title: Revisiting multiple-instance learning via embedded instance selection

authors: Foulds, James Richard

subjects: computer science

abstract: Multiple-Instance Learning via Embedded Instance Selection (MILES) is a recently proposed multiple-instance (MI) classification algorithm that applies a single-instance base learner to a propositionalized version of MI data. However, the original authors consider only one single-instance base learner for the algorithm — the 1-norm SVM. We present an empirical study investigating the efficacy of alternative base learners for MILES, and compare MILES to other MI algorithms. Our results show that boosted decision stumps can in some cases provide better classification accuracy than the 1-norm SVM as a base learner for MILES. Although MILES provides competitive performance when compared to other MI learners, we identify simpler propositionalization methods that require shorter training times while retaining MILES’ strong classification performance on the datasets we tested.

text: Revisiting multiple-instance learning via embedded instance selection Multiple-Instance Learning via Embedded Instance Selection (MILES) is a recently proposed multiple-instance (MI) classification algorithm that applies a single-instance base learner to a propositionalized version of MI data. However, the original authors consider only one single-instance base learner for the algorithm — the 1-norm SVM. We present an empirical study investigating the efficacy of alternative base learners for MILES, and compare MILES to other MI algorithms. Our results show that boosted decision stumps can in some cases provide better classification accuracy than the 1-norm SVM as a base learner for MILES. Although MILES provides competitive performance when compared to other MI learners, we identify simpler propositionalization methods that require shorter training times while retaining MILES’ strong classification performance on the datasets we tested.

year: 2008

title: Strengths and limitations of early career mentoring schemes: Case Study, the New Zealand Police Field Training Officer programme

authors: Korach, Haydn Clyde

subjects: Field Training Officer

abstract: This study focuses on the Field Training Officer (FTO) programme that the New Zealand Police adopted as an early career mentoring programme in 2003. The purpose of the research was to understand the nature of workplace mentoring and how such mentoring schemes are experienced by the mentor and the mentee. A qualitative approach was used to achieve this purpose which drew on literature, policy, internal review documents and interviews (practice). Specifically, the New Zealand FTO programme was compared to broader mentoring literature, including a comparison is research on early career mentoring in teaching, nursing and policing outside of New Zealand. To gain an understanding of the New Zealand Police FTO programme, three reviews and a range policy documents were thematically analysed alongside three in-depth interviews which were carried out with resigned New Zealand Police members, exploring their experiences as both probationary constables and FTO mentors. This information was used to determine the strengths and limitations or issues with formal early career mentoring systems generally and more specifically in relation to the FTO programme.
Based on the findings from the literature, policy documents and interviews, the central arguments of this research are: 1) that workplace mentoring has benefits but also common implementation problems, including; time management: a) balancing mentoring with normal duties; and b) building a strong relationship between mentor and mentee, selection of the ‘right’ mentor, and lack of access or insufficient training for mentors. 2) The FTO programme is beneficial to the development of both probationary constables and the FTO mentors alike. 3) The reviews and interviews demonstrated the FTO has all the implementation issues identified in the literature demonstrating that some of the issues in the programme are symptomatic of workplace mentoring schemes. 4) That the issue of inconsistent implementation across districts is different and can and should be addressed. 5) That the funding constraints associated with neoliberal influenced policy and practice means that it is likely that some of the issues identified in the FTO programme will continue. 6) The thesis argues that despite the funding constraints it is worthwhile putting aside some resources to ensure effective socialisation of new police officers, including: a clearer career path and/or different forms of recognition for FTOs; develop a centralised position to co-ordinate the recruitment and training of FTOs; increase the amount of training provided.

text: Strengths and limitations of early career mentoring schemes: Case Study, the New Zealand Police Field Training Officer programme This study focuses on the Field Training Officer (FTO) programme that the New Zealand Police adopted as an early career mentoring programme in 2003. The purpose of the research was to understand the nature of workplace mentoring and how such mentoring schemes are experienced by the mentor and the mentee. A qualitative approach was used to achieve this purpose which drew on literature, policy, internal review documents and interviews (practice). Specifically, the New Zealand FTO programme was compared to broader mentoring literature, including a comparison is research on early career mentoring in teaching, nursing and policing outside of New Zealand. To gain an understanding of the New Zealand Police FTO programme, three reviews and a range policy documents were thematically analysed alongside three in-depth interviews which were carried out with resigned New Zealand Police members, exploring their experiences as both probationary constables and FTO mentors. This information was used to determine the strengths and limitations or issues with formal early career mentoring systems generally and more specifically in relation to the FTO programme.
Based on the findings from the literature, policy documents and interviews, the central arguments of this research are: 1) that workplace mentoring has benefits but also common implementation problems, including; time management: a) balancing mentoring with normal duties; and b) building a strong relationship between mentor and mentee, selection of the ‘right’ mentor, and lack of access or insufficient training for mentors. 2) The FTO programme is beneficial to the development of both probationary constables and the FTO mentors alike. 3) The reviews and interviews demonstrated the FTO has all the implementation issues identified in the literature demonstrating that some of the issues in the programme are symptomatic of workplace mentoring schemes. 4) That the issue of inconsistent implementation across districts is different and can and should be addressed. 5) That the funding constraints associated with neoliberal influenced policy and practice means that it is likely that some of the issues identified in the FTO programme will continue. 6) The thesis argues that despite the funding constraints it is worthwhile putting aside some resources to ensure effective socialisation of new police officers, including: a clearer career path and/or different forms of recognition for FTOs; develop a centralised position to co-ordinate the recruitment and training of FTOs; increase the amount of training provided.

year: 2015

title: New stories of identity: Alternatives to suspension and exclusion from school

authors: McMenamin, Donald

subjects: School suspension

abstract: School suspension and exclusion practices are currently under the spotlight. Many schools go to great lengths before employing these disciplinary options. However even in the midst of practices of care for young people, very little attention is paid to the discursive conditions in which exclusion and suspension arise. In this thesis I theorise and research an alternative response to suspension and exclusion. I engage in post-structuralist discursive analysis to propose that young peoples’ actions, including unacceptable behaviours, are not so much evidence of a personality to be fixed, managed or disciplined, as they are the effect of prevailing discourses about how young people ought to act. Calling on narrative therapy practice I then propose that young people’s discursively shaped identity stories and reputations can be re-authored within communities of care. Such re-authoring produces a range of changes including in a young person’s actions at school.
In this study I use case examples from two New Zealand schools to demonstrate how prevailing discourses shape the language and responses of participants at times which may lead to suspension or exclusion from school being considered. I explore how the development of alternative identity stories and reputations for young people can lead to significant changes in young peoples’ actions and those of their teachers at school. To achieve this I analyse interview transcripts and school records concerning a situation which led to a suspension. I highlight the presence and effect of prevailing discourses (discursive analysis), and the way participants’ words intend a desired effect (performative language) and draw on familiar stories to enhance desired effect (intertextuality). In this thesis I offer a critique of rationalist interpretations of young peoples’ actions, and explore alternative discursive and narrative models of interpreting and responding to young peoples’ actions.
My research findings highlight: the effectiveness of discursive awareness and re-authoring as a response to young people at times of suspension and exclusion being considered; the need for on-going support for emerging alternative reputations; the need for cultural safety and awareness in providing a place for Pakeha researchers to work effectively with Māori young people and communities; and the need for discursive and narrative practices to be offered in dialogue with schools’ particular ethical purposes. I argue that the practices I research in this thesis offer a way for schools to further reduce the use of suspensions and exclusions at school.

text: New stories of identity: Alternatives to suspension and exclusion from school School suspension and exclusion practices are currently under the spotlight. Many schools go to great lengths before employing these disciplinary options. However even in the midst of practices of care for young people, very little attention is paid to the discursive conditions in which exclusion and suspension arise. In this thesis I theorise and research an alternative response to suspension and exclusion. I engage in post-structuralist discursive analysis to propose that young peoples’ actions, including unacceptable behaviours, are not so much evidence of a personality to be fixed, managed or disciplined, as they are the effect of prevailing discourses about how young people ought to act. Calling on narrative therapy practice I then propose that young people’s discursively shaped identity stories and reputations can be re-authored within communities of care. Such re-authoring produces a range of changes including in a young person’s actions at school.
In this study I use case examples from two New Zealand schools to demonstrate how prevailing discourses shape the language and responses of participants at times which may lead to suspension or exclusion from school being considered. I explore how the development of alternative identity stories and reputations for young people can lead to significant changes in young peoples’ actions and those of their teachers at school. To achieve this I analyse interview transcripts and school records concerning a situation which led to a suspension. I highlight the presence and effect of prevailing discourses (discursive analysis), and the way participants’ words intend a desired effect (performative language) and draw on familiar stories to enhance desired effect (intertextuality). In this thesis I offer a critique of rationalist interpretations of young peoples’ actions, and explore alternative discursive and narrative models of interpreting and responding to young peoples’ actions.
My research findings highlight: the effectiveness of discursive awareness and re-authoring as a response to young people at times of suspension and exclusion being considered; the need for on-going support for emerging alternative reputations; the need for cultural safety and awareness in providing a place for Pakeha researchers to work effectively with Māori young people and communities; and the need for discursive and narrative practices to be offered in dialogue with schools’ particular ethical purposes. I argue that the practices I research in this thesis offer a way for schools to further reduce the use of suspensions and exclusions at school.

year: 2014