A first attempt at constructing genetic programming expressions for EEG classification

Proceeding of: 15th International Conference on Artificial Neural Networks ICANN 2005, Poland, 11-15 September, 2005In BCI (Brain Computer Interface) research, the classification of EEG signals is a domain where raw data has to undergo some preprocessing, so that the right attributes for classification are obtained. Several transformational techniques have been used for this purpose: Principal Component Analysis, the Adaptive Autoregressive Model, FFT or Wavelet Transforms, etc. However, it would be useful to automatically build significant attributes appropriate for each particular problem. In this paper, we use Genetic Programming to evolve projections that translate EEG data into a new vectorial space (coordinates of this space being the new attributes), where projected data can be more easily classified. Although our method is applied here in a straightforward way to check for feasibility, it has achieved reasonable classification results that are comparable to those obtained by other state of the art algorithms. In the future, we expect that by choosing carefully primitive functions, Genetic Programming will be able to give original results that cannot be matched by other machine learning classification algorithms.Publicad

An exercise in transformational programming: Backtracking and Branch-and-Bound

We present a formal derivation of program schemes that are usually called Backtracking programs and Branch-and-Bound programs. The derivation consists of a series of transformation steps, specifically algebraic manipulations, on the initial specification until the desired programs are obtained. The well-known notions of linear recursion and tail recursion are extended, for structures, to elementwise linear recursion and elementwise tail recursion; and a transformation between them is derived too

Learning leaders matter

Learning leaders position themselves first as learners, then as leaders of other learners. The inherent tensions in this duality are explored in this literature review. Drawing on a broad range of research from education, psychology and neuroscience, the review builds a picture of the situation facing school principals, as leaders of learning communities. The review is directed towards illustrating the professional practice of Developing Self and Others in the Australian Professional Standard for Principals, and focuses on how this practice is demonstrated in the experience of learning leaders. The discussion clarifies key terminology and highlights how leaders need to understand the role of emotions, relationships, attachment behaviours, and collaboration in creating effective and sustainable learning communities.  Key issues arising from the literature review include the fact that there is no accepted standard for developing either self or others in the literature. Another is that the idea of developing self or others in a vacuum is becoming increasingly challenged with the realisation that all learning is context specific and interdependent. Finally, an area of considerable dispute in the literature concerns a divide between sociological and psychological standpoints on the role of leader. There is an opportunity for the academy to engage more directly in translating good research into practical orientations that cover the field from a practitioner point of view. The annotated bibliography includes resources from both standpoints

Reinventing learning: a design-research odyssey

Design research is a broad, practice-based approach to investigating problems of education. This approach can catalyze the development of learning theory by fostering opportunities for transformational change in scholars’ interpretation of instructional interactions. Surveying a succession of design-research projects, I explain how challenges in understanding students’ behaviors promoted my own recapitulation of a historical evolution in educators’ conceptualizations of learning—Romantic, Progressivist, and Synthetic (Schön, Intuitive thinking? A metaphor underlying some ideas of educational reform (working paper 8). Division for Study and Research in Education, MIT, Cambridge, 1981)—and beyond to a proposed Systemic view. In reflection, I consider methodological adaptations to design-research practice that may enhance its contributions in accord with its objectives

Nurturing the independent-thinking practitioner: using threshold concepts to transform undergraduate learning

This article explores the experience of employing the theory of threshold concepts to curricular re-design to transform students' learning experiences. As part of our annual review in 2011, programme team members raised the concern that some graduates from our vocational-type degree programme – BA (Hons) Working with Children, Young People and Families – did not appear to develop the links between 'theory' and 'practice' as effectively as other graduates. Reflection on the three-year old degree programme, designed to provide a foundation for those wishing to move into, or study further, in areas such as family support and social work, revealed two areas for further consideration. First, the programme's modular format appeared to encourage students to view aspects of their studies as unconnected. Secondly, its original design had been premised on a series of 'need to know' areas of policy, theory and practice which had been added to over time, with little taken out. In short, the curriculum appeared to have become both 'stuffed' and fragmented and did not appear to provide the ideal platform from which to engage students in the development of the knowledge, skills and understanding for future professional practice. Using the theory of threshold concepts as our starting point, we were able to identify key themes, ideas and activities that we perceived to be central to nurturing and developing independent and employable practitioners. The following article recounts our journey towards curriculum change, detailing how programme threshold concepts were identified and how these were subsequently applied in curriculum re-design

The role of HODs in curriculum management in a secondary school in KwaMashu, Durban.

Master of Business Administration in Business and Leadership. University of KwaZulu-Natal, Westville, 2017.The Head of Departments (HODs), as managers of secondary schools, manage curriculum and while doing that, they encounter challenges that hinder them from taking informed decisions and these challenges require various skills and knowledge in order to overcome them. However, these challenges begin from the day that HODs are appointed because they are never trained for their new demanding roles of managing curriculum, in as much as there is no support and mentoring after induction and follow up training. It has been assumed that newly appointed HODs know what is expected of them. This research sought to examine the roles of the HODs in curriculum management in secondary schools. The objectives of the research were to examine the challenges that HODs face in relation to curriculum management, to identify the leadership traits and attributions that are required for the HOD position, to determine the strategies that can be developed to improve HODs training to effectively handle curriculum management. The qualitative research approach was followed, using the semi-structured interviewing instrument to collect data. A qualitative sample of fifteen stakeholders, eight were School Management Team (SMT) and three representative of the School Governing Body (SGB) teacher component, two from circuit office and the other two from the district office (all permanently employed by the Department of Education), were selected through purposive sampling, to participate in the study. The key findings of the study indicated that the HODs induction used to be conducted, thereafter, the DoE focused only at schools that were identified as underperforming schools, which were under 30% (T30) matric pass results for this study. That was when the department paid attention to assist the SMT with the challenges that they were facing, and these included the fact that the teachers were not punctual in honouring periods, late submission of evidence to HODs (which identify early problems in curriculum management), lack of team work, as well as more loads of administration (which was adding more work to HODs work load). Based on these findings, the following recommendation were made: the HODs need to plan, consult and follow Annual Teaching Plan (ATP), ensure that assessment standards are up to standard, motivate and mentor teachers to perform to their maximum and it is important for inductions, training and development to take place all the time to ensure quality of education

Functional programming with bananas, lenses, envelopes and barbed wire

We develop a calculus for lazy functional programming based on recursion operators associated with data type definitions. For these operators we derive various algebraic laws that are useful in deriving and manipulating programs. We shall show that all example functions in Bird and Wadler's Introduction to Functional Programming can be expressed using these operators

A Phenomenological Study of First-Career Millennial Novice Elementary School Teachers’ Use 0f Technology

The purpose of this hermeneutic phenomenological study was to describe the attitudes and understandings for millennial first-career novice (FCMN) teachers toward transformational technology integration in the elementary classroom as it relates to the technological, pedagogical, and content knowledge framework (TPACK). Three research questions framed this study: (a) How do millennial first-career novice teachers from the Midwestern United States describe their level of content knowledge, technological knowledge, and pedagogical knowledge (TPACK) to support their teaching practices in the elementary classroom? (b) How do participants describe their approach to instructional decision-making based on their technological knowledge in the elementary classroom? (c) How, if at all, do perceptions as preservice teachers now influence their perceptions as novice teachers in their current classroom setting? Self-reflective journals, task-based renderings, and semi-structured interviews were counted into the data collection process to achieve triangulation. Themes emerged with the application of the hermeneutic cycle. Line-by-line analysis gave way to descriptive codes along with interpretive reflection, rethinking, rereading, and rewriting to identify patterns of the phenomenon. The four themes were: (a) fluctuating context undermines quality of practice, (b) positive dispositional attitudes and growth experiences stabilize quality of practice, (c) professional support networks develop quality of practice, and (d) relative decision-making enriches the quality of practice. The FCMN teachers’ ability to use technology for transformative learning develops only after stabilizing the setting and gaining a depth of content and pedagogical knowledge within the elementary classroom