title: Red star over Iraq: Iraqi Communism before Saddam [Book Review]

authors: Drury, Abdullah

abstract: This article reviews the book 'Red star over Iraq: Iraqi Communism before Saddam', by Johan Franzén.

text: Red star over Iraq: Iraqi Communism before Saddam [Book Review] This article reviews the book 'Red star over Iraq: Iraqi Communism before Saddam', by Johan Franzén.

year: 2012-03

title: Ensembles of balanced nested dichotomies for multi-class problems

authors: Dong, Lin

subjects: Science & Technology

abstract: A system of nested dichotomies is a hierarchical decomposition of a multi-class problem with c classes into c−1 two-class problems and can be represented as a tree structure. Ensembles of randomly generated nested dichotomies have proven to be an effective approach to multi-class learning problems [1]. However, sampling trees by giving each tree equal probability means that the depth of a tree is limited only by the number of classes, and very unbalanced trees can negatively affect runtime.

In this paper, we investigate two approaches to building balanced nested dichotomies—class-balanced nested dichotomies and data-balanced nested dichotomies—and evaluate them in the same ensemble setting. Using C4.5 decision trees as the base models, we show that both approaches can reduce runtime with little or no effect on accuracy, especially on problems with many classes. We also investigate the effect of caching models when building ensembles of nested dichotomies.

text: Ensembles of balanced nested dichotomies for multi-class problems A system of nested dichotomies is a hierarchical decomposition of a multi-class problem with c classes into c−1 two-class problems and can be represented as a tree structure. Ensembles of randomly generated nested dichotomies have proven to be an effective approach to multi-class learning problems [1]. However, sampling trees by giving each tree equal probability means that the depth of a tree is limited only by the number of classes, and very unbalanced trees can negatively affect runtime.

In this paper, we investigate two approaches to building balanced nested dichotomies—class-balanced nested dichotomies and data-balanced nested dichotomies—and evaluate them in the same ensemble setting. Using C4.5 decision trees as the base models, we show that both approaches can reduce runtime with little or no effect on accuracy, especially on problems with many classes. We also investigate the effect of caching models when building ensembles of nested dichotomies.

year: 2005-01-01

title: Through the eyes of whānau: Destruction of cultural identity through education

authors: Ngaamo, Raewyn Brenda

subjects: Māori

abstract: This thesis examines how the schooling experiences of a dual cultural heritage whānau influenced the development of their identity, their language and culture across three generations. Koro, Tuakana, Teina and Moko share their experiences with us and through these stories reveal how they were forced through the colonising beliefs and practices of schooling to reshape themselves in a bid to belong. The compromise and abuse of cultural identity in wider society, replicated and validated in schooling, created a vicious and dehumanising experience for each of them. School was a major site of assimilation for this whānau. They experienced racism, rejection, low expectations and cultural disconnection across the three generations. They suffered particularly as dual heritage children who experienced rejection and racial micro aggressions from both Pākehā and Māori alike. Instead of education being a means to realise their potential and to achieve success it was actually the vehicle for the destruction of their cultural identity.

text: Through the eyes of whānau: Destruction of cultural identity through education This thesis examines how the schooling experiences of a dual cultural heritage whānau influenced the development of their identity, their language and culture across three generations. Koro, Tuakana, Teina and Moko share their experiences with us and through these stories reveal how they were forced through the colonising beliefs and practices of schooling to reshape themselves in a bid to belong. The compromise and abuse of cultural identity in wider society, replicated and validated in schooling, created a vicious and dehumanising experience for each of them. School was a major site of assimilation for this whānau. They experienced racism, rejection, low expectations and cultural disconnection across the three generations. They suffered particularly as dual heritage children who experienced rejection and racial micro aggressions from both Pākehā and Māori alike. Instead of education being a means to realise their potential and to achieve success it was actually the vehicle for the destruction of their cultural identity.

year: 2019