Swarm Intelligence for Electromagnetic Problem Solving

Author(s):  
Luciano Mescia ◽  
Pietro Bia ◽  
Diego Caratelli ◽  
Johan Gielis

The chapter will describe the potential of the swarm intelligence and in particular quantum PSO-based algorithm, to solve complicated electromagnetic problems. This task is accomplished through addressing the design and analysis challenges of some key real-world problems. A detailed definition of the conventional PSO and its quantum-inspired version are presented and compared in terms of accuracy and computational burden. Some theoretical discussions concerning the convergence issues and a sensitivity analysis on the parameters influencing the stochastic process are reported.

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.


1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.


2019 ◽  
Vol 3 (1) ◽  
pp. 13-22
Author(s):  
Bijan Bidabad ◽  
Behrouz Bidabad

This note discusses the existence of "complex probability" in the real world sensible problems. By defining a measure more general than the conventional definition of probability, the transition probability matrix of discrete Markov chain is broken to the periods shorter than a complete step of the transition. In this regard, the complex probability is implied.


2015 ◽  
Vol 31 (1) ◽  
pp. 71-90 ◽  
Author(s):  
Anne L. Christensen ◽  
Angela M. Woodland

ABSTRACT The Accounting Education Change Commission (AECC 1990, 309) states accounting students “should identify and solve unstructured problems that require the use of multiple information sources. Learning by doing should be emphasized.” The Pathways Commission (2012) also emphasizes the importance of exposing students to complex, real-world problems. Volunteer Income Tax Assistance (VITA) participation is an experiential learning opportunity with real-world problems and real clients in a professional setting. Using survey data obtained from students at seven U.S. universities, we test whether students who participate in VITA programs have greater professionalism as measured by problem-solving skills and professional commitment. Our results generally indicate participation in VITA programs is positively and significantly associated with problem-solving skills, but not with commitment to the profession. We do not find strong evidence that the association between VITA participation and problem solving differs significantly between traditional (age 25 and under) and nontraditional students (over age 25) or that the association differs significantly for students who intend to pursue tax careers and those who do not. Our study contributes to the extant literature on the effectiveness of experiential learning, to our understanding of attributes of professionalism in students, and to the specific benefits of the VITA program.


Author(s):  
Monica Prasad

Problem-solving sociology attempts to use the traditions of sociological research to solve real-world problems, and uses the attempt to grapple with real-world problems as a way to reformulate understandings of society and renew or reinvent those traditions. This book provides advice for how to turn an interest in solving major social problems into research projects that begin to do so. The book provides suggested methods and tools, models of successful problem-solving research conducted by established scholars as well as by undergraduate and graduate students, defenses against some common objections, and an exploration of where this kind of work fits in contemporary sociology.


2014 ◽  
Vol 543-547 ◽  
pp. 1888-1891
Author(s):  
Li Jing Tan ◽  
Fu Yong Lin ◽  
Ben Niu ◽  
Qi Qi Duan ◽  
Kai Yin

Bacterial foraging optimization is a relatively new bio-inspired swarm intelligence algorithm and has been successfully applied to solve many real-world problems. However, similar to other swarm intelligence algorithms, BFO also faces up to some challenging problems, such as low convergence speed and easily to be trapped into local minima. To deal with these issues, we incorporate the concept of neighbor topology and the idea of neighbor learning to improve the performance of BFO, called bacterial foraging optimization with neighborhood learning (BFO-NL). Simulation results demonstrated the good performance of our proposed BFO-NL when compared with original BFO.


2016 ◽  
Vol 24 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Peter Jaeger

Summary First we give an implementation in Mizar [2] basic important definitions of stochastic finance, i.e. filtration ([9], pp. 183 and 185), adapted stochastic process ([9], p. 185) and predictable stochastic process ([6], p. 224). Second we give some concrete formalization and verification to real world examples. In article [8] we started to define random variables for a similar presentation to the book [6]. Here we continue this study. Next we define the stochastic process. For further definitions based on stochastic process we implement the definition of filtration. To get a better understanding we give a real world example and connect the statements to the theorems. Other similar examples are given in [10], pp. 143-159 and in [12], pp. 110-124. First we introduce sets which give informations referring to today (Ωnow, Def.6), tomorrow (Ωfut1 , Def.7) and the day after tomorrow (Ωfut2 , Def.8). We give an overview for some events in the σ-algebras Ωnow, Ωfut1 and Ωfut2, see theorems (22) and (23). The given events are necessary for creating our next functions. The implementations take the form of: Ωnow ⊂ Ωfut1 ⊂ Ωfut2 see theorem (24). This tells us growing informations from now to the future 1=now, 2=tomorrow, 3=the day after tomorrow. We install functions f : {1, 2, 3, 4} → ℝ as following: f1 : x → 100, ∀x ∈ dom f, see theorem (36), f2 : x → 80, for x = 1 or x = 2 and f2 : x → 120, for x = 3 or x = 4, see theorem (37), f3 : x → 60, for x = 1, f3 : x → 80, for x = 2 and f3 : x → 100, for x = 3, f3 : x → 120, for x = 4 see theorem (38). These functions are real random variable: f1 over Ωnow, f2 over Ωfut1, f3 over Ωfut2, see theorems (46), (43) and (40). We can prove that these functions can be used for giving an example for an adapted stochastic process. See theorem (49). We want to give an interpretation to these functions: suppose you have an equity A which has now (= w1) the value 100. Tomorrow A changes depending which scenario occurs − e.g. another marketing strategy. In scenario 1 (= w11) it has the value 80, in scenario 2 (= w12) it has the value 120. The day after tomorrow A changes again. In scenario 1 (= w111) it has the value 60, in scenario 2 (= w112) the value 80, in scenario 3 (= w121) the value 100 and in scenario 4 (= w122) it has the value 120. For a visualization refer to the tree: The sets w1,w11,w12,w111,w112,w121,w122 which are subsets of {1, 2, 3, 4}, see (22), tell us which market scenario occurs. The functions tell us the values to the relevant market scenario: For a better understanding of the definition of the random variable and the relation to the functions refer to [7], p. 20. For the proof of certain sets as σ-fields refer to [7], pp. 10-11 and [9], pp. 1-2. This article is the next step to the arbitrage opportunity. If you use for example a simple probability measure, refer, for example to literature [3], pp. 28-34, [6], p. 6 and p. 232 you can calculate whether an arbitrage exists or not. Note, that the example given in literature [3] needs 8 instead of 4 informations as in our model. If we want to code the first 3 given time points into our model we would have the following graph, see theorems (47), (44) and (41): The function for the “Call-Option” is given in literature [3], p. 28. The function is realized in Def.5. As a background, more examples for using the definition of filtration are given in [9], pp. 185-188.


Author(s):  
Adrian Pierorazio ◽  
Zaki Syed

The most widely used definition of energy for predicting bursting vessels is Brode energy. There are, however, limitations to the application of this definition to many real-world problems due to the assumptions upon which it is based. This paper presents an evaluation of the applicability of the Brode equation, its common interpretation and limitations, and an evaluation of alternative definitions of energy for bursting vessel and Boiling Liquid Expanding Vapour Explosion (BLEVE) prediction. An illustrative example of the recommended approach is provided.


Author(s):  
Georgios Bampasidis ◽  
Apostolia Galani ◽  
George Koutromanos

The aim of this study was to explore the development of pre-service primary school teachers' STEM skills with Raspberry Pi activities. Data were collected from 16 pre-service teachers through semi-constructed interviews, reports, and a questionnaire. The results of the qualitative analysis showed that the participants developed the STEM skills mentioned in the literature such as confidence, computing, problem-solving, creativity, technological skills, and enhanced the learning potential of robotics. Moreover, the ready-to-use Python codes on Raspberry Pi platform could be an effective strategy for pre-service teachers with lack of programming to provide solutions on real-world problems. In addition, the participants successfully connected the Raspberry Pi, sensor kits, and Python scripts with real-world problems. This equipment motivated them to transpose a real-world problem to school knowledge. According to the results the combination of Raspberry Pi, sensors, and Python helped the participants upskill in computing.


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