Finding Top-k Dominance on Incomplete Big Data Using Map-Reduce Framework

Incomplete data is one major kind of multi-dimensional dataset that has random-distributed missing nodes in its dimensions. It is very difficult to retrieve information from this type of dataset when it becomes huge. Finding top-k dominant values in this type of dataset is a challenging procedure. Some algorithms are present to enhance this process but are mostly efficient only when dealing with a small-size incomplete data. One of the algorithms that make the application of TKD query possible is the Bitmap Index Guided (BIG) algorithm. This algorithm strongly improves the performance for incomplete data, but it is not originally capable of finding top-k dominant values in incomplete big data, nor is it designed to do so. Several other algorithms have been proposed to find the TKD query, such as Skyband Based and Upper Bound Based algorithms, but their performance is also questionable. Algorithms developed previously were among the first attempts to apply TKD query on incomplete data; however, all these had weak performances or were not compatible with the incomplete data. This thesis proposes MapReduced Enhanced Bitmap Index Guided Algorithm (MRBIG) for dealing with the aforementioned issues. MRBIG uses the MapReduce framework to enhance the performance of applying top-k dominance queries on huge incomplete datasets. The proposed approach uses the MapReduce parallel computing approach using multiple computing nodes. The framework separates the tasks between several computing nodes that independently and simultaneously work to find the result. This method has achieved up to two times faster processing time in finding the TKD query result in comparison to previously presented algorithms

Encouraging Social Innovation Through Capital: Using Technology to Address Barriers

Outlines how technology can help foster a robust capital market for public education innovation by improving content, linking technology with face-to-face networks, and streamlining transactions. Suggests steps for government, foundations, and developers

Evaluating Practice-based Learning and Teaching in Art and Design

The University of the Arts London is host to the Creative Learning in Practice Centre for Excellence in Teaching and Learning (CLIP CETL), which has funded a number of small course-based evaluative and developmental projects. These projects have been designed by course tutors in conjunction with the CLIP CETL team, who are evaluating them to better understand and extend the pedagogies of practice-based teaching and learning. Practice-based learning is a way of conceptualising and organising student learning which can be used in many applied disciplinary contexts. Such pedagogies we argue are founded on the claim that learning to practice in the creative industries requires engagement with authentic activities in context (Lave and Wenger 1991, Wenger 2000). This short paper will describe some of the initial evaluation and research activities in two colleges; identify and define practice-based activities in the context of the courses where the research is being carried out; identify emerging pedagogic frameworks; and discuss implications for further development. Activities identified in the projects undertaken include: Opportunities to develop students‟ direct contact with industry Simulating work-based learning in the University Event-based learning Enhancing professional practice and PPD The authors are seeking to elicit, analyse and evaluate what is often implicit in practitioner-teachers, and the experience of developing pedagogies for extending practice-based learning. We will be theorising from statements made by practitioners in semi-structured interviews and evidence provided in progress reporting from the project teams

Cooperation between expert knowledge and data mining discovered knowledge: Lessons learned

Expert systems are built from knowledge traditionally elicited from the human expert. It is precisely knowledge elicitation from the expert that is the bottleneck in expert system construction. On the other hand, a data mining system, which automatically extracts knowledge, needs expert guidance on the successive decisions to be made in each of the system phases. In this context, expert knowledge and data mining discovered knowledge can cooperate, maximizing their individual capabilities: data mining discovered knowledge can be used as a complementary source of knowledge for the expert system, whereas expert knowledge can be used to guide the data mining process. This article summarizes different examples of systems where there is cooperation between expert knowledge and data mining discovered knowledge and reports our experience of such cooperation gathered from a medical diagnosis project called Intelligent Interpretation of Isokinetics Data, which we developed. From that experience, a series of lessons were learned throughout project development. Some of these lessons are generally applicable and others pertain exclusively to certain project types

Can acquisition of expertise be supported by technology?

Professional trainees in the workplace are increasingly required to demonstrate specific standards of competence. Yet, empirical evidence of how professionals acquire competence in practice is lacking. The danger, then, is that efforts to support learning processes may be misguided. We hypothesised that a systemic view of how expertise is acquired would support more timely and appropriate development of technology to support workplace learning. The aims of this study were to provide an empirically based understanding of workplace learning and explore how learning could be facilitated through suitable application of technology. We have used the medical specialist trainee as an exemplar of how professionals acquire expertise within a complex working environment. We describe our methodological approach, based on the amalgam of systems analysis and qualitative research methods. We present the development of a framework for analysis and early findings from qualitative data analysis. Based on our findings so far, we present a tentative schema representing how technology can support learning with suggestions for the types of technology that could be used

Referent tracking for corporate memories

For corporate memory and enterprise ontology systems to be maximally useful, they must be freed from certain barriers placed around them by traditional knowledge management paradigms. This means, above all, that they must mirror more faithfully those portions of reality which are salient to the workings of the enterprise, including the changes that occur with the passage of time. The purpose of this chapter is to demonstrate how theories based on philosophical realism can contribute to this objective. We discuss how realism-based ontologies (capturing what is generic) combined with referent tracking (capturing what is specific) can play a key role in building the robust and useful corporate memories of the future

Application of support vector machines on the basis of the first Hungarian bankruptcy model

In our study we rely on a data mining procedure known as support vector machine (SVM) on the database of the first Hungarian bankruptcy model. The models constructed are then contrasted with the results of earlier bankruptcy models with the use of classification accuracy and the area under the ROC curve. In using the SVM technique, in addition to conventional kernel functions, we also examine the possibilities of applying the ANOVA kernel function and take a detailed look at data preparation tasks recommended in using the SVM method (handling of outliers). The results of the models assembled suggest that a significant improvement of classification accuracy can be achieved on the database of the first Hungarian bankruptcy model when using the SVM method as opposed to neural networks