In this paper, we introduce two new classes of acceptability indexes, named quasi-concave accepta... more In this paper, we introduce two new classes of acceptability indexes, named quasi-concave acceptability indexes and coherent acceptability indexes, for portfolio vectors. We establish the one-to-one correspondence between quasi-concave (coherent, resp.) acceptability indexes and convex (coherent, resp.) risk measures for portfolio vectors. We derive the representation results for coherent and convex risk measures. Finally, based on these results, we derive the representation results for quasi-concave acceptability indexes and coherent acceptability indexes for portfolio vectors. ese new acceptability indexes can be considered as a kind of multivariate extension of univariate coherent and quasi-concave acceptability indexes introduced by Cherny and Madan (2009) and Rosazza Gianin and Sgarra (2013), respectively.
The topic of this essay of literature review falls in the broad spectrum of morphological awarene... more The topic of this essay of literature review falls in the broad spectrum of morphological awareness. To be specific, it talks about processing morphologically complex words by applying morphological problem solving strategies . This essay unfolds in the following manner: first, background information is reported to explain the interest on this topic; second, the general development of morphological awareness is carefully addressed following the definition of morphological awareness; third, the relationship morphological awareness and vocabulary acquisition is examined briefly; fourth, the essay talks about various forms of morphological awareness assessment tasks, giving readers a grasp of what aspects are normally investigated and how; fifth, the essay specifically choose upper elementary students as its targeted learners, and discusses the specialty of this student body in the perspective of morphological awareness development; after that, the framework of morphological problem solving is discussed in detail, providing the theoretical reference for the proposed intervention; and, in the last part, implications to classrooms are discussed by unfolding a proposed Chinese word formation instruction, examined the theoretical understanding of the effectiveness of such instruction and the meaningfulness in the reality. Finally, a conclusion briefly ends this essay, tapping on the cross-language morphological awareness and looking forward to the transferring between non-cognates such as Chinese and English.
In this paper, we introduce two new classes of acceptability indexes, named quasi-concave accepta... more In this paper, we introduce two new classes of acceptability indexes, named quasi-concave acceptability indexes and coherent acceptability indexes, for portfolio vectors. We establish the one-to-one correspondence between quasi-concave (coherent, resp.) acceptability indexes and convex (coherent, resp.) risk measures for portfolio vectors. We derive the representation results for coherent and convex risk measures. Finally, based on these results, we derive the representation results for quasi-concave acceptability indexes and coherent acceptability indexes for portfolio vectors. ese new acceptability indexes can be considered as a kind of multivariate extension of univariate coherent and quasi-concave acceptability indexes introduced by Cherny and Madan (2009) and Rosazza Gianin and Sgarra (2013), respectively.
The topic of this essay of literature review falls in the broad spectrum of morphological awarene... more The topic of this essay of literature review falls in the broad spectrum of morphological awareness. To be specific, it talks about processing morphologically complex words by applying morphological problem solving strategies (Anglin, 1993). This essay unfolds in the following manner: first, background information is reported to explain the interest on this topic; second, the general development of morphological awareness is carefully addressed following the definition of morphological awareness; third, the relationship morphological awareness and vocabulary acquisition is examined briefly; fourth, the essay talks about various forms of morphological awareness assessment tasks, giving readers a grasp of what aspects are normally investigated and how; fifth, the essay specifically choose upper elementary students as its targeted learners, and discusses the specialty of this student body in the perspective of morphological awareness development; after that, the framework of morphologi...
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