title: Interactive machine learning–letting users build classifiers

authors: Ware, Malcolm

subjects: computer science

abstract: According to standard procedure, building a classifier is a fully automated process that follows data preparation 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 modeling stage–so 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 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 favor standard machine learning techniques. The future challenge is to achieve a symbiosis between human user and machine learning algorithm.

text: Interactive machine learning–letting users build classifiers According to standard procedure, building a classifier is a fully automated process that follows data preparation 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 modeling stage–so 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 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 favor standard machine learning techniques. The future challenge is to achieve a symbiosis between human user and machine learning algorithm.

year: 2000-03

title: The Importance of Failing Well: An Exploration of the Relationship between Resilience and Academic Achievement

authors: King, Lance G.

subjects: resilience

abstract: Across any group of gifted students in any school there will always be a range of academic and other achievements. It is when these achievements are compared with measures of potential and the expectations of teachers and parents that a gifted child can sometimes be declared an underachiever. The 37 gifted students taking part in this study ranged in academic achievement from high achievers to underachievers. In part one of the study a questionnaire approach was used to measure their locus of control (LOC) and learned helplessness (LH) orientations and their tendency towards resilience or vulnerability. These students were also assessed as to their choice of performance or learning goals; effort or ability attributions for success; and the fixed or flexible nature of intelligence. The results of these investigations were then compared with the expectations of their teachers and their academic performance in recent examinations. None of the factors were found to yield consistent correlation with either expectations or academic achievements. Both high achievers and underachievers were found at all measures of all variables. In part two, a phenomenographic enquiry was undertaken by interview, to investigate the students' reactions to the twin phenomena of success and failure. LOC, LH and resilience/vulnerability were controlled for in this part of the study and the sample group chosen for interview (10 students) included both high achievers and underachievers. Analysis of the interview transcripts revealed one characteristic which consistently differentiated between the underachievers and the high achievers. This was the reaction to failure. Consistently across the sample, irrespective of their LOC, LH and resilience orientations, the students achieving at the highest level were found to display an efficacious, learn-from-mistakes attitude to failure and the underachieving students displayed unhelpful reactions to failure ranging from denial to avoidance to helplessness. The terms failing well and failing badly were used to describe these two clusters of reactions. Learning to fail well, is proposed as one mechanism to help gifted underachievers improve their academic performance. This study adds to existing understandings in that its findings are contrary to much published literature and its conclusions appears to provide a new perspective on the characteristics of the gifted underachiever.

text: The Importance of Failing Well: An Exploration of the Relationship between Resilience and Academic Achievement Across any group of gifted students in any school there will always be a range of academic and other achievements. It is when these achievements are compared with measures of potential and the expectations of teachers and parents that a gifted child can sometimes be declared an underachiever. The 37 gifted students taking part in this study ranged in academic achievement from high achievers to underachievers. In part one of the study a questionnaire approach was used to measure their locus of control (LOC) and learned helplessness (LH) orientations and their tendency towards resilience or vulnerability. These students were also assessed as to their choice of performance or learning goals; effort or ability attributions for success; and the fixed or flexible nature of intelligence. The results of these investigations were then compared with the expectations of their teachers and their academic performance in recent examinations. None of the factors were found to yield consistent correlation with either expectations or academic achievements. Both high achievers and underachievers were found at all measures of all variables. In part two, a phenomenographic enquiry was undertaken by interview, to investigate the students' reactions to the twin phenomena of success and failure. LOC, LH and resilience/vulnerability were controlled for in this part of the study and the sample group chosen for interview (10 students) included both high achievers and underachievers. Analysis of the interview transcripts revealed one characteristic which consistently differentiated between the underachievers and the high achievers. This was the reaction to failure. Consistently across the sample, irrespective of their LOC, LH and resilience orientations, the students achieving at the highest level were found to display an efficacious, learn-from-mistakes attitude to failure and the underachieving students displayed unhelpful reactions to failure ranging from denial to avoidance to helplessness. The terms failing well and failing badly were used to describe these two clusters of reactions. Learning to fail well, is proposed as one mechanism to help gifted underachievers improve their academic performance. This study adds to existing understandings in that its findings are contrary to much published literature and its conclusions appears to provide a new perspective on the characteristics of the gifted underachiever.

year: 2009

title: Adaptation of the safewards model to the New Zealand context: A mixed-methods evaluative study

authors: Knauf, Sarah

subjects: inpatient

abstract: Background: Mental health inpatient units can provide a sanctuary for people to recover from mental illness. However, research has shown these units to be sites of conflict, in an environment that service users do not experience as therapeutic. To support a therapeutic environment, the safety and wellbeing of service users and staff need protection through reduced conflict and containment rates. Conflict can be physical or verbal aggression, self-harm, suicide attempt, absconding, substance misuse and medication refusal. Containment involves methods used to control conflict, including administration of sedative medication, coerced intramuscular medication, increased level of observation, restraint and seclusion. The Safewards model, originating in the United Kingdom in 2015, proposes 10 interventions to address conflict and containment. These interventions are centred on: therapeutic relationships; person-centeredness; teamwork; and least restrictive care. This research pursued active transformation through codesign of an adapted Safewards model to fit the socio-cultural context of New Zealand.

Objective: This thesis with publication describes the adaptation of the Safewards model to the New Zealand context. Cultural adaptation was critical due to significant health outcome disparities between Māori and non-Māori populations and the disproportionate representation of Māori within mental health services. The research sought to discover what a New Zealand model required, what the perspectives of inpatient tangata whai ora and staff were of the developed model and what changes it made to rates of conflict, containment and the ward atmosphere. Participants: Tangata whai ora and staff from the study setting were recruited to participate in focus groups before and after the implementation of the New Zealand Safewards model. Phase one focus groups included 15 staff and three tangata whai ora. Phase three focus groups included 13 staff and four tangata whai ora.

Methods: This is a mixed-methods evaluative study structured into three distinct phases, using methods of participatory action research. The adapted Safewards model was implemented for 12 months, with a staggered introduction of 11 interventions. Qualitative data were derived from the thematic analysis of focus groups. Quantitative data were from the Patient-Staff Conflict Checklist, Essen Climate Evaluation Schema, Fidelity Checklist and Te Whatu Ora Waikato service data.

Findings: A New Zealand Safewards model must: reflect a Te Ao Māori worldview; align with current practices; adapt Safewards interventions; and gain acceptance. Change management is one process that can reduce barriers to change. The adapted Safewards model reduced conflict, increased patient cohesion and improved the sense of safety perceived from staff and tangata whai ora in the study setting. The outcomes of this study hold the potential to contribute to the formulation and implementation of a New Zealand Safewards model, while also bearing relevance for the international adaptation of Safewards to culturally diverse countries and healthcare systems.

text: Adaptation of the safewards model to the New Zealand context: A mixed-methods evaluative study Background: Mental health inpatient units can provide a sanctuary for people to recover from mental illness. However, research has shown these units to be sites of conflict, in an environment that service users do not experience as therapeutic. To support a therapeutic environment, the safety and wellbeing of service users and staff need protection through reduced conflict and containment rates. Conflict can be physical or verbal aggression, self-harm, suicide attempt, absconding, substance misuse and medication refusal. Containment involves methods used to control conflict, including administration of sedative medication, coerced intramuscular medication, increased level of observation, restraint and seclusion. The Safewards model, originating in the United Kingdom in 2015, proposes 10 interventions to address conflict and containment. These interventions are centred on: therapeutic relationships; person-centeredness; teamwork; and least restrictive care. This research pursued active transformation through codesign of an adapted Safewards model to fit the socio-cultural context of New Zealand.

Objective: This thesis with publication describes the adaptation of the Safewards model to the New Zealand context. Cultural adaptation was critical due to significant health outcome disparities between Māori and non-Māori populations and the disproportionate representation of Māori within mental health services. The research sought to discover what a New Zealand model required, what the perspectives of inpatient tangata whai ora and staff were of the developed model and what changes it made to rates of conflict, containment and the ward atmosphere. Participants: Tangata whai ora and staff from the study setting were recruited to participate in focus groups before and after the implementation of the New Zealand Safewards model. Phase one focus groups included 15 staff and three tangata whai ora. Phase three focus groups included 13 staff and four tangata whai ora.

Methods: This is a mixed-methods evaluative study structured into three distinct phases, using methods of participatory action research. The adapted Safewards model was implemented for 12 months, with a staggered introduction of 11 interventions. Qualitative data were derived from the thematic analysis of focus groups. Quantitative data were from the Patient-Staff Conflict Checklist, Essen Climate Evaluation Schema, Fidelity Checklist and Te Whatu Ora Waikato service data.

Findings: A New Zealand Safewards model must: reflect a Te Ao Māori worldview; align with current practices; adapt Safewards interventions; and gain acceptance. Change management is one process that can reduce barriers to change. The adapted Safewards model reduced conflict, increased patient cohesion and improved the sense of safety perceived from staff and tangata whai ora in the study setting. The outcomes of this study hold the potential to contribute to the formulation and implementation of a New Zealand Safewards model, while also bearing relevance for the international adaptation of Safewards to culturally diverse countries and healthcare systems.

year: 2024