title: Social impact assessment monitoring the Huntly monitoring project in retrospect

authors: Fookes, T.W.

abstract: The emerging field of Social Impact Assessment Monitoring is critically examined through a review of the Huntly Monitoring Project (HMP). A summary of the HMP, which is both reflexive and critical, identifies practical issues and criticisms arising from that research experience, as well as describing its research method and results. Criticisms of the application of Positivism to Social Science published during the six years of the HMP provide a framework for an SIA Monitoring critique. Alternative philosophical and theoretical positions advanced by Albrow, Giddens, Hagerstrand and Pred are examined. Ideas pertinent to SIA Monitoring are brought together in a discussion of Albrow’s Dialectical Paradigm, Giddens’ Theory of Action, and Hagerstrand’s Time-Geography. The implications for SIA Monitoring of two opposing philosophical positions within Social Science are examined through a comparison of eight SIA Monitoring options, with only three found to be compatible with the non-positivistic position. SIA Monitoring as a Study of Structuration is one of these three options, and a coherent methodology is provided for it by Time-Geography. Finally, it is concluded that designing another Huntly Monitoring Project to include non-positivistic ideas is possible but politically difficult.

text: Social impact assessment monitoring the Huntly monitoring project in retrospect The emerging field of Social Impact Assessment Monitoring is critically examined through a review of the Huntly Monitoring Project (HMP). A summary of the HMP, which is both reflexive and critical, identifies practical issues and criticisms arising from that research experience, as well as describing its research method and results. Criticisms of the application of Positivism to Social Science published during the six years of the HMP provide a framework for an SIA Monitoring critique. Alternative philosophical and theoretical positions advanced by Albrow, Giddens, Hagerstrand and Pred are examined. Ideas pertinent to SIA Monitoring are brought together in a discussion of Albrow’s Dialectical Paradigm, Giddens’ Theory of Action, and Hagerstrand’s Time-Geography. The implications for SIA Monitoring of two opposing philosophical positions within Social Science are examined through a comparison of eight SIA Monitoring options, with only three found to be compatible with the non-positivistic position. SIA Monitoring as a Study of Structuration is one of these three options, and a coherent methodology is provided for it by Time-Geography. Finally, it is concluded that designing another Huntly Monitoring Project to include non-positivistic ideas is possible but politically difficult.

year: 1984

title: Benchmarking attribute selection techniques for data mining

authors: Hall, Mark A.

subjects: computer science

abstract: Data engineering is generally considered to be a central issue in the development of data mining applications. The success of many learning schemes, in their attempts to construct models of data, hinges on the reliable identification of a small set of highly predictive attributes. The inclusion of irrelevant, redundant and noisy attributes in the model building process phase can result in poor predictive performance and increased computation. 
Attribute selection generally involves a combination of search and attribute utility estimation plus evaluation with respect to specific learning schemes. This leads to a large number of possible permutations and has led to a situation where very few benchmark studies have been conducted. 
This paper presents a benchmark comparison of several attribute selection methods. All the methods produce an attribute ranking, a useful devise of isolating the individual merit of an attribute. Attribute selection is achieved by cross-validating the rankings with respect to a learning scheme to find the best attributes. Results are reported for a selection of standard data sets and two learning schemes C4.5 and naive Bayes.

text: Benchmarking attribute selection techniques for data mining Data engineering is generally considered to be a central issue in the development of data mining applications. The success of many learning schemes, in their attempts to construct models of data, hinges on the reliable identification of a small set of highly predictive attributes. The inclusion of irrelevant, redundant and noisy attributes in the model building process phase can result in poor predictive performance and increased computation. 
Attribute selection generally involves a combination of search and attribute utility estimation plus evaluation with respect to specific learning schemes. This leads to a large number of possible permutations and has led to a situation where very few benchmark studies have been conducted. 
This paper presents a benchmark comparison of several attribute selection methods. All the methods produce an attribute ranking, a useful devise of isolating the individual merit of an attribute. Attribute selection is achieved by cross-validating the rankings with respect to a learning scheme to find the best attributes. Results are reported for a selection of standard data sets and two learning schemes C4.5 and naive Bayes.

year: 2000-07

title: Student belonging: critical relationships and responsibilities

authors: Berryman, Mere

subjects: Belonging

abstract: In this paper, we consider New Zealand’s education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend. The literature, and the students themselves, highlight the need to overturn the underlying racism that persistently disadvantages clearly identifiable groups of students over others. Until we do, using equity and excellence as the most powerful drivers for reform, will continue to promote conditions where our students’ sense of belonging and wellbeing are undermined throughout their education and we will risk, failing to address the ensuing negative statistics. We conclude with a response that we have learned from working with these same students.

text: Student belonging: critical relationships and responsibilities In this paper, we consider New Zealand’s education system to understand what can happen when we focus only on excellence and students reaching their potential, without simultaneously investing in their sense of belonging and wellbeing. National statistics suggest we are alienating and shortchanging an increasing number of students and, for disproportionate numbers of Indigenous students, these statistics are part of a world trend. The literature, and the students themselves, highlight the need to overturn the underlying racism that persistently disadvantages clearly identifiable groups of students over others. Until we do, using equity and excellence as the most powerful drivers for reform, will continue to promote conditions where our students’ sense of belonging and wellbeing are undermined throughout their education and we will risk, failing to address the ensuing negative statistics. We conclude with a response that we have learned from working with these same students.

year: 2019