Testing the classifier adapted to recognize the languages of works based on the Latin alphabet

Using the example of a model collection of 10 texts in five languages (English, German, Spanish, Italian, and French) using Latin graphics, the article establishes the applicability of the γ-classifier for automatic recognition of the language of a work based on the frequency of 26 common Latin alphabetic letters. The mathematical model of the γ-classifier is represented as a triad. Its first component is a digital portrait (DP) of the text - the distribution of the frequency of alphabetic unigrams in the text; the second component is formulas for calculating the distances between the DP texts and the third is a machine learning algorithm that implements the hypothesis of “homogeneity” of works written in one language and “heterogeneity” of works written in different languages. The tuning of the algorithm using a table of paired distances between all products of the model collection consisted in determining an optimal value of the real parameter γ, for which the error of violation of the “homogeneity” hypothesis is minimized. The γ-classifier trained on the texts of the model collection showed a high, 100% accuracy in recognizing the languages of the works. For testing the classifier, an additional six random texts were selected, of which five were in the same languages as the texts of the model collection. By the method of the nearest (in terms of distance) neighbor, all new texts confirmed their homogeneity with the corresponding pairs of monolingual works. The sixth text in Romanian showed its heterogeneity in relation to all elements of the collection. At the same time, it showed closeness in minimum distances, first of all, to two texts in Spanish and then to two works in Italian.

Methods of application of Wilcoxone and Manna-Whitney criteria in pedagogical experiment

In [1], we considered the problems of identifying and calculating the criteria for testing the hypothesis of homogeneity of two independent samples. In particular, we drew attention to the ambiguous names of the hypothesis test criterion. We also noted the difference between the assumptions and formulations of the hypothesis. In this case, different formulas for calculations require proof of their equivalence. Our analysis of research and publications has shown that examples of the application of the criteria of homogeneity of Wilcoxon and Mann-Whitney samples are largely technical in nature. That is, these examples usually contain tools for calculating statistics and do not cover all the possibilities of applying the criteria. Therefore, the method of using criteria requires an optimal combination of theoretical principles with the formation of practical skills of hypothesis testing. When conducting a pedagogical experiment, the researcher should be able to consider theoretically sound calculation examples. These examples of the application of criteria should be available primarily to researchers who are not mathematicians. Our experience has confirmed the need for the researcher to acquire stable skills in the practical application of the criteria of sample homogeneity in scientific and pedagogical research. We considered the concept of sample homogeneity in conducting a pedagogical experiment on the examples of statistical information of control and experimental groups. It was noted that the homogeneity of the samples can not always be determined by direct observation of their elements. We formulated an algorithm for applying the Wilcoxon and Mann-Whitney criteria to test the hypothesis �0: F1(x) = F2(x) about the homogeneity of the samples. We have considered examples of the application of criteria in a pedagogical experiment. In particular, the statistical values of the Wilcoxon test and the Mann-Whitney criteria were calculated. Also, we show their connection with the area of acceptance of hypothesis �0 under different alternative hypotheses �1. The prospect of our further research is the formation of methods for applying the criteria most commonly used in scientific and pedagogical research of distributions of random variables. Key words: Wilcoxon criteria, Mann-Whitney criteria, sample homogeneity, hypothesis acceptance area, sample rank.

Personalization as a promise: Can Big Data change the practice of insurance?

The aim of this article is to assess the impact of Big Data technologies for insurance ratemaking, with a special focus on motor products.The first part shows how statistics and insurance mechanisms adopted the same aggregate viewpoint. It made visible regularities that were invisible at the individual level, further supporting the classificatory approach of insurance and the assumption that all members of a class are identical risks. The second part focuses on the reversal of perspective currently occurring in data analysis with predictive analytics, and how this conceptually contradicts the collective basis of insurance. The tremendous volume of data and the personalization promise through accurate individual prediction indeed deeply shakes the homogeneity hypothesis behind pooling. The third part attempts to assess the extent of this shift in motor insurance. Onboard devices that collect continuous driving behavioural data could import this new paradigm into these products. An examination of the current state of research on models with telematics data shows however that the epistemological leap, for now, has not happened.

Penggunaan Media Kartu Angka Bergambar dalam Pembelajaran Anak Usia Dini Materi Pengenalan Angka dan Pengaruhnya Terhadap Motivasi Belajar

The role of learning media is very large in achieving learning messages, namely teaching material. Learning media can provide reinforcement of the explanations delivered by the teacher. Picture numeric card media is a visual media that can be used in learning or function as a learning media. The use of pictorial number card media in the Early Childhood Education (PAUD) learning is very suitable because it is relevant to the style of learning that is learning while playing. One kind of kindergarten learning material is the introduction of numbers and simple counting operations that are part of elementary level mathematics learning. Submission of numerical recognition learning materials and simple counting operations can be done using specially designed numeric card media. The use of multiple number card media in learning in this study is to see the effect on children's learning motivation. This type of research is quantitative causality, which is to see the effect of using numeric card media on children's learning motivation. Because of the quantitative type, this study uses statistical calculations through the SPSS version 22.0 program which includes a prerequisite test for normality and homogeneity, hypothesis testing with partial tests or different tests (T test). The results of this study indicate the influence of multiple number card media on early childhood learning motivation in numerical recognition learning materials and simple count operations Al-Mahrus Integrated Kindergarten, Siti Khotijah 1 PAUD and TK Labschool IKIP PGRI Jember even semester 2018/2019 academic year.

Beyond Kolmogorov cascades

The large-scale structure of many turbulent flows encountered in practical situations such as aeronautics, industry, meteorology is nowadays successfully computed using the Kolmogorov–Kármán–Howarth energy cascade picture. This theory appears increasingly inaccurate when going down the energy cascade that terminates through intermittent spots of energy dissipation, at variance with the assumed homogeneity. This is problematic for the modelling of all processes that depend on small scales of turbulence, such as combustion instabilities or droplet atomization in industrial burners or cloud formation. This paper explores a paradigm shift where the homogeneity hypothesis is replaced by the assumption that turbulence contains singularities, as suggested by Onsager. This paradigm leads to a weak formulation of the Kolmogorov–Kármán–Howarth–Monin equation (WKHE) that allows taking into account explicitly the presence of singularities and their impact on the energy transfer and dissipation. It provides a local in scale, space and time description of energy transfers and dissipation, valid for any inhomogeneous, anisotropic flow, under any type of boundary conditions. The goal of this article is to discuss WKHE as a tool to get a new description of energy cascades and dissipation that goes beyond Kolmogorov and allows the description of small-scale intermittency. It puts the problem of intermittency and dissipation in turbulence into a modern framework, compatible with recent mathematical advances on the proof of Onsager’s conjecture.

PENGARUH PENERAPAN MODEL PEMBELAJARAN ACTIVE LEARNING TIPE “GIVING QUESTION AND GETTING ANSWERS“ TERHADAP HASIL BELAJAR DASAR-DASAR KELISTRIKAN SISWA DI KELAS X TEKNIK AUDIO VIDEO SMK NEGERI 1 BUKITTINGGI

The problem in this research is the fact that found in SMK N 1 Bukittinggi, there are many students of class X Audio Video Engineering is result study of learning outcomes below the minimum standard (KKM) in the subject Fundamentals of electricity at school set is set 75. Total students that are under KKM 60.35% and students those are above KKM 39.65%. Many factors that affect it, those are internal factors and external factors, as well as the learning model. This study aims to prove the existence of differences in learning outcomes using learning Active Learning Model Type "Giving Question and Getting Answers " with direct instructional model (MPL). This study uses a Quasi Experimental Design, this study population is a class X student of SMK N 1 Bukittinggi TAV academic year 2013/2014. Sample technique done by randomly. Experiment class is a class that is treated by using the Active Learning Model Application Effects of Learning Type "Giving Question and Getting Answers " and that becames the control group is a class that uses MPL. Data of achievement test in the form of 20 questions about the essay. Data obtained from the analysis of the data manually to test for normality, homogeneity, hypothesis testing, research test results obtained from the average value of students learning model that uses Active Learning Type "Giving Questions and Getting Answers" is 79.53 while students are using the MPL amounting to 60.78. The result of the hypothesis by using the formula manually found that tcount 9.886> 2.35 ttable altenative hypothesis (H0) is rejected and (H1) is accepted. That means, significantly the average experimental class learning outcomes greater than the average of the control class learning outcomes. Keywords: Learning Active Learning model type "Question Giving and Getting Answers", MPL, Control and Experiment

Similarity vs. homogeneity: contextual effects in explaining trust

Diversity has powerful advantages, but may also generate internal tensions and low interpersonal trust. Despite extensive attention to these questions, the relationship between diversity and trust is often misunderstood and findings methodologically flawed. In this article, we specify two different mechanisms and adherent hypotheses. An individual might base her decision to trust on her perceived social similarity in relation to others in the community, that is, a similarity hypothesis. However, in a homogenous context, she might expect trustworthy behavior irrespective of her own social position due to signals of low degrees of social conflict and dense social networks, that is, a homogeneity hypothesis. Prior research has pinpointed only one of these mechanisms. The homogeneity hypothesis has not been explicated, and when the intention has been to test the similarity hypothesis, the homogeneity hypothesis has unintentionally been tested instead. The results are straightforward. While the homogeneity hypothesis is strongly supported, the findings speak against the similarity hypothesis.