title: Learning Distance Metrics for Multi-Label Classification

authors: Gouk, Henry

subjects: Distance Metric Learning

abstract: Distance metric learning is a well studied problem in the field of machine learning, where it is typically used to improve the accuracy of instance based learning techniques. In this paper we propose a distance metric learning algorithm that is specialised for multi-label classification tasks, rather than the multiclass setting considered by most work in this area. The method trains an embedder that can transform instances into a feature space where squared Euclidean distance provides an estimate of the Jaccard distance between the corresponding label vectors. In addition to a linear Mahalanobis style metric, we also present a nonlinear extension that provides a substantial boost in performance. We show that this technique significantly improves upon current approaches for instance based multi-label classification, and also enables interesting data visualisations.

text: Learning Distance Metrics for Multi-Label Classification Distance metric learning is a well studied problem in the field of machine learning, where it is typically used to improve the accuracy of instance based learning techniques. In this paper we propose a distance metric learning algorithm that is specialised for multi-label classification tasks, rather than the multiclass setting considered by most work in this area. The method trains an embedder that can transform instances into a feature space where squared Euclidean distance provides an estimate of the Jaccard distance between the corresponding label vectors. In addition to a linear Mahalanobis style metric, we also present a nonlinear extension that provides a substantial boost in performance. We show that this technique significantly improves upon current approaches for instance based multi-label classification, and also enables interesting data visualisations.

year: 2016

title: Strengthening responsive and reciprocal relationships in a whānau tangata centre: A summary

authors: Clarkin-Phillips, Jeanette

subjects: New Zealand

abstract: Although the kindergarten teaching team members were excited at being a part of the parent support and development initiative, they were also aware that they would face challenges that would affect their practice. Their commitment to ensuring effective teaching and learning at Taitoko Kindergarten led them to seek evidence-based teaching practices, inside the vision of the parent support and development initiative. Their involvement with this TLRI research project has helped to provide this.
Through action research, the research team has addressed the teachers’ questions associated with (a) the strengthening of relationships (how this has been done so far, and how might it be furthered); (b) changes in practice (what is possible, what appears to be effective); (c) diversity (how a range of “funds of knowledge” (González, Moll, & Amanti, 2005) can be shared and included in curriculum); and (d) documentation (how this can engage families and learners).

text: Strengthening responsive and reciprocal relationships in a whānau tangata centre: A summary Although the kindergarten teaching team members were excited at being a part of the parent support and development initiative, they were also aware that they would face challenges that would affect their practice. Their commitment to ensuring effective teaching and learning at Taitoko Kindergarten led them to seek evidence-based teaching practices, inside the vision of the parent support and development initiative. Their involvement with this TLRI research project has helped to provide this.
Through action research, the research team has addressed the teachers’ questions associated with (a) the strengthening of relationships (how this has been done so far, and how might it be furthered); (b) changes in practice (what is possible, what appears to be effective); (c) diversity (how a range of “funds of knowledge” (González, Moll, & Amanti, 2005) can be shared and included in curriculum); and (d) documentation (how this can engage families and learners).

year: 2009

title: Outdoor learning in Aotearoa New Zealand: voices past, present, and future

authors: Cosgriff, Marg

subjects: culture

abstract: Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

text: Outdoor learning in Aotearoa New Zealand: voices past, present, and future Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

year: 2012