2,196 research outputs found

    Randomized Revenue Monotone Mechanisms for Online Advertising

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    Online advertising is the main source of revenue for many Internet firms. A central component of online advertising is the underlying mechanism that selects and prices the winning ads for a given ad slot. In this paper we study designing a mechanism for the Combinatorial Auction with Identical Items (CAII) in which we are interested in selling kk identical items to a group of bidders each demanding a certain number of items between 11 and kk. CAII generalizes important online advertising scenarios such as image-text and video-pod auctions [GK14]. In image-text auction we want to fill an advertising slot on a publisher's web page with either kk text-ads or a single image-ad and in video-pod auction we want to fill an advertising break of kk seconds with video-ads of possibly different durations. Our goal is to design truthful mechanisms that satisfy Revenue Monotonicity (RM). RM is a natural constraint which states that the revenue of a mechanism should not decrease if the number of participants increases or if a participant increases her bid. [GK14] showed that no deterministic RM mechanism can attain PoRM of less than ln(k)\ln(k) for CAII, i.e., no deterministic mechanism can attain more than 1ln(k)\frac{1}{\ln(k)} fraction of the maximum social welfare. [GK14] also design a mechanism with PoRM of O(ln2(k))O(\ln^2(k)) for CAII. In this paper, we seek to overcome the impossibility result of [GK14] for deterministic mechanisms by using the power of randomization. We show that by using randomization, one can attain a constant PoRM. In particular, we design a randomized RM mechanism with PoRM of 33 for CAII

    Functional Tolerance is Maintained Despite Proliferation of CD4 T Cells after Encounter with Tissue-derived Antigen

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    Since negative selection in the thymus is incomplete, some self-reactive T cells are able to mature and seed the periphery. To study how these T cells interact following encounter with the self-protein they recognize in the periphery, we have developed an adoptive transfer system in which HEL-specific TCR transgenic CD4 T cells are transferred to mice expressing HEL protein in the pancreas under the control of the rat insulin promoter. Here we show that after adoptive transfer of HEL-specific T cells functional tolerance is maintained despite evidence that the T cells encounter and respond to pancreas-expressed antigen. Even the provision of an additional activation stimulus by peripheral immunization with HEL protein is insufficient to induce the T cells to cause autoimmune tissue injury. However, in the presence of blocking anti-CTLA-4-mAb, immunized adoptive transfer recipients rapidly developed diabetes. These data suggest that the CTLA-4 pathway regulates the pathogenicity of antigen-specific T cells following a peripheral activation stimulus

    Pricing Multi-Unit Markets

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    We study the power and limitations of posted prices in multi-unit markets, where agents arrive sequentially in an arbitrary order. We prove upper and lower bounds on the largest fraction of the optimal social welfare that can be guaranteed with posted prices, under a range of assumptions about the designer's information and agents' valuations. Our results provide insights about the relative power of uniform and non-uniform prices, the relative difficulty of different valuation classes, and the implications of different informational assumptions. Among other results, we prove constant-factor guarantees for agents with (symmetric) subadditive valuations, even in an incomplete-information setting and with uniform prices

    Microsporidia Are Natural Intracellular Parasites of the Nematode Caenorhabditis elegans

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    For decades the soil nematode Caenorhabditis elegans has been an important model system for biology, but little is known about its natural ecology. Recently, C. elegans has become the focus of studies of innate immunity and several pathogens have been shown to cause lethal intestinal infections in C. elegans. However none of these pathogens has been shown to invade nematode intestinal cells, and no pathogen has been isolated from wild-caught C. elegans. Here we describe an intracellular pathogen isolated from wild-caught C. elegans that we show is a new species of microsporidia. Microsporidia comprise a large class of eukaryotic intracellular parasites that are medically and agriculturally important, but poorly understood. We show that microsporidian infection of the C. elegans intestine proceeds through distinct stages and is transmitted horizontally. Disruption of a conserved cytoskeletal structure in the intestine called the terminal web correlates with the release of microsporidian spores from infected cells, and appears to be part of a novel mechanism by which intracellular pathogens exit from infected cells. Unlike in bacterial intestinal infections, the p38 MAPK and insulin/insulin-like growth factor (IGF) signaling pathways do not appear to play substantial roles in resistance to microsporidian infection in C. elegans. We found microsporidia in multiple wild-caught isolates of Caenorhabditis nematodes from diverse geographic locations. These results indicate that microsporidia are common parasites of C. elegans in the wild. In addition, the interaction between C. elegans and its natural microsporidian parasites provides a system in which to dissect intracellular intestinal infection in vivo and insight into the diversity of pathogenic mechanisms used by intracellular microbes

    Sixteen years of Collaborative Learning through Active Sense-making in Physics (CLASP) at UC Davis

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    This paper describes our large reformed introductory physics course at UC Davis, which bioscience students have been taking since 1996. The central feature of this course is a focus on sense-making by the students during the five hours per week discussion/labs in which the students take part in activities emphasizing peer-peer discussions, argumentation, and presentations of ideas. The course differs in many fundamental ways from traditionally taught introductory physics courses. After discussing the unique features of CLASP and its implementation at UC Davis, various student outcome measures are presented showing increased performance by students who took the CLASP course compared to students who took a traditionally taught introductory physics course. Measures we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.Comment: Also submitted to American Journal of Physic

    General Chemistry Student Attitudes and Success with Use of Online Homework: Traditional- Responsive versus Adaptive-Responsive

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    We investigated whether use of an adaptive-responsive online homework system (OHS) that tailors homework to students’ prior knowledge and periodically reassesses students to promote learning through practice retrieval has inherent advantages over traditional-responsive online homework. A quasi-experimental cohort control post-test-only design with nonequivalent groups and propensity scores with nearest neighbor matching (n = 6,114 pairs) was used. The adaptive system was found to increase the odds of a higher final letter grade for average, below average, and failing students. However, despite the learning advantages, students self-reported less favorable attitudes toward adaptive-responsive (3.15 of 5) relative to traditional-responsive OHS (3.31). Specific to the adaptive OHS, the following were found: (i) student attitudes were moderately and positively correlated (r = 0.36, p \u3c 0.01) to final letter grade, (ii) most students (95%) reported engaging in remediation of incorrect responses, (iii) a majority of students (69%) reported changes in study habits, and (iv) students recognized the benefit of using adaptive OHS by ranking its assignments and explanations or review materials as two of the top three most useful course aspects contributing to perceived learning. Instructors can use our findings to inform their choice of online homework system for formative assessment of chemistry learning by weighing the benefits, disadvantages, and learning pedagogies of traditional-responsive versus adaptive-responsive systems
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