title: Random convolution ensembles

authors: Mayo, Michael

subjects: computer science

abstract: A novel method for creating diverse ensembles of image classifiers is proposed. The idea is that, for each base image classifier in the ensemble, a random image transformation is generated and applied to all of the images in the labeled training set. The base classifiers are then learned using features extracted from these randomly transformed versions of the training data, and the result is a highly diverse ensemble of image classifiers. This approach is evaluated on a benchmark pedestrian detection dataset and shown to be effective.

text: Random convolution ensembles A novel method for creating diverse ensembles of image classifiers is proposed. The idea is that, for each base image classifier in the ensemble, a random image transformation is generated and applied to all of the images in the labeled training set. The base classifiers are then learned using features extracted from these randomly transformed versions of the training data, and the result is a highly diverse ensemble of image classifiers. This approach is evaluated on a benchmark pedestrian detection dataset and shown to be effective.

year: 2007

title: Harming oneself and harming others: Young people’s experiences coping with difficult emotions

authors: McIntyre, Olivia Taylor

abstract: It is well established that a key function of self-injury is managing difficult or uncomfortable
emotions. Interestingly, emotion regulation is also a key function of aggression. Despite this
and other apparent similarities in risk and protective factors, these behaviours have never
been compared at length. The current research aimed to fill this gap by exploring to what
extent self-injury and outward-directed-injury were ways of dealing with the same issues,
especially managing negative emotions. Twelve semi-structured interviews were conducted
with participants aged between 18 and 35 years old. Reflexive thematic analysis was used to
analyse the data and develop seven themes. Although this research initially set out to explore
injury specifically, many of the experiences described by participants did not involve
physical injury but were still harmful to themself or others. Accordingly, the findings of this
study focus more broadly on harm. The themes outline the self-harm and outward-directedharm
engaged in by the participants, as well as shared risk and protective factors. Factors that
influenced participants’ engagement in self-harm and outward-directed-harm included
adverse life challenges such as mental illness, trauma, low self-worth or nonconformity to
social norms; their friends and family; a difficulty in differentiating emotions; an indifference
for personal safety; and a lack of support services and mental health education in New
Zealand. This exploratory study gives insight into twelve young people’s experiences using
self-harm and outward-directed-harm to cope with their difficult emotions. These insights
contribute to an area of research that is lacking whilst also highlighting the need for further
research comparing these distinct but related behaviours.

text: Harming oneself and harming others: Young people’s experiences coping with difficult emotions It is well established that a key function of self-injury is managing difficult or uncomfortable
emotions. Interestingly, emotion regulation is also a key function of aggression. Despite this
and other apparent similarities in risk and protective factors, these behaviours have never
been compared at length. The current research aimed to fill this gap by exploring to what
extent self-injury and outward-directed-injury were ways of dealing with the same issues,
especially managing negative emotions. Twelve semi-structured interviews were conducted
with participants aged between 18 and 35 years old. Reflexive thematic analysis was used to
analyse the data and develop seven themes. Although this research initially set out to explore
injury specifically, many of the experiences described by participants did not involve
physical injury but were still harmful to themself or others. Accordingly, the findings of this
study focus more broadly on harm. The themes outline the self-harm and outward-directedharm
engaged in by the participants, as well as shared risk and protective factors. Factors that
influenced participants’ engagement in self-harm and outward-directed-harm included
adverse life challenges such as mental illness, trauma, low self-worth or nonconformity to
social norms; their friends and family; a difficulty in differentiating emotions; an indifference
for personal safety; and a lack of support services and mental health education in New
Zealand. This exploratory study gives insight into twelve young people’s experiences using
self-harm and outward-directed-harm to cope with their difficult emotions. These insights
contribute to an area of research that is lacking whilst also highlighting the need for further
research comparing these distinct but related behaviours.

year: 2024

title: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure

authors: Nock, Sophie

subjects: grading of students

abstract: I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

text: The teaching and learning of te reo Māori in a higher education context: Intensive fast track immersion versus gradual progressive language exposure I report here on a comparison of the course grades of Bachelors degree students who are following two different pathways towards a major in te reo Māori - a traditional pathway in which language courses at different levels are spread over three or four years, and an intensive, fast-track, language immersion pathway in which courses in te reo Māori are concentrated into the first year of the degree programme. My findings are that, overall, in terms of course grades at level three, students following the intensive, fast-track, language-immersion pathway out-perform other students in te reo Māori course assessments. Thus, so far as course grades are concerned, many students appear to benefit from the fast track pathway. Whether course grades can be related to proficiency achievements and whether immediate gains are reflected in long-term gains is something that remains to be investigated.

year: 2006