title: Teaching agents to learn: from user study to implementation

authors: Maulsby, David

subjects: Machine learning

abstract: Graphical user interfaces have helped center computer use on viewing and editing, rather than on programming. Yet the need for end-user programming continues to grow. Software developers have responded to the demand with a barrage of customizable applications and operating systems. But the learning curve associated with a high level of customizability-even in GUI-based operating systems-often prevents users from easily modifying their software. Ironically, the question has become, "What is the easiest way for end users to program?" Perhaps the best way to customize a program, given current interface and software design, is for users to annotate tasks-verbally or via the keyboard-as they are executing them. Experiments have shown that users can "teach" a computer most easily by demonstrating a desired behavior. But the teaching approach raises new questions about how the system, as a learning machine, will correlate, generalize, and disambiguate a user's instructions.
 To understand how best to create a system that can learn, the authors conducted an experiment in which users attempt to train an intelligent agent to edit a bibliography. Armed with the results of these experiments, the authors implemented an interactive machine learning system, which they call Configurable Instructible Machine Architecture. Designed to acquire behavior concepts from few examples, Cima keeps users informed and allows them to influence the course of learning. Programming by demonstration reduces boring, repetitive work. Perhaps the most important lesson the authors learned is the value of involving users in the design process. By testing and critiquing their design ideas, users keep the designers focused on their objective: agents that make computer-based work more productive and more enjoyable.

text: Teaching agents to learn: from user study to implementation Graphical user interfaces have helped center computer use on viewing and editing, rather than on programming. Yet the need for end-user programming continues to grow. Software developers have responded to the demand with a barrage of customizable applications and operating systems. But the learning curve associated with a high level of customizability-even in GUI-based operating systems-often prevents users from easily modifying their software. Ironically, the question has become, "What is the easiest way for end users to program?" Perhaps the best way to customize a program, given current interface and software design, is for users to annotate tasks-verbally or via the keyboard-as they are executing them. Experiments have shown that users can "teach" a computer most easily by demonstrating a desired behavior. But the teaching approach raises new questions about how the system, as a learning machine, will correlate, generalize, and disambiguate a user's instructions.
 To understand how best to create a system that can learn, the authors conducted an experiment in which users attempt to train an intelligent agent to edit a bibliography. Armed with the results of these experiments, the authors implemented an interactive machine learning system, which they call Configurable Instructible Machine Architecture. Designed to acquire behavior concepts from few examples, Cima keeps users informed and allows them to influence the course of learning. Programming by demonstration reduces boring, repetitive work. Perhaps the most important lesson the authors learned is the value of involving users in the design process. By testing and critiquing their design ideas, users keep the designers focused on their objective: agents that make computer-based work more productive and more enjoyable.

year: 1997-11-01

title: Effects of a modified zeolite on P and N processes and fluxes across the lake sediment–water interface using core incubations

authors: Gibbs, Max M.

subjects: internal load

abstract: A new locally produced P-inactivation agent, Z2G1, was tested on sediment cores from Lake Okaro, New Zealand, for phosphorus (P) removal efficacy and any non-target side effects prior to a whole lake trial to manage internal P loading. Z2G1 is a granular product which settles rapidly, and was designed as a sediment capping material. It is a modified zeolite which acts as a carrier for the aluminium (Al)-based P-binding agent. It was found to have a high affinity for P and did not release Al into the water column. Continuous-flow incubation study results showed that a thin layer of Z2G1 (~2 mm) could completely block the release of P from the sediment under aerobic and anoxic conditions, and remove P from the overlying water in contact with the capping layer. The Z2G1 capping layer neither released metals itself nor did it induce the release of metals from the sediments, and the zeolite substrate absorbed arsenic and mercury from the geothermally influenced Lake Okaro sediments. In general, zeolites are strong cation absorbers and the zeolite substrate of Z2G1 absorbed ammoniacal nitrogen, making it the only sediment capping material to actively remove both P and N. There were, however, indications of a suppression effect on microbial denitrification by the Z2G1 capping layer under aerobic conditions. Overall, the Z2G1 sediment capping material is a highly effective P-inactivation agent which might be a useful material for managing internal P loads in eutrophic lakes.

text: Effects of a modified zeolite on P and N processes and fluxes across the lake sediment–water interface using core incubations A new locally produced P-inactivation agent, Z2G1, was tested on sediment cores from Lake Okaro, New Zealand, for phosphorus (P) removal efficacy and any non-target side effects prior to a whole lake trial to manage internal P loading. Z2G1 is a granular product which settles rapidly, and was designed as a sediment capping material. It is a modified zeolite which acts as a carrier for the aluminium (Al)-based P-binding agent. It was found to have a high affinity for P and did not release Al into the water column. Continuous-flow incubation study results showed that a thin layer of Z2G1 (~2 mm) could completely block the release of P from the sediment under aerobic and anoxic conditions, and remove P from the overlying water in contact with the capping layer. The Z2G1 capping layer neither released metals itself nor did it induce the release of metals from the sediments, and the zeolite substrate absorbed arsenic and mercury from the geothermally influenced Lake Okaro sediments. In general, zeolites are strong cation absorbers and the zeolite substrate of Z2G1 absorbed ammoniacal nitrogen, making it the only sediment capping material to actively remove both P and N. There were, however, indications of a suppression effect on microbial denitrification by the Z2G1 capping layer under aerobic conditions. Overall, the Z2G1 sediment capping material is a highly effective P-inactivation agent which might be a useful material for managing internal P loads in eutrophic lakes.

year: 2011

title: Caught in the cross-fire: the realities of being Māori at a bicultural law school

authors: Papuni-Ball, Makere

abstract: This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

text: Caught in the cross-fire: the realities of being Māori at a bicultural law school This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

year: 1996