title: On calibration of nested dichotomies

authors: Leathart, Tim

subjects: computer science

abstract: Nested dichotomies (NDs) are used as a method of transforming a multiclass classification problem into a series of binary problems. A tree structure is induced that recursively splits the set of classes into subsets, and a binary classification model learns to discriminate between the two subsets of classes at each node. In this paper, we demonstrate that these NDs typically exhibit poor probability calibration, even when the binary base models are well-calibrated. We also show that this problem is exacerbated when the binary models are poorly calibrated. We discuss the effectiveness of different calibration strategies and show that accuracy and log-loss can be significantly improved by calibrating both the internal base models and the full ND structure, especially when the number of classes is high.

text: On calibration of nested dichotomies Nested dichotomies (NDs) are used as a method of transforming a multiclass classification problem into a series of binary problems. A tree structure is induced that recursively splits the set of classes into subsets, and a binary classification model learns to discriminate between the two subsets of classes at each node. In this paper, we demonstrate that these NDs typically exhibit poor probability calibration, even when the binary base models are well-calibrated. We also show that this problem is exacerbated when the binary models are poorly calibrated. We discuss the effectiveness of different calibration strategies and show that accuracy and log-loss can be significantly improved by calibrating both the internal base models and the full ND structure, especially when the number of classes is high.

year: 2019

title: The Role of Indigenous Knowledge in Biodiversity Conservation: Implications for Conservation Education in Papua New Guinea

authors: Tiu, Sangion Appiee

subjects: conservation education

abstract: The research reported in this thesis focussed on exploring existing indigenous environmental knowledge of two indigenous communities in Papua New Guinea and how this knowledge was acquired, interpreted and disseminated to the next generation. The relevance of indigenous environmental knowledge in the promotion of biodiversity conservation efforts was investigated.

This research was conducted within an interpretive paradigm. A naturalistic/ethnographic methodology was used. Data was collected through semi structured interviews and observations. Participants in this case study were representatives of the community and included elders, adults, teachers and students.  

The findings in this study revealed indigenous environmental knowledge as useful for biodiversity conservation and promotes sustainable practices. It showed that indigenous family knowledge is essential for claiming land inheritance and indigenous environmental practices are consistent with sustainable practices and land use. Forest knowledge is found to be useful in identifying and locating resources and that sustainable practices ensured continuity of these resources. The study also identified spiritual knowledge and beliefs as fundamental for developing indigenous worldviews and environmental attitudes and values and that change in resource use may be both beneficial and harmful to biodiversity.
The findings also revealed indigenous education as flexible, holistic and informal in nature and uses mostly oral history through verbal instruction and various non-verbal means. They showed that IE uses a variety of teaching and learning approaches that utilise the environment as a tool and that learning venues provide a realistic learning experience. 
The thesis concludes that IEK promotes biodiversity conservation in many ways and that indigenous education uses situated context to promote realistic learning.  Indigenous environmental knowledge and education could therefore be used in biodiversity conservation education.

text: The Role of Indigenous Knowledge in Biodiversity Conservation: Implications for Conservation Education in Papua New Guinea The research reported in this thesis focussed on exploring existing indigenous environmental knowledge of two indigenous communities in Papua New Guinea and how this knowledge was acquired, interpreted and disseminated to the next generation. The relevance of indigenous environmental knowledge in the promotion of biodiversity conservation efforts was investigated.

This research was conducted within an interpretive paradigm. A naturalistic/ethnographic methodology was used. Data was collected through semi structured interviews and observations. Participants in this case study were representatives of the community and included elders, adults, teachers and students.  

The findings in this study revealed indigenous environmental knowledge as useful for biodiversity conservation and promotes sustainable practices. It showed that indigenous family knowledge is essential for claiming land inheritance and indigenous environmental practices are consistent with sustainable practices and land use. Forest knowledge is found to be useful in identifying and locating resources and that sustainable practices ensured continuity of these resources. The study also identified spiritual knowledge and beliefs as fundamental for developing indigenous worldviews and environmental attitudes and values and that change in resource use may be both beneficial and harmful to biodiversity.
The findings also revealed indigenous education as flexible, holistic and informal in nature and uses mostly oral history through verbal instruction and various non-verbal means. They showed that IE uses a variety of teaching and learning approaches that utilise the environment as a tool and that learning venues provide a realistic learning experience. 
The thesis concludes that IEK promotes biodiversity conservation in many ways and that indigenous education uses situated context to promote realistic learning.  Indigenous environmental knowledge and education could therefore be used in biodiversity conservation education.

year: 2007

title: Maori perspectives of the environment: A review of policy submissions made by iwi to Environment Waikato.

authors: Whangapirita, Laura

subjects: Maori

abstract: As part of our broader brief to gather, summarise, analyse and distribute information held by Environment Waikato on Maori and the environment, we evaluated and summarised those iwi policy submissions made toward the Proposed Waikato Regional Plan (1998). This report refers to values and beliefs sourced from iwi submissions held by Environment Waikato and are presented within a Maori values framework to highlight environmental perspectives of tangata whenua in the Waikato region.

text: Maori perspectives of the environment: A review of policy submissions made by iwi to Environment Waikato. As part of our broader brief to gather, summarise, analyse and distribute information held by Environment Waikato on Maori and the environment, we evaluated and summarised those iwi policy submissions made toward the Proposed Waikato Regional Plan (1998). This report refers to values and beliefs sourced from iwi submissions held by Environment Waikato and are presented within a Maori values framework to highlight environmental perspectives of tangata whenua in the Waikato region.

year: 2003-10