CleanML: A Study for Evaluating the Impact of Data Cleaning on ML Classification Tasks

Data quality affects machine learning (ML) model performances, and data scientists spend considerable amount of time on data cleaning before model training. However, to date, there does not exist a rigorous study on how exactly cleaning affects ML -- ML community usually focuses on developing ML algorithms that are robust to some particular noise types of certain distributions, while database (DB) community has been mostly studying the problem of data cleaning alone without considering how data is consumed by downstream ML analytics. We propose a CleanML study that systematically investigates the impact of data cleaning on ML classification tasks. The open-source and extensible CleanML study currently includes 14 real-world datasets with real errors, five common error types, seven different ML models, and multiple cleaning algorithms for each error type (including both commonly used algorithms in practice as well as state-of-the-art solutions in academic literature). We control the randomness in ML experiments using statistical hypothesis testing, and we also control false discovery rate in our experiments using the Benjamini-Yekutieli (BY) procedure. We analyze the results in a systematic way to derive many interesting and nontrivial observations. We also put forward multiple research directions for researchers.Comment: published in ICDE 202

An evaluation of training in business

Includes bibliographical references

Making a Difference in Schools: The Big Brothers Big Sisters School-Based Mentoring Impact Study

School-based mentoring is one of the fastest growing forms of mentoring in the US today; yet, few studies have rigorously examined its impacts. This landmark random assignment impact study of Big Brothers Big Sisters School-Based Mentoring is the first national study of this program model. It involves 10 agencies, 71 schools and 1,139 9- to 16-year-old youth randomly assigned to either a treatment group of program participants or a control group of their non-mentored peers. Surveys were administered to all participating youth, their teachers and mentors in the fall of 2004, spring of 2005 and late fall of 2005.The report describes the programs and their participants and answers several key questions, including: Does school-based mentoring work? What kinds of mentoring experiences help to ensure benefits? How much do these programs cost? Our findings highlight both the strengths of this program model and its current limitations and suggest several recommendations for refining this promising model-recommendations that Big Brothers Big Sisters agencies across the country are already working to implement

Work Organisation and Innovation

[Excerpt] Innovations in work organisation have the potential to optimise production processes in companies and improve employees’ overall experience of work. This report explores the links between innovations in work organisation – under the broader label of high performance work practices (HPWPs) – and the potential benefits for both employees and organisations. It draws on empirical evidence from case studies carried out in 13 Member States of the European Union where workplace innovations have resulted in positive outcomes

National Evaluation of the Capacity Building Programme in English Local Government: Evaluation of the National Programmes: Annex 2: Evaluation of the National Programmes

The report is one of a series of outputs from the national evaluation of the CBP, being undertaken by a team of researchers at the Policy Research Institute (PRI) at Leeds Metropolitan University and the Cities Research Unit at the University of West of England. The Capacity Building Programme for local government was launched in 2003 as a joint Department for Communities and Local Government (DCLG) / Local Government Association (LGA) initiative to support capacity building and improvement activities within local authorities in England. The evaluation of the Capacity Building Programme has been underway since late 2004. A scoping phase was conducted until May 2005, including a short evaluation of the Pilot Programmes. The main phase of the evaluation commenced in September 2005 and encompassed four main phases (see Section 1.3: p10)

Expanding Access and Increasing Student Learning in Post-Primary Education in Developing Countries: A Review of the Evidence

Effective, evidence-based policies on post-primary education are of vital importance as many developing countries start to the see a bulge in secondary and postsecondary enrollment, the product of the achievement of near-universal access to primary school. Finding ways to deliver and promote access to high-quality post-primary education, and to ensure that education is relevant to labor market needs, is one of the great challenges of our times. This must be accomplished in countries where governments face severe budget constraints and many, of not most, parents are too poor to cover the costs out of pocket.International reports such as "A Global Compact on Learning", by the Center for Universal Education at the Brookings Institution, emphasize providing opportunities for post-primary education as a first-tier policy challenge. In addition, there has been considerably less progress in gender parity at the secondary level. Meeting these challenges will require a combination of using existing resources more effectively -- which requires both understanding which inputs are key and which are not -- and a range of innovations that may fundamentally alter the current methods of instruction. To that end, the Abdul Latif Jameel Poverty Action Lab (J-PAL) has launched a Post-Primary Education Initiative intended to promote policy-relevant research on secondary and post-secondary education in developing countries, which together will be referred to as post-primary education. This paper is a first step in that process. It reviews the evidence to date on post-primary education and highlight the gaps in the literature, with a focus on identifying policies that should be given the highest priority for future researchDifferent countries define primary and secondary schooling differently, and in many countries students attend middle schools, upper primary schools, or junior secondary schools before attending secondary school. For the purpose of this review, "post-primary education" includes everything from upper primary, middle, or junior secondary school through tertiary education, as defined by the local context in different countries, including vocational school and other alternative tracks for this age group. In practice, this means that in the research reviewed, the majority of children are in 5th grade (i.e. 10-11 years old) and older.The review is organized as follows. Section II provides some background on postprimary education in the developing world. Section III explains how papers were selected for this review. Section IV presents a conceptual framework for thinking about postprimary education (PPE), including a brief discussion of measuring outcomes. Section V reviews the evidence pertaining to the demand for schooling (the impact of policies that attempt to increase the willingness of households to send their children to school), and Section VI reviews the evidence on the supply of schooling (the impact of policies that change school and teacher characteristics, and more generally how schools are organized). A final section summarizes the findings, highlighting several research gaps that should receive high priority in future research

Aligning operational and corporate goals: a case study in cultivating a whole-of-business approach using a supply chain simulation game

This paper outlines the development and use of an interactive computer-based supply chain game to facilitate the alignment of disconnected operational and corporate goals. A multi-enterprise internal cattle supply chain was simulated targeting the operational property managers and the overall impacts of their decision making on corporate goals A three stage multidisciplinary approach was used. A case study based financial analysis was undertaken across the internal cattle supply chain, a participative action research component (developing the game to simulate the flow of product and associated decisions and financial transactions through the internal supply chain of the company for different operational scenarios using measurable and familiar operational and financial criteria as tracking tools), and a qualitative analysis of organisational learning through player debriefing following playing the game. Evaluation of the managers' learning around the need for a change in general practice to address goal incongruence was positive evidenced by changes in practice and the game regarded by the users as a useful form of organisational training. The game provided property managers with practical insights into the strategic implications of their enterprise level decisions on the internal supply chain and on overall corporate performance. The game is unique and is a tool that can be used to help address an endemic problem across multi-enterprise industries in the agrifood sector in Australia