title: A novel two stage scheme utilizing the test set for model selection in text classification

authors: Pfahringer, Bernhard

subjects: computer science

abstract: Text classification is a natural application domain for semi-supervised learning, as labeling documents is expensive, but on the other hand usually an abundance of unlabeled documents is available. We describe a novel simple two stage scheme based on dagging which allows for utilizing the test set in model selection. The dagging ensemble can also be used by itself instead of the original classifier. We evaluate the performance of a meta classifier choosing between various base learners and their respective dagging ensembles. The selection process seems to perform robustly especially for small percentages of available labels for training.

text: A novel two stage scheme utilizing the test set for model selection in text classification Text classification is a natural application domain for semi-supervised learning, as labeling documents is expensive, but on the other hand usually an abundance of unlabeled documents is available. We describe a novel simple two stage scheme based on dagging which allows for utilizing the test set in model selection. The dagging ensemble can also be used by itself instead of the original classifier. We evaluate the performance of a meta classifier choosing between various base learners and their respective dagging ensembles. The selection process seems to perform robustly especially for small percentages of available labels for training.

year: 2005

title: Determining progression in glaucoma using visual fields

authors: Turpin, Andrew

subjects: computer science

abstract: The standardized visual field assessment, which measures visual function in 76 locations of the central visual area, is an important diagnostic tool in the treatment of the eye disease glaucoma. It helps determine whether the disease is stable or progressing towards blindness, with important implications for treatment. Automatic techniques to classify patients based on this assessment have had limited success, primarily due to the high variability of individual visual field measurements. 
The purpose of this paper is to describe the problem of visual field classification to the data mining community, and assess the success of data mining techniques on it. Preliminary results show that machine learning methods rival existing techniques for predicting whether glaucoma is progressing—though we have not yet been able to demonstrate improvements that are statistically significant. It is likely that further improvement is possible, and we encourage others to work on this important practical data mining problem.

text: Determining progression in glaucoma using visual fields The standardized visual field assessment, which measures visual function in 76 locations of the central visual area, is an important diagnostic tool in the treatment of the eye disease glaucoma. It helps determine whether the disease is stable or progressing towards blindness, with important implications for treatment. Automatic techniques to classify patients based on this assessment have had limited success, primarily due to the high variability of individual visual field measurements. 
The purpose of this paper is to describe the problem of visual field classification to the data mining community, and assess the success of data mining techniques on it. Preliminary results show that machine learning methods rival existing techniques for predicting whether glaucoma is progressing—though we have not yet been able to demonstrate improvements that are statistically significant. It is likely that further improvement is possible, and we encourage others to work on this important practical data mining problem.

year: 2001

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019