title: Data Quality in Predictive Toxicology: Identification of Chemical Structures and Calculation of Chemical Descriptors

authors: Helma, Christoph

subjects: computer science

abstract: Every technique for toxicity prediction and for the detection of structure–activity relationships relies on the accurate estimation and representation of chemical and toxicologic properties. In this paper we discuss the potential sources of errors associated with the identification of compounds, the representation of their structures, and the calculation of chemical descriptors. It is based on a case study where machine learning techniques were applied to data from noncongeneric compounds and a complex toxicologic end point (carcinogenicity). We propose methods applicable to the routine quality control of large chemical datasets, but our main intention is to raise awareness about this topic and to open a discussion about quality assurance in predictive toxicology. The accuracy and reproducibility of toxicity data will be reported in another paper.

text: Data Quality in Predictive Toxicology: Identification of Chemical Structures and Calculation of Chemical Descriptors Every technique for toxicity prediction and for the detection of structure–activity relationships relies on the accurate estimation and representation of chemical and toxicologic properties. In this paper we discuss the potential sources of errors associated with the identification of compounds, the representation of their structures, and the calculation of chemical descriptors. It is based on a case study where machine learning techniques were applied to data from noncongeneric compounds and a complex toxicologic end point (carcinogenicity). We propose methods applicable to the routine quality control of large chemical datasets, but our main intention is to raise awareness about this topic and to open a discussion about quality assurance in predictive toxicology. The accuracy and reproducibility of toxicity data will be reported in another paper.

year: 2000

title: The Food Sovereignty Challenge to the Corporate Food Regime: Food for Thought

authors: Howard, Darelle Jane

subjects: Food Sovereignty

abstract: This thesis forms part of an ongoing project working with Neilson (2012; Neilson & Stubbs, 2016) towards a revised version of regulation theory that is still a workin-progress. I have struggled towards a conceptual framework that distinguishes key concepts ‘model of development’, ‘food regime’ and ‘agricultural system’. I argue that this conceptual framework enables a more thorough analysis of the current era and also provides a tool for conceptualising a new one.
I extend on the standard accounts of the concept ‘food regime’ (Friedmann, 1987; McMichael, 1992; 2009b) and attempt to more clearly delineate what I call the ‘agricultural system’, from the regulation/accumulation coupling (i.e. model of development). The corporate food regime while being essentially equivalent to the neoliberal model of development in agriculture, remains distinct from it because the food regime includes, yet is still distinct from, the prevailing model of development which over time transforms the pre-existing regulatory framework of the food regime.
Using my conceptual framework, I critique the dominant agricultural system as environmentally destructive and (key to my project) undermining of food sovereignty. The dominant agricultural system is influenced by, though not solely or directly, the prevailing corporate food regime. The current food regime is largely responsible for the threat to food sovereignty in the current era. However, food sovereignty is an inclusive movement that challenges the dominant agricultural system and I put forward the argument that a new food regime should be premised on food sovereignty.
I investigate emerging agricultural systems in Rome in order to think about the practical realities of alternatives to the dominant agricultural system that are based on food sovereignty. My field research was based on in-depth interviews using a qualitative approach. I looked at both production and consumption elements of an emerging agricultural system – central to any economic system. I met with GAS Testaccio Meticcio and three local producers, La Nuova Arca, Barikamà and Il Papavero.
I pursued a multi-level research agenda that is theoretically informed and grounded in a sense of the big picture and an associated political agenda, and yet goes all the way down to the micro-level of empirical field research. My thesis is structured following this multi-levelled agenda. Beginning with the theoretical foundations I move to a national experience before honing down on the substantive emergence of agricultural systems in Rome. Finally, I integrate these levels in a discussion of a new food regime.
Advocating for structural changes that focus on improving food sovereignty is by no means an original stance. However, my contribution comes from my core argument that the best chance of achieving such goals is through the conceptualisation and implementation of a new food regime. The centre-piece of such a regime needs to be a national template and practical strategy for promoting food sovereignty. Although I have made progress developing my revised account of the relationship between regulation and accumulation in agriculture, there are limitations to my framework which I will continue to work on.

text: The Food Sovereignty Challenge to the Corporate Food Regime: Food for Thought This thesis forms part of an ongoing project working with Neilson (2012; Neilson & Stubbs, 2016) towards a revised version of regulation theory that is still a workin-progress. I have struggled towards a conceptual framework that distinguishes key concepts ‘model of development’, ‘food regime’ and ‘agricultural system’. I argue that this conceptual framework enables a more thorough analysis of the current era and also provides a tool for conceptualising a new one.
I extend on the standard accounts of the concept ‘food regime’ (Friedmann, 1987; McMichael, 1992; 2009b) and attempt to more clearly delineate what I call the ‘agricultural system’, from the regulation/accumulation coupling (i.e. model of development). The corporate food regime while being essentially equivalent to the neoliberal model of development in agriculture, remains distinct from it because the food regime includes, yet is still distinct from, the prevailing model of development which over time transforms the pre-existing regulatory framework of the food regime.
Using my conceptual framework, I critique the dominant agricultural system as environmentally destructive and (key to my project) undermining of food sovereignty. The dominant agricultural system is influenced by, though not solely or directly, the prevailing corporate food regime. The current food regime is largely responsible for the threat to food sovereignty in the current era. However, food sovereignty is an inclusive movement that challenges the dominant agricultural system and I put forward the argument that a new food regime should be premised on food sovereignty.
I investigate emerging agricultural systems in Rome in order to think about the practical realities of alternatives to the dominant agricultural system that are based on food sovereignty. My field research was based on in-depth interviews using a qualitative approach. I looked at both production and consumption elements of an emerging agricultural system – central to any economic system. I met with GAS Testaccio Meticcio and three local producers, La Nuova Arca, Barikamà and Il Papavero.
I pursued a multi-level research agenda that is theoretically informed and grounded in a sense of the big picture and an associated political agenda, and yet goes all the way down to the micro-level of empirical field research. My thesis is structured following this multi-levelled agenda. Beginning with the theoretical foundations I move to a national experience before honing down on the substantive emergence of agricultural systems in Rome. Finally, I integrate these levels in a discussion of a new food regime.
Advocating for structural changes that focus on improving food sovereignty is by no means an original stance. However, my contribution comes from my core argument that the best chance of achieving such goals is through the conceptualisation and implementation of a new food regime. The centre-piece of such a regime needs to be a national template and practical strategy for promoting food sovereignty. Although I have made progress developing my revised account of the relationship between regulation and accumulation in agriculture, there are limitations to my framework which I will continue to work on.

year: 2017

title: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve

authors: Ford, Therese

subjects: Culture

abstract: Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

text: Examining Culturally Responsive Leadership: An investigation into how one school leader, in a primary school setting, provides culturally responsive leadership that ensures Maori students achieve Addressing the achievement disparities that exist within New Zealand education between Maori and non-Maori is a major government priority and is identified by the Ministry of Education as being a critical challenge for school leadership (Ministry of Education, 2008a). Therefore, an important question for school leaders to contemplate is: How do we raise Maori student achievement and eliminate the ‘gap’, or more specifically, what are the teaching and leadership practices that will make a difference? The research project presented in this thesis examines how one school leader, in a mainstream primary school setting, provides culturally responsive leadership practice that ensures Maori students achieve. This case study was conducted within a kaupapa Maori theoretical framework and used a mixed methods approach that incorporated the triangulation of quantitative and qualitative data. Quantitative data included student achievement data in reading, while qualitative data collection and analysis included school documents, participant observations of the principal, a series of semi-structured interviews and a stimulated recall interview with the principal and focus group interviews with the school leadership team and a group of teachers. The literature reviewed highlighted the centrality of culture in education, the implications for relationships and interactions between teachers and students that are born out of cultural deficit theorising and the potential culturally responsive teaching practices hold for students from minority groups. It also identified a series of effective leadership practices that enable school leaders to influence classroom teaching and have a subsequent impact on student outcomes. The case study school reflects a mainstream primary school context where the majority of Maori students are achieving at or above national expectations in reading. The findings indicate that the principal is implementing many of the practices that characterise effective leadership in successful schools. The principal’s leadership practice is guided by her understandings of culturally responsive leadership, which emphasises the importance of developing quality relationships and quality teaching and learning. Consequently, she has focused her leadership practice on three interrelated strategies that reflect this theorising. The strategies include: prioritising the development of relationships with and between school stakeholders, establishing systems and structures to support the development of relationships and creating a school culture of learning where teachers reject deficit theorising, accept ownership for the performance of students, implement culturally responsive teaching practices and are critically reflective about their practice. This study suggests that further research examining culturally responsive leadership in mainstream education is needed to provide a more comprehensive profile of a culturally responsive leader in the New Zealand context. However, this report does provide an interesting point for reflection and discussion amongst school leaders who want to raise Maori student achievement and reduce disparities.

year: 2010