title: Dimension-adaptive bounds on compressive FLD Classification

authors: Kabán, Ata

subjects: compressed learning

abstract: Efficient dimensionality reduction by random projections (RP) gains popularity, hence the learning guarantees achievable in RP spaces are of great interest. In finite dimensional setting, it has been shown for the compressive Fisher Linear Discriminant (FLD) classifier that forgood generalisation the required target dimension grows only as the log of the number of classes and is not adversely affected by the number of projected data points. However these bounds depend on the dimensionality d of the original data space. In this paper we give further guarantees that remove d from the bounds under certain conditions of regularity on the data density structure. In particular, if the data density does not fill the ambient space then the error of compressive FLD is independent of the ambient dimension and depends only on a notion of ‘intrinsic dimension'.

text: Dimension-adaptive bounds on compressive FLD Classification Efficient dimensionality reduction by random projections (RP) gains popularity, hence the learning guarantees achievable in RP spaces are of great interest. In finite dimensional setting, it has been shown for the compressive Fisher Linear Discriminant (FLD) classifier that forgood generalisation the required target dimension grows only as the log of the number of classes and is not adversely affected by the number of projected data points. However these bounds depend on the dimensionality d of the original data space. In this paper we give further guarantees that remove d from the bounds under certain conditions of regularity on the data density structure. In particular, if the data density does not fill the ambient space then the error of compressive FLD is independent of the ambient dimension and depends only on a notion of ‘intrinsic dimension'.

year: 2013

title: Monitoring and identification of airborne fungi at historic locations on Ross Island, Antarctica

authors: Duncan, Shona Margaret

subjects: fungi

abstract: Air sampling in the ‘Heroic Era’ historic huts on Ross Island, Antarctica confirmed fungal presence, viability and winter survival. Cultivation and consensus sequence-based identification of Cladosporium cladosporioides, Pseudeurotium desertorum, Geomyces sp. and Antarctomyces psychrotrophicus demonstrated that they dominated the air environment within the huts. Cadophora sp. and Thebolus sp. were also isolated from the air and identified by morphological characteristics. Viable fungal colony forming units generally dropped in winter 2007 samplings from levels recorded in summer 2006 but were still substantial and greater than observed in summer 2008 and summer 2009 sampling at some locations. Comparing interior to exterior sampling, at the Hut Point and Cape Evans sites, there were more fungi recovered from the air in the interiors but at Cape Royds location, more fungi were recovered from the outside environment, possibly due to the impact of large amounts of organic material from the nearby Adélie penguin rookery. This research reveals airborne fungal biodiversity in summer and winter and demonstrates spores are widespread particularly in the interiors of the huts. Completed conservation efforts appear to have reduced fungal blooms and spores, which should reduce future adverse impacts to wood, textiles, paper and other artefacts so that this important polar heritage can be preserved.

text: Monitoring and identification of airborne fungi at historic locations on Ross Island, Antarctica Air sampling in the ‘Heroic Era’ historic huts on Ross Island, Antarctica confirmed fungal presence, viability and winter survival. Cultivation and consensus sequence-based identification of Cladosporium cladosporioides, Pseudeurotium desertorum, Geomyces sp. and Antarctomyces psychrotrophicus demonstrated that they dominated the air environment within the huts. Cadophora sp. and Thebolus sp. were also isolated from the air and identified by morphological characteristics. Viable fungal colony forming units generally dropped in winter 2007 samplings from levels recorded in summer 2006 but were still substantial and greater than observed in summer 2008 and summer 2009 sampling at some locations. Comparing interior to exterior sampling, at the Hut Point and Cape Evans sites, there were more fungi recovered from the air in the interiors but at Cape Royds location, more fungi were recovered from the outside environment, possibly due to the impact of large amounts of organic material from the nearby Adélie penguin rookery. This research reveals airborne fungal biodiversity in summer and winter and demonstrates spores are widespread particularly in the interiors of the huts. Completed conservation efforts appear to have reduced fungal blooms and spores, which should reduce future adverse impacts to wood, textiles, paper and other artefacts so that this important polar heritage can be preserved.

year: 2010

title: Transformative pedagogy and language learning in Maori and Irish contexts

authors: Glynn, Ted

subjects: transformative pedagogy

abstract: Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also.

text: Transformative pedagogy and language learning in Maori and Irish contexts Establishing positive learning communities in classrooms where pedagogies are socially and culturally responsive and centred on shared life experiences is critical for the revitalisation of minoritised languages such as Irish and Māori, which lack the dominance and power of the wider languages of government and communication. Transformative pedagogy and pedagogical re-positioning of teachers are essential to legitimising and affirming minoritised languages in the classroom. Three small-scale New Zealand studies of emerging literacy in Māori are introduced, exemplifying a responsive and transformative pedagogy that enables teachers to position themselves as socially and culturally responsive participants within classroom contexts. These studies offer strategies that might facilitate the development of similar transformative pedagogy in Irish contexts also.

year: 2009