Prediction Risk and Estimation Risk of the Ridgeless Least Squares Estimator under General Assumptions on Regression Errors

In recent years, there has been a significant growth in research focusing on minimum $\ell_2$ norm (ridgeless) interpolation least squares estimators. However, the majority of these analyses have been limited to a simple regression error structure, assuming independent and identically distributed errors with zero mean and common variance. In this paper, we explore prediction risk as well as estimation risk under more general regression error assumptions, highlighting the benefits of overparameterization in a finite sample. We find that including a large number of unimportant parameters relative to the sample size can effectively reduce both risks. Notably, we establish that the estimation difficulties associated with the variance components of both risks can be summarized through the trace of the variance-covariance matrix of the regression errors.Comment: 17 pages, 4 figure

The Role of Working Memory in Integrative Reading of Text and Picture: An Eye Tracking Study

Despite beliefs about the effectiveness visualization has on learning, researchers have found that adding pictures to text does not always lead to better learning outcomes. Although extensive empirical research has examined the relevant factors that can enhance the effects of images added to text, individual differences in underlying cognitive capacities are relatively unexplored in the literature. As such, the purpose of this dissertation study is to examine the role of executive control in the integrative reading processes of elementary students as well as the learning outcomes of students who read illustrated scientific texts through the observation of their eye movement patterns. To achieve this goal, this study examines three research areas: the first investigates the unique, direct contributions of fourth and fifth grade students’ integrative reading of text and pictures as evidenced by eye movement patterns and the link to their learning outcomes, while controlling for contributions of working memory capacity. The second examines the unique, direct contributions of fourth and fifth grade students’ working memory capacity to their comprehension of illustrated science texts. The final study examines unique, direct contributions of fourth and fifth grade students’ working memory capacity to their reading processes, including text processing, picture processing, and the integrative reading of text and pictures. This dissertation is expected to contribute to the extant theoretical and empirical literature. First, the results supplement current theories of multimedia learning by specifying the role of attention shifting and inhibitory control. In the current multimedia learning theories, the role of executive control is not clearly determined. Findings in this study further examine the current cognitive model of text-picture integration by recognizing the significant role of executive control capacity in learners. Second, the results will extend current knowledge about elementary school students’ cognitive processes when reading illustrated science texts through the use of an eye tracking technique. Finally, for the upper elementary students, who advance from the learning to read to reading to learn stage, identifying relevant cognitive factors in learning with visualizations will provide foundations for creating and delivering adequate interventions

Sete desastres relacionados à escola: Lições para legisladores e funcionários da escola

Students are highly dependent on the emergency planning and evacuation decisions made by policymakers and school personnel when disasters occur. The purpose of this study was to examine selected cases of school-related disasters, highlighting how factors of the school context intersected with natural hazards and subsequently affected schoolchildren. Purposeful maximal sampling was used to select school-related disaster cases for their geographical diversity, different instructional contexts, and types of initiating hazards. Among these, seven cases with broad considerations pertaining to educational policy and safe school environments were selected. A within-case analysis was conducted of each case, followed by a cross-case thematic analysis. Six overarching factors were found in the thematic synthesis of the findings. First, school safety practices apply anytime children are under the supervision of school personnel, making knowledge of emergency procedures across multiple types of school settings essential. Second, elements that place schoolchildren at risk also place school personnel at risk. Third, teachers and school administrators need to be well-trained and knowledgeable enough to make independent decisions in emergency situations. Fourth, children must know emergency procedures so they may take independent action, given teachers are also at-risk during disasters. Fifth, most school disasters can be prevented through safe school construction. Finally, it is the responsibility of policymakers to ensure schools are safe learning environments for children. By participating in and advocating for a culture of preparedness, educational policymakers can better protect schoolchildren, as well as school personnel, in disaster situations. Los estudiantes son muy dependientes en la planificación de emergencia y la evacuación de las decisiones tomadas por los políticos y la escuela cuando los desastres se producen. El propósito de este estudio fue examinar los casos de los problemas relacionados con la enfermedad y mostrar cómo los factores de la intersección del contexto intersectorial con las poblaciones naturales y la afectación de la escuela. En el caso de los niños, los niños y las niñas, Se han encontrado seis argumentos. En primer lugar, las normas de seguridad de la escuela aplican a los niños de edad bajo la supervisión de la escuela de trabajo, haciendo un seguimiento de los procedimientos de seguridad a través de varios tipos de la escuela de configuración esencial. En segundo lugar, los elementos que sitúan a los escolares en el riesgo también a la escuela en el riesgo. En tercer lugar, los maestros y los maestros de la escuela necesitan estar bien informados y bien informados para tener decisiones independientes en situaciones de emergencia. En el caso de los niños, los hijos deben saber los procedimientos de emergencia que pueden llevar a cabo la acción independiente, dado que los maestros también están en riesgo durante los desastres. La edad, la mayoría de los profesionales de la salud pueden prevenirse a través de la escuela de seguros. Por lo tanto, es la responsabilidad de los políticos para que las escuelas son seguros de aprendizaje de los hijos para los niños. Por la defensa de la cultura de la preparación, las políticas educativas pueden mejorar el cuidado de la escuela y la escuela en situaciones de desastres.Os estudantes são muito dependentes do planejamento de emergência e da evacuação de decisões tomadas por políticos e pela escola quando ocorrem desastres. O objetivo deste estudo foi examinar os casos dos problemas relacionados à doença e mostrar como os fatores de intersecção do contexto intersetorial com as populações naturais e a afetação da escola. No caso de crianças, meninos e meninas, seis argumentos foram encontrados. Em primeiro lugar, os padrões de segurança da escola aplicam-se a crianças mais velhas sob a supervisão da escola de trabalho, seguindo os procedimentos de segurança através de vários tipos de ambientes essenciais à escola. Em segundo lugar, os elementos que colocam as crianças em risco também na escola em risco. Em terceiro lugar, professores e professores precisam estar bem informados e bem informados para ter decisões independentes em situações de emergência. No caso de crianças, as crianças devem conhecer os procedimentos de emergência que podem realizar ações independentes, uma vez que os professores também estão em risco durante os desastres. Idade, a maioria dos profissionais de saúde pode ser evitada através da escola de seguros. Portanto, é responsabilidade dos políticos que as escolas estejam seguras para aprender crianças para crianças. Ao defender a cultura de preparação, as políticas educacionais podem melhorar o atendimento da escola e da escola em situações de desastre

Taurodeoxycholate Increases the Number of Myeloid-Derived Suppressor Cells That Ameliorate Sepsis in Mice

Bile acids (BAs) control metabolism and inflammation by interacting with several receptors. Here, we report that intravenous infusion of taurodeoxycholate (TDCA) decreases serum pro-inflammatory cytokines, normalizes hypotension, protects against renal injury, and prolongs mouse survival during sepsis. TDCA increases the number of granulocytic myeloid-derived suppressor cells (MDSCLT) distinctive from MDSCs obtained without TDCA treatment (MDSCL) in the spleen of septic mice. FACS-sorted MDSCLT cells suppress T-cell proliferation and confer protection against sepsis when adoptively transferred better than MDSCL. Proteogenomic analysis indicated that TDCA controls chromatin silencing, alternative splicing, and translation of the immune proteome of MDSCLT, which increases the expression of anti-inflammatory molecules such as oncostatin, lactoferrin and CD244. TDCA also decreases the expression of pro-inflammatory molecules such as neutrophil elastase. These findings suggest that TDCA globally edits the proteome to increase the number of MDSCLT cells and affect their immune-regulatory functions to resolve systemic inflammation during sepsis

The Role of Working Memory in Integrative Reading of Text and Picture: An Eye Tracking Study

Despite beliefs about the effectiveness visualization has on learning, researchers have found that adding pictures to text does not always lead to better learning outcomes. Although extensive empirical research has examined the relevant factors that can enhance the effects of images added to text, individual differences in underlying cognitive capacities are relatively unexplored in the literature. As such, the purpose of this dissertation study is to examine the role of executive control in the integrative reading processes of elementary students as well as the learning outcomes of students who read illustrated scientific texts through the observation of their eye movement patterns. To achieve this goal, this study examines three research areas: the first investigates the unique, direct contributions of fourth and fifth grade students’ integrative reading of text and pictures as evidenced by eye movement patterns and the link to their learning outcomes, while controlling for contributions of working memory capacity. The second examines the unique, direct contributions of fourth and fifth grade students’ working memory capacity to their comprehension of illustrated science texts. The final study examines unique, direct contributions of fourth and fifth grade students’ working memory capacity to their reading processes, including text processing, picture processing, and the integrative reading of text and pictures. This dissertation is expected to contribute to the extant theoretical and empirical literature. First, the results supplement current theories of multimedia learning by specifying the role of attention shifting and inhibitory control. In the current multimedia learning theories, the role of executive control is not clearly determined. Findings in this study further examine the current cognitive model of text-picture integration by recognizing the significant role of executive control capacity in learners. Second, the results will extend current knowledge about elementary school students’ cognitive processes when reading illustrated science texts through the use of an eye tracking technique. Finally, for the upper elementary students, who advance from the learning to read to reading to learn stage, identifying relevant cognitive factors in learning with visualizations will provide foundations for creating and delivering adequate interventions

Lipschitz-certifiable training with a tight outer bound

Verifiable training is a promising research direction for training a robust network. However, most verifiable training methods are slow or lack scalability. In this study, we propose a fast and scalable certifiable training algorithm based on Lipschitz analysis and interval arithmetic. Our certifiable training algorithm provides a tight propagated outer bound by introducing the box constraint propagation (BCP), and it efficiently computes the worst logit over the outer bound. In the experiments, we show that BCP achieves a tighter outer bound than the global Lipschitz-based outer bound. Moreover, our certifiable training algorithm is over 12 times faster than the state-of-the-art dual relaxation-based method; however, it achieves comparable or better verification performance, improving natural accuracy. Our fast certifiable training algorithm with the tight outer bound can scale to Tiny ImageNet with verification accuracy of 20.1

Variational cycle-consistent imputation adversarial networks for general missing patterns

Imputation of missing data is an important but challenging issue because we do not know the underlying distribution of the missing data. Previous imputation models have addressed this problem by assuming specific kinds of missing distributions. However, in practice, the mechanism of the missing data is un-known, so the most general case of missing pattern needs to be considered for successful imputation. In this paper, we present cycle-consistent imputation adversarial networks to discover the underlying distribution of missing patterns closely under some relaxations. Using adversarial training, our model successfully learns the most general case of missing patterns. Therefore our method can be applied to a wide variety of imputation problems. We empirically evaluated the proposed method with numerical and image data. The result shows that our method yields the state-of-the-art performance quantitatively and qualitatively on standard datasets. (c) 2022 Elsevier Ltd. All rights reserved.N

AC Transmission Emulation Control Strategies for the BTB VSC HVDC System in the Metropolitan Area of Seoul

In the Korean power system, growing power loads have recently created the problems of voltage instability and fault current in the Seoul Capital Area (SCA). Accordingly, the back-to-back (BTB) voltage source converter (VSC) high-voltage direct-current (HVDC) system is emerging to resolve such problems with grid segmentation. However, non-convergence problems occur in this metropolitan area, due to the large change of power flow in some contingencies. Therefore, this paper proposes two kinds of AC transmission emulation control (ATEC) strategies to improve the metropolitan transient stability, and to resolve the non-convergence problem. The proposed ATEC strategies are able to mitigate possible overloading of adjacent AC transmission, and maintain power balance between metropolitan regions. The first ATEC strategy uses a monitoring system that permits the reverse power flow of AC transmission, and thus effectively improves the grid stability based on the power transfer equation. The second ATEC strategy emulates AC transmission with DC link capacitors in a permissible DC-link voltage range according to angle difference, and securely improves the gird stability, without requiring grid operator schedule decisions. This paper compares two kinds of ATEC schemes: it demonstrates the first ATEC strategy with specific fault scenario with PSS/E (Power Transmission System Planning Software), and evaluates the second ATEC strategy with internal controller performance with PSCAD/EMTDC (Power System Electromagnetic Transients Simulation Software)