title: Relational random forests based on random relational rules

authors: Anderson, Grant

subjects: computer science

abstract: Random Forests have been shown to perform very well in propositional learning. FORF is an upgrade of Random Forests for relational data. In this paper we investigate shortcomings of FORF and propose an alternative algorithm, R⁴F, for generating Random Forests over relational data. R⁴F employs randomly generated relational rules as fully self-contained Boolean tests inside each node in a tree and thus can be viewed as an instance of dynamic propositionalization. The implementation of R⁴F allows for the simultaneous or parallel growth of all the branches of all the trees in the ensemble in an efficient shared, but still single-threaded way. Experiments favorably compare R⁴F to both FORF and the combination of static propositionalization together with standard Random Forests. Various strategies for tree initialization and splitting of nodes, as well as resulting ensemble size, diversity, and computational complexity of R⁴F are also investigated.

text: Relational random forests based on random relational rules Random Forests have been shown to perform very well in propositional learning. FORF is an upgrade of Random Forests for relational data. In this paper we investigate shortcomings of FORF and propose an alternative algorithm, R⁴F, for generating Random Forests over relational data. R⁴F employs randomly generated relational rules as fully self-contained Boolean tests inside each node in a tree and thus can be viewed as an instance of dynamic propositionalization. The implementation of R⁴F allows for the simultaneous or parallel growth of all the branches of all the trees in the ensemble in an efficient shared, but still single-threaded way. Experiments favorably compare R⁴F to both FORF and the combination of static propositionalization together with standard Random Forests. Various strategies for tree initialization and splitting of nodes, as well as resulting ensemble size, diversity, and computational complexity of R⁴F are also investigated.

year: 2009

title: After the education disciplines: teaching theory on-line.

authors: Middleton, Sue

subjects: education

abstract: Like all social theorising, the academic study of education is 'reflexive'- complicated by the fact of our immersion in it. This paper discusses an on-line version of an undergraduate teacher-education course, 'Social Issues in New Zealand Education,' that is designed to teach its students how to do such 'situated' educational theorising. Consistent with this theme, the paper is written as a stream-of-consciousness narrative. In an attempt to fix in print the 'counterpoint' of pedagicical theorising in general, as well as more specifically in an on-line setting, it is episodic in structure - more like the lateral leaps of hypertext than the disciplined hierarchies of headings characteristic of the linearity of conventional academic argument. It falls into three parts. The first introduces the online virtual classroom environment in which the teaching takes place. Part two locates the course within more general epistemological issues confronting designers of education (foundations) courses in pre-service teaching degrees in the twenty-first century. In Part three, the syllabus of the course is outlined. The paper concludes with examples of students doing 'situated' educational theorising as they engage with course readings and assignments. Through this multi-layered account, I raise for discussion some broad questions about pedagogy in educational foundations courses in today's environment.

text: After the education disciplines: teaching theory on-line. Like all social theorising, the academic study of education is 'reflexive'- complicated by the fact of our immersion in it. This paper discusses an on-line version of an undergraduate teacher-education course, 'Social Issues in New Zealand Education,' that is designed to teach its students how to do such 'situated' educational theorising. Consistent with this theme, the paper is written as a stream-of-consciousness narrative. In an attempt to fix in print the 'counterpoint' of pedagicical theorising in general, as well as more specifically in an on-line setting, it is episodic in structure - more like the lateral leaps of hypertext than the disciplined hierarchies of headings characteristic of the linearity of conventional academic argument. It falls into three parts. The first introduces the online virtual classroom environment in which the teaching takes place. Part two locates the course within more general epistemological issues confronting designers of education (foundations) courses in pre-service teaching degrees in the twenty-first century. In Part three, the syllabus of the course is outlined. The paper concludes with examples of students doing 'situated' educational theorising as they engage with course readings and assignments. Through this multi-layered account, I raise for discussion some broad questions about pedagogy in educational foundations courses in today's environment.

year: 2003

title: Māori leaders wellbeing: A self-determination perspective

authors: Roche, Maree A.

subjects: Positive psychology

abstract: This research draws on interviews with 18 Māori leaders from various leadership positions within business, community, political and marae organisations, to garner an understanding of how their leadership roles interact with their own well-being. Analysis of interviews revealed that crosscultural developments in self-determination theory could be gained by incorporating Māori tikanga and values into a model of well-being for Māori leaders. Largely, the principles of tino rangatiratanga (autonomy and self-determination), mana (respect and influence), whānau (extended family), whakapapa (shared history) and whanaungatanga (kin relations, consultation and engagement), were united into a model of leader well-being. This ensured that mātauranga Māori (Māori knowledge) informed our model of Māori leader well-being, while also drawing on the burgeoning Western research in the area of well-being, specifically self-determination theory. Overall, we find that similarities exist with self-determination theory and Māori tikanga and values. However, in contrast to self-determination theory, autonomy and competence are developed within relationships, which means that ‘others’ underpin Māori leaders’ well-being. From this perspective, we present a view of the psychological and well-being resources that Māori leaders draw on to guide them through complex times.

text: Māori leaders wellbeing: A self-determination perspective This research draws on interviews with 18 Māori leaders from various leadership positions within business, community, political and marae organisations, to garner an understanding of how their leadership roles interact with their own well-being. Analysis of interviews revealed that crosscultural developments in self-determination theory could be gained by incorporating Māori tikanga and values into a model of well-being for Māori leaders. Largely, the principles of tino rangatiratanga (autonomy and self-determination), mana (respect and influence), whānau (extended family), whakapapa (shared history) and whanaungatanga (kin relations, consultation and engagement), were united into a model of leader well-being. This ensured that mātauranga Māori (Māori knowledge) informed our model of Māori leader well-being, while also drawing on the burgeoning Western research in the area of well-being, specifically self-determination theory. Overall, we find that similarities exist with self-determination theory and Māori tikanga and values. However, in contrast to self-determination theory, autonomy and competence are developed within relationships, which means that ‘others’ underpin Māori leaders’ well-being. From this perspective, we present a view of the psychological and well-being resources that Māori leaders draw on to guide them through complex times.

year: 2015