Free Lunch for Optimisation under the Universal Distribution

Function optimisation is a major challenge in computer science. The No Free Lunch theorems state that if all functions with the same histogram are assumed to be equally probable then no algorithm outperforms any other in expectation. We argue against the uniform assumption and suggest a universal prior exists for which there is a free lunch, but where no particular class of functions is favoured over another. We also prove upper and lower bounds on the size of the free lunch

Staff Development and Student Achievement: Making the Connection in Georgia Schools

The purpose of this study is to examine the connection between staff development and student achievement and to develop a base of knowledge for improving staff development in Georgia. Since 1985, the state has appropriated funds for staff development under the Quality Basic Education Act, one of the most comprehensive statewide initiatives for school improvement in the United States. In fiscal year 1998, Georgia appropriated over $35 million for staff development in schools and school districts. The Georgia Department of Education has collected information about uses of resources, levels of participation, and accomplishments of effectiveness of staff development in Georgia schools have not been conducted. Indeed, evaluations of staff development programs at a state level are rare. This study provides information to policy makers about whether or not state staff development funds are used in such a way as to have an impact on student achievement. The study also provides information that can be used to help schools maximize the effectiveness of their staff development efforts.While staff development can be defined in a number of ways, for this study we used the following definition: An organized learning opportunity for teachers to acquire knowledge and skills to help them become more effective teachers. Staff development activities may consist of activities such as a single workshop, a conference, a workshop series, summer institutes, college coursework, or organized peer coaching and study group sessions. A staff development activity may be sponsored by many entities including a school, the school district, Regional Education Service Agencies, state agencies, teacher academies, colleges, or professional networks and organizations.In this study we ask the question, "Do differences in the ways schools and school districts provide staff development for their teachers account for some of the variation in student achievement across Georgia schools?" The general strategy for the investigation was to select a sample of higher and lower achieving schools across a full range of socio-economic status, to gather data on staff development in these schools, and to test the extent to which the characteristics of staff development varied in the two groups of schools. Sixty schools in 35 districts participated in the study. At each school, we interviewed school administrators, conducted a focus group discussion with six to ten teachers, and surveyed teachers in the school (1,150 teachers responded). At the district office, we interviewed the staff development coordinator, personnel director, and finance director to determine the context in which staff development occurred at the schools

Decompositions of Grammar Constraints

A wide range of constraints can be compactly specified using automata or formal languages. In a sequence of recent papers, we have shown that an effective means to reason with such specifications is to decompose them into primitive constraints. We can then, for instance, use state of the art SAT solvers and profit from their advanced features like fast unit propagation, clause learning, and conflict-based search heuristics. This approach holds promise for solving combinatorial problems in scheduling, rostering, and configuration, as well as problems in more diverse areas like bioinformatics, software testing and natural language processing. In addition, decomposition may be an effective method to propagate other global constraints.Comment: Proceedings of the Twenty-Third AAAI Conference on Artificial Intelligenc

The Three Essentials: Improving Schools Requires District Vision, District and State Support, and Principal Leadership

Identifies seven strategies and charts steps for schools, districts, and state government to help secondary school principals succeed, including investing in professional learning and ensuring the effective use of high-quality student achievement data

Impossibility Results in AI: A Survey

An impossibility theorem demonstrates that a particular problem or set of problems cannot be solved as described in the claim. Such theorems put limits on what is possible to do concerning artificial intelligence, especially the super-intelligent one. As such, these results serve as guidelines, reminders, and warnings to AI safety, AI policy, and governance researchers. These might enable solutions to some long-standing questions in the form of formalizing theories in the framework of constraint satisfaction without committing to one option. In this paper, we have categorized impossibility theorems applicable to the domain of AI into five categories: deduction, indistinguishability, induction, tradeoffs, and intractability. We found that certain theorems are too specific or have implicit assumptions that limit application. Also, we added a new result (theorem) about the unfairness of explainability, the first explainability-related result in the induction category. We concluded that deductive impossibilities deny 100%-guarantees for security. In the end, we give some ideas that hold potential in explainability, controllability, value alignment, ethics, and group decision-making. They can be deepened by further investigation

A survey of the current personnel practices of small business

Thesis (M.B.A.)—Boston Universit

MANNA FROM HEAVEN: THE EXUBERANCE OF FOOD AS A TOPIC FOR RESEARCH IN MANAGEMENT AND ORGANIZATION

Organizations have, in the past, often been discussed as if they were Cartesian mentalities, planning agendas, learning from doing, processing information, reducing equivocality, mimicking and copying, floating disembodiedly apart from the actors who work in these organizations. We are offered representations of organizations as organically grounded metaphors that minimize the biological facticity of employees: namely, their need for food. While the inputs to organizations conceived as if they were quasi-systems are well explored, and the emotional and ‘irrational’ side of organizations is increasingly explored, the necessity of inputs to the biological systems that staff them is not. Nonetheless, despite the lack of explicit scholarly attention to food at work, its importance guarantees its hidden presence in the organizational literature, often in the context of more “serious” themes. We identify four approaches to the relationship between food, work and organization. For dessert, we propose a research menu that aims to uncover several possibilities for making the role of food in organizational life more explicit.

AN ANALYSIS OF EARLY CAREER PRINCIPALS' EXPERIENCE WITH INDUCTION PROGRAMS AND JOB SATISFACTION.

In recent years there has been a greater emphasis on support, guidance and orientation programs for early career teachers, referred to as induction programs. Though on a smaller scale, similar induction programs have been implemented for early career principals as well. This study provides information on whether such programs have a positive impact on the satisfaction levels of early career principals. The emphasis is placed on mentoring programs but also features several types of induction components including university programs, collaboration, research projects, networking and attendance/presentations at workshops and conferences. The data used in the analysis are from the nationally representative 2003-2004 Schools and Staffing Survey, conducted by the National Center for Education Statistics. Findings show a high correlation between satisfaction levels of early career principals and the poverty levels and urbanicity (urban, suburban or rural) of school districts. More specifically, the study finds that principals in high poverty schools are more likely to be satisfied with their jobs if they took part in specific components of induction programs, namely participating in a network of principals and/or provided a mentor. Considering the high attrition rate of principals in the United States, this research is significant in identifying possible relationships in job satisfaction and induction programs. Recent literature provided by the Kansas State Department of Education estimated that nearly 50% of the current principals in Kansas will be eligible for retirement within the next 5 years

Assessment Report 2012 Gildan Activewear, Haiti AA0000000034

This document is part of a digital collection provided by the Martin P. Catherwood Library, ILR School, Cornell University, pertaining to the effects of globalization on the workplace worldwide. Special emphasis is placed on labor rights, working conditions, labor market changes, and union organizing.FLA_2012_Gildan_AR_Haiti_AA0000000034.pdf: 59 downloads, before Oct. 1, 2020