Decision theoryDecision theory (or the theory of choice; not to be confused with choice theory) is a branch of applied probability theory and analytic philosophy concerned with the theory of making decisions based on assigning probabilities to various factors and assigning numerical consequences to the outcome. There are three branches of decision theory: Normative decision theory: Concerned with the identification of optimal decisions, where optimality is often determined by considering an ideal decision-maker who is able to calculate with perfect accuracy and is in some sense fully rational.
Lazy evaluationIn programming language theory, lazy evaluation, or call-by-need, is an evaluation strategy which delays the evaluation of an expression until its value is needed (non-strict evaluation) and which also avoids repeated evaluations (by the use of sharing). The benefits of lazy evaluation include: The ability to define control flow (structures) as abstractions instead of primitives. The ability to define potentially infinite data structures. This allows for more straightforward implementation of some algorithms.
Group representationIn the mathematical field of representation theory, group representations describe abstract groups in terms of bijective linear transformations of a vector space to itself (i.e. vector space automorphisms); in particular, they can be used to represent group elements as invertible matrices so that the group operation can be represented by matrix multiplication. In chemistry, a group representation can relate mathematical group elements to symmetric rotations and reflections of molecules.
Comparative advantageIn an economic model, agents have a comparative advantage over others in producing a particular good if they can produce that good at a lower relative opportunity cost or autarky price, i.e. at a lower relative marginal cost prior to trade. Comparative advantage describes the economic reality of the work gains from trade for individuals, firms, or nations, which arise from differences in their factor endowments or technological progress.
Decision analysisDecision analysis (DA) is the discipline comprising the philosophy, methodology, and professional practice necessary to address important decisions in a formal manner. Decision analysis includes many procedures, methods, and tools for identifying, clearly representing, and formally assessing important aspects of a decision; for prescribing a recommended course of action by applying the maximum expected-utility axiom to a well-formed representation of the decision; and for translating the formal representation of a decision and its corresponding recommendation into insight for the decision maker, and other corporate and non-corporate stakeholders.
Zachman FrameworkThe Zachman Framework is an enterprise ontology and is a fundamental structure for enterprise architecture which provides a formal and structured way of viewing and defining an enterprise. The ontology is a two dimensional classification schema that reflects the intersection between two historical classifications. The first are primitive interrogatives: What, How, When, Who, Where, and Why. The second is derived from the philosophical concept of reification, the transformation of an abstract idea into an instantiation.
Cost–utility analysisCost–utility analysis (CUA) is a form of economic analysis used to guide procurement decisions. The most common and well-known application of this analysis is in pharmacoeconomics, especially health technology assessment (HTA). In health economics, the purpose of CUA is to estimate the ratio between the cost of a health-related intervention and the benefit it produces in terms of the number of years lived in full health by the beneficiaries. Hence it can be considered a special case of cost-effectiveness analysis, and the two terms are often used interchangeably.
Deep reinforcement learningDeep reinforcement learning (deep RL) is a subfield of machine learning that combines reinforcement learning (RL) and deep learning. RL considers the problem of a computational agent learning to make decisions by trial and error. Deep RL incorporates deep learning into the solution, allowing agents to make decisions from unstructured input data without manual engineering of the state space. Deep RL algorithms are able to take in very large inputs (e.g.
Impact evaluationImpact evaluation assesses the changes that can be attributed to a particular intervention, such as a project, program or policy, both the intended ones, as well as ideally the unintended ones. In contrast to outcome monitoring, which examines whether targets have been achieved, impact evaluation is structured to answer the question: how would outcomes such as participants' well-being have changed if the intervention had not been undertaken? This involves counterfactual analysis, that is, "a comparison between what actually happened and what would have happened in the absence of the intervention.
Evaluation strategyIn a programming language, an evaluation strategy is a set of rules for evaluating expressions. The term is often used to refer to the more specific notion of a parameter-passing strategy that defines the kind of value that is passed to the function for each parameter (the binding strategy) and whether to evaluate the parameters of a function call, and if so in what order (the evaluation order). The notion of reduction strategy is distinct, although some authors conflate the two terms and the definition of each term is not widely agreed upon.
Representation theoryRepresentation theory is a branch of mathematics that studies abstract algebraic structures by representing their elements as linear transformations of vector spaces, and studies modules over these abstract algebraic structures. In essence, a representation makes an abstract algebraic object more concrete by describing its elements by matrices and their algebraic operations (for example, matrix addition, matrix multiplication).
Educational assessmentEducational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests.
