title: WEKA: a machine learning workbench

authors: Holmes, Geoffrey

subjects: computer science

abstract: Weka is a workbench for machine learning that is intended to aid in the application of machine learning techniques to a variety of real-world problems, in particular, those arising from agricultural and horticultural domains. Unlike other machine learning projects, the emphasis is on providing a working environment for the domain specialist rather than the machine learning expert. Lessons learned include the necessity of providing a wealth of interactive tools for data manipulation, result visualization, database linkage, and cross-validation and comparison of rule sets, to complement the basic machine learning tools.

text: WEKA: a machine learning workbench Weka is a workbench for machine learning that is intended to aid in the application of machine learning techniques to a variety of real-world problems, in particular, those arising from agricultural and horticultural domains. Unlike other machine learning projects, the emphasis is on providing a working environment for the domain specialist rather than the machine learning expert. Lessons learned include the necessity of providing a wealth of interactive tools for data manipulation, result visualization, database linkage, and cross-validation and comparison of rule sets, to complement the basic machine learning tools.

year: 1994-07

title: A robust semantics hides fewer errors

authors: Reeves, Steve

subjects: computer science

abstract: In this paper we explore how formal models are interpreted and to what degree meaning is captured in the formal semantics and to what degree it remains in the informal interpretation of the semantics. By applying a robust approach to the definition of refinement and semantics, favoured by the event-based community, to state-based theory we are able to move some aspects from the informal interpretation into the formal semantics.

text: A robust semantics hides fewer errors In this paper we explore how formal models are interpreted and to what degree meaning is captured in the formal semantics and to what degree it remains in the informal interpretation of the semantics. By applying a robust approach to the definition of refinement and semantics, favoured by the event-based community, to state-based theory we are able to move some aspects from the informal interpretation into the formal semantics.

year: 2009

title: Developing restorative practices in schools: Some reflections

authors: Drewery, Wendy

subjects: Counselling

abstract: The use of disciplinary practices derived from restorative justice have recently been gaining popularity and inciting keen interest in the education community. Practices that have so far been introduced have tended to centre on conferencing, although there is a broadening range of other practices in schools that are being brought under the heading “restorative”. This paper offers some reflections on these developments, building on the experiences of a team at the University of Waikato, which completed two projects on restorative conferencing in schools for the Ministry of Education under the rubric of the Suspension Reduction Initiative, and continues to develop understanding of the practices. The projects included developing and trialling processes for suspension hearings using restorative conferencing and principles from restorative justice. Objectives of both projects were related to the desire to reduce numbers of suspensions and exclusions, particularly of Māori children. We argue that the introduction of restorative practices invites schools into some tectonic shifts in thinking about offending behaviour, about community, and ultimately about the purposes of education.

text: Developing restorative practices in schools: Some reflections The use of disciplinary practices derived from restorative justice have recently been gaining popularity and inciting keen interest in the education community. Practices that have so far been introduced have tended to centre on conferencing, although there is a broadening range of other practices in schools that are being brought under the heading “restorative”. This paper offers some reflections on these developments, building on the experiences of a team at the University of Waikato, which completed two projects on restorative conferencing in schools for the Ministry of Education under the rubric of the Suspension Reduction Initiative, and continues to develop understanding of the practices. The projects included developing and trialling processes for suspension hearings using restorative conferencing and principles from restorative justice. Objectives of both projects were related to the desire to reduce numbers of suspensions and exclusions, particularly of Māori children. We argue that the introduction of restorative practices invites schools into some tectonic shifts in thinking about offending behaviour, about community, and ultimately about the purposes of education.

year: 2005