title: Toward Large-Scale Continuous EDA: A Random Matrix Theory Perspective

authors: Kabán, Ata

subjects: Science & Technology

abstract: Estimations of distribution algorithms (EDAs) are a major branch of evolutionary algorithms (EA) with some unique advantages in principle. They are able to take advantage of correlation structure to drive the search more efficiently, and they are able to provide insights about the structure of the search space. However, model building in high dimensions is extremely challenging, and as a result existing EDAs may become less attractive in large-scale problems because of the associated large computational requirements. 
Large-scale continuous global optimisation is key to many modern-day real-world problems. Scaling up EAs to large-scale problems has become one of the biggest challenges of the field. 
This paper pins down some fundamental roots of the problem and makes a start at developing a new and generic framework to yield effective and efficient EDA-type algorithms for large-scale continuous global optimisation problems. Our concept is to introduce an ensemble of random projections to low dimensions of the set of fittest search points as a basis for developing a new and generic divide-and-conquer methodology. Our ideas are rooted in the theory of random projections developed in theoretical computer science, and in developing and analysing our framework we exploit some recent results in nonasymptotic random matrix theory.
MATLAB code is available from http://www.cs.bham.ac.uk/∼axk/rpm.zip

text: Toward Large-Scale Continuous EDA: A Random Matrix Theory Perspective Estimations of distribution algorithms (EDAs) are a major branch of evolutionary algorithms (EA) with some unique advantages in principle. They are able to take advantage of correlation structure to drive the search more efficiently, and they are able to provide insights about the structure of the search space. However, model building in high dimensions is extremely challenging, and as a result existing EDAs may become less attractive in large-scale problems because of the associated large computational requirements. 
Large-scale continuous global optimisation is key to many modern-day real-world problems. Scaling up EAs to large-scale problems has become one of the biggest challenges of the field. 
This paper pins down some fundamental roots of the problem and makes a start at developing a new and generic framework to yield effective and efficient EDA-type algorithms for large-scale continuous global optimisation problems. Our concept is to introduce an ensemble of random projections to low dimensions of the set of fittest search points as a basis for developing a new and generic divide-and-conquer methodology. Our ideas are rooted in the theory of random projections developed in theoretical computer science, and in developing and analysing our framework we exploit some recent results in nonasymptotic random matrix theory.
MATLAB code is available from http://www.cs.bham.ac.uk/∼axk/rpm.zip

year: 2016

title: The first year of teaching: a grounded theory study

authors: Battersby, David

abstract: The objectives of this study were two-fold: to present an indepth and systematic view of the day-to-day experiences of a group of beginning primary school teachers (N=38) during their first year of teaching, and, to derive from this, a theory which would elaborate and clarify the process of socialisation for these teachers. Throughout the 1979 school year, data was collected from this sample of teachers, and from their Principals, Senior Teachers, colleagues and Inspectors, using a selection of case study research techniques (e.g., interviews, diary accounts, questionnaires) in conjunction with a strategy for theory construction known as “grounded theory”. The outcome of using these two approaches in tandem was the development of a low level theory about the socialisation of these beginning teachers grounded in data relating to their day-to-day experiences during the first year of teaching. This grounded theory was comprised of seven major categories: Pupil-Teacher Influences, Parent-Teacher Interaction, The Role of the Principal, Guidance from the Senior Teacher, Associating with Colleagues, Inspectorial Visits, and Management and Organisation Patterns. These seven categories represented the over-riding factors, which were able to be identified, in the process of socialisation for this sample of Year One teachers. Within each of these categories, a set of suggestive, generalisable propositions about the socialising situations and influences which may be experienced by first year primary school teachers was formulated.

The uses and implications of this grounded theory are wide ranging, and in the concluding sections of this report these are discussed. It is suggested, for instance, that the theory may be of use to at least four groups of people: school personnel, such as those who have a direct interest in the welfare of beginning teachers (e.g., Principals, Senior Teachers and Inspectors); beginning teachers and students in training; teacher educators; and, researchers interested in studying first year teachers and the teacher socialisation process. As well, the grounded theory has implications for the professional development of Year One teachers. For example, it is recommended, on the basis of this study, that teacher training institutions should endeavour to increase the level of awareness student teachers have about the first year of teaching, and that provisions should be made for a formalised preservice orientation programme and on-the-job training for first year teachers. Another implication arising from the grounded theory is that little support can be given to the lock-step, input/output models and theories of teacher socialisation which are prevalent in the literature. Finally, in the area of methodology, especially in relation to doing fieldwork in schools and in using the grounded theory strategy, this study has had several pay-offs. In particular, some of the dilemmas and pitfalls associated with data collection, the fieldworker being a participant, the influence of researcher bias in developing theory, and the mechanics of data analysis, have been highlighted.

text: The first year of teaching: a grounded theory study The objectives of this study were two-fold: to present an indepth and systematic view of the day-to-day experiences of a group of beginning primary school teachers (N=38) during their first year of teaching, and, to derive from this, a theory which would elaborate and clarify the process of socialisation for these teachers. Throughout the 1979 school year, data was collected from this sample of teachers, and from their Principals, Senior Teachers, colleagues and Inspectors, using a selection of case study research techniques (e.g., interviews, diary accounts, questionnaires) in conjunction with a strategy for theory construction known as “grounded theory”. The outcome of using these two approaches in tandem was the development of a low level theory about the socialisation of these beginning teachers grounded in data relating to their day-to-day experiences during the first year of teaching. This grounded theory was comprised of seven major categories: Pupil-Teacher Influences, Parent-Teacher Interaction, The Role of the Principal, Guidance from the Senior Teacher, Associating with Colleagues, Inspectorial Visits, and Management and Organisation Patterns. These seven categories represented the over-riding factors, which were able to be identified, in the process of socialisation for this sample of Year One teachers. Within each of these categories, a set of suggestive, generalisable propositions about the socialising situations and influences which may be experienced by first year primary school teachers was formulated.

The uses and implications of this grounded theory are wide ranging, and in the concluding sections of this report these are discussed. It is suggested, for instance, that the theory may be of use to at least four groups of people: school personnel, such as those who have a direct interest in the welfare of beginning teachers (e.g., Principals, Senior Teachers and Inspectors); beginning teachers and students in training; teacher educators; and, researchers interested in studying first year teachers and the teacher socialisation process. As well, the grounded theory has implications for the professional development of Year One teachers. For example, it is recommended, on the basis of this study, that teacher training institutions should endeavour to increase the level of awareness student teachers have about the first year of teaching, and that provisions should be made for a formalised preservice orientation programme and on-the-job training for first year teachers. Another implication arising from the grounded theory is that little support can be given to the lock-step, input/output models and theories of teacher socialisation which are prevalent in the literature. Finally, in the area of methodology, especially in relation to doing fieldwork in schools and in using the grounded theory strategy, this study has had several pay-offs. In particular, some of the dilemmas and pitfalls associated with data collection, the fieldworker being a participant, the influence of researcher bias in developing theory, and the mechanics of data analysis, have been highlighted.

year: 1981

title: 'Making its own history': New Zealand historical fiction for children,1862-2008

authors: Clark, Louise Henriette

subjects: children's literature

abstract: This thesis considers historical fiction for children and young people dealing with New Zealand history from the arrival of the first Polynesian settlers to the end of the nineteenth century.  It provides both a comprehensive survey of historical novels published between 1862 and the end of 2008, and an analysis of the way the same historical events and periods have been depicted in historical novels written at different times.  Individual chapters discuss books set during specific historical periods or dealing with particular events - the pre-European period, early contact, nineteenth century immigration, the New Zealand Wars, the gold rushes, and the colonial period - in chronological order of publication.  Since children's literature is particularly adept at reflecting and promoting the dominant ideas of the society in which it is produced, the chronological consideration of these texts reveals contemporary attitudes to such issues as race relations, gender roles, class, war and conflict, and concepts of national identity, as well as the way historical fiction has responded to societal changes since the 1860s.  

The predominant themes of historical fiction set prior to 1900 are: the arrival of settlers in New Zealand; encounters with the country's indigenous inhabitants; the taming of the often hostile landscape; the assertion of the settlers' claims to 'belong' in their new land; and the establishment of New Zealand as a nation with distinctive characteristics.  There are perceptible nuances and differences in the way these themes are discussed depending on the historical moment in which individual authors are writing.  Novels of the Victorian period and early twentieth century reflect the imperialistic and evangelistic ethos of the time, and present the British settlers' right to colonize the land and the ensuing dispossession of Māori as largely unproblematic.  Subsequent historical novels, particularly those written since the 1960s, offer a more inclusive version of New Zealand history, although the lack of historical fiction for children by Māori writers means that Eurocentric views of history continue to dominate, and that all representations of Māori and their history are mediated through Pakeha writers.

Shifts in social attitudes have resulted in changes in the treatment of Māori in historical novels for children, and similar changes have occurred in the portrayal of gender, class, and ethnicity.  The passage of time has seen increased agency and a wider variety of roles allocated to Māori, female and working class characters, as well as greater ethnic diversity.  Developments in New Zealand historiography are also reflected in fiction, although at times historical fiction prefigures written histories, or provides alternative views by depicting the experience of women, children and Māori, who often did not feature in conventional histories.  While many historical novels for children, especially the earlier texts, are adventure stories set in the past and are not necessarily concerned with historical verisimilitude, an increasing number attempt to present authentic recreations of historical periods, including accounts of actual people and events, based on extensive research, and reinforced with peritextual material in the form of historical notes, bibliographies, maps and photographs.  

The role of New Zealand historical fiction for children and young people has been not only to entertain young readers and inform them about their country's past, but to create and foster a sense of national identity.

text: 'Making its own history': New Zealand historical fiction for children,1862-2008 This thesis considers historical fiction for children and young people dealing with New Zealand history from the arrival of the first Polynesian settlers to the end of the nineteenth century.  It provides both a comprehensive survey of historical novels published between 1862 and the end of 2008, and an analysis of the way the same historical events and periods have been depicted in historical novels written at different times.  Individual chapters discuss books set during specific historical periods or dealing with particular events - the pre-European period, early contact, nineteenth century immigration, the New Zealand Wars, the gold rushes, and the colonial period - in chronological order of publication.  Since children's literature is particularly adept at reflecting and promoting the dominant ideas of the society in which it is produced, the chronological consideration of these texts reveals contemporary attitudes to such issues as race relations, gender roles, class, war and conflict, and concepts of national identity, as well as the way historical fiction has responded to societal changes since the 1860s.  

The predominant themes of historical fiction set prior to 1900 are: the arrival of settlers in New Zealand; encounters with the country's indigenous inhabitants; the taming of the often hostile landscape; the assertion of the settlers' claims to 'belong' in their new land; and the establishment of New Zealand as a nation with distinctive characteristics.  There are perceptible nuances and differences in the way these themes are discussed depending on the historical moment in which individual authors are writing.  Novels of the Victorian period and early twentieth century reflect the imperialistic and evangelistic ethos of the time, and present the British settlers' right to colonize the land and the ensuing dispossession of Māori as largely unproblematic.  Subsequent historical novels, particularly those written since the 1960s, offer a more inclusive version of New Zealand history, although the lack of historical fiction for children by Māori writers means that Eurocentric views of history continue to dominate, and that all representations of Māori and their history are mediated through Pakeha writers.

Shifts in social attitudes have resulted in changes in the treatment of Māori in historical novels for children, and similar changes have occurred in the portrayal of gender, class, and ethnicity.  The passage of time has seen increased agency and a wider variety of roles allocated to Māori, female and working class characters, as well as greater ethnic diversity.  Developments in New Zealand historiography are also reflected in fiction, although at times historical fiction prefigures written histories, or provides alternative views by depicting the experience of women, children and Māori, who often did not feature in conventional histories.  While many historical novels for children, especially the earlier texts, are adventure stories set in the past and are not necessarily concerned with historical verisimilitude, an increasing number attempt to present authentic recreations of historical periods, including accounts of actual people and events, based on extensive research, and reinforced with peritextual material in the form of historical notes, bibliographies, maps and photographs.  

The role of New Zealand historical fiction for children and young people has been not only to entertain young readers and inform them about their country's past, but to create and foster a sense of national identity.

year: 2010