title: Experiments in Predicting Biodegradability

authors: Blockeel, Hendrik

subjects: computer science

abstract: This paper is concerned with the use of AI techniques in ecology. More specifically, we present a novel application of inductive logic programming (ILP) in the area of quantitative structure-activity relationships (QSARs). The activity we want to predict is the biodegradability of chemical compounds in water. In particular, the target variable is the half-life for aerobic aqueous biodegradation. Structural descriptions of chemicals in terms of atoms and bonds are derived from the chemicals' SMILES encodings. The definition of substructures is used as background knowledge. Predicting biodegradability is essentially a regression problem, but we also consider a discretized version of the target variable. We thus employ a number of relational classification and regression methods on the relational representation and compare these to propositional methods applied to different propositionalizations of the problem. We also experiment with a prediction technique that consists of merging upper and lower bound predictions into one prediction. Some conclusions are drawn concerning the applicability of machine learning systems and the merging technique in this domain and the evaluation of hypotheses.

text: Experiments in Predicting Biodegradability This paper is concerned with the use of AI techniques in ecology. More specifically, we present a novel application of inductive logic programming (ILP) in the area of quantitative structure-activity relationships (QSARs). The activity we want to predict is the biodegradability of chemical compounds in water. In particular, the target variable is the half-life for aerobic aqueous biodegradation. Structural descriptions of chemicals in terms of atoms and bonds are derived from the chemicals' SMILES encodings. The definition of substructures is used as background knowledge. Predicting biodegradability is essentially a regression problem, but we also consider a discretized version of the target variable. We thus employ a number of relational classification and regression methods on the relational representation and compare these to propositional methods applied to different propositionalizations of the problem. We also experiment with a prediction technique that consists of merging upper and lower bound predictions into one prediction. Some conclusions are drawn concerning the applicability of machine learning systems and the merging technique in this domain and the evaluation of hypotheses.

year: 2004

title: Trans and non-binary people’s experiences of cancer care in Aotearoa/New Zealand

authors: Brown, Keziah

subjects: Cancer treatment

abstract: Cancer is a severe and life-threatening disease affecting many people and their loved ones. Much is still unknown about cancer as a disease; however, it is known that the care that patients receive can play a vital role in producing better illness outcomes and improving quality of life during treatment. Understanding people’s experiences of cancer care is important for creating better care protocols, understanding barriers to care access, and ensuring patients receive care that meets their needs. This thesis explores the gap in knowledge surrounding trans and non-binary (TNB) people’s experiences of cancer care in Aotearoa/New Zealand. There is limited cancer research internationally regarding TNB communities and cancer, and little-to-no known research has been published specific to Aotearoa/New Zealand. The research question of this study was, what are the cancer care experiences of TNB people in Aotearoa/New Zealand? To understand this question, I undertook an interpretive qualitative study theoretically informed by community psychology. Semi-structured interviews were conducted with three participants who identified as trans or non-binary and had received treatment in Aotearoa/New Zealand within the last ten years. A narrative case study approach was utilised, in order for the complexity and diversity of each participant’s experiences to be recognised. 
It was found that TNB people experience barriers in accessing cancer care and receiving quality cancer care. These barriers are related to wider structural issues resulting from cisgenderism that are reflected within cancer care. Cisgenderism acts to constrain how TNB patients define their own narrative of illness and interrupts the ability to move forward through cancer in ways that are personally meaningful. The study also found that TNB people are not passive in the face of constraint, as the participants each found ways to maintain a sense of agency within their experience of cancer care. There was significant diversity within the participants’ experiences, which was an important finding in-itself. This diversity particularly demonstrated the benefit of a methodological approach that could account for complexity and intersectionality, when seeking to understand TNB people’s experiences of cancer care. Overall, this thesis provides new insight into an underexplored topic and has important implications for TNB cancer patients in Aotearoa/New Zealand.

text: Trans and non-binary people’s experiences of cancer care in Aotearoa/New Zealand Cancer is a severe and life-threatening disease affecting many people and their loved ones. Much is still unknown about cancer as a disease; however, it is known that the care that patients receive can play a vital role in producing better illness outcomes and improving quality of life during treatment. Understanding people’s experiences of cancer care is important for creating better care protocols, understanding barriers to care access, and ensuring patients receive care that meets their needs. This thesis explores the gap in knowledge surrounding trans and non-binary (TNB) people’s experiences of cancer care in Aotearoa/New Zealand. There is limited cancer research internationally regarding TNB communities and cancer, and little-to-no known research has been published specific to Aotearoa/New Zealand. The research question of this study was, what are the cancer care experiences of TNB people in Aotearoa/New Zealand? To understand this question, I undertook an interpretive qualitative study theoretically informed by community psychology. Semi-structured interviews were conducted with three participants who identified as trans or non-binary and had received treatment in Aotearoa/New Zealand within the last ten years. A narrative case study approach was utilised, in order for the complexity and diversity of each participant’s experiences to be recognised. 
It was found that TNB people experience barriers in accessing cancer care and receiving quality cancer care. These barriers are related to wider structural issues resulting from cisgenderism that are reflected within cancer care. Cisgenderism acts to constrain how TNB patients define their own narrative of illness and interrupts the ability to move forward through cancer in ways that are personally meaningful. The study also found that TNB people are not passive in the face of constraint, as the participants each found ways to maintain a sense of agency within their experience of cancer care. There was significant diversity within the participants’ experiences, which was an important finding in-itself. This diversity particularly demonstrated the benefit of a methodological approach that could account for complexity and intersectionality, when seeking to understand TNB people’s experiences of cancer care. Overall, this thesis provides new insight into an underexplored topic and has important implications for TNB cancer patients in Aotearoa/New Zealand.

year: 2023

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009