title: Glycemic-aware metrics and oversampling techniques for predicting blood glucose levels using machine learning.

authors: Mayo, Michael

abstract: Techniques using machine learning for short term blood glucose level prediction in patients with Type 1 Diabetes are investigated. This problem is significant for the development of effective artificial pancreas technology so accurate alerts (e.g. hypoglycemia alarms) and other forecasts can be generated. It is shown that two factors must be considered when selecting the best machine learning technique for blood glucose level regression: (i) the regression model performance metrics being used to select the model, and (ii) the preprocessing techniques required to account for the imbalanced time spent by patients in different portions of the glycemic range. Using standard benchmark data, it is demonstrated that different regression model/preprocessing technique combinations exhibit different accuracies depending on the glycemic subrange under consideration. Therefore technique selection depends on the type of alert required. Specific findings are that a linear Support Vector Regression-based model, trained with normal as well as polynomial features, is best for blood glucose level forecasting in the normal and hyperglycemic ranges while a Multilayer Perceptron trained on oversampled data is ideal for predictions in the hypoglycemic range.

text: Glycemic-aware metrics and oversampling techniques for predicting blood glucose levels using machine learning. Techniques using machine learning for short term blood glucose level prediction in patients with Type 1 Diabetes are investigated. This problem is significant for the development of effective artificial pancreas technology so accurate alerts (e.g. hypoglycemia alarms) and other forecasts can be generated. It is shown that two factors must be considered when selecting the best machine learning technique for blood glucose level regression: (i) the regression model performance metrics being used to select the model, and (ii) the preprocessing techniques required to account for the imbalanced time spent by patients in different portions of the glycemic range. Using standard benchmark data, it is demonstrated that different regression model/preprocessing technique combinations exhibit different accuracies depending on the glycemic subrange under consideration. Therefore technique selection depends on the type of alert required. Specific findings are that a linear Support Vector Regression-based model, trained with normal as well as polynomial features, is best for blood glucose level forecasting in the normal and hyperglycemic ranges while a Multilayer Perceptron trained on oversampled data is ideal for predictions in the hypoglycemic range.

year: 2019

title: Ko e Fungani Mo'onia 'o e Faiako Ma'a Tonga: Understanding the professional attitudes of the valued teachers of Tonga

authors: Tapa'atoutai-Teisina, Sela

subjects: professionalism

abstract: The purpose of this study is to help provide empirically informed insights as to how the Tongan Government teachers’ positive attitudes could be developed and enhanced. In Tonga, the erosion of teacher attitudes, commitment, and professionalism has been recognised (Fua, Manu, Takapautolo, & Taufe’ulungaki, 2007; Matafahi & Fusitu’a, 2009; Taufe’ulungaki, 2012; 2013; Thaman, 1998). This study is an attempt to help address these issues. Within this context, this thesis advocates the need to have an in-depth, and more holistic understanding of Tongan teachers’ professional attitudes: what they are; how they are understood; and how they were formed and strengthened. These are considered initial steps towards informing professional attitudes enhancement activities for Tongan Government school teachers. The findings of this study are an original contribution on the subject of teacher professionalism in terms of teacher professional attitudes, professional attitude formation, and professional attitude strengthening. 
This study has drawn support from various disciplines and theories, which include Evans’ Professionalism Model (2008; 2010; 2011; 2014), Bronfenbrenner’s General Ecological Model (1979; 1994; 1999), and Hermans and his colleagues’ Dialogical Self Theory (Hermans & Gieser, 2012; Hermans & Hermans-Konopka, 2010). These theories act as theoretical bridges and provide lenses for the exploration of Tongan teachers’ professional attitudes. 
This study is both constructivist and constructionist in epistemology, with multiple theoretical perspectives, being interpretive, phenomenological, Pacific, and Tongan. A mixed methods research design complemented by a Kakala Mo’onia Pedagogical Positive Deviance methodological approaches were used to understand the Faiako Ma’a Tonga’s (valued teachers of Tonga) professional attitudes. A presurvey, survey and Talanoa Fungani Mo’onia were the major data collection instruments employed. This study relies mainly on a qualitative data collection to answer the research questions. 
The main findings of the study revealed that the Faiako Ma’a Tonga understood that professional attitudes are life entities intricately linked to teachers’ hearts, they are values and beliefs; good and right behaviours teachers have. Also, professional attitudes have certain features including reflective, persistent, pervasive, transcendental, and positively influential. 
These features signify professional attitudes are partly spiritual in nature. Professional attitude formation and professional attitude strengthening are processes that are context-related, framed by various complex and inter-related factors, centred around teacher selves, and in many cases mediated by individual(s) of certain professional calibre attitudinally. Typically, they are those who consistently dared to be different in positive ways, hence they possess strong, refined, elegant attitudinal qualities that invite attention, admiration, and imagination (Bronfenbrenner, 1999). Approaches yielding positive energy for teachers are typically what needed to strengthen teachers’ professional attitudes. 
The concept of Mo’onia is central in this study, from which other original conceptual framework, models, and research method have been derived including the following: Mo’onia Attitude Conceptual Framework-A Tongan Perspective; Kakala Mo’onia Pedagogical Positive Deviance Research Model; Talanoa Fungani Mo’onia research method, Kupesi Lilo-‘o e- To’onga (KLOT) model, and Fale Ako ‘o e Mo’onia Professional Attitudes Enhancement Model. They are also original contributions of this thesis in terms of theory, research, and practice. Key implications of the study include suggestions for a society-wide approach to effective development and strengthening of teachers’ PA, and a strong moral value and belief-based education is critical if Tonga is to be successful in reclaiming and cultivation of teachers’ professionalism and professional attitudes.

text: Ko e Fungani Mo'onia 'o e Faiako Ma'a Tonga: Understanding the professional attitudes of the valued teachers of Tonga The purpose of this study is to help provide empirically informed insights as to how the Tongan Government teachers’ positive attitudes could be developed and enhanced. In Tonga, the erosion of teacher attitudes, commitment, and professionalism has been recognised (Fua, Manu, Takapautolo, & Taufe’ulungaki, 2007; Matafahi & Fusitu’a, 2009; Taufe’ulungaki, 2012; 2013; Thaman, 1998). This study is an attempt to help address these issues. Within this context, this thesis advocates the need to have an in-depth, and more holistic understanding of Tongan teachers’ professional attitudes: what they are; how they are understood; and how they were formed and strengthened. These are considered initial steps towards informing professional attitudes enhancement activities for Tongan Government school teachers. The findings of this study are an original contribution on the subject of teacher professionalism in terms of teacher professional attitudes, professional attitude formation, and professional attitude strengthening. 
This study has drawn support from various disciplines and theories, which include Evans’ Professionalism Model (2008; 2010; 2011; 2014), Bronfenbrenner’s General Ecological Model (1979; 1994; 1999), and Hermans and his colleagues’ Dialogical Self Theory (Hermans & Gieser, 2012; Hermans & Hermans-Konopka, 2010). These theories act as theoretical bridges and provide lenses for the exploration of Tongan teachers’ professional attitudes. 
This study is both constructivist and constructionist in epistemology, with multiple theoretical perspectives, being interpretive, phenomenological, Pacific, and Tongan. A mixed methods research design complemented by a Kakala Mo’onia Pedagogical Positive Deviance methodological approaches were used to understand the Faiako Ma’a Tonga’s (valued teachers of Tonga) professional attitudes. A presurvey, survey and Talanoa Fungani Mo’onia were the major data collection instruments employed. This study relies mainly on a qualitative data collection to answer the research questions. 
The main findings of the study revealed that the Faiako Ma’a Tonga understood that professional attitudes are life entities intricately linked to teachers’ hearts, they are values and beliefs; good and right behaviours teachers have. Also, professional attitudes have certain features including reflective, persistent, pervasive, transcendental, and positively influential. 
These features signify professional attitudes are partly spiritual in nature. Professional attitude formation and professional attitude strengthening are processes that are context-related, framed by various complex and inter-related factors, centred around teacher selves, and in many cases mediated by individual(s) of certain professional calibre attitudinally. Typically, they are those who consistently dared to be different in positive ways, hence they possess strong, refined, elegant attitudinal qualities that invite attention, admiration, and imagination (Bronfenbrenner, 1999). Approaches yielding positive energy for teachers are typically what needed to strengthen teachers’ professional attitudes. 
The concept of Mo’onia is central in this study, from which other original conceptual framework, models, and research method have been derived including the following: Mo’onia Attitude Conceptual Framework-A Tongan Perspective; Kakala Mo’onia Pedagogical Positive Deviance Research Model; Talanoa Fungani Mo’onia research method, Kupesi Lilo-‘o e- To’onga (KLOT) model, and Fale Ako ‘o e Mo’onia Professional Attitudes Enhancement Model. They are also original contributions of this thesis in terms of theory, research, and practice. Key implications of the study include suggestions for a society-wide approach to effective development and strengthening of teachers’ PA, and a strong moral value and belief-based education is critical if Tonga is to be successful in reclaiming and cultivation of teachers’ professionalism and professional attitudes.

year: 2020

title: Pōwhiri process in mental health research

authors: McClintock, Kahu

subjects: indigenous mental health research

abstract: Within the health research context, indigenous people globally have a commitment to provide their own solutions. Māori, the indigenous people of Aotearoa (New Zealand) value the traditional Pōwhiri process of engagement and participation in mental health research. The practices and protocols within the Pōwhiri process (use in the Doctorate of Philosophy (2010) and Auckland University) are premised on the notion of respect and positive relationships between the tangata whenua (hosts or research participants) and manuwhiri (guests or researchers). This paper briefly describes the Pōwhiri process, which may be a model applicable to research with other indigenous cultures.

text: Pōwhiri process in mental health research Within the health research context, indigenous people globally have a commitment to provide their own solutions. Māori, the indigenous people of Aotearoa (New Zealand) value the traditional Pōwhiri process of engagement and participation in mental health research. The practices and protocols within the Pōwhiri process (use in the Doctorate of Philosophy (2010) and Auckland University) are premised on the notion of respect and positive relationships between the tangata whenua (hosts or research participants) and manuwhiri (guests or researchers). This paper briefly describes the Pōwhiri process, which may be a model applicable to research with other indigenous cultures.

year: 2010