title: Generating accurate rule sets without global optimization

authors: Frank, Eibe

subjects: computer science

abstract: The two dominant schemes for rule-learning, C4.5 and RIPPER, both operate in two stages. First they induce an initial rule set and then they refine it using a rather complex optimization stage that discards (C4.5) or adjusts (RIPPER) individual rules to make them work better together. In contrast, this paper shows how good rule sets can be learned one rule at a time, without any need for global optimization. We present an algorithm for inferring rules by repeatedly generating partial decision trees, thus combining the two major paradigms for rule generation-creating rules from decision trees and the separate-and-conquer rule-learning technique. The algorithm is straightforward and elegant: despite this, experiments on standard datasets show that it produces rule sets that are as accurate as and of similar size to those generated by C4.5, and more accurate than RIPPER’s. Moreover, it operates efficiently, and because it avoids postprocessing, does not suffer the extremely slow performance on pathological example sets for which the C4.5 method has been criticized.

text: Generating accurate rule sets without global optimization The two dominant schemes for rule-learning, C4.5 and RIPPER, both operate in two stages. First they induce an initial rule set and then they refine it using a rather complex optimization stage that discards (C4.5) or adjusts (RIPPER) individual rules to make them work better together. In contrast, this paper shows how good rule sets can be learned one rule at a time, without any need for global optimization. We present an algorithm for inferring rules by repeatedly generating partial decision trees, thus combining the two major paradigms for rule generation-creating rules from decision trees and the separate-and-conquer rule-learning technique. The algorithm is straightforward and elegant: despite this, experiments on standard datasets show that it produces rule sets that are as accurate as and of similar size to those generated by C4.5, and more accurate than RIPPER’s. Moreover, it operates efficiently, and because it avoids postprocessing, does not suffer the extremely slow performance on pathological example sets for which the C4.5 method has been criticized.

year: 1998-01

title: The role of brief mindfulness meditation instruction and practice in changing biophysical indicators in pregnant women and their babies

authors: Clark, Mary Rosanne

subjects: Mindfulness

abstract: Pregnancy is a time of change that has the potential to be a stressful experience for some women. There is evidence from animal and human studies that longterm exposure to maternal stress can be detrimental to the unborn baby, both before and after birth. Non-pharmacological interventions that are aimed at assisting pregnant women to mediate the way they respond to stress are particularly relevant for the pregnant population, due to the potential teratogenic risks associated with drug therapy. Mindfulness-based therapies have the potential to be beneficial for pregnant women. The aim of this study was to explore the effect of a brief biofeedback-assisted mindfulness meditation procedure on the physiological responses of pregnant women and their babies. Six women in the last trimester of pregnancy completed a brief mindfulness meditation procedure. Each participant’s physiological responses (heart rate, respiration rate and galvanic skin response), and her baby’s heart rate, were measured across baseline, teaching and practice conditions. The results indicated that the procedure was associated with a physiological change in at least one of the variables for all of the participants. The procedure was not, however, associated with a change in all of the variables for any of the participants. The procedure was associated with a decrease in the mean fetal heart rate in four of the six babies. There was no clear association between maternal physiological responses and fetal responses for five of the six participants. The findings suggest that biofeedback is helpful in assisting participants to learn and practice a brief mindfulness meditation procedure.

text: The role of brief mindfulness meditation instruction and practice in changing biophysical indicators in pregnant women and their babies Pregnancy is a time of change that has the potential to be a stressful experience for some women. There is evidence from animal and human studies that longterm exposure to maternal stress can be detrimental to the unborn baby, both before and after birth. Non-pharmacological interventions that are aimed at assisting pregnant women to mediate the way they respond to stress are particularly relevant for the pregnant population, due to the potential teratogenic risks associated with drug therapy. Mindfulness-based therapies have the potential to be beneficial for pregnant women. The aim of this study was to explore the effect of a brief biofeedback-assisted mindfulness meditation procedure on the physiological responses of pregnant women and their babies. Six women in the last trimester of pregnancy completed a brief mindfulness meditation procedure. Each participant’s physiological responses (heart rate, respiration rate and galvanic skin response), and her baby’s heart rate, were measured across baseline, teaching and practice conditions. The results indicated that the procedure was associated with a physiological change in at least one of the variables for all of the participants. The procedure was not, however, associated with a change in all of the variables for any of the participants. The procedure was associated with a decrease in the mean fetal heart rate in four of the six babies. There was no clear association between maternal physiological responses and fetal responses for five of the six participants. The findings suggest that biofeedback is helpful in assisting participants to learn and practice a brief mindfulness meditation procedure.

year: 2012

title: Māori medium children’s views about learning mathematics: possibilities for future directions

authors: Hāwera, Ngārewa

subjects: New Zealand

abstract: Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

text: Māori medium children’s views about learning mathematics: possibilities for future directions Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

year: 2011