title: Sharp generalization error bounds for randomly-projected classifiers

authors: Durrant, Robert J.

subjects: Machine learning

abstract: We derive sharp bounds on the generalization error of a generic linear classifier trained by empirical risk minimization on randomly projected data. We make no restrictive assumptions (such as sparsity or separability) on the data: Instead we use the fact that, in a classification setting, the question of interest is really ‘what is the effect of random projection on the predicted class labels?’ and we therefore derive the exact probability of ‘label flipping’ under Gaussian random projection in order to quantify this effect precisely in our bounds .

text: Sharp generalization error bounds for randomly-projected classifiers We derive sharp bounds on the generalization error of a generic linear classifier trained by empirical risk minimization on randomly projected data. We make no restrictive assumptions (such as sparsity or separability) on the data: Instead we use the fact that, in a classification setting, the question of interest is really ‘what is the effect of random projection on the predicted class labels?’ and we therefore derive the exact probability of ‘label flipping’ under Gaussian random projection in order to quantify this effect precisely in our bounds .

year: 2013

title: Social impact assessment monitoring the Huntly monitoring project in retrospect

authors: Fookes, T.W.

abstract: The emerging field of Social Impact Assessment Monitoring is critically examined through a review of the Huntly Monitoring Project (HMP). A summary of the HMP, which is both reflexive and critical, identifies practical issues and criticisms arising from that research experience, as well as describing its research method and results. Criticisms of the application of Positivism to Social Science published during the six years of the HMP provide a framework for an SIA Monitoring critique. Alternative philosophical and theoretical positions advanced by Albrow, Giddens, Hagerstrand and Pred are examined. Ideas pertinent to SIA Monitoring are brought together in a discussion of Albrow’s Dialectical Paradigm, Giddens’ Theory of Action, and Hagerstrand’s Time-Geography. The implications for SIA Monitoring of two opposing philosophical positions within Social Science are examined through a comparison of eight SIA Monitoring options, with only three found to be compatible with the non-positivistic position. SIA Monitoring as a Study of Structuration is one of these three options, and a coherent methodology is provided for it by Time-Geography. Finally, it is concluded that designing another Huntly Monitoring Project to include non-positivistic ideas is possible but politically difficult.

text: Social impact assessment monitoring the Huntly monitoring project in retrospect The emerging field of Social Impact Assessment Monitoring is critically examined through a review of the Huntly Monitoring Project (HMP). A summary of the HMP, which is both reflexive and critical, identifies practical issues and criticisms arising from that research experience, as well as describing its research method and results. Criticisms of the application of Positivism to Social Science published during the six years of the HMP provide a framework for an SIA Monitoring critique. Alternative philosophical and theoretical positions advanced by Albrow, Giddens, Hagerstrand and Pred are examined. Ideas pertinent to SIA Monitoring are brought together in a discussion of Albrow’s Dialectical Paradigm, Giddens’ Theory of Action, and Hagerstrand’s Time-Geography. The implications for SIA Monitoring of two opposing philosophical positions within Social Science are examined through a comparison of eight SIA Monitoring options, with only three found to be compatible with the non-positivistic position. SIA Monitoring as a Study of Structuration is one of these three options, and a coherent methodology is provided for it by Time-Geography. Finally, it is concluded that designing another Huntly Monitoring Project to include non-positivistic ideas is possible but politically difficult.

year: 1984

title: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education

authors: Rathore, Devika

abstract: An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

text: Culturally-Oriented Environmental Identity Transitions: Migrant Indian Teachers in Aotearoa New Zealand Early Childhood Education An increasingly multicultural Aotearoa New Zealand early childhood education (ECE) landscape that includes a growing number of migrant teachers forms the context for my doctoral study. In this country, respect for the natural world and kaitiakitanga are integral to the ECE bicultural curriculum framework Te Whāriki (Ministry of Education [MoE], 2017) which is grounded in Indigenous Māori worldviews that acknowledge strong spiritual connections to land and place. The natural environment is considered an integral part of the national identity and early childhood has been recognised as an important stage when Environmental and Sustainability Education should begin.   

Within the context of this superdiverse nation, a significant number of migrant teachers transfer their cultural and environmental knowledge, practice, and identity as they transition into the Aotearoa New Zealand context. This thesis explored migrant Indian teachers’ understandings of their culturally-oriented and negotiated environmental identities. I was keen to examine if the environment might hold different meanings and places in their home (Indian) and host (Aotearoa New Zealand) cultural systems.   

Through this study, insights were gained into migrant Indian teachers’ perceptions of the influence of cultural identity on their environmental identities in Aotearoa New Zealand ECE. A sociocultural theoretical perspective informed this study, drawing primarily on Sauvé’s (2009) model of personal and social development of the self in relation to other humans and the environment. Primary data for this interpretivist study were gathered through in-depth interviews with nine Indian ECE teacher participants. Interviews with their ECE setting managers/head teachers were conducted to support and supplement the teachers’ practices and experiences. The audio-recorded interview data were transcribed and examined using thematic analysis. Observations of teacher participants’ workplaces were used to provide a contextual profile for each of the nine Indian teachers. I also obtained a small number of assessment documents in the form of Learning Stories which the teachers had prepared, to analyse them for cultural and environmental themes and experiences.   

Indian teacher participants’ perceptions of their own culturally-oriented environmental identities highlighted the significance of teachers’ own early childhood environmental experiences and home cultural context influences on their environmental identities. Teacher participants’ perceptions shed light on their cultural and environmental identity transitions and acculturation process. These teachers brought their cultural and environmental identities from their home cultural context and used their cultural lens to interpret the connections between the host cultural context and environmental worldviews.   

The Indian teacher participants perceived close connections between their cultural and environmental identities. At the same time, they recognised cross-cultural connections between their culturally-oriented environmental identities and tikanga Māori (Māori ways of doing including practices, customs and rituals) and te ao Māori (the Māori world). These perceived connections were most evident through the significance of Indian philosophies of spirituality, relationships, belonging, and cultural recognition and exchange in their specific ECE contexts. These connections facilitated teachers’ cultural and environmental identity transitions and had a positive impact on their cultural and environmental teaching practices when supported within the ECE setting and by management/leadership.   

Cultural and environmental transitions for this steadily growing group of migrant teachers require further investigation to facilitate their cultural and environmental participation and acculturation into the Aotearoa New Zealand ECE context. In these ways, the existing cultural, environmental, and sustainability connections within ECE could be strengthened to foster children’s culturally-oriented environmental identities.

year: 2024