title: A diversity-aware model for majority vote ensemble accuracy

authors: Lim, Nick Jin Sean

subjects: Science & Technology

abstract: Ensemble classifiers are a successful and popular approach for classification, and are frequently found to have better generalization performance than single models in practice. Although it is widely recognized that ‘diversity’ between ensemble members is important in achieving these performance gains, for classification ensembles it is not widely understood which diversity measures are most predictive of ensemble performance, nor how large an ensemble should be for a particular application. In this paper, we explore the predictive power of several common diversity measures and show – with extensive experiments – that contrary to earlier work that finds no clear link between these diversity measures (in isolation) and ensemble accuracy instead by using the ρ diversity measure of Sneath and Sokal as an estimator for the dispersion parameter of a Polya-Eggenberger distribution we can predict, independently of the choice of base classifier family, the accuracy of a majority vote classifier ensemble ridiculously well. We discuss our model and some implications of our findings – such as diversity-aware (non-greedy) pruning of a majority-voting ensemble.

text: A diversity-aware model for majority vote ensemble accuracy Ensemble classifiers are a successful and popular approach for classification, and are frequently found to have better generalization performance than single models in practice. Although it is widely recognized that ‘diversity’ between ensemble members is important in achieving these performance gains, for classification ensembles it is not widely understood which diversity measures are most predictive of ensemble performance, nor how large an ensemble should be for a particular application. In this paper, we explore the predictive power of several common diversity measures and show – with extensive experiments – that contrary to earlier work that finds no clear link between these diversity measures (in isolation) and ensemble accuracy instead by using the ρ diversity measure of Sneath and Sokal as an estimator for the dispersion parameter of a Polya-Eggenberger distribution we can predict, independently of the choice of base classifier family, the accuracy of a majority vote classifier ensemble ridiculously well. We discuss our model and some implications of our findings – such as diversity-aware (non-greedy) pruning of a majority-voting ensemble.

year: 2020

title: Osmotic Dehydration of New Zealand Chestnuts with and without Shell and Pellicle

authors: Pontawe, Reagan Jazmin

abstract: Osmotic dehydration offers an alternative to air-drying for reducing moisture content at ambient temperature. Of four different solutes investigated, 22% (mass basis) sodium chloride (NaCl) and 60% (mass basis) sucrose solutions were the most successful, with each achieving approximately a 10% reduction in wet basis moisture content after 8 h without significant detrimental side effects, although NaCl solutions cause noticeable darkening in the pits on the surface of the chestnuts. The presence of the shell and pellicle did not significantly affect the dehydration rate. Osmotic dehydration by NaCl or sucrose prior to mechanical shell removal produced a small increase in efficiency of the shell removal process.

text: Osmotic Dehydration of New Zealand Chestnuts with and without Shell and Pellicle Osmotic dehydration offers an alternative to air-drying for reducing moisture content at ambient temperature. Of four different solutes investigated, 22% (mass basis) sodium chloride (NaCl) and 60% (mass basis) sucrose solutions were the most successful, with each achieving approximately a 10% reduction in wet basis moisture content after 8 h without significant detrimental side effects, although NaCl solutions cause noticeable darkening in the pits on the surface of the chestnuts. The presence of the shell and pellicle did not significantly affect the dehydration rate. Osmotic dehydration by NaCl or sucrose prior to mechanical shell removal produced a small increase in efficiency of the shell removal process.

year: 2016-01-01

title: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms

authors: St George, Alison

abstract: Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

text: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

year: 1978