title: Bagging ensemble selection for regression

authors: Sun, Quan

subjects: Machine learning

abstract: Bagging ensemble selection (BES) is a relatively new ensemble learning strategy. The strategy can be seen as an ensemble of the ensemble selection from libraries of models (ES) strategy. Previous experimental results on binary classiﬁcation problems have shown that using random trees as base classiﬁers, BES-OOB (the most successful variant of BES) is competitive with (and in many cases, superior to) other ensemble learning strategies, for instance, the original ES algorithm, stacking with linear regression, random forests or boosting. Motivated by the promising results in classiﬁcation, this paper examines the predictive performance of the BES-OOB strategy for regression problems. Our results show that the BES-OOB strategy outperforms Stochastic Gradient Boosting and Bagging when using regression trees as the base learners. Our results also suggest that the advantage of using a diverse model library becomes clear when the model library size is relatively large. We also present encouraging results indicating that the non negative least squares algorithm is a viable approach for pruning an ensemble of ensembles.

text: Bagging ensemble selection for regression Bagging ensemble selection (BES) is a relatively new ensemble learning strategy. The strategy can be seen as an ensemble of the ensemble selection from libraries of models (ES) strategy. Previous experimental results on binary classiﬁcation problems have shown that using random trees as base classiﬁers, BES-OOB (the most successful variant of BES) is competitive with (and in many cases, superior to) other ensemble learning strategies, for instance, the original ES algorithm, stacking with linear regression, random forests or boosting. Motivated by the promising results in classiﬁcation, this paper examines the predictive performance of the BES-OOB strategy for regression problems. Our results show that the BES-OOB strategy outperforms Stochastic Gradient Boosting and Bagging when using regression trees as the base learners. Our results also suggest that the advantage of using a diverse model library becomes clear when the model library size is relatively large. We also present encouraging results indicating that the non negative least squares algorithm is a viable approach for pruning an ensemble of ensembles.

year: 2012

title: Greenstone digital library software: current research

authors: Bainbridge, David

subjects: computer science

abstract: The Greenstone digital library software (www.greenstone.org)provides a flexible way of organizing information and publishing it on the Internet or removable media such as CDROM. Its aim is to empower users, particularly in universities, libraries and other public service institutions, to build their own digital libraries. It is open-source software, issued under the terms of the GNU General Public License. It is produced by the New Zealand Digital Library Project at the University of Waikato, and developed and distributed in cooperation with UNESCO and the Human Info NGO.

text: Greenstone digital library software: current research The Greenstone digital library software (www.greenstone.org)provides a flexible way of organizing information and publishing it on the Internet or removable media such as CDROM. Its aim is to empower users, particularly in universities, libraries and other public service institutions, to build their own digital libraries. It is open-source software, issued under the terms of the GNU General Public License. It is produced by the New Zealand Digital Library Project at the University of Waikato, and developed and distributed in cooperation with UNESCO and the Human Info NGO.

year: 2004

title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013