title: Interactive machine learning: letting users build classifiers

authors: Ware, Malcolm

subjects: Science & Technology

abstract: According to standard procedure, building a classifier using machine learning is a fully automated process that follows the preparation of training data by a domain expert. In contrast, interactive machine learning engages users in actually generating the classifier themselves. This offers a natural way of integrating background knowledge into the modelling stage—as long as interactive tools can be designed that support efficient and effective communication. This paper shows that appropriate techniques can empower users to create models that compete with classifiers built by state-of-the-art learning algorithms. It demonstrates that users—even users who are not domain experts—can often construct good classifiers, without any help from a learning algorithm, using a simple two-dimensional visual interface. Experiments on real data demonstrate that, not surprisingly, success hinges on the domain: if a few attributes can support good predictions, users generate accurate classifiers, whereas domains with many high-order attribute interactions favour standard machine learning techniques. We also present an artificial example where domain knowledge allows an “expert user” to create a much more accurate model than automatic learning algorithms. These results indicate that our system has the potential to produce highly accurate classifiers in the hands of a domain expert who has a strong interest in the domain and therefore some insights into how to partition the data. Moreover, small expert-defined models offer the additional advantage that they will generally be more intelligible than those generated by automatic techniques.

text: Interactive machine learning: letting users build classifiers According to standard procedure, building a classifier using machine learning is a fully automated process that follows the preparation of training data by a domain expert. In contrast, interactive machine learning engages users in actually generating the classifier themselves. This offers a natural way of integrating background knowledge into the modelling stage—as long as interactive tools can be designed that support efficient and effective communication. This paper shows that appropriate techniques can empower users to create models that compete with classifiers built by state-of-the-art learning algorithms. It demonstrates that users—even users who are not domain experts—can often construct good classifiers, without any help from a learning algorithm, using a simple two-dimensional visual interface. Experiments on real data demonstrate that, not surprisingly, success hinges on the domain: if a few attributes can support good predictions, users generate accurate classifiers, whereas domains with many high-order attribute interactions favour standard machine learning techniques. We also present an artificial example where domain knowledge allows an “expert user” to create a much more accurate model than automatic learning algorithms. These results indicate that our system has the potential to produce highly accurate classifiers in the hands of a domain expert who has a strong interest in the domain and therefore some insights into how to partition the data. Moreover, small expert-defined models offer the additional advantage that they will generally be more intelligible than those generated by automatic techniques.

year: 2001-09-01

title: Process integration in pulp and paper mills for energy and water reduction - A review

authors: Atkins, Martin John

subjects: Science & Technology

abstract: Process integration (including pinch analysis) is a holistic or systems approach to process design and optimisation, which considers the interactions and interdependences between individual unit operations or process elements. Large reductions in both energy and water use in pulp and paper mills has been demonstrated using process integration techniques. A review of the current process integration techniques for energy and water reduction, with a focus on application to the pulp and paper industry is presented in this paper. The concurrent application of heat integration and water/mass integration analysis is discussed. Particular focus is given to published case studies. The integration of biorefineries into existing mills and the energy and water use implications is also receiving much attention and this development is also reviewed.

text: Process integration in pulp and paper mills for energy and water reduction - A review Process integration (including pinch analysis) is a holistic or systems approach to process design and optimisation, which considers the interactions and interdependences between individual unit operations or process elements. Large reductions in both energy and water use in pulp and paper mills has been demonstrated using process integration techniques. A review of the current process integration techniques for energy and water reduction, with a focus on application to the pulp and paper industry is presented in this paper. The concurrent application of heat integration and water/mass integration analysis is discussed. Particular focus is given to published case studies. The integration of biorefineries into existing mills and the energy and water use implications is also receiving much attention and this development is also reviewed.

year: 2012

title: Building bridges - seeking collaboration with a Maori community

authors: Hohneck, Deborah

subjects: Maori community collaboration

abstract: The context for this thesis is the pressing need to help mainstream schools become more proactive and culturally responsive in how they engage with the whānau of their Māori pupils. 
The thesis examines how the author, a facilitator within the Te Kotahitanga Professional Development project, established a responsive and dialogic relationship with a local Māori community, so that the school could more fully support the educational achievements of its Māori students in mainstream classes. She explored ways to build “educationally powerful connections” with whānau. Initially, there was little interaction with Māori families through the traditional formats that this school was employing. She describes her personal journey of learning to engage with whānau members outside of the school context, and to work collaboratively with them to find more effective solutions.
In the first part of the thesis the author examines literature which helps to understand important differences between Pākehā and Māori ‘World Views’, and the reluctance that many Māori feel to engage with Pākehā institutions. She documents how she and whānau members, working together, identified contexts and cultural processes (tikanga) that enabled this collaborative research project to proceed in a culturally responsive way. 
In the second part of the thesis the author examines the particular culturally-grounded learning events and experiences that she encountered along the way. Concurrently with this identification and reporting of events and experiences, she reflects on how these events and experiences impacted on her professional practice, and on her professional and personal identities. The author also considers what implications her collaborative research journey with Māori colleagues and friends and learning might have for school leaders and whānau members in other schools. 
Throughout the thesis, the author sustains a metaphor of bridge building. This metaphor helps to appreciate how, although starting from quite different cultural locations and positions at either end of the bridge, members of both cultures were able to meet in the middle and find respectful and trusting ways of working together.

text: Building bridges - seeking collaboration with a Maori community The context for this thesis is the pressing need to help mainstream schools become more proactive and culturally responsive in how they engage with the whānau of their Māori pupils. 
The thesis examines how the author, a facilitator within the Te Kotahitanga Professional Development project, established a responsive and dialogic relationship with a local Māori community, so that the school could more fully support the educational achievements of its Māori students in mainstream classes. She explored ways to build “educationally powerful connections” with whānau. Initially, there was little interaction with Māori families through the traditional formats that this school was employing. She describes her personal journey of learning to engage with whānau members outside of the school context, and to work collaboratively with them to find more effective solutions.
In the first part of the thesis the author examines literature which helps to understand important differences between Pākehā and Māori ‘World Views’, and the reluctance that many Māori feel to engage with Pākehā institutions. She documents how she and whānau members, working together, identified contexts and cultural processes (tikanga) that enabled this collaborative research project to proceed in a culturally responsive way. 
In the second part of the thesis the author examines the particular culturally-grounded learning events and experiences that she encountered along the way. Concurrently with this identification and reporting of events and experiences, she reflects on how these events and experiences impacted on her professional practice, and on her professional and personal identities. The author also considers what implications her collaborative research journey with Māori colleagues and friends and learning might have for school leaders and whānau members in other schools. 
Throughout the thesis, the author sustains a metaphor of bridge building. This metaphor helps to appreciate how, although starting from quite different cultural locations and positions at either end of the bridge, members of both cultures were able to meet in the middle and find respectful and trusting ways of working together.

year: 2013