Screening Rules for Convex Problems

We propose a new framework for deriving screening rules for convex optimization problems. Our approach covers a large class of constrained and penalized optimization formulations, and works in two steps. First, given any approximate point, the structure of the objective function and the duality gap is used to gather information on the optimal solution. In the second step, this information is used to produce screening rules, i.e. safely identifying unimportant weight variables of the optimal solution. Our general framework leads to a large variety of useful existing as well as new screening rules for many applications. For example, we provide new screening rules for general simplex and $L_1$-constrained problems, Elastic Net, squared-loss Support Vector Machines, minimum enclosing ball, as well as structured norm regularized problems, such as group lasso

Analysis of Built Environment Features and their Effects on Freight Activities

AbstractThis study analyses truck parking citation data in Chicago to identify factors that affect concentration of high density of violations. Analysis of hot spots using a Geographic Information System (GIS) identified problem areas that are often along the major expressways as well as pockets of cold spots near the downtown. Regression analysis revealed two contrasting factors at play. One set of variables indicate that truck parking problems can be exacerbated by concentrations of food businesses in transit-oriented neighbourhoods. On the other hand, wealthy, stable neighbourhoods can present problems for truck parking

The cognitive footprint of medication: a review of cognitive assessments in clinical trials

What is known and objective: Polypharmacy is common, and many medications have cognitive side effects. Such effects can be transient and subside when the drug in question is discontinued or can be long-lasting with effects present for years afterwards. Although formal assessment of cognition is feasible and often undertaken in neuropsychiatric trials, these effects are usually neglected in the evaluation of any non-neuropsychiatric health intervention. Medication effects can be assessed within a cognitive footprint framework, to account for the magnitude and the duration of cognitive side effects, with some likely to have a greater and more lasting effect than others. Comment: Adverse event reporting suggests that many medications may be indirectly associated with cognitive effects, for example due to headaches, somnolence and ‘dizziness’; however, inferring causation from adverse event reporting can be problematic. In order to better understand the impact of investigational drug and concomitant medications effect on cognition, it would be essential to ensure cognition is prioritized in drug development evaluation. It is suggested that simple instruments that can be easily incorporated into existing trial designs are used to assess the cognitive footprint of medication. What is new and conclusion: We present an overview of existing measures of cognition that can be integrated into drug trials in order to provide a cognitive footprint. Like quality of life testing, such tests should be administered as a standard throughout the key assessment stages of the design of the trial to ensure that any effects on this equally important outcome are also documented. Furthermore, employing routine cognition testing may also enable researchers to identify unanticipated beneficial and non-beneficial effects on cognition. Provision of such a cognitive footprint profile of drugs may provide the necessary evidence to enable decision-makers to make informed decisions on risk-benefit analysis that can subsequently make trade-offs between different drug regimens

Differential Impacts of Online Delivery Methods on Student Learning: A Case Study in Biorenewables

In 2007, a Virtual Education Center for Biorenewable Resources was initiated that offered three distance education courses, one being Biorenewable Resources and Technology (BRT) 501 – Fundamentals of Biorenewable Resources and Technology, the subject of this study. The primary objective was to determine if course delivery method (video lecture format and the other in menu-driven auto-tutorial presentations (MDAP) deliv¬ered via Flash format), student major (agricultural and non-agricultural), and gender influence online student learning in BRT 501. We found that BRT 501 student performance was not significantly impacted by module delivery method. Students with agricultural majors were outperformed by students with non-agricultural majors, most of whom were engineering students, on the midterm and final exams, and course grade. Gender dif¬ferences seen on the biomass-module first-attempt total quiz score disappeared for the final total quiz score on that module