title: Fast conditional density estimation for quantitative structure-activity relationships

authors: Buchwald, Fabian

subjects: computer science

abstract: Many methods for quantitative structure-activity relationships (QSARs) deliver point estimates only, without quantifying the uncertainty inherent in the prediction. One way to quantify the uncertainy of a QSAR prediction is to predict the conditional density of the activity given the structure instead of a point estimate. If a conditional density estimate is available, it is easy to derive prediction intervals of activities. In this paper, we experimentally evaluate and compare three methods for conditional density estimation for their suitability in QSAR modeling. In contrast to traditional methods for conditional density estimation, they are based on generic machine learning schemes, more specifically, class probability estimators. Our experiments show that a kernel estimator based on class probability estimates from a random forest classifier is highly competitive with Gaussian process regression, while taking only a fraction of the time for training. Therefore, generic machine-learning based methods for conditional density estimation may be a good and fast option for quantifying uncertainty in QSAR modeling.

text: Fast conditional density estimation for quantitative structure-activity relationships Many methods for quantitative structure-activity relationships (QSARs) deliver point estimates only, without quantifying the uncertainty inherent in the prediction. One way to quantify the uncertainy of a QSAR prediction is to predict the conditional density of the activity given the structure instead of a point estimate. If a conditional density estimate is available, it is easy to derive prediction intervals of activities. In this paper, we experimentally evaluate and compare three methods for conditional density estimation for their suitability in QSAR modeling. In contrast to traditional methods for conditional density estimation, they are based on generic machine learning schemes, more specifically, class probability estimators. Our experiments show that a kernel estimator based on class probability estimates from a random forest classifier is highly competitive with Gaussian process regression, while taking only a fraction of the time for training. Therefore, generic machine-learning based methods for conditional density estimation may be a good and fast option for quantifying uncertainty in QSAR modeling.

year: 2010

title: Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school.

authors: Bourke, Tina

subjects: verbal behaviour

abstract: Effective functional communication skills are socially significant behaviours that afford individuals the ability to self-advocate and realise their full range of human rights. The aim of this study was to describe communication skills observed within a New Zealand special education high school routine with three female students (who had previous experience with Augmentative and Alternative Communication (AAC) systems), and the responses provided by staff, within a verbal behaviour framework. In-person naturalistic observations using event-recording procedures were conducted over 18 total hours and 432 total communicative episodes were documented. Communicative episodes were described congruous with Skinner’s (1957) account of verbal operants and rates were calculated. Data related to antecedent conditions that occasioned episodes and students’ use of communication skills including the function and mode of communication were included. Staff responses to student initiations were assessed as being functionally appropriate matches. Overall, students were involved in approximately 25 communicative episodes per hour that were primarily opportunities to respond, with the exception of one student, and one opportunity to initiate was observed during the entire study. Communicative episodes predominantly occurred with adults, and students used vocals or gestures but rarely AAC systems, during episodes that were most often coded with tact or intraverbal functions. Staff presented additional prompts, mostly using aided AAC systems, during the majority of opportunities to respond they presented. Just over half of staff responses to student initiations were assessed as potentially matching the communicative function. A verbal behaviour discussion of key findings and theoretical and educational implications for practice is provided. Strengths and limitations of this study are identified, and future research is suggested.

text: Let me be understood: A behavioural investigation of effective functional communication skills within a New Zealand special education high school. Effective functional communication skills are socially significant behaviours that afford individuals the ability to self-advocate and realise their full range of human rights. The aim of this study was to describe communication skills observed within a New Zealand special education high school routine with three female students (who had previous experience with Augmentative and Alternative Communication (AAC) systems), and the responses provided by staff, within a verbal behaviour framework. In-person naturalistic observations using event-recording procedures were conducted over 18 total hours and 432 total communicative episodes were documented. Communicative episodes were described congruous with Skinner’s (1957) account of verbal operants and rates were calculated. Data related to antecedent conditions that occasioned episodes and students’ use of communication skills including the function and mode of communication were included. Staff responses to student initiations were assessed as being functionally appropriate matches. Overall, students were involved in approximately 25 communicative episodes per hour that were primarily opportunities to respond, with the exception of one student, and one opportunity to initiate was observed during the entire study. Communicative episodes predominantly occurred with adults, and students used vocals or gestures but rarely AAC systems, during episodes that were most often coded with tact or intraverbal functions. Staff presented additional prompts, mostly using aided AAC systems, during the majority of opportunities to respond they presented. Just over half of staff responses to student initiations were assessed as potentially matching the communicative function. A verbal behaviour discussion of key findings and theoretical and educational implications for practice is provided. Strengths and limitations of this study are identified, and future research is suggested.

year: 2020

title: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand

authors: Bishop, Russell

subjects: Effective teaching profile

abstract: The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

text: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

year: 2009