Feature selection is a pre-processing step in data-mining and machine learning, and plays an important role for analyzing high-dimensional data. Appropriately selected features can not only reduce the complexity of the mining or learning process, but also improve the accuracy of results. In the past, the concept of performing the task of feature selection by attribute clustering was proposed. If similar attributes could be clustered into groups, attributes could be easily replaced by others in the same group when some attribute values were missed. Hong et al. also proposed several genetic algorithms for finding appropriate attribute clusters. Their approaches, however, suffered from the weakness that multiple chromosomes would represent the same attribute clustering result (feasible solution) due to the combinatorial property, thus causing a larger search space than needed. In this thesis, we thus attempt to improve the performance of the GA-based attribute-clustering process based on the grouping genetic algorithm (GGA). Two GGA-based attribute clustering approaches are proposed. In the first approach, the general GGA representation and operators are used to reduce the redundancy of chromosome representation for attribute clustering. In the second approach, a new encoding scheme with corresponding crossover and mutation operators are designed, and an improved fitness function is proposed to achieve better convergence speed and provide more flexible alternatives than the first one. At last, experiments are made to compare the efficiency and the accuracy of the proposed approaches and the previous ones.

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Exhibition design conjoins distinct architectural and curatorial requirements. It is proposed that the common language of architecture and curatorship is space: how displays are arranged to be viewed in particular sequences and visual frames, placed in fields of co-visibility or grouped according to their spatial arrangement as well as their stylistic, historical or other classificatory labels. As visitors become immersed in exhibition space they are exposed to an informally staged pedagogy aimed at enhancing their enjoyment and understanding of the exhibition. The second floor of the High Museum of Art, with the permanent collection of objects, opened in 1983, is chosen as a case study. Meier designed the original building and decorative arts exhibition. Scogin and Elam produced a significant modification in 1997 to house a thematic exhibition. Lord Aeck and Sargent restored a simplified version of the original layout in 2003. Rigorous quantitative analyses document these successive changes and identify the fundamental shifts in exhibition design principles that they represent. Visual relationships, the break up of space and patterns of movement are analyzed using standard space-syntax methodologies. New techniques are proposed in order to describe and quantify overlapping patterns of spatial grouping. It is shown that the original design encouraged visitors to view and compare objects in alternative ways, generating open-ended readings and multiple understanding. The 1997 layout dictated sequences of viewing and framed frontal views in order to communicate how art engages human experience, including the body or the environment. The 2003 layout re-instated multiple viewing points and comparative groupings while emphasizing the individual work. The dissertation examines how architecture and curatorship interacted in a unique building which provides great experiential richness as well as design constraints. In addition, it demonstrates how descriptive theory can help bridge between architectural and curatorial intents by capturing the principles of arrangement which are fundamental to both.

<p>Abstract</p><p>This paper investigates how to individualize the tuition in English by using ability groupings. The study is primarily focusing on the group of under-achieving ability pupils since teachers have a special responsibility for those pupils who experience difficulties in attaining the goals that have been set for their education, according to the Curriculum for compulsory school Lpo 94. The main research question was if the groupings were positive or negative for the under-achieving pupils at school X, i.e. the compulsory school under investigation. In addition I also wanted to find out if the ability groupings at school X responded to the steering documents, i.e. the Curriculum in compulsory school and the Education Act. The study is based on primary data in the forms of interviews, with four English teachers, and questionnaires, answered by the under-achieving ability pupils.</p><p>Conclusions were drawn that the ability groupings seemed to be mostly negative concerning the under-achieving pupils. The groupings at school X are not supported in any steering documents either since the groupings are not temporary, they do to some extent put the pupils at a certain grade level and on a certain track which violates the Education Act. One of the conclusions in this paper is also that there should be clearer guidelines on how to approach this phenomenon.</p>

This thesis investigates whether luck egalitarianism can provide a cogent and coherent interpretation of educational equality. Historically, the belief that each child should receive an equally good education has exerted a strong influence on policy makers and thus on educational practice, and this despite the vagueness of the egalitarian formula. More recently however, the ideal has been undermined in practice by the rise of neoliberalism and in theory by a number of thinkers advocating other principles of educational justice. But it is vital to be clear about what each child is owed because of the profound effects of education on a person’s life prospects. The motivation for this work is therefore to determine whether educational equality can be rescued as a desirable and animating ideal of educational justice. In order to achieve this, I examine luck egalitarianism, a theory of distributive justice that has its origins in the work of John Rawls, but is now the major rival to his account of egalitarian justice. I probe at the fundamental moral intuitions underpinning luck egalitarianism and how it brings together the morally potent ideas of equality, luck and choice. I argue that these are of relevance for the education each child is owed and I propose a luck egalitarian conception of educational equality, argue that it is a cogent interpretation of egalitarian justice, and conclude that a luck egalitarian conception shows educational equality to be an ideal that is relevant, coherent and what morally matters most for justice in education. I describe luck egalitarianism as resting on three basic moral beliefs: that distributive equality is a fundamental demand of justice; that luck undermines fair equality; and that a person’s genuine choices can sometimes, under certain background conditions, render some otherwise objectionable inequalities not unjust. I then examine whether these three beliefs are compatible with each other and what, if anything, links them. Next, I consider luck egalitarianism’s status as a theory of distributive justice and argue that far from this being a weakness, as Elizabeth Anderson (1999) has notably argued, it is a strength of the position. But to appreciate this it needs to be seen that luck egalitarianism makes no claim to being all of justice and that the equalisandum of equality is complex and egalitarianism is intrinsically pluralist in nature (with a particular understanding of what is meant by pluralist). I consider too whether it is a mistake to say that inequalities that are largely due to luck can really be thought of as unjust. Thomas Nagel (1997) has argued that it is merely misfortune, unless the result of deliberate actions or social structures for which someone is responsible. I reject that position and argue that no one has to be responsible for an inequality for it to be unjust. Having interrogated luck egalitarianism and found it to be a sound account of egalitarian distributive justice, I turn to looking at whether it can illuminate our understanding of educational equality. Educational equality is often interpreted in terms of equality of educational opportunity. I look particularly at a conception of equality of educational opportunity, strongly influenced by Rawls, that has been thoughtfully and carefully articulated by Harry Brighouse and Adam Swift (2008). I find their conception powerful, but flawed, and argue that a luck egalitarian conception can account for the appeal of their conception, but is an advance on it. I end by looking at a specific question of educational justice to test the luck egalitarian conception – is there anything inegalitarian about ability grouping? I conclude that, while still needing to have its implications worked out in full, particularly as regards choice, a luck egalitarian conception provides a compelling account of educational equality and reasserts that equality matters for justice in education.

This dissertation aims to examine some aspects of special education in Swedish upper secondary schools. The availability of special education resources, the occurrence of ability grouping and the organisational modalities of special education support are investigated. The further aim of the thesis is to discuss how these phenomena can be understood on the basis of democratic educational theories and theories of social educational justice. The study describes how special education support was organised in 764 upper secondary schools in Sweden in the academic school year 2010/2011, with a response rate of 80.4% (n=764). The design of the study is a cross-sectional total population survey, where data have been collected by way of questionnaires and supplemented with public statistics. The results of the study show that about 37.5% of upper secondary schools lack special education resources in terms of special educators or special education teachers. Special education support is not provided in 68% of the independent schools compared with 10% of the public schools. This uneven balance between public and independent schools can be interpreted to be a threat to an equivalent and democratic school, since students in need of special support do not have the same opportunities to receive such support in all schools. Furthermore, schools with a higher average parental educational background have shown higher availability of special education resources. It seems that students with parents who have higher educational backgrounds have to a greater extent access to special education resources. Ability grouping is used in about 43% of the schools. It is most commonly used within foundation subjects, particularly in Mathematics. The schools that use ability grouping to a very large extent have lower and more varied merit rating values and greater availability of special education resources. Special education support is primarily provided outside the students’ regular teaching groups. This is also the case with support provided by other school staff: indeed, 87% of the schools report that the majority of special education support is provided outside the students’ regular teaching groups. This can be understood as a way to organise special support in which heterogeneity and pluralism are not considered important. Based on democratic theories, the support provided outside the regular teaching group might be a risk to the creation of a democratic school where all students are given opportunities to meet and interact.    Overall, the results from this thesis show that special education resources are unevenly distributed among independent and public schools; that 43% of the schools use ability grouping; and that special support is primarily provided outside the students’ regular teaching groups. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: In press.</p><p> </p>

The bottlenose dolphin exhibits a fission-fusion social structure characterized by temporary associations lasting from minutes to hours. Although social structure has been described for some dolphin communities, the selective pressures affecting fission-fusion patterns and their consequences on dolphin communication are not well understood. The goals of the present study were three-fold: 1) to quantify the rate with which fission-fusion occurred and identify the selective pressures influencing an individual's decision to leave and join a temporary group; 2) to examine the communication signals produced during temporary separations; and 3) to estimate the distances over which dolphins could remain in acoustic contact while separated. It was found that a dolphin's decision to join or leave a group was related to social considerations such as the class of individual encountered (e.g., mothers with calves, adult single females, adult males, and juveniles) as dolphins move in different environments. The decision was also influenced by ecological characteristics such as the habitat where a dolphin was found. The two aspects in turn determined the rate of fission-fusion. Mothers with calves regularly using deep waters had high rates of fission-fusion. Those females encountered other females in the same reproductive condition frequently and associated with them. In contrast, mothers with calves using shallow waters had lower fission-fusion rates. Those females encountered juvenile dolphins often but they did not associate with them frequently. Temporarily separated dolphins did not always produce the sounds typically used for long-distance communication, and sometimes they did not use any detectable acoustic signal to find each other. On average, this absence of communication occurred at distances less than 50 m. When both whistles and echolocation produced, they were apparently involved in maintaining contact between mothers and their calves and other associates. Estimates of active spaces defined by whistle transmission indicated that communication range varied between habitats. Shallow seagrass areas had the smallest active space while channels had the greatest active space. Findings indicated that the distances over which dolphins remain in acoustic contact and can be considered members of groups are much greater than has been described from observations of dolphin spacing and activity alone.

A critical function of perception is the organization of temporally spaced input. This is accomplished through grouping, a process by which within-group elements are integrated with one another to form a cohesive unit. Grouping also requires boundaries to set off within-group elements from unrelated stimuli. In the temporal domain, grouping may be accomplished through use of an implicit working memory system that connects temporally spaced information. Temporal group boundaries may be created by reductions in the default integrative processes of this memory system. The present experiments probed integration strength by embedding priming tasks within temporal groups (i.e., events). Because priming also draws upon implicit working memory, priming strength should reflect the strength of integration. If modulation of temporal integration is responsible for grouping, this should be manifested as a reduction of priming across boundaries. Irrelevant feature priming tasks were used to assess integration strength. Participants responded to one of two independently varying object features. In this form of priming, change consistency of relevant and irrelevant features produces faster reaction times, resulting in a crossed interaction. This interaction served as a meter for the strength of temporal integration. The experiments included a variety of temporal grouping manipulations. Experiments involving rhythmic groups, spatial shifts, rotations, pitch, and timbre, as well as higher-level conceptual shifts, demonstrated reduced priming in across-boundary conditions. Both visual and auditory events were used, and experiments demonstrated that viewers’ interpretation of a scene contributed to the observed effects. Temporal integration does appear to be reduced at certain event boundaries, suggesting that this may be the general manner in which temporal grouping is accomplished. Motion change, a boundary from event segmentation research, did not reduce priming, indicating that the process presently under study differs from that studied using explicit segmentation procedures. The reduction of integration may correspond to a subjective, amodal experience of separation. The present technique may therefore offer an objective, implicit method to assess this sense of separation. Using this method, it is possible to reliably determine when people are experiencing temporal group boundaries even when they are not deliberately attending to them. / text

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education