title: Scalable browsing for large collections: a case study

authors: Paynter, Gordon W.

subjects: computer science

abstract: Phrase browsing techniques use phrases extracted automatically from a large information collection as a basis for browsing and accessing it. This paper describes a case study that uses an automatically constructed phrase hierarchy to facilitate browsing of an ordinary large Web site. Phrases are extracted from the full text using a novel combination of rudimentary syntactic processing and sequential grammar induction techniques. The interface is simple, robust and easy to use. To convey a feeling for the quality of the phrases that are generated automatically, a thesaurus used by the organization responsible for the Web site is studied and its degree of overlap with the phrases in the hierarchy is analyzed. Our ultimate goal is to amalgamate hierarchical phrase browsing and hierarchical thesaurus browsing: the latter provides an authoritative domain vocabulary and the former augments coverage in areas the thesaurus does not reach.

text: Scalable browsing for large collections: a case study Phrase browsing techniques use phrases extracted automatically from a large information collection as a basis for browsing and accessing it. This paper describes a case study that uses an automatically constructed phrase hierarchy to facilitate browsing of an ordinary large Web site. Phrases are extracted from the full text using a novel combination of rudimentary syntactic processing and sequential grammar induction techniques. The interface is simple, robust and easy to use. To convey a feeling for the quality of the phrases that are generated automatically, a thesaurus used by the organization responsible for the Web site is studied and its degree of overlap with the phrases in the hierarchy is analyzed. Our ultimate goal is to amalgamate hierarchical phrase browsing and hierarchical thesaurus browsing: the latter provides an authoritative domain vocabulary and the former augments coverage in areas the thesaurus does not reach.

year: 2000

title: A visual discrimination task to identify judgement bias in hens (Gallus gallus domesticus).

authors: Buchanan, Nicky

subjects: judgement bias

abstract: This study aimed to investigate whether the use of a judgement bias task with differential reinforcement was suitable to assess emotional states (positive or negative affect) in domestic hens.  Six hens were trained to discriminate between a vertical and horizontal rectangle using an operant procedure with differential reinforcement to each stimulus in order to induce a positive or negative affect.  Three ambiguous rectangles were introduced at intermediate angles and responses to these and the two learned rectangles were used to measure for judgement bias.  Initial judgement bias probes measured response bias using three different foods as reinforcement; poultry pellets, wheat and puffed wheat in a one food magazine operant chamber.  The chamber was then modified from a single food magazine to a double food magazine allowing six different food combinations with the three foods and differing reinforcement periods.  Judgement bias probes measured response bias to the learned and ambiguous rectangles using combinations of each food type.  Overall response latencies revealed a consistent pattern across all six hens with the fastest response times to the vertical (positive) stimulus and slowest response times to the horizontal (negative) stimulus.  Results indicate that judgement bias was best measured and identified in the one food magazine chamber with four of the six hens consistently demonstrating positive affect and two hens demonstrating slight negative affect.  It was found that results varied in the double magazine chamber revealing both response bias and food preference.

text: A visual discrimination task to identify judgement bias in hens (Gallus gallus domesticus). This study aimed to investigate whether the use of a judgement bias task with differential reinforcement was suitable to assess emotional states (positive or negative affect) in domestic hens.  Six hens were trained to discriminate between a vertical and horizontal rectangle using an operant procedure with differential reinforcement to each stimulus in order to induce a positive or negative affect.  Three ambiguous rectangles were introduced at intermediate angles and responses to these and the two learned rectangles were used to measure for judgement bias.  Initial judgement bias probes measured response bias using three different foods as reinforcement; poultry pellets, wheat and puffed wheat in a one food magazine operant chamber.  The chamber was then modified from a single food magazine to a double food magazine allowing six different food combinations with the three foods and differing reinforcement periods.  Judgement bias probes measured response bias to the learned and ambiguous rectangles using combinations of each food type.  Overall response latencies revealed a consistent pattern across all six hens with the fastest response times to the vertical (positive) stimulus and slowest response times to the horizontal (negative) stimulus.  Results indicate that judgement bias was best measured and identified in the one food magazine chamber with four of the six hens consistently demonstrating positive affect and two hens demonstrating slight negative affect.  It was found that results varied in the double magazine chamber revealing both response bias and food preference.

year: 2016

title: Anō, ko te Riu ō Tāne Mahuta Possibilities and Challenges in a Ngāti Rangiwewehi Curriculum

authors: Mahuika, Rangimarie

subjects: Curriculum

abstract: This thesis considers how a curriculum might form a useful tool in meeting the needs and aspirations of Ngāti Rangiwewehi, a small, but dynamic tribe, who occupy specific territory from the north western shores of Lake Rotorua into the eastern Bay of Plenty of the North Island of New Zealand. In contemplating the potential benefits of a curriculum, this study begins by examining the epistemological frames of reference crucial to understanding how the tribe views the world around them, and their positioning within it. The thesis goes on to explore the pedagogical approaches specific to the iwi, and concludes by assessing the extent to which a curriculum is a viable means of maintaining and empowering Rangiwewehi mātauranga, and their underlying ambitions, and goals. Whether ‘curriculum’ is an appropriate framework to describe the way Ngāti Rangiwewehi view our educational processes, is an issue addressed in this study. To this extent, Rangiwewehi perspectives are intentionally privileged allowing appropriate representation of our understandings and aspirations. Eighteen people were interviewed as part of this study, yet many other voices included here were recorded during a tribal wānanga held in late 2010. Their accounts provide the core ideas and positions at work in this thesis, and are invaluable for the depth and texture they offer. An emphasis on the qualitative data collected here is important in allowing their words to take centre stage. In conveying their views and stories, three major themes emerged: these were people, place, and survival. Woven through the body of the thesis, these themes work to illustrate the key designs and patterns that were seen as fundamental to a Rangiwewehi way of viewing the world. Place and people, for instance, were affirmed as crucial to both the pedagogical and epistemological beliefs and practices maintained across generations. Similarly, the theme of survival was deemed a significant thread in comprehending the struggle and self-determination inherent in the tribe’s sense of identity and knowing. These themes reflect convictions shared across the iwi, highlighting the importance of understanding Ngāti Rangiwewehi by first listening to what they have to say about themselves and their curriculum.

text: Anō, ko te Riu ō Tāne Mahuta Possibilities and Challenges in a Ngāti Rangiwewehi Curriculum This thesis considers how a curriculum might form a useful tool in meeting the needs and aspirations of Ngāti Rangiwewehi, a small, but dynamic tribe, who occupy specific territory from the north western shores of Lake Rotorua into the eastern Bay of Plenty of the North Island of New Zealand. In contemplating the potential benefits of a curriculum, this study begins by examining the epistemological frames of reference crucial to understanding how the tribe views the world around them, and their positioning within it. The thesis goes on to explore the pedagogical approaches specific to the iwi, and concludes by assessing the extent to which a curriculum is a viable means of maintaining and empowering Rangiwewehi mātauranga, and their underlying ambitions, and goals. Whether ‘curriculum’ is an appropriate framework to describe the way Ngāti Rangiwewehi view our educational processes, is an issue addressed in this study. To this extent, Rangiwewehi perspectives are intentionally privileged allowing appropriate representation of our understandings and aspirations. Eighteen people were interviewed as part of this study, yet many other voices included here were recorded during a tribal wānanga held in late 2010. Their accounts provide the core ideas and positions at work in this thesis, and are invaluable for the depth and texture they offer. An emphasis on the qualitative data collected here is important in allowing their words to take centre stage. In conveying their views and stories, three major themes emerged: these were people, place, and survival. Woven through the body of the thesis, these themes work to illustrate the key designs and patterns that were seen as fundamental to a Rangiwewehi way of viewing the world. Place and people, for instance, were affirmed as crucial to both the pedagogical and epistemological beliefs and practices maintained across generations. Similarly, the theme of survival was deemed a significant thread in comprehending the struggle and self-determination inherent in the tribe’s sense of identity and knowing. These themes reflect convictions shared across the iwi, highlighting the importance of understanding Ngāti Rangiwewehi by first listening to what they have to say about themselves and their curriculum.

year: 2011