MALTS: Matching After Learning to Stretch

We introduce a flexible framework that produces high-quality almost-exact matches for causal inference. Most prior work in matching uses ad-hoc distance metrics, often leading to poor quality matches, particularly when there are irrelevant covariates. In this work, we learn an interpretable distance metric for matching, which leads to substantially higher quality matches. The learned distance metric stretches the covariate space according to each covariate's contribution to outcome prediction: this stretching means that mismatches on important covariates carry a larger penalty than mismatches on irrelevant covariates. Our ability to learn flexible distance metrics leads to matches that are interpretable and useful for the estimation of conditional average treatment effects.Comment: 40 pages, 5 Tables, 12 Figure

Tasks of Philosophy in the Present Age RIAS-Lecture, June 9, 1952

Translators’ Abstract: This is a translation of Hans-Georg Gadamer’s recently discovered 1952 Berlin speech. The speech includes several themes that reappear in Truth and Method, as well as in Gadamer’s later writings such as Reason in the Age of Science. For example, Gadamer criticizes positivism, modern philosophy’s orientation toward positivism, and Enlightenment narratives of progress, while presenting his view of philosophy’s tasks in an age of crisis. In addition, he discusses structural power, instrumental reason, the objectification of nature and human beings, the reduction of both to mere means, and the colonization of scientific-technological ways of knowing and being—all of which continue to impact our social and political lives together and threaten the very existence of every living being. This speech is essential reading for Gadamer scholars interested in the social, political, and ethical dimensions of his thought and for those interested in bringing Gadamer into conversation with critical theor

E-voting in Brazil - the risks to democracy

Literature has shown that countries with strong democratic traditions, such as the United States and Canada, are not yet using electronic voting systems intensively, due to the concern for and emphasis on security. It has revealed that there is no such thing as an error-free computer system, let alone an electronic voting system, and that existing technology does not offer the conditions necessary for a reliable, accurate and secure electronic voting system. In this context, then, what are the risks of e-voting to democracy? In what ways, if at all, can more fragile, less mature democracies be buttressed with e-voting systems? As a key component of e-democracy, it seems that e-voting technologies are to become more secure and increasingly reliable in the near future and will indeed be adopted in many countries. In what ways, if at all, will the introduction of such systems increase voter confidence in the political system, promote citizen engagement in political life, and nurture the evolution of democracy? If both e-voting and edemocracy are emerging based on popular demand - that is, as a demand-driven alternative to current processes, then there is no doubt that they are likely to enhance and improve the efficiency of traditional democracy. However, if e-voting technology is being introduced based on a supply-driven fashion - the technology exists therefore it should and must be implemented - then the implications for democracy should be considered. Brazil's introduction of e-voting offers a cautionary tale of supply-driven technological implication. The purpose of this paper is to demonstrate how the introduction of e-voting in Brazil is highly risky to democracy due to the lack of emphasis on security and the lack of a sociallyinformed and socially driven approach to technological innovation. The Brazilian example illustrates the democratic implications of a market-driven approach. The lack of a technology strategy designed to promote and extend democratic principles is not surprising given the closed door, market-based negotiations that led to the adoption of e-voting in Brazil. The promise, and indeed, the imperative of a democratic, voter-centered approach as an alternative for the development of an electronic voting system, is explored in the paper

Culturally Responsive School Leadership: Exploring the Characteristics for Urban School Leaders

The purpose of this quantitative study was to identify characteristics and establish them as key characteristics that influence leadership behavior for culturally responsive leadership. This identification clarified and attempted to offer a distinction between culturally responsive school leaders and teachers which considered synonymous. This study’s aim was to offer a clear distinction between the roles of culturally responsive teachers versus school leaders. Participants shared their academic experiences through a three round Delphi Method to identify qualities that establish the key characteristics that influence leadership behavior for culturally responsive leadership in the roles of urban school leaders. The participant leaders chosen for this study possessed seven or more years of leadership experience. Additionally, they understood the expectations and challenges of leadership working with populations that reflect cultural diversity among students served within the United States. The findings in this study suggest that each of the participants’ responses were a reflection of their separate and shared views. The fundamental agreement among participants is the fact that there were particular characteristics essential for urban school leader to be successful in culturally diverse situations. Urban school leaders who identify and participate in professional practices that improve learning is communicated could lead to genuine transformation of student outcome and understanding of cultural responsiveness. Finally, readers of this study should be able to see that there are six characteristics that describe culturally responsive leaders. The culturally responsive leader is inclusive, culturally aware, shared leadership, visionary, instructional leadership, and equitable. Lastly, when these conditions are present, culturally responsive leaders have the opportunity to restructure teaching and learning and shape the total community. School leaders are confronted with the needs and perspectives that students from diverse cultural backgrounds bring to the school within urban and suburban communities (Moll, 1992). Educators face challenges assisting children who come from diverse groups and how to navigate school verses home life (Banks, 2001). Culture, cultural competence, and proficiency are essential to understanding school (Bustamante, Nelson, & Onwuegbuzie, 2009). With increasing diversity in schools, innovative approaches are essential for leaders to have culturally responsive characteristics and capacities (Madhlangobe & Gordon, 2012)

The Defeat of the Civil Rights Act of 1990: Wading Through the Rhetoric in Search of Compromise

On October 22, 1990 President Bush vetoed the Civil Rights Act of 1990.2 The Senate failed by one vote to override the veto.\u27 The Act embodied the congressional response to a series of 1989 United States Supreme Court cases decided by a new conservative majority of Justices. Finding that these decisions drastically limit civil rights protections, Congress accordingly introduced the Civil Rights Act of 1990 to restore those protections. Congress then spent almost a year refining the controversial bill to make it palatable to the President and the business community. Despite congressional efforts, the President op- posed several aspects of the bill and, in conjunction with his veto, proposed his own version of the legislation for congressional consideration. Because the bill was couched in civil rights terms, its proponents branded opponents of the bill, including the President, as hostile to civil rights. Unfortunately, the rhetoric that accompanied discussion of the bill in both Congress and the media obscured the complex and technical legal issues addressed in the bill. Despite the veto of the bill in 1990, Congress clearly is not ready to concede defeat. Likewise, the President remains willing to enact a civil rights bill if a compromise can be reached. This Note examines the most controversial issues raised by the defeated legislation and proposes compromise solutions that would increase the probability of agreement in the future. Part II analyzes the dispute over the disparate impact theory of discrimination by tracing the evolution of the doctrine in the courts, which culminated in the controversial Wards Cove Packing Co. v. Atonio decision, and identifying the most divisive issues such as allocation of burdens of proof, the definition of business necessity, and specificity requirements. Part II also outlines the responses of Congress and the President to Wards Cove and proposes a restructuring of disparate impact analysis that would serve the interests of both plaintiffs and employers. Part III examines the problem with equitable remedies under Title VII of the Civil Rights Act of 196413 (Title VII) and the solutions pro- posed by Congress and the President. Part III also discusses the applicability of section 1981 of Title 42 of the United States Code to employment discrimination cases, describes its emasculation by the Supreme Court in Patterson v. McLean Credit Union, and analyzes the attempts of Congress and the President to overturn Patterson. Part III then proposes a partial solution to resolve the debate over Title VII remedies. Part IV addresses the controversy over consent decrees and the impermissible collateral attack doctrine. Part IV focuses on the demise of the collateral attack doctrine in Martin v. Wilks and the response of Congress and the President to Wilks. Part IV then proposes an alternative solution. Finally, Part V addresses the controversy over the attorney\u27s fee provisions in the Act. The controversy concerns both waiver of attorney\u27s fees in settlement agreements and third-party liability for plaintiffs\u27 fees when the third party challenges a judgment or order. This Note concludes that although Congress will face formidable obstacles in fashioning a successful compromise bill, it can construct a civil rights bill that all parties will accept by giving weight to important civil rights interests without compromising competing societal concerns

SISTEM PENDUKUNG KEPUTUSAN PELATIHAN KARYAWAN DENGAN METODE PIPRECIA-EDAS

Salah satu sumber daya penting di perusahaan adalah sumber daya manusia, oleh karena ini pengembangan kompetensi sumber daya manusia merupakan salah satu hal yang perlu diperhatikan. Salah satu cara yang digunakan untuk meningkatkan kompetensi karyawan adalah dengan mengikuti pelatihan sesuai dengan bidang pekerjaannya. Dengan jumlah karyawan, bidang pekerjaan dan jenis serta topik pelatihan yang banyak, perusahaan seringkali mengalami kesulitan dalam pemilihannya. Untuk membantu perusahaan dalam proses pemilihan pelatihan dan karyawan sebagai pesertanya maka dirancang sistem pendukung keputusan untuk pemilihan pelatihan dengan menggunakan metode PIPRECIA-EDAS. Pada penelitian ini diambil studi kasus untuk sistem pendukung keputusan untuk proses seleksi peserta pelatihan. Aplikasi pendukung keputusan yang dihasilkan, dapat diakses oleh kepala divisi atau manajer. Kriteria penilaian yang dipilih yaitu nilai presensi, hasil uji skill, skill dan penilaian manajer. Penggabungan metode PIPRECIA- EDAS digunakan untuk membantu manajer dalam mengambil keputusan peserta pelatihan

Differences in Teacher and Student Demographic Characteristics by Middle School Accountability Rating: A Statewide, Multiyear Investigation

In this investigation, the degree to which the percentage of beginning teachers and student ethnicity/race enrollment percentages in Texas middle schools differed between two distinction designations (i.e., Academic Achievement in Reading/English Language Arts and Academic Achievement in Mathematics) was addressed. Data for the 2012-2013 through the 2015-2016 school years were obtained from the Texas Academic Performance Reports. Statistically significant differences were yielded in the percentage of beginning teachers as a function of distinction designation. Higher percentages of beginning teachers were present in middle schools that did not meet the two distinction designations than in schools that did meet the two distinction designations. With respect to student enrollment percentages by ethnicity/race, higher percentages of Asian students and Hispanic students and lower percentages of Black students and White students were present at schools that met the two distinction designation

Is It Easier to Count Communities Than Find Them?

Random graph models with community structure have been studied extensively in the literature. For both the problems of detecting and recovering community structure, an interesting landscape of statistical and computational phase transitions has emerged. A natural unanswered question is: might it be possible to infer properties of the community structure (for instance, the number and sizes of communities) even in situations where actually finding those communities is believed to be computationally hard? We show the answer is no. In particular, we consider certain hypothesis testing problems between models with different community structures, and we show (in the low-degree polynomial framework) that testing between two options is as hard as finding the communities. In addition, our methods give the first computational lower bounds for testing between two different "planted" distributions, whereas previous results have considered testing between a planted distribution and an i.i.d. "null" distribution