Psychologists are interested in developing instructional policies that boost student learning. An instructional policy specifies the manner and content of instruction. For example, in the domain of concept learning, a policy might specify the nature of exemplars chosen over a training sequence. Traditional psychological studies compare several hand-selected policies, e.g., contrasting a policy that selects only difficult-to-classify exemplars with a policy that gradually progresses over the training sequence from easy exemplars to more difficult (known as {\em fading}). We propose an alternative to the traditional methodology in which we define a parameterized space of policies and search this space to identify the optimum policy.

This paper examines Modern Mercantilism, characterized by rising economic nationalism, strategic technological decoupling, and geopolitical fragmentation, as a disruptive shift from the post-1945 globalization paradigm. It applies Principal Component Analysis (PCA) to 768-dimensional SBERT-generated semantic embeddings of curated news articles to extract orthogonal latent factors that discriminate binary event outcomes linked to protectionism, technological sovereignty, and bloc realignments. Analysis of principal component loadings identifies key semantic features driving classification performance, enhancing interpretability and predictive accuracy. This methodology provides a scalable, data-driven framework for quantitatively tracking emergent mercantilist dynamics through high-dimensional text analytics

Psychologists are interested in developing instructional policies that boost student learning. An instructional policy specifies the manner and content of instruction. For example, in the domain of concept learning, a policy might specify the nature of exemplars chosen over a training sequence. Traditional psychological studies compare several hand-selected policies, e.g., contrasting a policy that selects only difficult-to-classify exemplars with a policy that gradually progresses over the training sequence from easy exemplars to more difficult (known as {\em fading}). We propose an alternative to the traditional methodology in which we define a parameterized space of policies and search this space to identify the optimum policy.

Psychologists are interested in developing instructional policies that boost student learning. An instructional policy specifies the manner and content of instruction. For example, in the domain of concept learning, a policy might specify the nature of exemplars chosen over a training sequence. Traditional psychological studies compare several hand-selected policies, e.g., contrasting a policy that selects only difficult-to-classify exemplars with a policy that gradually progresses over the training sequence from easy exemplars to more difficult (known as {\em fading}). We propose an alternative to the traditional methodology in which we define a parameterized space of policies and search this space to identify the optimum policy.