Statistics and Causal Inference
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The Practice of Causal Inference in Cancer Epidemiology
Vol. 5. 303-31 1, April 1996 Cancer Epidemiology, Biomarkers & Prevention 303 Review The Practice of Causal Inference in Cancer Epidemiology Douglas L. Weedt and Lester S. Gorelic causes lung cancer (3) and to guide causal inference for occu- Preventive Oncology Branch ID. L. W.l and Comprehensive Minority pational and environmental diseases (4). From 1965 to 1995, Biomedical Program IL. S. 0.1. National Cancer Institute, Bethesda, Maryland many associations have been examined in terms of the central 20892 questions of causal inference. Causal inference is often practiced in review articles and editorials. There, epidemiologists (and others) summarize evi- Abstract dence and consider the issues of causality and public health Causal inference is an important link between the recommendations for specific exposure-cancer associations. practice of cancer epidemiology and effective cancer The purpose of this paper is to take a first step toward system- prevention. Although many papers and epidemiology atically reviewing the practice of causal inference in cancer textbooks have vigorously debated theoretical issues in epidemiology. Techniques used to assess causation and to make causal inference, almost no attention has been paid to the public health recommendations are summarized for two asso- issue of how causal inference is practiced. In this paper, ciations: alcohol and breast cancer, and vasectomy and prostate we review two series of review papers published between cancer. The alcohol and breast cancer association is timely, 1985 and 1994 to find answers to the following questions: controversial, and in the public eye (5). It involves a common which studies and prior review papers were cited, which exposure and a common cancer and has a large body of em- causal criteria were used, and what causal conclusions pirical evidence; over 50 studies and over a dozen reviews have and public health recommendations ensued. -
Statistics and Causal Inference (With Discussion)
Applied Statistics Lecture Notes Kosuke Imai Department of Politics Princeton University February 2, 2008 Making statistical inferences means to learn about what you do not observe, which is called parameters, from what you do observe, which is called data. We learn the basic principles of statistical inference from a perspective of causal inference, which is a popular goal of political science research. Namely, we study statistics by learning how to make causal inferences with statistical methods. 1 Statistical Framework of Causal Inference What do we exactly mean when we say “An event A causes another event B”? Whether explicitly or implicitly, this question is asked and answered all the time in political science research. The most commonly used statistical framework of causality is based on the notion of counterfactuals (see Holland, 1986). That is, we ask the question “What would have happened if an event A were absent (or existent)?” The following example illustrates the fact that some causal questions are more difficult to answer than others. Example 1 (Counterfactual and Causality) Interpret each of the following statements as a causal statement. 1. A politician voted for the education bill because she is a democrat. 2. A politician voted for the education bill because she is liberal. 3. A politician voted for the education bill because she is a woman. In this framework, therefore, the fundamental problem of causal inference is that the coun- terfactual outcomes cannot be observed, and yet any causal inference requires both factual and counterfactual outcomes. This idea is formalized below using the potential outcomes notation. -
Third Year Preceptor Evaluation Form
3rd Year Preceptor Evaluation Please select student’s home campus: Auburn Carolinas Virginia Printed Student Name: Start Date: End Date: Printed Preceptor Name and Degree: Discipline: The below performance ratings are designed to evaluate a student engaged in their 3rd year of clinical rotations which corresponds to their first year of full time clinical training. Unacceptable – performs below the expected standards for the first year of clinical training (OMS3) despite feedback and direction Below expectations – performs below expectations for the first year of clinical training (OMS3). Responds to feedback and direction but still requires maximal supervision, and continual prompting and direction to achieve tasks Meets expectations – performs at the expected level of training (OMS3); able to perform basic tasks with some prompting and direction Above expectations – performs above expectations for their first year of clinical training (OMS3); requires minimal prompting and direction to perform required tasks Exceptional – performs well above peers; able to model tasks for peers or juniors, of medical students at the OMS3 level Place a check in the appropriate column to indicate your rating for the student in that particular area. Clinical skills and Procedure Log Documentation Preceptor has reviewed and discussed the CREDO LOG (Clinical Experience) for this Yes rotation. This is mandatory for passing the rotation for OMS 3. No Area of Evaluation - Communication Question Unacceptable Below Meets Above Exceptional N/A Expectations Expectations Expectations 1. Effectively listen to patients, family, peers, & healthcare team. 2. Demonstrates compassion and respect in patient communications. 3. Effectively collects chief complaint and history. 4. Considers whole patient: social, spiritual & cultural concerns. -
Bayesian Causal Inference
Bayesian Causal Inference Maximilian Kurthen Master’s Thesis Max Planck Institute for Astrophysics Within the Elite Master Program Theoretical and Mathematical Physics Ludwig Maximilian University of Munich Technical University of Munich Supervisor: PD Dr. Torsten Enßlin Munich, September 12, 2018 Abstract In this thesis we address the problem of two-variable causal inference. This task refers to inferring an existing causal relation between two random variables (i.e. X → Y or Y → X ) from purely observational data. We begin by outlining a few basic definitions in the context of causal discovery, following the widely used do-Calculus [Pea00]. We continue by briefly reviewing a number of state-of-the-art methods, including very recent ones such as CGNN [Gou+17] and KCDC [MST18]. The main contribution is the introduction of a novel inference model where we assume a Bayesian hierarchical model, pursuing the strategy of Bayesian model selection. In our model the distribution of the cause variable is given by a Poisson lognormal distribution, which allows to explicitly regard discretization effects. We assume Fourier diagonal covariance operators, where the values on the diagonal are given by power spectra. In the most shallow model these power spectra and the noise variance are fixed hyperparameters. In a deeper inference model we replace the noise variance as a given prior by expanding the inference over the noise variance itself, assuming only a smooth spatial structure of the noise variance. Finally, we make a similar expansion for the power spectra, replacing fixed power spectra as hyperparameters by an inference over those, where again smoothness enforcing priors are assumed. -
Articles Causal Inference in Civil Rights Litigation
VOLUME 122 DECEMBER 2008 NUMBER 2 © 2008 by The Harvard Law Review Association ARTICLES CAUSAL INFERENCE IN CIVIL RIGHTS LITIGATION D. James Greiner TABLE OF CONTENTS I. REGRESSION’S DIFFICULTIES AND THE ABSENCE OF A CAUSAL INFERENCE FRAMEWORK ...................................................540 A. What Is Regression? .........................................................................................................540 B. Problems with Regression: Bias, Ill-Posed Questions, and Specification Issues .....543 1. Bias of the Analyst......................................................................................................544 2. Ill-Posed Questions......................................................................................................544 3. Nature of the Model ...................................................................................................545 4. One Regression, or Two?............................................................................................555 C. The Fundamental Problem: Absence of a Causal Framework ....................................556 II. POTENTIAL OUTCOMES: DEFINING CAUSAL EFFECTS AND BEYOND .................557 A. Primitive Concepts: Treatment, Units, and the Fundamental Problem.....................558 B. Additional Units and the Non-Interference Assumption.............................................560 C. Donating Values: Filling in the Missing Counterfactuals ...........................................562 D. Randomization: Balance in Background Variables ......................................................563 -
The Fire and Smoke Model Evaluation Experiment—A Plan for Integrated, Large Fire–Atmosphere Field Campaigns
atmosphere Review The Fire and Smoke Model Evaluation Experiment—A Plan for Integrated, Large Fire–Atmosphere Field Campaigns Susan Prichard 1,*, N. Sim Larkin 2, Roger Ottmar 2, Nancy H.F. French 3 , Kirk Baker 4, Tim Brown 5, Craig Clements 6 , Matt Dickinson 7, Andrew Hudak 8 , Adam Kochanski 9, Rod Linn 10, Yongqiang Liu 11, Brian Potter 2, William Mell 2 , Danielle Tanzer 3, Shawn Urbanski 12 and Adam Watts 5 1 University of Washington School of Environmental and Forest Sciences, Box 352100, Seattle, WA 98195-2100, USA 2 US Forest Service Pacific Northwest Research Station, Pacific Wildland Fire Sciences Laboratory, Suite 201, Seattle, WA 98103, USA; [email protected] (N.S.L.); [email protected] (R.O.); [email protected] (B.P.); [email protected] (W.M.) 3 Michigan Technological University, 3600 Green Court, Suite 100, Ann Arbor, MI 48105, USA; [email protected] (N.H.F.F.); [email protected] (D.T.) 4 US Environmental Protection Agency, 109 T.W. Alexander Drive, Durham, NC 27709, USA; [email protected] 5 Desert Research Institute, 2215 Raggio Parkway, Reno, NV 89512, USA; [email protected] (T.B.); [email protected] (A.W.) 6 San José State University Department of Meteorology and Climate Science, One Washington Square, San Jose, CA 95192-0104, USA; [email protected] 7 US Forest Service Northern Research Station, 359 Main Rd., Delaware, OH 43015, USA; [email protected] 8 US Forest Service Rocky Mountain Research Station Moscow Forestry Sciences Laboratory, 1221 S Main St., Moscow, ID 83843, USA; [email protected] 9 Department of Atmospheric Sciences, University of Utah, 135 S 1460 East, Salt Lake City, UT 84112-0110, USA; [email protected] 10 Los Alamos National Laboratory, P.O. -
Journals in Assessment, Evaluation, Measurement, Psychometrics and Statistics
Leadership Awards Publications Resources Membership About Journals in Assessment, Evaluation, Measurement, Psychometrics and Statistics Compiled by (mailto:[email protected]) Lihshing Leigh Wang (mailto:[email protected]) , Chair of APA Division 5 Public and International Affairs Committee. Journal Association/ Scope and Aims (Adapted from journals' mission Impact Publisher statements) Factor* American Journal of Evaluation (http://www.sagepub.com/journalsProdDesc.nav? American Explores decisions and challenges related to prodId=Journal201729) Evaluation conceptualizing, designing and conducting 1.16 Association/Sage evaluations. Offers original articles about the methods, theory, ethics, politics, and practice of evaluation. Features broad, multidisciplinary perspectives on issues in evaluation relevant to education, public administration, behavioral sciences, human services, health sciences, sociology, criminology and other disciplines and professional practice fields. The American Statistician (http://amstat.tandfonline.com/loi/tas#.Vk-A2dKrRpg) American Publishes general-interest articles about current 0.98^ Statistical national and international statistical problems and Association programs, interesting and fun articles of a general nature about statistics and its applications, and the teaching of statistics. Applied Measurement in Education (http://www.tandf.co.uk/journals/titles/08957347.asp) Taylor & Francis Because interaction between the domains of 0.33 research and application is critical to the evaluation and improvement of -
Research Designs for Program Evaluations
03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 79 CHAPTER 3 RESEARCH DESIGNS FOR PROGRAM EVALUATIONS Introduction 81 What Is Research Design? 83 The Origins of Experimental Design 84 Why Pay Attention to Experimental Designs? 89 Using Experimental Designs to Evaluate Programs: The Elmira Nurse Home Visitation Program 91 The Elmira Nurse Home Visitation Program 92 Random Assignment Procedures 92 The Findings 93 Policy Implications of the Home Visitation Research Program 94 Establishing Validity in Research Designs 95 Defining and Working With the Four Kinds of Validity 96 Statistical Conclusions Validity 97 Working with Internal Validity 98 Threats to Internal Validity 98 Introducing Quasi-Experimental Designs: The Connecticut Crackdown on Speeding and the Neighborhood Watch Evaluation in York, Pennsylvania 100 79 03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 80 80–●–PROGRAM EVALUATION AND PERFORMANCE MEASUREMENT The Connecticut Crackdown on Speeding 101 The York Neighborhood Watch Program 104 Findings and Conclusions From the Neighborhood Watch Evaluation 105 Construct Validity 109 External Validity 112 Testing the Causal Linkages in Program Logic Models 114 Research Designs and Performance Measurement 118 Summary 120 Discussion Questions 122 References 125 03-McDavid-4724.qxd 5/26/2005 7:16 PM Page 81 Research Designs for Program Evaluations–●–81 INTRODUCTION Over the last 30 years, the field of evaluation has become increasingly diverse in terms of what is viewed as proper methods and practice. During the 1960s and into the 1970s most evaluators would have agreed that a good program evaluation should emulate social science research and, more specifically, methods should come as close to randomized experiments as possible. -
An Outline of Critical Thinking
AN OUTLINE OF CRITICAL THINKING LEVELS OF INQUIRY 1. Information: correct understanding of basic information. 2. Understanding basic ideas: correct understanding of the basic meaning of key ideas. 3. Probing: deeper analysis into ideas, bases, support, implications, looking for complexity. 4. Critiquing: wrestling with tensions, contradictions, suspect support, problematic implications. This leads to further probing and then further critique, & it involves a recognition of the limitations of your own view. 5. Assessment: final evaluation, acknowledging the relative strengths & limitations of all sides. 6. Constructive: an articulation of your own view, recognizing its limits and areas for further inquiry. EMPHASES Issues! Reading: Know the issues an author is responding to. Writing: Animate and organize your paper around issues. Complexity! Reading: assume that there is more to an idea than is immediately obvious; assume that a key term can be used in various ways and clarify the meaning used in the article; assume that there are different possible interpretations of a text, various implications of ideals, and divergent tendencies within a single tradition, etc. Writing: Examine ideas, values, and traditions in their complexity: multiple aspects of the ideas, different possible interpretations of a text, various implications of ideals, different meanings of terms, divergent tendencies within a single tradition, etc. Support! Reading: Highlight the kind and degree of support: evidence, argument, authority Writing: Support your views with evidence, argument, and/or authority Basis! (ideas, definitions, categories, and assumptions) Reading: Highlight the key ideas, terms, categories, and assumptions on which the author is basing his views. Writing: Be aware of the ideas that give rise to your interpretation; be conscious of the definitions you are using for key terms; recognize the categories you are applying; critically examine your own assumptions. -
Causation and Causal Inference in Epidemiology
PUBLIC HEALTH MAnERS Causation and Causal Inference in Epidemiology Kenneth J. Rothman. DrPH. Sander Greenland. MA, MS, DrPH. C Stat fixed. In other words, a cause of a disease Concepts of cause and causal inference are largely self-taught from early learn- ing experiences. A model of causation that describes causes in terms of suffi- event is an event, condition, or characteristic cient causes and their component causes illuminates important principles such that preceded the disease event and without as multicausality, the dependence of the strength of component causes on the which the disease event either would not prevalence of complementary component causes, and interaction between com- have occun-ed at all or would not have oc- ponent causes. curred until some later time. Under this defi- Philosophers agree that causal propositions cannot be proved, and find flaws or nition it may be that no specific event, condi- practical limitations in all philosophies of causal inference. Hence, the role of logic, tion, or characteristic is sufiicient by itself to belief, and observation in evaluating causal propositions is not settled. Causal produce disease. This is not a definition, then, inference in epidemiology is better viewed as an exercise in measurement of an of a complete causal mechanism, but only a effect rather than as a criterion-guided process for deciding whether an effect is pres- component of it. A "sufficient cause," which ent or not. (4m JPub//cHea/f/i. 2005;95:S144-S150. doi:10.2105/AJPH.2004.059204) means a complete causal mechanism, can be defined as a set of minimal conditions and What do we mean by causation? Even among eral. -
Experiments & Observational Studies: Causal Inference in Statistics
Experiments & Observational Studies: Causal Inference in Statistics Paul R. Rosenbaum Department of Statistics University of Pennsylvania Philadelphia, PA 19104-6340 1 My Concept of a ‘Tutorial’ In the computer era, we often receive compressed • files, .zip. Minimize redundancy, minimize storage, at the expense of intelligibility. Sometimes scientific journals seemed to have been • compressed. Tutorial goal is: ‘uncompress’. Make it possible to • read a current article or use current software without going back to dozens of earlier articles. 2 A Causal Question At age 45, Ms. Smith is diagnosed with stage II • breast cancer. Her oncologist discusses with her two possible treat- • ments: (i) lumpectomy alone, or (ii) lumpectomy plus irradiation. They decide on (ii). Ten years later, Ms. Smith is alive and the tumor • has not recurred. Her surgeon, Steve, and her radiologist, Rachael de- • bate. Rachael says: “The irradiation prevented the recur- • rence – without it, the tumor would have recurred.” Steve says: “You can’t know that. It’s a fantasy – • you’re making it up. We’ll never know.” 3 Many Causal Questions Steve and Rachael have this debate all the time. • About Ms. Jones, who had lumpectomy alone. About Ms. Davis, whose tumor recurred after a year. Whenever a patient treated with irradiation remains • disease free, Rachael says: “It was the irradiation.” Steve says: “You can’t know that. It’s a fantasy. We’ll never know.” Rachael says: “Let’s keep score, add ’em up.” Steve • says: “You don’t know what would have happened to Ms. Smith, or Ms. Jones, or Ms Davis – you just made it all up, it’s all fantasy. -
Project Quality Evaluation – an Essential Component of Project Success
Mathematics and Computers in Biology, Business and Acoustics Project Quality Evaluation – An Essential Component of Project Success DUICU SIMONA1, DUMITRASCU ADELA-ELIZA2, LEPADATESCU BADEA2 Descriptive Geometry and Technical Drawing Department1, Manufacturing Engineering Department2, Faculty of Manufacturing Engineering and Industrial Management “Transilvania” University of Braşov 500036 Eroilor Street, No. 29, Brasov ROMANIA [email protected]; [email protected]; [email protected]; Abstract: - In this article are presented aspects, elements and indices regarding project quality management as a potential source of sustainable competitive advantages. The success of a project depends on implementation of the project quality processes: quality planning, quality assurance, quality control and continuous process improvement drive total quality management success. Key-Words: - project management, project quality management, project quality improvement. 1 Introduction negative impact on the possibilities of planning and Project management is the art — because it requires the carrying out project activities); skills, tact and finesse to manage people, and science — • supply chain problems; because it demands an indepth knowledge of an • lack of resources (funds or trained personnel); assortment of technical tools, of managing relatively • organizational inefficiency. short-term efforts, having finite beginning and ending - external factors: points, usually with a specific budget, and with customer • natural factors (natural disasters); specified performance criteria. “Short term” in the • external economic influences (adverse change in context of project duration is dependent on the industry. currency exchange rate used in the project); The longer and more complex a project is, the more it • reaction of people affected by the project; will benefit from the application of project management • implementation of economic or social policy tools.