The need for low bias algorithms in classification learning from large data sets

This paper reviews the appropriateness for application to large data sets of standard machine learning algorithms, which were mainly developed in the context of small data sets. Sampling and parallelisation have proved useful means for reducing computation time when learning from large data sets. However, such methods assume that algorithms that were designed for use with what are now considered small data sets are also fundamentally suitable for large data sets. It is plausible that optimal learning from large data sets requires a different type of algorithm to optimal learning from small data sets. This paper investigates one respect in which data set size may affect the requirements of a learning algorithm — the bias plus variance decomposition of classification error. Experiments show that learning from large data sets may be more effective when using an algorithm that places greater emphasis on bias management, rather than variance management.

Pricing in the museum sector : the need to balance social responsibility and organisational viability

An essential component of marketing strategy is pricing. Pricing in museums, however, is problematic as issues beyond cost recovery or surplus, such as social responsibilities, need to be considered. This area of marketing is under researched. The aim of this study is to address the research gap by synthesising the literature on pricing strategy in the museum sector. The study found that there are a number of strategies being advocated with regard to pricing in the museum sector in the literature, each representing various perspectives of museology. A research agenda was proposed to assist marketers in the museum sector to meet their organisational needs, whilst balancing their social responsibilities.

The need to vent and dissatisfactory self-service technology encounters

Reports of customer dissatisfaction with self-service technologies (SSTs) are becoming increasingly common. The SST context is characterised by customer participation in service production and delivery, independently of service personnel. With no opportunity for humanto- human interaction, feelings of customer irritation and frustration can have a tendency to build-up in dissatisfactory SST encounters. If SSTs do not perform as promised, customers can become angry and frustrated, and do not have the security or reassurance of human service personnel. With this in mind, it is argued that customers’ “need to vent” will be an important predictor of customers’ complaint behaviours (CCBs), i.e., voice, negative word of mouth, negative “word of mouse”, third party action, false loyalty and exit, in dissatisfactory SST encounters. The “need to vent” is defined as the need, when one has a problem, to seek relief by expressing one’s problem / “getting it off one’s chest”. This construct has been subject to little conceptual or empirical scrutiny, and to the researchers’ knowledge, has not been previously operationalised or measured. This paper begins to address this gap by presenting a conceptual model and hypotheses depicting the relationships between the need to vent and CCBs in the context of SSTs.

Understanding what microfinance institutions need to address to aid poverty alleviation, social inclusion and human development

Poverty, in its most basic form can be defined as a deprivation of well-being. It is an issue that has been evident in society for centuries and a concern for government policy makers and more recently for non-government organizations (NGOs). In this paper, we consider how management approaches to resolving the dilemma of poverty can be advanced by drawing on two major areas in the development arena associated with poverty, namely, ‘social exclusion’ and ‘the human development paradigm’. We put forward the argument that for groups of people where social disintegration has already occurred, only structural interventions coupled with a social development mechanism will achieve the desired effect. One method for achieving this is through the use of microfinance programs which provide a broad range of financial services to the poor and low-income households as well as to micro-enterprises. This paper contributes to both management practice and theory by developing a theoretical model that microfinance institutions need to do to aid both ‘human development’ and ‘social inclusion’ processes for the socially excluded and poor.

The need to keep vigilant against academic fundamentalism

In today's academic society, the likelihood of researchers succumbing to fundamentalism is a grave threat. In this paper, my main argument is that academics are often tempted to put their personal needs (i.e. recognition and opportunities for more money) ahead of their value for research. Consequently, it becomes easier for them to stray into a space where they are no longer being driven by scientific rigor and debate. Despite the internal and external pressures that we face, there is a need for vigilance to avoid this from occurring to ensure that the true notion of researching a science and our academic responsibility are fulfilled.

The need for a culturally inclusive andragogy for collaborative design learning

In recognition of the apparent paradox between the cultural-systems of Asia and the West and the teaching and learning styles they promote, this platform paper aims to propose how research might investigate differences between achievement and diverse learning preferences at various stages of the design process in the multi-cultural studios of Deakin University. The paper presents a Strategic Teaching and Learning Grant project currently running at Deakin as a reflexive research program aimed at resolving the learning difficulties of international students collaborating in three undergraduate design studios. The primary aim of this program is to inform a new culturally inclusive andragogy for problem-based design teaching through experiential
learning theory.

Fine motor difficulties: the need for advocating for the role of occupational therapy in schools

Background: Fine motor difficulties can impact on the academic, social and emotional development of a student. Aim: The aims of this paper are to: (i) investigate the need for support to students experiencing fine motor  difficulties from the perspective of their classroom teachers, and (ii) report on the level of knowledge teachers have in regard to the role of occupational therapists in supporting students with fine motor difficulties.  Methods: Fifteen teachers from a stratified random sample of public schools within two regions of Victoria, Australia, were interviewed in this qualitative, grounded theory investigation. Results: Results showed that the current level of support for students with fine motor difficulties is inadequate. Conclusion: Occupational therapists in Victoria need to advocate their role in developing the fine motor skills of students at both an organisational and an individual level in order to increase the access of students with fine motor difficulties to occupational therapy services.

ICT and girls: the need for a large scale intervention programme

In recent years there have been fewer students enrolling into ICT courses and subsequently there has been a significant decline in ICT graduates. The decline in participation by females has been even greater than for males resulting in a further widening of the gender imbalance in this discipline. Much of the research indicates that it is the early years that influence children's decisions regarding career choice. For many girls, although
they are initially interested and engaged with IT in their early years of schooling, this fades as they reach middle and senior secondary school. Reasons for this decline in interest include the perceptions that, among other things, IT is ‘geeky’, male dominated and generally not a people focused career. There have been many initiatives to try and redress the problem however most are localised, poorly funded and depend very much on one key individual usually in schools. This paper briefly describes the outcomes of the Young Girls ICT project designed to encourage girls to continue with computing. The paper considers what the best options might be for encouraging more girls to continue to study computing.

I don't need IT because I'm going to be a teacher, and other popular beliefs: High school students' explanations for the under representation of girls in information technology subjects

This paper examines the implications for teacher educators of the dominant beliefs currently circulating within diverse Australian high schools about the (lack of) relationship between girls’ interests, girls’ careers, girls’ futures and the broad field of information technology. It identifies students' attitudes towards the content, relevance and general appeal of IT subjects to highlight the challenges for both teachers and teacher educators who may be seeking to address the issues associated with girls’ under representation in IT courses and also contribute to an ongoing project of gender based educational reform. Emphasis throughout the paper is on the persistence of discourses that continue to position girls and IT in opposition to each other and on the challenges of subverting these discourses through the introduction of new figurations (cf Rosi Braidotti, 1994) or transformative understandings of what it now means to be a female student, a female teacher, or a female IT user. The paper concludes by reflecting on the implications of these themes for teachers and teacher educators: particularly those with an on-going commitment to the broad field of educational justice.

CHD and stroke : Scotland`s pandemics also need co-ordinated and vigorous primary prevention programmes

Further reductions in the incidence and mortality from CHD and stroke in Scotland will be largely dependent upon changes in the three major risk factors – cholesterol, blood pressure and smoking. Vigorous and co-ordinated primary prevention programmes are therefore required. This paper outlines the main elements of such a prevention programme starting in the Scottish Borders. It considers the three major risk factors and discusses local action within high risk groups and within the population at large for each. The importance of considering environmental changes and social supports for change are emphasised, and because of this, the key role of local authorities and other local partners. Suggestions for action at the national level to encourage and support the growth of such programmes across Scotland are given.

Small-scale randomized controlled trials need more powerful methods of mediational analysis than the Baron-Kenny method

Objective: To devise more-effective physical activity interventions, the mediating mechanisms yielding behavioral change need to be identified. The Baron–Kenny method is most commonly used, but has low statistical power and may not identify mechanisms of behavioral change in small-to-medium size studies. More powerful statistical tests are available.
Study Design and Setting: Inactive adults (N = 52) were randomized to either a print or a print-plus-telephone intervention. Walking and exercise-related social support were assessed at baseline, after the intervention, and 4 weeks later. The Baron–Kenny and three alternative methods of mediational analysis (Freedman–Schatzkin; MacKinnon et al.; bootstrap method) were used to examine the effects of social support on initial behavior change and maintenance. Results: A significant mediational effect of social support on initial behavior change was indicated by the MacKinnon et al., bootstrap, and, marginally, Freedman–Schatzkin methods, but not by the Baron–Kenny method. No significant mediational effect of social support on maintenance of walking was found. Conclusions:  Methodologically rigorous intervention studies to identify mediators of change in physical activity are costly and labor ntensive, and may not be feasible with large samples. The use of statistically powerful tests of mediational effects in small-scale studies can inform the development of more effective interventions.