title: Meta-Learning and the Full Model Selection Problem

authors: Sun, Quan

subjects: meta-learning

abstract: When working as a data analyst, one of my daily tasks is to select appropriate tools from a set of existing data analysis techniques in my toolbox, including data preprocessing, outlier detection, feature selection, learning algorithm and evaluation techniques, for a given data project. This indeed was an enjoyable job at the beginning, because to me finding patterns and valuable information from data is always fun. Things become tricky when several projects needed to be done in a relatively short time. 

Naturally, as a computer science graduate, I started to ask myself, "What can be automated here?"; because, intuitively, part of my work is more or less a loop that can be programmed. Literally, the loop is "choose, run, test and choose again... until some criterion/goals are met". 

In other words, I use my experience or knowledge about machine learning and data mining to guide and speed up the process of selecting and applying techniques in order to build a relatively good predictive model for a given dataset for some purpose. So the following questions arise:

"Is it possible to design and implement a system that helps a data analyst to choose from a set of data mining tools? Or at least that provides a useful recommendation about tools that potentially save some time for a human analyst."

To answer these questions, I decided to undertake a long-term study on this topic, to think, define, research, and simulate this problem before coding my dream system. This thesis presents research results, including new methods, algorithms, and theoretical and empirical analysis from two directions, both of which try to propose systematic and efficient solutions to the questions above, using different resource requirements, namely, the meta-learning-based algorithm/parameter ranking approach and the meta-heuristic search-based full-model selection approach. 

Some of the results have been published in research papers; thus, this thesis also serves as a coherent collection of results in a single volume.

text: Meta-Learning and the Full Model Selection Problem When working as a data analyst, one of my daily tasks is to select appropriate tools from a set of existing data analysis techniques in my toolbox, including data preprocessing, outlier detection, feature selection, learning algorithm and evaluation techniques, for a given data project. This indeed was an enjoyable job at the beginning, because to me finding patterns and valuable information from data is always fun. Things become tricky when several projects needed to be done in a relatively short time. 

Naturally, as a computer science graduate, I started to ask myself, "What can be automated here?"; because, intuitively, part of my work is more or less a loop that can be programmed. Literally, the loop is "choose, run, test and choose again... until some criterion/goals are met". 

In other words, I use my experience or knowledge about machine learning and data mining to guide and speed up the process of selecting and applying techniques in order to build a relatively good predictive model for a given dataset for some purpose. So the following questions arise:

"Is it possible to design and implement a system that helps a data analyst to choose from a set of data mining tools? Or at least that provides a useful recommendation about tools that potentially save some time for a human analyst."

To answer these questions, I decided to undertake a long-term study on this topic, to think, define, research, and simulate this problem before coding my dream system. This thesis presents research results, including new methods, algorithms, and theoretical and empirical analysis from two directions, both of which try to propose systematic and efficient solutions to the questions above, using different resource requirements, namely, the meta-learning-based algorithm/parameter ranking approach and the meta-heuristic search-based full-model selection approach. 

Some of the results have been published in research papers; thus, this thesis also serves as a coherent collection of results in a single volume.

year: 2014

title: Staying in Singapore?: New Zealand's third Labour government and the retention of military forces in Southeast Asia

authors: McCraw, David

subjects: New Zealand

abstract: At the beginning of the 1970s, three Western countries – Britain, Australia and New Zealand – had military forces stationed in Singapore under the Five Power Defence Arrangements for the defence of Malaysia and Singapore. Shortly afterwards, Labour party governments were elected in all three countries, and the Australian and British governments, against the wishes of the Singapore government, withdrew their forces from the island nation. Only the New Zealand Labour government of Norman Kirk was prepared to keep its forces in Singapore, despite having pledged at the 1972 election to negotiate a date for withdrawal. This article considers the question of why the New Zealand government pursued a different policy from its allies in regard to troops in Singapore, a policy which was in stark contrast to its attitude towards New Zealand troops in Vietnam and Cambodia, and one which was not supported by a section of the Labour party membership. Since Australia’s withdrawal policy has recently been examined for the first time, it seems worthwhile, and timely, to explore the different priorities underlying the New Zealand Labour government’s policy towards troops in Singapore.

text: Staying in Singapore?: New Zealand's third Labour government and the retention of military forces in Southeast Asia At the beginning of the 1970s, three Western countries – Britain, Australia and New Zealand – had military forces stationed in Singapore under the Five Power Defence Arrangements for the defence of Malaysia and Singapore. Shortly afterwards, Labour party governments were elected in all three countries, and the Australian and British governments, against the wishes of the Singapore government, withdrew their forces from the island nation. Only the New Zealand Labour government of Norman Kirk was prepared to keep its forces in Singapore, despite having pledged at the 1972 election to negotiate a date for withdrawal. This article considers the question of why the New Zealand government pursued a different policy from its allies in regard to troops in Singapore, a policy which was in stark contrast to its attitude towards New Zealand troops in Vietnam and Cambodia, and one which was not supported by a section of the Labour party membership. Since Australia’s withdrawal policy has recently been examined for the first time, it seems worthwhile, and timely, to explore the different priorities underlying the New Zealand Labour government’s policy towards troops in Singapore.

year: 2012

title: Māori transitions into tertiary education

authors: Amundsen, Diana Leigh

subjects: Maori

abstract: This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

text: Māori transitions into tertiary education This thesis critically examines Māori transitions into tertiary education. The research explored the lived transition experiences of 20 Māori tertiary education students in the Bay of Plenty region. Historical and contemporary factors in Aotearoa influencing effective Māori student transitions into tertiary education were investigated. Data were collected and analysed through repeated semistructured interviews and focus groups over the 2016-2018 period with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Participants experienced their transition as a journey, continuously evolving their identities and agency in relation to the tertiary education environments and social structures they encountered.
The findings suggest that transitions to tertiary education for Māori students involve a reciprocal interplay of identity, agency and structure which support or constrain transition experiences. Effective transition experiences were underpinned by processes of continuity enabling identity growth. Support was central to how well participants perceived their transition—racism and lack of support were significant barriers; suitable support was a significant enabler.
An over-riding theme from this research related to the interplay of power relations and Māori identity. How effectively participants developed a sense of belonging (or alienation) and identity growth linked to the tertiary education environments they encountered during their transition. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified.
Lastly, this research was conducted by a Pākehā researcher working across kaupapa Māori spaces within interpretive and critical paradigms. Unexpected moments of struggle, discomfort and vulnerability opened up new and deeper understanding of implications for Pākehā educators and researchers engaging across Māori research spaces. This thesis argues for Pākehā to use their privilege to foster more equitable social structures. Equitable social structures would be beneficial for Māori transitions into tertiary education environments.

year: 2019