullying behaviours identified by the participants paralleled those discussed in the literature. Parents responded to their belief their children were being bullied by following understood school protocol and meeting with the teacher. When parents felt the teacher had employed power tactics, they were motivated to take further action. The participants’ past experience with schools, and power and authority perceptions also affected parental responses. Parents expressed feelings of guilt for not acting more quickly to safeguard their child. Parents reported the school communities did not directly address the teacher bullying issue. Implications emerged for all stakeholders in the school community. For professional associations, school division administrators and board members the focus for change rests with a re-examination of bullying policy and professional codes of ethics. For school principals, symptoms of teacher bullying behaviours and teacher stress and may need more attention. For teachers, building relationships and presenting a professional and caring demeanor are significant considerations influencing parental perceptions. For parents, validation to action comes from listening to their children’s stories and recognizing the symptoms of teacher bullying. Validation and getting involved in their school community may prompt intervention

The Role of Appreciation in Higher Education: The Experience of Online Faculty Members with Instituional Administration

This study explored the role of expressed appreciation in an online education working environment. The research method used was a transcendental phenomenological approach in order to provide a foundational base for giving a voice to the participants\u27 experiences in higher education, based on the participants\u27 preferences for experiencing appreciation. Through assessments and interviews, this research intended to evaluate the role of appreciation in the workplace, namely higher education, and the relationships between online faculty members and their administration. Utilizing a newly created assessment tool, the Motivating by Appreciation Inventory, the act of appreciation was evaluated in terms of the Languages of Appreciation: verbal praise, acts of service, giving gifts, and quality time. The research also evaluated each participant\u27s understanding and experience of appreciation in relation to the identified language of appreciation. The study was conducted with eight current online faculty members at a large Christian university in the Southeastern region of the United States. The following themes emerged throughout the data collection process: value of encouragement through words, significance of timely interactions, a desire to play an active role within the university, the need for administrator\u27s support in decision making, intrinsic motivation, stimulation through student interactions, and the importance of monetary incentives

A Comparative Study of Middle School Deaf Students’ Perceptions towards Vocational Internships According to Their Gender, Grade Level and Family Income at The Special Education School of Qujing, China

The purpose of this study was to identify the demographic factors of the deaf students, to determine the deaf students’ perceptions towards vocational internships, and to compare the deaf students’ perceptions towards vocational internships at the Special Education School of Qujing according to gender, grade level and family income in 2015. A total of 147 deaf students (106 male and 41 female), from grade level 7 to vocational high school completed the survey. Statistical measures employed included frequency and percentage, mean and standard deviation, one-way ANOVA and independent samples t-test. The result of this study has indicated that gender difference was not a significant issue to impact students’ perceptions, yet the researcher discovered that students from different grade levels and different extents of family income had significant perception differences.Specifically, students from a higher grade level had higher perceptions than those from lower grade levels. In terms of family income, students from families whose monthly income was lower or included 1000 RMB had lower perceptions than other students. Recommendations for directors, teachers, the school, the students and future researchers are provided

Factors for academic success among African-American men: A phenomenological study

Academic success among African men has increased but many African-American men continue to fall behind the academic achievements of their Caucasian male counterparts. African-American men who achieve academic success have been marginalized in research that primarily focuses on reporting deficit or negative factors that hinder and not promote academic growth. The purpose of this phenomenological study was to identify environmental, social, and socioeconomic factors that were perceived to contribute to the academic success of African-American men in secondary and post-secondary institutions. The researcher used the Ecological Model of Human Development (EMHD) to identify factors and which systems had the greatest impact on academic achievement. The researcher interviewed ten African-American men who graduated from a secondary and post-secondary institution. All participants were recorded during a semi-structured interview. Each interview was transcribed using the online transcription company Rev. The researcher coded data based on environmental, social, and socioeconomic factors that contributed to their academic success. Data were further coded based on the systems in the EMHD (i.e. microsystem, mesosystem, exosystem, macrosystem, and chronosystem). The researcher identified seven themes that attributed to academic success: • Family • Community members and educator support • Intrinsic motivation • High school and college teacher support • College attendance expectations • Peer influence and motivation • Financial assistance Regardless of research that reports a deficit point of view and the lack of academic achievement among African-American men, positive support from parents, family members, high school and college educators, friends, and members of their community, African-American men can achieve academic success. Even though some African-American men may experience many different positive or negative factors in their academic environment, continuous high levels of academic support in high school and college predicted academic success. The microsystem and mesosystem in the EMHD were found to have a greater impact on the academic success among African-American men over all other factors identified within the remaining EMHD systems