title: Feature selection for discrete and numeric class machine learning

authors: Hall, Mark A.

subjects: computer science

abstract: Algorithms for feature selection fall into two broad categories: wrappers use the learning algorithm itself to evaluate the usefulness of features, while filters evaluate features according to heuristics based on general characteristics of the data. For application to large databases, filters have proven to be more practical than wrappers because they are much faster. However, most existing filter algorithms only work with discrete classification problems. 
This paper describes a fast, correlation-based filter algorithm that can be applied to continuous and discrete problems. Experiments using the new method as a preprocessing step for naïve Bayes, instance-based learning, decision trees, locally weighted regression, and model trees show it to be an effective feature selector - it reduces the data in dimensionality by more than sixty percent in most cases without negatively affecting accuracy. Also, decision and model trees built from the pre-processed data are often significantly smaller.

text: Feature selection for discrete and numeric class machine learning Algorithms for feature selection fall into two broad categories: wrappers use the learning algorithm itself to evaluate the usefulness of features, while filters evaluate features according to heuristics based on general characteristics of the data. For application to large databases, filters have proven to be more practical than wrappers because they are much faster. However, most existing filter algorithms only work with discrete classification problems. 
This paper describes a fast, correlation-based filter algorithm that can be applied to continuous and discrete problems. Experiments using the new method as a preprocessing step for naïve Bayes, instance-based learning, decision trees, locally weighted regression, and model trees show it to be an effective feature selector - it reduces the data in dimensionality by more than sixty percent in most cases without negatively affecting accuracy. Also, decision and model trees built from the pre-processed data are often significantly smaller.

year: 1999-04

title: Language rights: Moving the debate forward

authors: May, Stephen

subjects: Language rights

abstract: This article provides an overview of the current issues and challenges facing the nascent paradigm of minority language rights (MLR). It focuses on the theoretical points of dispute and tension with respect to MLR, as well as the challenges attendant upon their implementation in complex, multiethnic and multilingual contexts. The article acknowledges, but also responds to, key critiques of MLR to date. These include debates about linguistic modernisation, linguistic identities and essentialism, language and social mobility, and macro and micro language practices. In light of these debates, the article speculates about possible ways forward for theMLR paradigm.

text: Language rights: Moving the debate forward This article provides an overview of the current issues and challenges facing the nascent paradigm of minority language rights (MLR). It focuses on the theoretical points of dispute and tension with respect to MLR, as well as the challenges attendant upon their implementation in complex, multiethnic and multilingual contexts. The article acknowledges, but also responds to, key critiques of MLR to date. These include debates about linguistic modernisation, linguistic identities and essentialism, language and social mobility, and macro and micro language practices. In light of these debates, the article speculates about possible ways forward for theMLR paradigm.

year: 2005-01-01

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