title: Visible-C: a simple visualisation for C data structures

authors: Rogers, Bill

subjects: computer science

abstract: I teach half of a second year "Programming with Data Structures" course in which students learn to program with dynamic memory and build linked data structures. In this paper I describe a piece of software, VisibleC, which I have developed to assist in teaching these concepts.

text: Visible-C: a simple visualisation for C data structures I teach half of a second year "Programming with Data Structures" course in which students learn to program with dynamic memory and build linked data structures. In this paper I describe a piece of software, VisibleC, which I have developed to assist in teaching these concepts.

year: 1996-04

title: Classifier chains for multi-label classification

authors: Read, Jesse

subjects: computer science

abstract: The widely known binary relevance method for multi-label classification, which considers each label as an independent binary problem, has been sidelined in the literature due to the perceived inadequacy of its label-independence assumption. Instead, most current methods invest considerable complexity to model interdependencies between labels. This paper shows that binary relevance-based methods have much to offer, especially in terms of scalability to large datasets. We exemplify this with a novel chaining method that can model label correlations while maintaining acceptable computational complexity. Empirical evaluation over a broad range of multi-label datasets with a variety of evaluation metrics demonstrates the competitiveness of our chaining method against related and state-of-the-art methods, both in terms of predictive performance and time complexity.

text: Classifier chains for multi-label classification The widely known binary relevance method for multi-label classification, which considers each label as an independent binary problem, has been sidelined in the literature due to the perceived inadequacy of its label-independence assumption. Instead, most current methods invest considerable complexity to model interdependencies between labels. This paper shows that binary relevance-based methods have much to offer, especially in terms of scalability to large datasets. We exemplify this with a novel chaining method that can model label correlations while maintaining acceptable computational complexity. Empirical evaluation over a broad range of multi-label datasets with a variety of evaluation metrics demonstrates the competitiveness of our chaining method against related and state-of-the-art methods, both in terms of predictive performance and time complexity.

year: 2009

title: E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori

authors: Flavell, William

subjects: Kaupapa Maori Research

abstract: Learning Languages is a new area in the 2007 New Zealand Curriculum.  However there have not been many studies in this subject.  Kura Kaupapa Māori, established in 1985 in New Zealand with over 6,000 students currently attending, have English language programmes (Hill, 2010), however few, if any, studies of the teaching of other languages have been conducted.  The purpose of this study was to describe and evaluate an additional international language programme at a Kura Kaupapa Māori.

This qualitative case study describes the views of the Principal, five teachers, five students and three parents of a Kura Kaupapa Māori about an additional Spanish language programme. The primary means of gathering data was through individual semi-structured interviews.  Interviews were used to collect data in the areas of identifying the attitudes of the participants towards learning an additional international language, the perceived benefits, if any, of learning an additional international language and if there is a relationship between the learning of an  additional international language, and Kaupapa Māori.  The narrative data was transcribed, coded and categorised into four themes related to the research questions.  

 The success of this Spanish language programme can be understood in terms of several factors such as whānau support, programme leadership, quality teachers, international excursions and positive attitudes to foreign language learning.  

These findings will contribute to literature concerning additional language learning programmes, specifically those based in indigenous language immersion settings and they will also provide useful information and ideas which other Kura Kaupapa Māori can take advantage of when implementing additional international language learning programmes.

text: E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori Learning Languages is a new area in the 2007 New Zealand Curriculum.  However there have not been many studies in this subject.  Kura Kaupapa Māori, established in 1985 in New Zealand with over 6,000 students currently attending, have English language programmes (Hill, 2010), however few, if any, studies of the teaching of other languages have been conducted.  The purpose of this study was to describe and evaluate an additional international language programme at a Kura Kaupapa Māori.

This qualitative case study describes the views of the Principal, five teachers, five students and three parents of a Kura Kaupapa Māori about an additional Spanish language programme. The primary means of gathering data was through individual semi-structured interviews.  Interviews were used to collect data in the areas of identifying the attitudes of the participants towards learning an additional international language, the perceived benefits, if any, of learning an additional international language and if there is a relationship between the learning of an  additional international language, and Kaupapa Māori.  The narrative data was transcribed, coded and categorised into four themes related to the research questions.  

 The success of this Spanish language programme can be understood in terms of several factors such as whānau support, programme leadership, quality teachers, international excursions and positive attitudes to foreign language learning.  

These findings will contribute to literature concerning additional language learning programmes, specifically those based in indigenous language immersion settings and they will also provide useful information and ideas which other Kura Kaupapa Māori can take advantage of when implementing additional international language learning programmes.

year: 2012