title: Investigating state and trait aspects of resilience using Generalizability theory

authors: Child, Lucy E.

abstract: Challenges of modern living such as burden of disease, a global COVID-19 pandemic and workplace stress leading to anxiety and depression raise the importance of psychological resilience. Psychological interventions should increase trait resilience that involves reinforcing state resilience and requires a clear distinction between state and trait aspects of the construct. Generalizability theory is the appropriate method increasingly used to distinguish between state and trait and to establish reliability of psychological assessment. G-theory was applied to examine five major resilience scales completed at 3 time-points by the sample (n = 94) that possess adequate statistical power for such analyses. All five resilience scales demonstrated strong reliability and generalizability of scores across occasions and sample population as expected for a valid trait measure (G > 0.90). However, eight state aspects of resilience were identified from all five resilience scales including adaptation to change; perseverance; self-confidence while facing adversity; self-efficacy; trust in instincts; ability to follow plans; non-reactivity; and ability to plan. State aspects of resilience appear to show more variability and, pending further research, could potentially be a target for resilience-building interventions. All five measures of resilience are useful to assess long-lasting changes in resilience. Development of a state resilience scale is warranted.

text: Investigating state and trait aspects of resilience using Generalizability theory Challenges of modern living such as burden of disease, a global COVID-19 pandemic and workplace stress leading to anxiety and depression raise the importance of psychological resilience. Psychological interventions should increase trait resilience that involves reinforcing state resilience and requires a clear distinction between state and trait aspects of the construct. Generalizability theory is the appropriate method increasingly used to distinguish between state and trait and to establish reliability of psychological assessment. G-theory was applied to examine five major resilience scales completed at 3 time-points by the sample (n = 94) that possess adequate statistical power for such analyses. All five resilience scales demonstrated strong reliability and generalizability of scores across occasions and sample population as expected for a valid trait measure (G > 0.90). However, eight state aspects of resilience were identified from all five resilience scales including adaptation to change; perseverance; self-confidence while facing adversity; self-efficacy; trust in instincts; ability to follow plans; non-reactivity; and ability to plan. State aspects of resilience appear to show more variability and, pending further research, could potentially be a target for resilience-building interventions. All five measures of resilience are useful to assess long-lasting changes in resilience. Development of a state resilience scale is warranted.

year: 2023-01-01

title: Millions of random rules

authors: Pfahringer, Bernhard

subjects: computer science

abstract: In this paper we report on work in progress based on the induction of vast numbers of almost random rules. This work tries to combine and explore ideas from both Random Forests as well as Stochastic Discrimination. We describe a fast algorithm for generating almost random rules and study its performance. Rules are generated in such a way that all training examples are covered roughly by the same number of rules each. Rules themselves usually have a clear majority class among the examples they cover, but they are not limited in terms of either minimal coverage, nor minimal purity. A preliminary experimental evaluation indicates really promising results for both predictive accuracy as well as speed of induction, but at the expense of both large memory consumption as well as slow prediction. Finally, we discuss various directions for our future research.

text: Millions of random rules In this paper we report on work in progress based on the induction of vast numbers of almost random rules. This work tries to combine and explore ideas from both Random Forests as well as Stochastic Discrimination. We describe a fast algorithm for generating almost random rules and study its performance. Rules are generated in such a way that all training examples are covered roughly by the same number of rules each. Rules themselves usually have a clear majority class among the examples they cover, but they are not limited in terms of either minimal coverage, nor minimal purity. A preliminary experimental evaluation indicates really promising results for both predictive accuracy as well as speed of induction, but at the expense of both large memory consumption as well as slow prediction. Finally, we discuss various directions for our future research.

year: 2004

title: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom

authors: Corlett, Melissa Jane

abstract: This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

text: Exploring the potential of Te Whāriki in supporting a decolonising educational reform in classroom This thesis begins with a deep belief in the potential of Te Whāriki, a bicultural curriculum document born of the dual heritages of Aotearoa/New Zealand, to support the educational reform needed. There is a need to decolonise our classrooms and create contexts for learning where Māori students feel they can belong and also thrive. The pathway to achieving this reality is complex. It requires a deep foundational understanding of our shared histories in order to move from deficit positions about Māori learners to ones of agency and hope. While strong relationships are important it was by connecting with Māori metaphors that we were able to move beyond the rhetoric and begin to build shared understandings and greater respect for knowledge from te ao Māori. The process of whakawhiti kōrero or dialogic and iterative sense making furthered our combined theorising. The whakataukī and metaphors embedded in Te Whāriki were foundational to these contexts as they strengthened our collective abilities as teachers to make the learning more meaningful and fun.
This research process provided me with valuable insights into the way my own power and beliefs can inhibit potential collective learning. Despite this it was the content of Te Whāriki that helped to enable the learning of myself and my participants, creating safe and supportive contexts for our collective learning to begin to grow. 
While this research strengthened my own beliefs in the potential of Te Whāriki it also assisted my participants to become more open to this potential as well. In this endeavour, time was required to engage with the more expert other, whether this was from other people or through the use of artefacts. The relational and culturally responsive pedagogy that we had learned to implement in our classrooms was also able to be connected with, as our shared unlearning and learning flowed.

year: 2022