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Parallel Feature Selection Using Only Counts
Get PDFCount queries belong to a class of summary statistics routinely used in basket analysis, inventory tracking, and study cohort finding. In this article, we demonstrate how it is possible to use simple count queries for parallelizing sequential data mining algorithms. Specifically, we parallelize a published algorithm for finding minimum sets of discriminating features and demonstrate that the parallel speedup is close to the expected optimum. 
Model-driven engineering in RDF - a way to version control
No full textVersion control is a long-standing open problem for model-driven software engineering (MDSE). When the users work with diagrammatic models, conventional text-based version control is of little use, as the textual representation may change even when no change is made to the semantic model. A similar problem exists in semantic technologies, but recent research has given us a couple of very promising solutions for Resource Description Framework (RDF) graphs. In this paper we demonstrate how the Diagram Predicate Framework (DPF), a modelling framework in MDSE, can be represented unambiguously as RDF graphs. The RDF representation is then used as a foundation to analyse conflict resolution for version control of DPF models
Simplified Ocean Models on the GPU
No full textThis paper describes the implementation of three different simplified ocean models on a GPU (graphics processing unit) using Python and PyOpenCL. The three models are all based on the solving the shallow water equations on Cartesian grids, and our work is motivated by the aim of running very large ensembles of forecast models for fully nonlinear data assimilation. The models are the linearized shallow water equations, the non-linear shallow water equations, and the two-layer non-linear shallow water equations, respectively, and they contain progressively more physical properties of the ocean dynamics. We show how these models are discretized to run efficiently on a GPU, discuss how to implement them, and show some simulation results. The implementation is available online under an open source license, and may serve as a starting point for others to implement similar oceanographic models. 
The legally mandated approximate language about AI
Get PDFIn light of the current explosion of application of machine learning in data analysis and inference, we examine a particular challenge raised by the new EU General Data Protection Regulation (GDPR). The challenge we address pertains particularly to the demand that analyses of a person's data must be comprehensible to that person. While there is a long tradition in viewing the world in terms of objects and properties in intuitive ways, recent decades have entertained a tension between more rule-based theories of mind (e.g., the Representational Theory of Mind) and more holistic approaches (e.g., Connectionism). While both approaches have merit, one seems to depart too much from a classical understanding of "knowing" to adequately satisfy the imminent legal reality, and the other seems to be incapable of adequately capturing modern data analysis (as of yet). As a solution to this predicament we propose a pragmatic compromise based on argumentation theory which seems to be able to provide a solid foundation in classical concepts, while at the same time permitting enthymematic presuppositions. We argue that developing a framework for explaining machine behavior in terms of abstract argumentation theory can address this dilemma -- provide sufficient expressivity while remaining true to established definitions of epistemology -- to satisfy the conditions of the GDPR and motivating concerns
Active learning and student peer assessment in a web development course
Get PDFActive learning is generally defined as any instructional method that requires students to do meaningful learning activities and engages students in the learning process. However, implementing active learning for larger groups and throughout the whole semester in a systematic way is challenging because of the resources that are needed to give feedback. Peer assessment, where students or group of students, evaluate each other, complements active learning very well and the combination is an effective learning method that is scalable and creates engagement. In this paper, we present our experience with active learning and peer assessment from a course in web development at the Norwegian University of Science and Technology. In this course, the students are assigned four different projects that are designed to introduce them to various technologies and frameworks. An important element in the course is that students should develop their skills in learning new technology individually as be able to evaluate each others programming and design, and learn from each other. Each project had 1-2 deliverable and after each deliverable we arranged an assessment day where students would meet up at the lab, team up with others and assess 4-5 projects. In the assessments they gave scores and comments according to different criteria. The assessments were used to produce reports back to the groups, and the scores were used by the teacher to decide points that were included in the final grade. Results presented in this paper includes a description of the elements and techniques used in the model. The method was evaluated in reference group meetings and through the annual survey at the department. Feedback from students is important input for tuning this learning method. Our findings include the observation that students are willing to put a lot of effort into activities they know count towards a grade. They also tend to give scores in the high range, which makes it hard to differentiate between students. The main challenges when implementing this approach is to overcome the free-rider problem of group work and design activities that are effective for learning, are manageable, as well as suitable for peer assessment
La enseñanza de la Climatología en el cambio normativo LOE-LOMCE (España): una mirada a través de los Manuales Escolares de Educación Primaria
Get PDFTeaching climate and weather is present throughout the entire educational system in Spain, especially in the early stages in which students develop skills for geographical space knowledge. This paper analyzes the content taught on this topic, the resources used and the type of activities most common that appear in the different textbooks of Primary Education. The final aim is to know if there is an adequate use and treatment of climatology in school textbooks, if it allows the achievement of geographical capabilities and if it is appropriate to the psycho-evolutionary development of primary students.La enseñanza del clima y tiempo atmosférico está muy presente a lo largo de todo el sistema educativo de España, especialmente en las primeras etapas en las que los alumnos desarrollan habilidades para el conocimiento del espacio geográfico. Este trabajo analiza cuales son los contenidos enseñados sobre este tema, los recursos empleados y el tipo de actividades más habituales que aparecen en los diferentes libros de texto de Educación Primaria. El fin último, es conocer si se realiza un adecuado uso y tratamiento de la climatología en los manuales escolares, si permite la consecución de las competencias geográficas y si se adecúa al desarrollo psicoevolutivo del alumnado de Educación Primaria
FlashRL: A Reinforcement Learning Platform for Flash Games
Get PDFReinforcement Learning (RL) is a research area that has blossomed tremendously in recent years and has shown remarkable potential in among others successfully playing computer games. However, there only exists a few game platforms that provide diversity in tasks and state- space needed to advance RL algorithms. The existing platforms offer RL access to Atari- and a few web-based games, but no platform fully expose access to Flash games. This is unfortunate because applying RL to Flash games have potential to push the research of RL algorithms.
This paper introduces the Flash Reinforcement Learning platform (FlashRL) which attempts to fill this gap by providing an environment for thousands of Flash games on a novel platform for Flash automation. It opens up easy experimentation with RL algorithms for Flash games, which has previously been challenging. The platform shows excellent performance with as little as 5% CPU utilization on consumer hardware. It shows promising results for novel reinforcement learning algorithms
Aporte de los libros de texto y el discurso argumentativo al proceso de democratización en Argentina
Get PDFThe approach of argumentation adopted in textbooks should follow the stage of institutional and social democratic strengthening in our country, within the framework of the curricular documents in force. Therefore, the purpose of this research, approved by the Department of Education - National University of Luja?n -Province of Buenos Aires - Argentina Republic (2010/13), focused on the characterization and evaluation of argumentation, as a complex and fundamental discursive construction for everyday life, supported in the Elementary and High School textbooks used in the considered educational jurisdiction. Arising data was triangulated with the resulting one of the investigation of curricular documents and the analysis of teachers’ contributions. The study conclusions, if considered relevant, could be used in the selection of textbooks, in the improvement of editorial productions and in the evaluation of the curriculum proposals.El enfoque de la argumentacio?n adoptado en los libros de texto deberi?a acompan?ar la etapa de fortalecimiento democra?tico institucional y social de nuestro pai?s, dentro del marco de los documentos curriculares vigentes. Por lo tanto, el propo?sito de esta investigacio?n, aprobada por el Departamento de Educacio?n – Universidad Nacional de Luja?n – Provincia de Buenos Aires – Repu?blica Argentina (2010/13), se centro? en la caracterizacio?n y evaluacio?n de la argumentacio?n, como construccio?n discursiva compleja y fundamental para la convivencia cotidiana, en los textos escolares delos niveles Primario (EGB) y Medio (ESB) utilizados en la jurisdiccio?n educativa dereferencia. Los datos emergentes se triangularon con los resultantes de la indagacio?n de documentos curriculares, y del ana?lisis de los aportes de los docentes de establecimientos educativos. Las conclusiones elaboradas, en caso que se estimen pertinentes, podri?an ser utilizadas en la seleccio?n de textos, en la mejora de lasproducciones editoriales y en la evaluacio?n de las propuestas curriculares
Textbooks and teacher decision-making: The case of Jamaican teachers using sociology textbooks in the sixth form
Get PDFTextbook pedagogy and the textbook competence of teachers are relatively new areas of inquiry in Caribbean countries. This study investigates the decisions teachers made in how they used textbooks in the sixth form where mastery of complex content is required for high-stakes examinations at the end of secondary school. Another line of inquiry pertained to calls for the development of the ideal Caribbean citizen by regional bodies and explored whether a textbook dependent pedagogy could meaningfully address the broader goals of education. Sixty four sociology teachers participated in this qualitative study using focus groups and questionnaires in Jamaica. The findings revealed that the print textbook was an integrated core resource (Horsley, Knight and Huntly,2010) and that teachers displayed conceptions of the curriculum as either fidelity to the textbook or drawing upon it (Remillard, 2005), even though the textbook was too costly for most students and many were reluctant readers.La pedagogi?a del libro de texto y la incumbencia de los profesores en los libros dida?cticos son a?reas de investigacio?n relativamente nuevas en pai?ses del Caribe. Este estudio investiga las decisiones que han tomado profesores sobre co?mo utilizaron los libros dida?cticos de sixthform (12 y 13 an?os) donde el dominio de contenido complejo se requiere para exa?menes en el final de escuela secundaria. Otra li?nea de investigacio?n que se refirio? a solicitudes para el desarrollo del ciudadano ideal cariben?o por organismos regionales y exploro? si una pedagogi?a dependiente de libros dida?cticos podri?a abordar significativamente los objetivos ma?s amplios de la educacio?n. Sesenta y cuatro profesores de Sociologi?a participaron en este estudio cualitativo utilizando grupos focales y cuestionarios, en Jamaica. Los resultados revelaron que el libro dida?ctico impreso era un recurso ba?sico integrado (Horsley, Knight y Huntly (2010) y que los profesores teni?an concepciones de curri?culo como fidelidad al libro dida?ctico o construido sobre el (Remillard, 2005), aunque el libro fuera demasiado caro para la mayori?a de los estudiantes y muchos de ellos fueran lectores renuentesA pedagogia do livro de texto e a compete?ncia dos professores em livros dida?ticos sa?o a?reas de inque?rito relativamente novas nos pai?ses caribenhos. Este estudo investiga as deciso?es que os professores tomaram quanto a? forma como eles usaram livros dida?ticos no sixth form (12o e 13o anos), onde o domi?nio de conteu?do complexo e? necessa?rio para exames de alto ni?vel no final da escola secunda?ria. Outra linha de indagac?a?o referiu-se a solicitac?o?es para o desenvolvimento do cidada?o ideal do Caribe por o?rga?os regionais e explorou se uma pedagogia dependente de livros dida?ticos poderia abordar significativamente os objetivos mais amplos da educac?a?o. Sessenta e quatro professores de sociologia participaram deste estudo qualitativo usando grupos focais e questiona?rios, na Jamaica. Os resultados revelaram que o livro de texto impresso era um recurso ba?sico integrado (Horsley, Knight e Huntly, 2010) e que os professores apresentavam concepc?o?es de curri?culo como fidelidade ao livro de texto ou construi?do a partir dele (Remillard, 2005), mesmo que o livro fosse muito caro para a maioria dos estudantes e que muitos deles fossem leitores relutantes