Gov2001 April 2010

gov2001@lists.gking.harvard.edu

35 participants
65 discussions

by nino_malekovic＠hks11.harvard.edu

Hi Maya, This is a response to your clarification for calculation of first differences. When we use setx ( ) and sim ( ) for calculating first differences, we can explicitly set "contact" to a preferred value. Since you mentioned that zelig uses mean (for numerical vars) and median (for categorical vars) as default values on other covariates, I got a bit confused. I guess we do not need to go beyond using setx for anything else but contact. Can you confirm that? Sim ( ) will give us a slightly different value each time we run it, but that's due to the fact that the function calculates simulated first differences. Does that make sense? Do we need to do something more for calculating first differences in 1b. Also, in 1d, you wrote "Simulate first differences in levels of attention to the campaign when going from the lowest to the highest educational category". Do you imply calculating one first difference for two observations where educ is min in one and max in other, or do you in fact imply calculating first differences between all educational levels, moving from the lowest to the highest level in the increment of one level? Your help is appreciated. Nino Malekovic MPA Candidate, Class 2011 Harvard Kennedy School ________________________________________ From: gov2001-l-bounces at lists.fas.harvard.edu [gov2001-l-bounces at lists.fas.harvard.edu] On Behalf Of gov2001-l-request at lists.fas.harvard.edu [gov2001-l-request at lists.fas.harvard.edu] Sent: Wednesday, April 07, 2010 8:00 PM To: gov2001-l at lists.fas.harvard.edu Subject: gov2001-l Digest, Vol 57, Issue 8 Send gov2001-l mailing list submissions to gov2001-l at lists.fas.harvard.edu To subscribe or unsubscribe via the World Wide Web, visit http://lists.fas.harvard.edu/mailman/listinfo/gov2001-l or, via email, send a message with subject or body 'help' to gov2001-l-request at lists.fas.harvard.edu You can reach the person managing the list at gov2001-l-owner at lists.fas.harvard.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of gov2001-l digest..." Today's Topics: 1. Regression variables (Gavinlertvatana, Poj) 2. clarification for first differences (Maya Sen) 3. Re: Regression variables (Iain Osgood) 4. how many leaders, really? (Mark Brewster) 5. Re: how many leaders, really? (Mark Brewster) 6. Re: how many leaders, really? (Maya Sen) ---------------------------------------------------------------------- Message: 1 Date: Wed, 7 Apr 2010 15:36:14 -0400 From: "Gavinlertvatana, Poj" <pgavinlertvatana at hbs.edu> Subject: [gov2001] Regression variables To: Class List for Gov 2001/E-2001 <gov2001-l at lists.fas.harvard.edu> Message-ID: <704295F116B34E47A0DFC59ADF333D31014E49638788 at WINHBSMAIL01.hbs.edu> Content-Type: text/plain; charset="us-ascii" Hi all, I'm test two models in linear regression, and I get this situation: * When I add variable X as a covariate, it is significant. * When I add variable X*Y interaction, X*Y is significant but X becomes insignificant The fit (R-squared) is the equal for both models (c. 0.9). How would I choose one over another? The former is more parsimonious, but the second is just as valid, isn't it? I want to find arguments to choose model 2 over model 1, but can't really find a justification. Best regards, Joseph Joseph Poj Gavinlertvatana Doctoral student, Marketing Harvard Business School Wyss Hall, Soldiers Field, Boston, MA 02163 Ph 617.230.5907 Fx 617.496.4397 Txt/Vm 617.910.0563 Em pgavinlertvatana at hbs.edu

14 years

oprobit?

by anishi＠hsph.harvard.edu

Hi Instead of the outcome name, y, as.factor(y) will work. Please try! Akihiro >>> Meryl Federman 04/06/10 8:52 PM >>> For 1C - using the zelig with just saying "oprobit" instead of regular probit throws "response must be a factor". I've poked around a bit but haven't found the right thing yet... Any thoughts? ~Meryl _______________________________________________ gov2001-l mailing list gov2001-l at lists.fas.harvard.edu http://lists.fas.harvard.edu/mailman/listinfo/gov2001-l

14 years

how many leaders, really?

by healthispolitics＠gmail.com

Hello, The assignment says there are 2228 leaders, but when I unique()-afied them, there are only 1838 left. Should we use unique leaders (1838), or just # observations (2228)? Mark

14 years

Fwd: [gov3009-l] Kane on "Teacher Impacts on Student Achievement"

by msen＠fas.harvard.edu

Hi folks, Thomas Kane, from the GSE, is speaking today at the applied stats workshop on some experimental studies that he's working on. I think it might be particularly interesting to folks in Gov 2001, since we've spent the past week talking about research design and experiments. The talk is today at 12:15 in CGIS 354 (come at noon if you want to get lunch). best, Maya ---------- Forwarded message ---------- From: Matt Blackwell <mblackwell at iq.harvard.edu> Date: Thu, Apr 1, 2010 at 5:33 PM Subject: [gov3009-l] Kane on "Teacher Impacts on Student Achievement" To: gov 3009 <gov3009-l at fas.harvard.edu> Hello, We hope you will join us next Wednesday, April 7th at the Applied Statistics workshop when we will be happy to have Thomas Kane from the Graduate School of Education and currently at the Gates Foundation. Details, abstract and a link to the paper are below. In addition, Thomas asked that I include a link to a contrasting paper that comes to a different conclusion than his own. Part of the talk will be about the reconciliation of these two lines of research. A light lunch will be served. Thanks! "Estimating Teacher Impacts on Student Achievement: An Experimental Approach" Thomas J. Kane Graduate School of Education April 7th, 2010, 12 noon K354 CGIS Knafel (1737 Cambridge St) Abstract: We used a random-assignment experiment in Los Angeles Unified School District to evaluate various ?non-experimental methods for estimating teacher effects on student test scores. ?Having estimated ?teacher effects during a pre-experimental period, we used these estimates to predict student achievement ?following random assignment of teachers to classrooms. While all of the teacher effect estimates we considered were significant predictors of student achievement under random assignment, those that ?controlled for prior student test scores yielded unbiased predictions and those that further controlled ?for mean classroom characteristics yielded the best prediction accuracy. In both the experimental and non-experimental data, we found that teacher effects faded out by roughly 50 percent per year in the two years following teacher assignment. Thomas's paper: http://isites.harvard.edu/fs/docs/icb.topic646669.files/kane%20and%20staige… Rothenstein paper: http://isites.harvard.edu/fs/docs/icb.topic646669.files/rothstein_teacher_e… Cheers, matt. ~~~~~~~~~~~ Matthew Blackwell PhD Candidate Institute for Quantitative Social Science Department of Government Harvard University email: mblackwell at iq.harvard.edu url: http://people.fas.harvard.edu/~blackwel/ _______________________________________________ gov3009-l mailing list gov3009-l at lists.fas.harvard.edu http://lists.fas.harvard.edu/mailman/listinfo/gov3009-l

14 years

clarification for first differences

by msen＠fas.harvard.edu

Hey folks, Just a quick clarification -- on Problems 1(B) and 1(D), you should calculate the first differences with the rest of the covariate values set at their default (which in Zelig is the mean of numerical vars and the median of categorical vars). It's not worded super clearly, so apologies for the confusion. Maya

14 years

oprobit?

by anishi＠hsph.harvard.edu

this is antually so nice for our problem set this time! http://gking.harvard.edu/zelig/docs/static/Zcommands.pdf >>> Meryl Federman 04/06/10 9:09 PM >>> Thanks so much! I shall try! ~Meryl On Apr 6, 2010, at 8:59 PM, Akihiro Nishi wrote: > Hi > > Instead of the outcome name, y, as.factor(y) will work. Please try! > > Akihiro > > >>> Meryl Federman 04/06/10 8:52 PM >>> > For 1C - using the zelig with just saying "oprobit" instead of > regular probit throws "response must be a factor". > > I've poked around a bit but haven't found the right thing yet... > > Any thoughts? > > ~Meryl > _______________________________________________ > gov2001-l mailing list > gov2001-l at lists.fas.harvard.edu > http://lists.fas.harvard.edu/mailman/listinfo/gov2001-l > _______________________________________________ > gov2001-l mailing list > gov2001-l at lists.fas.harvard.edu > http://lists.fas.harvard.edu/mailman/listinfo/gov2001-l

14 years

oprobit?

by federman＠fas.harvard.edu

For 1C - using the zelig with just saying "oprobit" instead of regular probit throws "response must be a factor". I've poked around a bit but haven't found the right thing yet... Any thoughts? ~Meryl

14 years

Silly Q

by federman＠fas.harvard.edu

I'm having trouble loading the RData file - is there something funkier than load that we need to use for it? Did anyone else have trouble loading it? ~Meryl

14 years, 1 month

Fwd: ANES Announcement: Only 30 days left to propose questions

by king＠harvard.edu

in case someone feels like doing a nice survey experiment... Gary --- http://gking.harvard.edu ---------- Forwarded message ---------- From: ANES <anes at electionstudies.org> Date: Mon, Apr 5, 2010 at 4:34 PM Subject: ANES Announcement: Only 30 days left to propose questions To: ANES Mailing List <nesusers at listserver.itd.umich.edu> There are only 30 days left to propose questions for inclusion on the first two waves of The 2010-2012 Evaluations of Government and Society Study. ?Proposals will be accepted until 3:00p.m. EDT, May 5, 2010. The deadline for members of the Online Commons community to comment on proposals will be May 12, 2010. The deadline for revisions to proposals will be end at 3:00p.m. EDT on May 19, 2010. For additional information about how to submit a proposal, please visit: http://www.electionstudies.org/ The following describes the goals of this study and provides greater detail about the opportunity to include questions on it. About The 2010-2012 Evaluations of Government and Society Study The overarching theme of the surveys we propose for the period of 2010-2012 is citizen attitudes about government and society. These Internet surveys represent the most cost-effective way for the ANES user community to gauge political perceptions during one of the most momentous periods in American history. Aside from the historic nature of the current administration and the almost unprecedented economic crisis facing the country, we believe it is imperative that researchers assess attitudes about politics and society in the period leading up to the 2012 national elections. Specifically, we have in mind here attitudes about the performance of the Obama administration on the major issues of the day, evaluations of Congress and the Supreme Court, identification with and attitudes about the major political parties, and levels of interest in and engagement with national politics. This is primarily because these perceptions are unmistakably correlated with both presidential vote choice and levels of political participation. We intend to measure each of these topics at multiple points throughout the two-year period preceding the 2012 elections. However in addition to these subjects, we envision that each of these surveys would explore a particular aspect of these political perceptions. This Study will include five rolling cross-section waves that will allow us the opportunity to pilot new items for possible inclusion on the 2012 time series. By offering multiple opportunities for the user community to place their items on one or more surveys, we will provide the capacity to survey on a diverse set of topics that are relevant to a wide set of research communities. Lastly, the flexibility of these surveys as to both content and timing will allow the ANES to respond promptly to emerging political issues in this volatile period in our country?s history. About the Online Commons The design of the questionnaires for The 2010-2012 Evaluations of government and Society Study will evolve from proposals and comments submitted to the Online Commons (OC). The OC is an online system designed to promote communication among scholars and to yield innovative proposals about the most effective ways to measure electorally-relevant concepts and relationships. The goal of the OC is to improve the quality and scientific value of ANES data collections, to encourage the submission of new ideas, and to make such experiences more beneficial to and enjoyable for investigators. In the last study cycle, more than 700 scholars sent over 200 proposals through the Online Commons. Proposals for the inclusion of questions must include clear theoretical and empirical rationales. All proposals must also clearly state how the questions will increase the value of the respective studies. In particular, proposed questions must have the potential to help scholars understand the causes and/or consequences of turnout or candidate choice. For more information about the criteria that will be used to evaluate proposals, please see http://www.electionstudies.org/studypages/2010_2012EGSS/2010_2012EGSScriter… This opportunity is open to anyone who wants to make a constructive contribution to the development of ANES surveys. Feel free to pass this invitation along to anyone (e.g., your colleagues and students) who you think might be interested. We hope to hear from you.

14 years, 1 month

gov2001-l Digest, Vol 57, Issue 3

by nino_malekovic＠hks11.harvard.edu

Hi everyone, Here is a quick question. When we derive the standard error of MLE analytically, is that just the square root of the inverse of the second derivative of MLE with respect to the parameter, adjusted for N? Any help is appreciated. Nino Malekovic MPA Candidate, Class 2011 Harvard Kennedy School ________________________________________ From: gov2001-l-bounces at lists.fas.harvard.edu [gov2001-l-bounces at lists.fas.harvard.edu] On Behalf Of gov2001-l-request at lists.fas.harvard.edu [gov2001-l-request at lists.fas.harvard.edu] Sent: Saturday, April 03, 2010 12:00 PM To: gov2001-l at lists.fas.harvard.edu Subject: gov2001-l Digest, Vol 57, Issue 3 Send gov2001-l mailing list submissions to gov2001-l at lists.fas.harvard.edu To subscribe or unsubscribe via the World Wide Web, visit http://lists.fas.harvard.edu/mailman/listinfo/gov2001-l or, via email, send a message with subject or body 'help' to gov2001-l-request at lists.fas.harvard.edu You can reach the person managing the list at gov2001-l-owner at lists.fas.harvard.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of gov2001-l digest..." Today's Topics: 1. simulating first differences using Zelig (Viral Gandhi) 2. Re: simulating first differences using Zelig (Ariel Dora Stern) 3. Re: simulating first differences using Zelig (Viral Gandhi) 4. Re: simulating first differences using Zelig (Ariel Dora Stern) ---------------------------------------------------------------------- Message: 1 Date: Fri, 2 Apr 2010 15:47:46 -0400 From: Viral Gandhi <viral_gandhi at hksphd.harvard.edu> Subject: [gov2001] simulating first differences using Zelig To: "Class List for Gov 2001/E-2001" <gov2001-l at lists.fas.harvard.edu> Message-ID: <r2qbbeedc781004021247u4fa216f8l8aa294de18656fba at mail.gmail.com> Content-Type: text/plain; charset="iso-8859-1" Hi, Is there a quick way using Zelig to simulate first differences as a variable is increased multiple times in increments of 1 unit? Viral

14 years, 1 month

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Gov2001 April 2010