title: Mining data streams using option trees

authors: Holmes, Geoffrey

subjects: computer science

abstract: The data stream model for data mining places harsh restrictions on a learning algorithm. A model must be induced following the briefest interrogation of the data, must use only available memory and must update itself over time within these constraints. Additionally, the model must be able to be used for data mining at any point in time. This paper describes a data stream classification algorithm using an ensemble of option trees. The ensemble of trees is induced by boosting and iteratively combined into a single interpretable model. The algorithm is evaluated using benchmark datasets for accuracy against state-of-the-art algorithms that make use of the entire dataset.

text: Mining data streams using option trees The data stream model for data mining places harsh restrictions on a learning algorithm. A model must be induced following the briefest interrogation of the data, must use only available memory and must update itself over time within these constraints. Additionally, the model must be able to be used for data mining at any point in time. This paper describes a data stream classification algorithm using an ensemble of option trees. The ensemble of trees is induced by boosting and iteratively combined into a single interpretable model. The algorithm is evaluated using benchmark datasets for accuracy against state-of-the-art algorithms that make use of the entire dataset.

year: 2003-09

title: Collaborative research for assessment for learning

authors: Cooper, Beverley

subjects: assessment for learning

abstract: This paper reports on a collaborative research study between three secondary teachers and two university researchers, initiated by the teachers, into the practice and impacts of assessment for learning in science, geography and history classes. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda. The study illustrates the need for a dynamic interconnection between the personal, micro or school-related level and the macro or policy level factors. The findings highlight the importance of external support, shared teacher knowledge and beliefs, professional experimentation, and shared reflection on student responses to classroom innovations.

text: Collaborative research for assessment for learning This paper reports on a collaborative research study between three secondary teachers and two university researchers, initiated by the teachers, into the practice and impacts of assessment for learning in science, geography and history classes. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda. The study illustrates the need for a dynamic interconnection between the personal, micro or school-related level and the macro or policy level factors. The findings highlight the importance of external support, shared teacher knowledge and beliefs, professional experimentation, and shared reflection on student responses to classroom innovations.

year: 2009

title: Indigenous fertility in Aotearoa New Zealand: How does ethnic identity affect birth spacing and timing?

authors: Rarere, Moana

abstract: The survival of Indigenous peoples in the CANZUS states of Canada, Australia, Aotearoa New Zealand, and the United States is nothing short of remarkable. Not only have Indigenous peoples thwarted colonial tropes of the vanishing native but, for decades, Indigenous population growth rates have significantly outpaced those of the dominant settler populations. The future survival of Indigenous peoples fundamentally rests on continued natural increase, and understanding the causes and consequences of fertility behaviour is critical. While total fertility rates for Indigenous women in CANZUS countries are relatively low, childbearing tends to be concentrated at younger ages in contrast to the dominant white populations. The fertility transitions of both settler and Indigenous populations in the CANZUS states are well documented, however, a significant gap remains: how cultural factors shape contemporary Indigenous fertility behaviours. Using Aotearoa as a case study, we explore the relationship between Māori cultural identity, birth timing, and the duration of birth intervals. We use the 1995 New Zealand Women: Family, Employment and Education survey data to further test the impact of cultural identity on birth transition rates using the piecewise exponential model and Kaplan-Meier estimates. We find that women who identify Mainly Māori (exclusively or primarily) are at greater risk of bearing much earlier to first birth but not necessarily subsequent births. However, because of the earlier start, Māori have a longer reproductive window to bear more children, and at higher birth orders still bear earlier than non-Māori. The empirical evidence strengthens our case to suggest that cultural orientation has some influence on Indigenous fertility and contributes to the development of Indigenous-centred theories of fertility and demography more broadly.

text: Indigenous fertility in Aotearoa New Zealand: How does ethnic identity affect birth spacing and timing? The survival of Indigenous peoples in the CANZUS states of Canada, Australia, Aotearoa New Zealand, and the United States is nothing short of remarkable. Not only have Indigenous peoples thwarted colonial tropes of the vanishing native but, for decades, Indigenous population growth rates have significantly outpaced those of the dominant settler populations. The future survival of Indigenous peoples fundamentally rests on continued natural increase, and understanding the causes and consequences of fertility behaviour is critical. While total fertility rates for Indigenous women in CANZUS countries are relatively low, childbearing tends to be concentrated at younger ages in contrast to the dominant white populations. The fertility transitions of both settler and Indigenous populations in the CANZUS states are well documented, however, a significant gap remains: how cultural factors shape contemporary Indigenous fertility behaviours. Using Aotearoa as a case study, we explore the relationship between Māori cultural identity, birth timing, and the duration of birth intervals. We use the 1995 New Zealand Women: Family, Employment and Education survey data to further test the impact of cultural identity on birth transition rates using the piecewise exponential model and Kaplan-Meier estimates. We find that women who identify Mainly Māori (exclusively or primarily) are at greater risk of bearing much earlier to first birth but not necessarily subsequent births. However, because of the earlier start, Māori have a longer reproductive window to bear more children, and at higher birth orders still bear earlier than non-Māori. The empirical evidence strengthens our case to suggest that cultural orientation has some influence on Indigenous fertility and contributes to the development of Indigenous-centred theories of fertility and demography more broadly.

year: 2023