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Front Cover; Game Theory and Applications; Copyright Page; Table of Contents; Contributors; Preface; Chapter 1. Refinement of Nash Equilibrium: The Main Ideas; 1. INTRODUCTION; 2. BACKWARD INDUCTION AND FORWARD INDUCTION; 3. INFORMAL APPLICATIONS; 4. THE PROBLEM OF INCONSISTENCY; 5. THE EXISTENCE THEOREM: VERSION I; 6. FORMAL APPLICATIONS; 7. CONSISTENCY OF BELIEFS; 8. ADMISSIBILITY; 9. RESTRICTIONS ON OUT-OF-EQUILIBRIUM BELIEFS; 10. ALTERNATIVE VIEWS OF ""IRRELEVANT ALTERNATIVES""; 11. DEDUCTIONS BEYOND IIA; 12. CONCLUDING REMARKS; ACKNOWLEDGMENTS; APPENDIX A; APPENDIX B: PROOF OF THEOREM 3.

Getting started -- PCA with more than two variables -- Scaling of data -- Inferential procedures -- Putting it all together -- hearing loss I -- Operations with group data -- Vector interpretation I: simplifications and inferential techniques -- Vector interpretation II: rotation -- A case history-hearing loss II -- Singular value decomposition: multidimensional scaling I -- Distance models: multidimensional scaling II -- Linear models I: regression; PCA of predictor Variables -- Linear models II: analysis of variance; PCA of response variables -- Other applications of PCA -- Flatland: special procedures for two dimensions -- Odds and ends -- What is factor analysis anyhow? -- Other competitors.

AbstractThere are some kinds of violent conflicts between factions in which one generation of belligerents trains a successive generation to continue and/ or enlarge the scale of conflict in an arena where the hostilities are internecine A model is developed of the devolution of internecine conflict using the lexicon of game theory and the simple mathematics of probability Assumptions pertaining to the behavior and attitudes of factions are transcribed into mathematics to formulate a theory of conflict resolution The theory is general enough to be applied to the struggles in the Middle East as well as to warfare among youth gangs The chief proposition to emerge from the analysis demonstrates how the statistical incidence of aggressive and peaceable factions varies over time The time path has the characteristics of a stochastic process with estimable parameters

This paper examines the measurement of student achievement in the mother tongue and in a second language used for instruction in primary schools in Burundi. Data were obtained from a probability sample of forty-seven schools in twenty-four school directorships in rural areas, and from about two thousand (1,946) grade 6 students in 1989. The students were tested in language arts, mathematics, and science/agriculture in French as well as in their mother tongue, Kirundi. Students performed better in Kirundi in most subjects. Interestingly, item analyses revealed that testing in French produced the poorest estimates of achievement for students of high ability. In mathematics, however, there were no significant differences in the results of the Kirundi and French tests. This suggests that both students' proficiency in French and the policies relating to the use of Kirundi to teach subjects like mathematics in earlier grades may greatly influence learning and transfer of knowledge between the language of instruction and the mother tongue. The concluding section presents implications of the study for implementing educational reforms emphasizing the Kirundisation and ruralisation of primary schooling. RÉSUMÉ Cet article examine les résultats des élèves des écoles primaires du Burundi dans leur langue maternelle et leur deuxième langue. Les données ont été recueillies en 1989 auprès d'un échantillon de probabilité de quarante-sept écoles réparties dans vingt-quatre districts scolaires de régions rurales. ce qui correspond à mille neuf cent quarante-six (1 946) élèves de sixième année. Les élèves ont subi des tests de langue, d'art, de mathématiques et de science/agriculture en français ainsi que dans leur langue maternelle, le kirundi. Ils ont obtenu de meilleurs résultats en kirundi, dans la plupart des disciplines. Il est intéressant de constater que les analyses révèlent que les tests en français donnent lieu à des prévisions assez médiocres pour les élèves les plus doués. En mathématiques, néanmoins, il n'existe aucune différence significative dans les résultats obtenus pour les tests en kirundi et en français. Cela donne à penser que la facilité qu'ont les élèves à s'exprimer en français et que les politiques se rapportant à l'utilisation du kirundi pour l'enseignement de disciplines comme les mathématiques exercent une influence considérable sur l'apprentissage et le transfert des connaissances entre la langue d'instruction et la langue maternelle. La conclusion porte sur les implications de l'étude sur la mise en place de réformes pédagogiques notamment en ce qui concerne la kirundisation et la ruralislion de l'enseignement primaire.