title: Subset selection using rough numeric dependency

authors: Smith, Tony C.

subjects: computer science

abstract: In this paper we describe a novel method for performing feature subset selection for supervised learning tasks based on a refined notion of feature relevance. We define relevance as others see it and outline our refinement of this concept. We then describe how we use this new definition in an algorithm to perform subset selection, and finally, we show some preliminary results of using this approach with two quite different supervised learning schemes.

text: Subset selection using rough numeric dependency In this paper we describe a novel method for performing feature subset selection for supervised learning tasks based on a refined notion of feature relevance. We define relevance as others see it and outline our refinement of this concept. We then describe how we use this new definition in an algorithm to perform subset selection, and finally, we show some preliminary results of using this approach with two quite different supervised learning schemes.

year: 1995-04

title: Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study

authors: Lin, Hsiu-Chen (Antonia)

subjects: genre

abstract: The research reported here has two main focus points: online learning and the teaching of academic writing to learners of English as an additional language. At its core is a study involving an intensive genre-centered writing course conducted in a tertiary educational institution in Taiwan and delivered in three modes - face-to-face, fully online and blended. That study, preceded by a pilot study conducted in New Zealand, involved a writing course that focused on cognitive genres (e.g. argument) that have been identified as being fundamental to academic writing. It included model texts (constructed in segments with accompanying discussion of their language and structure) and writing exercises. Analysis of post-course questionnaires and focus group discussions revealed a high level of satisfaction with the course. Analysis of pre-test and post-test writing tasks in terms of a wide range of criteria provided evidence of improvement in the writing of course participants in a range of areas. Although those involved in blended and face-to-face modes were most positive about the advantages of the course, it was not necessarily always the case that they outperformed online group members in terms of improvement in writing. 

Also included are two questionnaire-based surveys of samples of teachers of English in tertiary level educational institutions in Taiwan. The first investigated attitudes and practices in relation to the integration of instructional technology into teaching. Although the vast majority of survey participants believed that it was important to incorporate instructional technology into their teaching, this was not necessarily reflected in their more specific beliefs and practices. Very few reported having spent more than a few hours attending instructional technology-related workshops, more than half indicated that very little or none of the interaction in their language classes was computer-mediated, only approximately one third reported having used a learning platform in the six weeks prior to the survey, and over one third reported that they had never used a learning platform. The second questionnaire-based survey investigated attitudes and practices in relation to the teaching and assessment of writing. Although survey participants were familiar with process-centered approaches to the teaching of writing, they appeared to be much less familiar with genre-centered approaches. Using model texts as a way of introducing, demonstrating and explaining language in use seemed to be the exception rather than the rule. Additionally, although they reported spending a considerable amount of time grading and commenting on their students' writing, most of them indicated that they did not design grading criteria that related specifically to course content, and many of the sample comments on student writing that they provided were of a type that is unlikely to help students to improve their writing. 

Overall, the study provides evidence that a genre-centered academic writing course can be associated with a high level of student satisfaction and can lead to demonstrable improvement in student writing. However, it also demonstrates that teachers of English at tertiary level in Taiwan are generally unfamiliar with this sort of approach and that many of them are not yet ready to provide their students with options in terms of delivery modes.

text: Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study The research reported here has two main focus points: online learning and the teaching of academic writing to learners of English as an additional language. At its core is a study involving an intensive genre-centered writing course conducted in a tertiary educational institution in Taiwan and delivered in three modes - face-to-face, fully online and blended. That study, preceded by a pilot study conducted in New Zealand, involved a writing course that focused on cognitive genres (e.g. argument) that have been identified as being fundamental to academic writing. It included model texts (constructed in segments with accompanying discussion of their language and structure) and writing exercises. Analysis of post-course questionnaires and focus group discussions revealed a high level of satisfaction with the course. Analysis of pre-test and post-test writing tasks in terms of a wide range of criteria provided evidence of improvement in the writing of course participants in a range of areas. Although those involved in blended and face-to-face modes were most positive about the advantages of the course, it was not necessarily always the case that they outperformed online group members in terms of improvement in writing. 

Also included are two questionnaire-based surveys of samples of teachers of English in tertiary level educational institutions in Taiwan. The first investigated attitudes and practices in relation to the integration of instructional technology into teaching. Although the vast majority of survey participants believed that it was important to incorporate instructional technology into their teaching, this was not necessarily reflected in their more specific beliefs and practices. Very few reported having spent more than a few hours attending instructional technology-related workshops, more than half indicated that very little or none of the interaction in their language classes was computer-mediated, only approximately one third reported having used a learning platform in the six weeks prior to the survey, and over one third reported that they had never used a learning platform. The second questionnaire-based survey investigated attitudes and practices in relation to the teaching and assessment of writing. Although survey participants were familiar with process-centered approaches to the teaching of writing, they appeared to be much less familiar with genre-centered approaches. Using model texts as a way of introducing, demonstrating and explaining language in use seemed to be the exception rather than the rule. Additionally, although they reported spending a considerable amount of time grading and commenting on their students' writing, most of them indicated that they did not design grading criteria that related specifically to course content, and many of the sample comments on student writing that they provided were of a type that is unlikely to help students to improve their writing. 

Overall, the study provides evidence that a genre-centered academic writing course can be associated with a high level of student satisfaction and can lead to demonstrable improvement in student writing. However, it also demonstrates that teachers of English at tertiary level in Taiwan are generally unfamiliar with this sort of approach and that many of them are not yet ready to provide their students with options in terms of delivery modes.

year: 2010

title: Do two rights fix a wrong? A study of employee and organizational responses to abusive supervision in New Zealand

authors: de Fluiter, Alida Jane

subjects: Abusive supervision

abstract: Organizational justice theories suggest that employees who are abused by their supervisor are likely to respond with lower job and personal outcomes. However, an under-explored area has been the influence of support perceptions. The present study suggests that perceived supervisor support (PSS) and perceived organizational support (POS) may moderate the influence of abusive supervision, and this was tested with three-way interactions. Data was collected from two samples: (1) 100 blue-collar workers in construction and (2) 218 random Maori employees from a variety of industries and professions. Structural equation modeling confirmed the unique constructs of the study measures towards abusive supervision and PSS and POS. Direct effects showed abusive supervision was significant and negative in both samples towards life satisfaction, job satisfaction, and organizational-based self-esteem (OBSE), and significant and positive in both samples towards turnover intentions, anxiety, depression, and insomnia. The results indicated that abusive supervision accounted for large amounts of variance towards all outcomes, with the exception of life satisfaction in study two (7%), and insomnia (8% in study one, and 4% in study two), ranging from 13%-32% variance. Significant three-way interactions were found for all outcomes except turnover intentions and insomnia. The three-way interaction towards life satisfaction in study one indicated that under abusive supervision, respondents with high PSS and high POS experienced the greatest levels of life satisfaction. Similar relationships were found toward depression (study one and two) and anxiety (study one), showing that respondents who experienced high abusive supervision, high PSS, and high POS had the lowest levels of negative mental health outcomes amongst all abused respondents. This suggested a potentially cumulative effect of multiple sources of support. Furthermore, towards job satisfaction in study two, findings show respondents with high abusive supervision and high POS reported the highest job satisfaction, irrespective of levels of PSS. A similar relationship was found toward OBSE in study two, suggesting that of the support variables examined, POS may have greater effect on outcomes, thereby supporting research of Dawley, Andrews and Bucklew (2008) who found POS to be the best predictor of organizational outcomes. Overall, this paper supports the notion that perceptions of support may moderate the influence of abusive supervision perceptions on employee’s work and personal outcomes. The findings show that while abusive supervision can play a dominant role on outcomes, this can be somewhat nullified by greater support from the organization. This has strong implications for firms dealing with problem supervisors, signaling the importance of establishing POS, and emphasizing that creating a supportive organization may be the first step to enabling employees to develop positive work and individual outcomes.

text: Do two rights fix a wrong? A study of employee and organizational responses to abusive supervision in New Zealand Organizational justice theories suggest that employees who are abused by their supervisor are likely to respond with lower job and personal outcomes. However, an under-explored area has been the influence of support perceptions. The present study suggests that perceived supervisor support (PSS) and perceived organizational support (POS) may moderate the influence of abusive supervision, and this was tested with three-way interactions. Data was collected from two samples: (1) 100 blue-collar workers in construction and (2) 218 random Maori employees from a variety of industries and professions. Structural equation modeling confirmed the unique constructs of the study measures towards abusive supervision and PSS and POS. Direct effects showed abusive supervision was significant and negative in both samples towards life satisfaction, job satisfaction, and organizational-based self-esteem (OBSE), and significant and positive in both samples towards turnover intentions, anxiety, depression, and insomnia. The results indicated that abusive supervision accounted for large amounts of variance towards all outcomes, with the exception of life satisfaction in study two (7%), and insomnia (8% in study one, and 4% in study two), ranging from 13%-32% variance. Significant three-way interactions were found for all outcomes except turnover intentions and insomnia. The three-way interaction towards life satisfaction in study one indicated that under abusive supervision, respondents with high PSS and high POS experienced the greatest levels of life satisfaction. Similar relationships were found toward depression (study one and two) and anxiety (study one), showing that respondents who experienced high abusive supervision, high PSS, and high POS had the lowest levels of negative mental health outcomes amongst all abused respondents. This suggested a potentially cumulative effect of multiple sources of support. Furthermore, towards job satisfaction in study two, findings show respondents with high abusive supervision and high POS reported the highest job satisfaction, irrespective of levels of PSS. A similar relationship was found toward OBSE in study two, suggesting that of the support variables examined, POS may have greater effect on outcomes, thereby supporting research of Dawley, Andrews and Bucklew (2008) who found POS to be the best predictor of organizational outcomes. Overall, this paper supports the notion that perceptions of support may moderate the influence of abusive supervision perceptions on employee’s work and personal outcomes. The findings show that while abusive supervision can play a dominant role on outcomes, this can be somewhat nullified by greater support from the organization. This has strong implications for firms dealing with problem supervisors, signaling the importance of establishing POS, and emphasizing that creating a supportive organization may be the first step to enabling employees to develop positive work and individual outcomes.

year: 2011