title: Weka: Practical machine learning tools and techniques with Java implementations

authors: Witten, Ian H.

subjects: computer science

abstract: The Waikato Environment for Knowledge Analysis (Weka) is a comprehensive suite of Java class libraries that implement many state-of-the-art machine learning and data mining algorithms. Weka is freely available on the World-Wide Web and accompanies a new text on data mining [1] which documents and fully explains all the algorithms it contains. Applications written using the Weka class libraries can be run on any computer with a Web browsing capability; this allows users to apply machine learning techniques to their own data regardless of computer platform.

text: Weka: Practical machine learning tools and techniques with Java implementations The Waikato Environment for Knowledge Analysis (Weka) is a comprehensive suite of Java class libraries that implement many state-of-the-art machine learning and data mining algorithms. Weka is freely available on the World-Wide Web and accompanies a new text on data mining [1] which documents and fully explains all the algorithms it contains. Applications written using the Weka class libraries can be run on any computer with a Web browsing capability; this allows users to apply machine learning techniques to their own data regardless of computer platform.

year: 1999-08

title: Striving for social justice: The power that picturebooks have to counter inequitable cultural hegemony

authors: Daly, Nicola

abstract: Children’s literature has a long association with education. It has transmitted cultural values to readers over  many  centuries,  often  reflecting  dominant  identities  and  cultures  of  the  time.  Picturebooks,  a specific format in children’s literature, are unique in their marriage of image and text and can have a powerful influence on readers’ perceptions of themselves, others and the world around them. Our focus on picturebooks as a subset of children’s literature reflects our view that picturebooks have a particular power for a very wide age group, from those who cannot read independently, to those who are making choices on behalf of future readers. It is the fact that picturebooks are often chosen by adults, such as parents, librarians, teachers and publishers, for readers forming their views of the world that make them of particular interest when it comes to maintaining or disrupting existing power structures.

text: Striving for social justice: The power that picturebooks have to counter inequitable cultural hegemony Children’s literature has a long association with education. It has transmitted cultural values to readers over  many  centuries,  often  reflecting  dominant  identities  and  cultures  of  the  time.  Picturebooks,  a specific format in children’s literature, are unique in their marriage of image and text and can have a powerful influence on readers’ perceptions of themselves, others and the world around them. Our focus on picturebooks as a subset of children’s literature reflects our view that picturebooks have a particular power for a very wide age group, from those who cannot read independently, to those who are making choices on behalf of future readers. It is the fact that picturebooks are often chosen by adults, such as parents, librarians, teachers and publishers, for readers forming their views of the world that make them of particular interest when it comes to maintaining or disrupting existing power structures.

year: 2022

title: Claiming spaces: Maori (indigenous persons) making the invalid valid

authors: Hickey, Huhana

subjects: Maori

abstract: Identity is a shifting paradigm because of the constant movement between identities throughout our lives, depending on the context within which we are identifying ourselves. Once we identify, we place ourselves within a certain construct. When positioning within identity labels, multiplicitous experiences of marginalisation need to be accounted for in clarifying identity frameworks. Barile (2000) asserts that it is the multiple minority status of persons of minority ethnic identity with disabilities that positions them into multiple minority discriminatory experiences with greater limitations and discrimination than those with a single minority status identity. Barile (2000) also asserts that it challenges ethnic minority people with disabilities who work collectively and as a group where they are forced to work as individuals, often in isolation from their ethnic and cultural communities.

text: Claiming spaces: Maori (indigenous persons) making the invalid valid Identity is a shifting paradigm because of the constant movement between identities throughout our lives, depending on the context within which we are identifying ourselves. Once we identify, we place ourselves within a certain construct. When positioning within identity labels, multiplicitous experiences of marginalisation need to be accounted for in clarifying identity frameworks. Barile (2000) asserts that it is the multiple minority status of persons of minority ethnic identity with disabilities that positions them into multiple minority discriminatory experiences with greater limitations and discrimination than those with a single minority status identity. Barile (2000) also asserts that it challenges ethnic minority people with disabilities who work collectively and as a group where they are forced to work as individuals, often in isolation from their ethnic and cultural communities.

year: 2008