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The efficiency of a Markov chain Monte Carlo algorithm for estimating the mean of a function of interest might be measured by the cost of generating one independent sample, or equivalently, the total cost divided by the effective sample size, defined in terms of the integrated autocorrelation time. To ensure the reliability of such an estimate, it is suggested that there be an adequate sampling of state space— to the extent that this can be determined from the available samples. A sufficient condition for adequate sampling is derived in terms of the supremum of all possible integrated autocorrelation times, which leads to a more stringent condition for adequate sampling than that simply obtained from integrated autocorrelation times for functions of interest. A method for estimating the supremum of all integrated autocorrelation times, based on approximation in a finite-dimensional subspace, is derived and evaluated empirically.

翻訳, 藤本, 利一／訳

This chapter addresses how, unlike in the European Union, the US legislation thus far has not established a bespoke regime for the management of central counterparty (CCP) failures. This leaves considerable uncertainty as to whether, and how, the reformed regulatory environment created by the post-financial crisis Dodd-Frank Act would respond to failures in the sector. While Title VIII of the Dodd-Frank Act has empowered the Financial Stability Oversight Council (FSOC) to designate clearinghouses as systemically important, it has been questioned whether the so-called 'Orderly Resolution Authority', a process for the resolution of failing systemically important financial institutions established by Title II of the Dodd-Frank Act, would apply—and, even if it did, would provide adequate solutions. The procedures and tools included in Title II hardly would fit, leaving room for the application of ordinary bankruptcy procedures. However, neither liquidation under Chapter 7 nor reorganization under Chapter 11 of the US Bankruptcy Code can be expected to be very helpful in the case of a clearinghouse failure, which essentially leads to a high level of reliance on the clearinghouses' risk mitigation and loss management arrangements contractually agreed with their respective members.

Background Invasive pulmonary aspergillosis (IPA) is increasingly recognized as a complication of severe influenza and coronavirus disease 2019. The extent to which other respiratory viral infections (RVIs) predispose to IPA is unclear. Methods We performed a retrospective review of IPA occurring within 90 days of respiratory syncytial virus (RSV), parainfluenza, or adenovirus infections (noninfluenza respiratory viral infections [NI-RVIs]) in patients who underwent solid organ transplant between 1/15/2011 and 12/19/2017. Results At a median post-transplant follow-up of 43.4 months, 221 of 2986 patients (7.4%) developed 255 RSV, parainfluenza, or adenovirus infections. IPA complicating these NI-RVIs was exclusively observed in lung and small bowel transplant recipients, in whom incidence was 5% and 33%, respectively. Cumulative prednisone doses >140mg within 7 days and pneumonia at the time of NI-RVI were independent risk factors for IPA (odds ratio [OR], 22.6; 95% CI, 4.5–112; and OR, 7.2; 95% CI, 1.6–31.7; respectively). Mortality at 180 days following NI-RVI was 27% and 7% among patients with and without IPA, respectively (P = .04). Conclusions In conclusion, IPA can complicate RSV, parainfluenza, and adenovirus infection in lung and small bowel transplant recipients. Future research is needed on the epidemiology of IPA complicating various RVIs. In the interim, physicians should be aware of this complication.

This study examined perceptual and articulatory confusions among the fricatives /f, v, s, z/ and voiced and unvoiced "th" in preschool children. (These phonemes are among the most difficult for children to articulate.) Seventeen children from 3.3-5.1 years of age were tested on syllables formed by taking all combinations of the six fricatives in initial (CV) and final (VC) position with one of the vowels /a, i, aI/. Discrimination and articulation tests of this syllable set were then given. An audiovisual system was used to test discrimination. The fricatives were substantially more difficult to discriminate than the control items. Two contrasts, /v/ and voiced "th" and /f/ and unvoiced "th", were particularly difficult. There were fewer errors on VC than CV pairs. No differences were associated with the vowel, but there was some evidence that vowel duration was employed as a cue for discrimination of fricatives in final position. While there was a significant correlation between the number of discrimination and articulation errors per child, there was little evidence that articulation errors on specific phonemes were accompanied by discrimination errors on the same phonemes, and no evidence that the frequency of occurrence of specific phonemes in children's speech was substantially related to discrimination or articulation. (Author/AMM)

This study was an attempt to determine whether or not it would be feasible and beneficial to develop behavioral objectives for use in methods classes. The subjects were 49 elementary education majors who voluntarily enrolled in the TTT Project at Indiana University. TTT is a government-funded project established for the training of teacher trainers, and involving both classes and public school practical experience. Twenty-four behavioral objectives were established and divided into three area: attitudes, knowledge, and skills. They were then judged by several social studies educators across the nation, and submitted to a doctoral seminar in social studies. The objectives were assessed several ways: attitude-by observation and attitude inventory, knowledge-by objective tests, and skills-by observation of student teaching. In October 1969, a semantic differential was administered, and included behavioral objectives as a concept. The findings indicated: that these objectives can be used in methods courses, if the term is used behaviorally; and, students prefer their use because they feel their goals are better defined, and, they are able to use a variety of teaching strategies. (Author/SBE)

TEACHER EDUCATION THROUGH APPLIED METHODS (TEAM), AN EXPERIMENTAL PROGRAM FOR THE INTEGRATION OF ELEMENTARY METHODS COURSES, IS DISCUSSED. SPECIALISTS WHO MAY FORM A TEACHING TEAM ARE OFTEN FROM THE AREAS OF LANGUAGE ARTS, MATHEMATICS, SCIENCE, SOCIAL STUDIES, AND INSTRUCTIONAL MEDIA. THE PURPOSES FOR DEVELOPING A TEAM APPROACH ARE TO REDUCE THE OVERLAP OF METHODS COURSES CONTENT, TO DEVELOP A FAVORABLE ATTITUDE TOWARD INNOVATION AND CHANGE, TO PROVIDE PRACTICAL APPLICATIONS OF THEORY, TO GIVE EXPERIENCE IN THE ANALYTICAL STUDY OF THE TEACHING-LEARNING PROCESS, TO INCREASE COOPERATION BETWEEN THE TEACHER EDUCATION INSTITUTION AND THE LOCAL SCHOOL SYSTEM, AND TO FOSTER INTERACTION TOWARD TEACHER EDUCATION AMONG THE TEAM MEMBERS. THE PROGRAM INCLUDES THE USE OF SIMULATED MATERIALS, MAJOR TOPICS, AND METHODS COURSES. THE CORRELATION AMONG THE CONTENT AREAS IS DESCRIBED. FLEXIBILITY IN SCHEDULING AND CLOSER STUDENT-FACULTY RELATIONSHIPS ARE CONSIDERED INHERENT IN THE PROGRAM. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (BOSTON, APRIL 24-27, 1968). (BK)