title: Semi-supervised learning using Siamese networks

authors: Sahito, Attaullah

subjects: computer science

abstract: Neural networks have been successfully used as classification models yielding state-of-the-art results when trained on a large number of labeled samples. These models, however, are more difficult to train successfully for semi-supervised problems where small amounts of labeled instances are available along with a large number of unlabeled instances. This work explores a new training method for semi-supervised learning that is based on similarity function learning using a Siamese network to obtain a suitable embedding. The learned representations are discriminative in Euclidean space, and hence can be used for labeling unlabeled instances using a nearest-neighbor classifier. Confident predictions of unlabeled instances are used as true labels for retraining the Siamese network on the expanded training set. This process is applied iteratively. We perform an empirical study of this iterative self-training algorithm. For improving unlabeled predictions, local learning with global consistency [22] is also evaluated.

text: Semi-supervised learning using Siamese networks Neural networks have been successfully used as classification models yielding state-of-the-art results when trained on a large number of labeled samples. These models, however, are more difficult to train successfully for semi-supervised problems where small amounts of labeled instances are available along with a large number of unlabeled instances. This work explores a new training method for semi-supervised learning that is based on similarity function learning using a Siamese network to obtain a suitable embedding. The learned representations are discriminative in Euclidean space, and hence can be used for labeling unlabeled instances using a nearest-neighbor classifier. Confident predictions of unlabeled instances are used as true labels for retraining the Siamese network on the expanded training set. This process is applied iteratively. We perform an empirical study of this iterative self-training algorithm. For improving unlabeled predictions, local learning with global consistency [22] is also evaluated.

year: 2019

title: A Pleistocene charcoal drawing or painting from northern Australia

authors: David, Bruno O.

abstract: Although claims are often made that Australia has evidence of some of the oldest rock art in the world and features prominently in rock art studies globally, very little of it is securely dated. Recently the first Pleistocene date for pigment art (painting, drawing, stencil or print) in Arnhem Land was obtained, arguably representing one of the oldest securely dated fragments of buried rock art in Australia (see Aubert 2012 and David et al. 2013a for recent reviews on dating rock art in Australia).

text: A Pleistocene charcoal drawing or painting from northern Australia Although claims are often made that Australia has evidence of some of the oldest rock art in the world and features prominently in rock art studies globally, very little of it is securely dated. Recently the first Pleistocene date for pigment art (painting, drawing, stencil or print) in Arnhem Land was obtained, arguably representing one of the oldest securely dated fragments of buried rock art in Australia (see Aubert 2012 and David et al. 2013a for recent reviews on dating rock art in Australia).

year: 2014

title: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens

authors: Glasgow, Ali

abstract: An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

text: Māori and pacific infant and toddler cultural pedagogy: Reclaiming a cultural lens An Indigenous cultural renaissance emerged in the 1980’s in Aotearoa New Zealand. Communities established early childhood programmes that reflected native spirituality, values, and Indigenous knowledge, with instruction in local, Indigenous languages (Hunkin-Tuiletufuga, 2001). Indigenous communities sought ownership over the education of their children, within a culturally driven framework that focussed on retention of knowledge, language, and cultural identity.
These strong early stages have lost traction, with increasing numbers of Māori and Pacific community services unable to meet the rigorous regulatory criteria, assurance auditing processes, funding restraints, and other considerations that have impacted the numbers of families using these services. Nowadays, a mere percentage of those once in operation remain, with the majority of Māori and Pacific children and their families enrolling in mainstream early childhood education services (Ministry of Education, 2013).
Central to the educational success for Māori and Pacific children is an understanding that they are culturally located and the acknowledgement that effective education must encompass their culture. A cultural discourse gaining prominence reveals the need for culturally sound pedagogical practice for Māori and Pacific communities (Rameka & Glasgow, 2016; Rau & Ritchie, 2011). This trend is gaining impetus in the wider Pacific region (Glasgow, 2012), thus driving a movement for reclaiming and reframing education for Pacific peoples (Sanga, 2012).

year: 2017