title: Classification

authors: Witten, Ian H.

subjects: computer science

abstract: In Classification learning, an algorithm is presented with a set of classified examples or ‘‘instances’’ from which it is expected to infer a way of classifying unseen instances into one of several ‘‘classes’’. Instances have a set of features or ‘‘attributes’’ whose values define that particular instance. Numeric prediction, or ‘‘regression,’’ is a variant of classification learning in which the class attribute is numeric rather than categorical. Classification learning is sometimes called supervised because the method operates under supervision by being provided with the actual outcome for each of the training instances. This contrasts with Data clustering (see entry Data Clustering), where the classes are not given, and with Association learning (see entry Association Learning), which seeks any association – not just one that predicts the class.

text: Classification In Classification learning, an algorithm is presented with a set of classified examples or ‘‘instances’’ from which it is expected to infer a way of classifying unseen instances into one of several ‘‘classes’’. Instances have a set of features or ‘‘attributes’’ whose values define that particular instance. Numeric prediction, or ‘‘regression,’’ is a variant of classification learning in which the class attribute is numeric rather than categorical. Classification learning is sometimes called supervised because the method operates under supervision by being provided with the actual outcome for each of the training instances. This contrasts with Data clustering (see entry Data Clustering), where the classes are not given, and with Association learning (see entry Association Learning), which seeks any association – not just one that predicts the class.

year: 2009

title: Development and Validation of the Early Parenting Support Network Questionnaire:   Adding more dimensions to social support research

authors: Howell, Jennifer Elizabeth

subjects: early parenting

abstract: Instruments measuring social support in parenting often only measure the source or type of support offered, or the perceived helpfulness of that support.  They often do not indicate who is providing what type of support, or they include items that are not explicitly applicable to early parenting.  Many existing measures also are not sensitive to modern parenting, potentially excluding important aspects such as the support of a stepparent or non-resident biological parent.  The Early Parenting Support Network Questionnaire (EPSNQ) was developed then tested using a group of 341 primary caregivers of children under 2 who participated in the Growing Together:  Early Parenting Experiences Study.  The instrument provides information regarding support source types, with items relating to instrumental, emotional, and informational support. The potential support sources include Partner, Other Parent (a non-resident biological parent), Family, Friends, Childcare Professional, and Other.  There is also a single item on a 5-point Likert scale related to Perceived Lack of Support.  Statistical analysis was undertaken to assess construct and convergent validity using the existing Family Support Scale (FSS) and Depression Anxiety and Stress Scale (DASS-21).  Validity and reliability were found to be adequate.  Test-retest of a group of 36 participants indicated adequate reliability. The EPSNQ has utility as a validated and reliable measure of social support in early parenting with potential applications for both research and clinical purposes.

text: Development and Validation of the Early Parenting Support Network Questionnaire:   Adding more dimensions to social support research Instruments measuring social support in parenting often only measure the source or type of support offered, or the perceived helpfulness of that support.  They often do not indicate who is providing what type of support, or they include items that are not explicitly applicable to early parenting.  Many existing measures also are not sensitive to modern parenting, potentially excluding important aspects such as the support of a stepparent or non-resident biological parent.  The Early Parenting Support Network Questionnaire (EPSNQ) was developed then tested using a group of 341 primary caregivers of children under 2 who participated in the Growing Together:  Early Parenting Experiences Study.  The instrument provides information regarding support source types, with items relating to instrumental, emotional, and informational support. The potential support sources include Partner, Other Parent (a non-resident biological parent), Family, Friends, Childcare Professional, and Other.  There is also a single item on a 5-point Likert scale related to Perceived Lack of Support.  Statistical analysis was undertaken to assess construct and convergent validity using the existing Family Support Scale (FSS) and Depression Anxiety and Stress Scale (DASS-21).  Validity and reliability were found to be adequate.  Test-retest of a group of 36 participants indicated adequate reliability. The EPSNQ has utility as a validated and reliable measure of social support in early parenting with potential applications for both research and clinical purposes.

year: 2023

title: Whakaoranga taiao, whakaoranga tangata: The restorative, healing, and decolonising potential of environmental restoration

authors: Moore, Robert

abstract: This thesis explores the ways in which Māori who are involved in environmental restoration are able to use their experiences to reconnect with Te Ao Māori. Semi-structured interviews were conducted with three Māori who have been involved in environmental restoration in and around Kirikiriroa. These research participants were also able to speak to what they have observed in other restoration projects at their respective marae and comment broadly about this work as it is taking place across Aotearoa. It became clear through this research that the impacts of history and colonisation are still felt heavily by Māori in the environmental space today. For Māori involved in environmental restoration, this is a place where they are able to learn and share knowledge and reconnect with their Māoritanga. Environmental restoration can help restore wairua relationships with the whenua and strengthen Maori wellbeing through strengthening relationships with the whenua. Engaging in environmental restoration supports decolonisation as, for the aforementioned outcomes of doing so, being in these spaces supports the affirmation of an Indigenous identity.

text: Whakaoranga taiao, whakaoranga tangata: The restorative, healing, and decolonising potential of environmental restoration This thesis explores the ways in which Māori who are involved in environmental restoration are able to use their experiences to reconnect with Te Ao Māori. Semi-structured interviews were conducted with three Māori who have been involved in environmental restoration in and around Kirikiriroa. These research participants were also able to speak to what they have observed in other restoration projects at their respective marae and comment broadly about this work as it is taking place across Aotearoa. It became clear through this research that the impacts of history and colonisation are still felt heavily by Māori in the environmental space today. For Māori involved in environmental restoration, this is a place where they are able to learn and share knowledge and reconnect with their Māoritanga. Environmental restoration can help restore wairua relationships with the whenua and strengthen Maori wellbeing through strengthening relationships with the whenua. Engaging in environmental restoration supports decolonisation as, for the aforementioned outcomes of doing so, being in these spaces supports the affirmation of an Indigenous identity.

year: 2022