scholarly journals Visualization support for the analysis of properties of interestingness measures

2015 ◽  
Vol 63 (1) ◽  
pp. 315-327 ◽  
Author(s):  
R. Susmaga ◽  
I. Szczęch
Keyword(s):  
Real Life ◽  
Scalar Function ◽  
Interestingness Measures ◽  
3 Dimensional ◽  
Confirmation Measure ◽  
Visual Technique ◽  
Confirmation Measures ◽  
The Subject ◽  
Colour Patterns ◽  
Rule Interestingness

Abstract The paper considers a particular group of rule interestingness measures, called Bayesian confirmation measures, which have become the subject of numerous, but often exclusively theoretical studies. To assist and enhance their analysis in real-life situations, where time constraints may impede conducting such time consuming procedures, a visual technique has been introduced and described in this paper. It starts with an exhaustive and non-redundant set of contingency tables, which consists of all possible tables having the same number of observations. These data, originally 4-dimensional, may, owing to an inherent constraint, be effectively represented as a 3-dimensional tetrahedron, while an additional, scalar function of the data (e.g. a confirmation measure) may be rendered using colour. Dedicated analyses of particular colour patterns on this tetrahedron allow to promptly perceive particular properties of the visualized measures. To illustrate the introduced technique, a set of 12 popular confirmation measures has been selected and visualized. Additionally, a set of 9 popular properties has been chosen and the visual interpretations of the measures in terms of the properties have been presented.

scholarly journals Can interestingness measures be usefully visualized?

2015 ◽  
Vol 25 (2) ◽  
pp. 323-336 ◽  
Author(s):  
Robert Susmaga ◽  
Izabela Szczęch
Keyword(s):  
Wide Spectrum ◽  
Scalar Function ◽  
Three Dimensions ◽  
Interestingness Measures ◽  
Single Measure ◽  
Confirmation Measures ◽  
Common Domain ◽  
Selection For ◽  
Visualization Techniques

Abstract The paper presents visualization techniques for interestingness measures. The process of measure visualization provides useful insights into different domain areas of the visualized measures and thus effectively assists their comprehension and selection for different knowledge discovery tasks. Assuming a common domain form of the visualized measures, a set of contingency tables, which consists of all possible tables having the same total number of observations, is constructed. These originally four-dimensional data may be effectively represented in three dimensions using a tetrahedron-based barycentric coordinate system. At the same time, an additional, scalar function of the data (referred to as the operational function, e.g., any interestingness measure) may be rendered using colour. Throughout the paper a particular group of interestingness measures, known as confirmation measures, is used to demonstrate the capabilities of the visualization techniques. They cover a wide spectrum of possibilities, ranging from the determination of specific values (extremes, zeros, etc.) of a single measure, to the localization of pre-defined regions of interest, e.g., such domain areas for which two or more measures do not differ at all or differ the most.

scholarly journals Semantics-Based Classification of Rule Interestingness Measures

2009 ◽  
pp. 56-79 ◽  
Author(s):  
Julien Blanchard ◽  
Fabrice Guillet ◽  
Pascale Kuntz
Keyword(s):  
Association Rule ◽  
Rule Discovery ◽  
Interestingness Measures ◽  
Association Rule Discovery ◽  
The Subject ◽  
Rule Interestingness

Assessing rules with interestingness measures is the cornerstone of successful applications of association rule discovery. However, as numerous measures may be found in the literature, choosing the measures to be applied for a given application is a difficult task. In this chapter, the authors present a novel and useful classification of interestingness measures according to three criteria: the subject, the scope, and the nature of the measure. These criteria seem essential to grasp the meaning of the measures, and therefore to help the user to choose the ones (s)he wants to apply. Moreover, the classification allows one to compare the rules to closely related concepts such as similarities, implications, and equivalences. Finally, the classification shows that some interesting combinations of the criteria are not satisfied by any index.

John of Kronshtadt and Leo Tolstoy

2020 ◽  
Vol 102 ◽  
pp. 471-478
Author(s):  
Peter A. Shevchenko
Keyword(s):  
Comparative Analysis ◽  
20Th Century ◽  
Real Life ◽  
Leo Tolstoy ◽  
Russian Society ◽  
Common People ◽  
Religious Consciousness ◽  
The Subject ◽  
Main Components

The article provides a comparative analysis of the influence of L.N. Tolstoy and I.I. Sergiev (John of Kronstadt) on the formation of personal worldview in Russian society. The analysis is based on the testimonies of the contemporaries and the previously not reissued publication of “Novy Put” (“New Way”) journal on the subject. In the context of the declared problematics, special attention is paid to the question of transformation of religious consciousness in the course of the personality formation in relation to the period under consideration (the beginning of the 20th century). The author reveals and analyzes the main components of the life stand of Tolstoy and Father John of Kronstadt in the context of their influence on contemporaries. The results of the study allow to reveal the following antitheses that characterize Tolstoy and John of Kronstadt, respectively: doubt - faith, search for oneself – following the once chosen path, preaching of non-resistance as part of the philosophy of not-doing (not doing evil) – preaching of active upholding of faith (doing good), “simple living” – real life with and for common people.

STORYTELLING AND MEANING RECONSTRUCTION: A METAPHORICAL PERSPECTIVE

2016 ◽  
Vol 24 (2) ◽  
pp. 159-169
Author(s):  
M L Mojapelo
Keyword(s):  
Personal Development ◽  
Real Life ◽  
Human Existence ◽  
Meaning Reconstruction ◽  
Changing Patterns ◽  
The Subject ◽  
Changes Over Time ◽  
Over Time

Storytelling consists of an interaction between a narrator and a listener, both of whom assign meaning to the story as a whole and its component parts. The meaning assigned to the narrative changes over time under the influence of the recipient‟s changing precepts and perceptions which seem to be simplistic in infancy and more nuanced with age. It becomes more philosophical in that themes touching on the more profound questions of human existence tend to become more prominently discernible as the subject moves into the more reflective or summative phases of his or her existence. The aim of this article is to demonstrate the metaphorical character of a story, as reflected in changing patterns of meaning assigned to the narrative in the course of the subjective receiver‟s passage through the various stages of life. This was done by analysing meaning, from a particular storytelling session, at different stages of a listener‟s personal development. Meaning starts as literal and evolves through re-interpretation to abstract and deeper levels towards application in real life.

scholarly journals Calculators as Facilitators of Understanding Computational and Mathematical Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 177-183
Author(s):  
Jan Guncaga ◽  
Lilla Korenova ◽  
Jozef Hvorecky
Keyword(s):  
Soft Skills ◽  
Real Life ◽  
Theoretical Background ◽  
Learning Processes ◽  
Complex Phenomenon ◽  
Learning To Learn ◽  
Life Problems ◽  
The Subject ◽  
The Relationship

AbstractLearning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today.For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.

Computationally Simple and Efficient Method for Solving Real-Life Mixed Intuitionistic Fuzzy 3D Assignment Problems

2022 ◽  
Vol 14 (1) ◽  
pp. 0-0
Keyword(s):  
Assignment Problem ◽  
Graphical Representation ◽  
Real Life ◽  
Optimal Solution ◽  
Future Research ◽  
Assignment Problems ◽  
3 Dimensional ◽  
Intuitionistic Fuzzy ◽  
Comparison Results ◽  
Future Research Directions

This article addresses the 3-dimensional mixed intuitionistic fuzzy assignment problems (3D-MIFAPs). In this article, firstly, the author formulates an assignment problem (AP) and assumes the parameters are in uncertainty with hesitation. Secondly, based on the nature of the parameter the author defines various types of solid assignment problem (SAP) in uncertain environment. Thirdly, to solve 3D-MIFAP the PSK method for finding an optimal solution of fully intuitionistic fuzzy assignment problem (FIFAP) is extended by the author. Fourthly, the author presents the proofs of the proposed theorems and corollary. Fifthly, the proposed approach is illustrated with three numerical examples and the optimal objective value of 3D-MIFAP is obtained in the form of intuitionistic fuzzy number and the solution is checked with MATLAB and their coding are also given by the author. Sixthly, the author presents the comparison results and their graphical representation, merits and demerits of the proposed and existing methods and finally the author presents conclusion and future research directions.

scholarly journals Teaching Materials Development and Meeting the Needs of the Subject: A Sample Application

2018 ◽  
Vol 11 (8) ◽  
pp. 27 ◽  
Author(s):  
Abdullah Aydin ◽  
Cahit Aytekin
Keyword(s):  
Teaching Effectiveness ◽  
Real Life ◽  
Teaching Material ◽  
Teaching Materials ◽  
Mathematics Textbook ◽  
Waste Products ◽  
Material Development ◽  
Bridge Model ◽  
Tangent Function ◽  
The Subject

It has been determined that the drawings, photographs and pictures related to the subject of the continuity of the tangent function on page 68 of the Ministry of National Education’s twelfth-grade mathematics textbook contradict principles 1, 7 and 10 of Yanpar’s (2007) teaching material development principles. According to these principles, teaching materials should: i) be simple, plain, and understandable, ii) reflect real life as much as possible, and iii) be easy to develop or revise, if necessary. This study aims to develop a portable tangent bridge model to meet the needs of the subject of the continuity of the tangent function. With this aim: i) teaching with the analogies model in the design of the teaching material, ii) “this is my project” format in the development and iii) Yanpar’s (2007) principles were considered. The design of the model lasted 14 weeks. At the end of the study, a portable tangent bridge model from waste products was designed and developed. This model is thought to contribute to the teaching effectiveness of teachers (Shulman, 1987) with content knowledge alongside with pedagogical knowledge (Shulman, 1986). With this contribution, the needs of the subject as described by Taba (1962) and Tyler (1949) will be met. This model will also serve as an example of meeting the needs of the subjects of knowledge and its product, technology, as highlighted by Cahit Arf (Terzioglu &Yilmaz, 2006).

scholarly journals Indigenous views on the future of public archaeology in Australia

2021 ◽  
Vol 10 ◽  
pp. 31
Author(s):  
Kellie Pollard ◽  
Claire Smith ◽  
Jasmine Willika ◽  
Vince Copley sr ◽  
Vincent Copley jr ◽  
...  
Keyword(s):  
Real Life ◽  
Public Archaeology ◽  
Free Form ◽  
Online Journal ◽  
High Profile ◽  
The Future ◽  
The Subject ◽  
Final Text ◽  
Different Parts ◽  
School Curricula

This paper was written in response to a request by the editors of the AP: Online Journal of Public Archaeology, Jaime Almansa Sánchez and Elena Papagiannopoulou, for Claire Smith to write on the future of public archaeology in Australia. In Australia, public archaeology focusses on high profile colonial sites such as The Rocks in Sydney (Karskens 1999) and Port Arthur in Tasmania (Steele et al. 2007; Frew 2012), tourism (e.g. Cole and Wallis 2019) or enhancing school curricula (Nichols et al. 2005; Owens and Steele 2005). However, given her decades-long relationships with Jawoyn and Ngadjuri people (Smith 1999; Smith et al. 2016; Smith et al. 2020), Claire Smith decided that a useful way of approaching this topic would be to obtain Indigenous views on the subject. Accordingly, she contacted the Aboriginal co-authors of this article and invited them to co-author the paper. The possibility to write in free form was a boon. The ‘conversation’ format we settled on was designed to facilitate the voices of individuals, to present a range of Indigenous views, to allow people to express their views frankly, and to deal with the constraints of people being located in different parts of Australia as well as occasional lock-downs due to COVID-19. We decided on five topics/questions that would be the basis of the conversation. Each Aboriginal author gave their views either by email or by phone. These views were interwoven into a ‘conversation’. The language has been edited lightly for clarity and to simulate a real-life conversation. The final text was approved by all authors.

Forensic Engineering Analysis Of Pedestrian Carry And Throw Distance

2003 ◽  
Vol 20 (2) ◽  
Author(s):  
Joel T. Hicks ◽  
Kravitz Michael
Keyword(s):  
Real Life ◽  
Engineering Analysis ◽  
Rigorous Analysis ◽  
Rest Position ◽  
Moving Vehicles ◽  
Forensic Engineering ◽  
The Subject ◽  
Throw Distance ◽  
Takeoff Angle

There Have Been Many Papers Written And Published On The Subject Of Pedestrian Throw Distance With Automobiles. Many Of These Papers Can Be Obtained From The Society Of Automotive Engineers (Sae). Many Of The Papers Make Assumptions For The Takeoff Angle Of The Pedestrian. Some Of Those Authors Have Performed Tests Using Dummies Or Objects Dropped From Moving Vehicles In Order To Draw Correlations Between Their Formulae Or Equations And Real Life. Generally, Those Authors State How The Formulae Should Be Used, And Specify That If The Pedestrian Mounts The Vehicle, The Formula Is Not Valid. Despite The Disclaimers Of How And When To Use The Published Formulae, The Writer Has Noticed That Accident Reconstructionists Tend To Misuse The Formulae And Often Arrive At Speeds For An Impacting Vehicle Higher Than Can Be Justified By More Rigorous Analysis. This Occurs Because The Theories Behind The Formulae, Its Assumptions, And Its Application Are Not Known Or Are Not Understood Well. The Writer Has Found, In His Experience, That The Reconstruction Practioners Often Use The Distance From The First Impact With The Pedestrian To The Rest Position Of The Pedestrian As The Distance Factor In The Formulae Without Giving Thought As To Whether The Pedestrian Mounted The Vehicle Or Not.

Putting Across Tangibility

2018 ◽  
pp. 211-225
Author(s):  
Dieu Hack-Polay
Keyword(s):  
Critical Thinking ◽  
Everyday Life ◽  
Real Life ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Study Approach ◽  
Organisational Behaviour ◽  
Approach To Teaching ◽  
The Subject

This chapter examines a case study-approach to teaching organisational behaviour. It explains the effectiveness of the use of case study in teaching the subject which is often termed theoretical and complex. The chapter advocates that the use of real life organisational cases can make the learning and teaching process more tangible and contribute to the development of critical thinking. The chapter specifically supports the view that there are aspects of organisational behaviour that are visible in both everyday life of individuals and groups. If lecturers could bring this up in the delivery of the OB curriculum, the learners, who are future managers and supervisors, could connect the learning experiences to reality, which could lead them to a better academic understanding and later effective practitioners.

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