Efficient Intrusion Detection Model Using Ensemble Methods

Ensemble method or any combination model train multiple learners to solve the classification or regression problems, not by simply ordinary learning approaches that can able to construct one learner from training data rather construct a set of learners and combine them. Boosting algorithm is one of the most important recent developments in the area of classification methodology. Boosting belongs to a family of algorithms that has the capability to convert a group of weak learners to strong learners. Boosting works in a sequential manner by adding a classification algorithm to the next updated weight of the training samples by doing the majority voting technique of the sequence of classifiers. The boosting method combines the weak models to produce a powerful one and reduces the bias of the combined model. AdaBoost algorithm is the most influential algorithm that efficiently combines the weak learners to generate a strong classifier that could be able to classify a training data with better accuracy. AdaBoost differs from the current existing boosting methods in detection accuracy, error cost minimization, computational time and detection rate. Detection accuracy and computational cost are the two main metrics used to analyze the performance of AdaBoost classification algorithm. From the simulation result, it is evident that AdaBoost algorithm could able to achieve high detection accuracy with less computational time, and minimum cost compared to a single classifier. We have proposed a predictive model to classify normal class and attack class and an online inference engine is being imposed, either to allow or deny access to a network

Boosting Simple Learners

Boosting is a celebrated machine learning approach which is based on the idea of combining weak and moderately inaccurate hypotheses to a strong and accurate one. We study boosting under the assumption that the weak hypotheses belong to a class of bounded capacity. This assumption is inspired by the common convention that weak hypotheses are "rules-of-thumbs" from an "easy-to-learn class". (Schapire and Freund '12, Shalev-Shwartz and Ben-David '14.) Formally, we assume the class of weak hypotheses has a bounded VC dimension. We focus on two main questions: (i) Oracle Complexity: How many weak hypotheses are needed in order to produce an accurate hypothesis? We design a novel boosting algorithm and demonstrate that it circumvents a classical lower bound by Freund and Schapire ('95, '12). Whereas the lower bound shows that $\Omega({1}/{\gamma^2})$ weak hypotheses with $\gamma$-margin are sometimes necessary, our new method requires only $\tilde{O}({1}/{\gamma})$ weak hypothesis, provided that they belong to a class of bounded VC dimension. Unlike previous boosting algorithms which aggregate the weak hypotheses by majority votes, the new boosting algorithm uses more complex ("deeper") aggregation rules. We complement this result by showing that complex aggregation rules are in fact necessary to circumvent the aforementioned lower bound. (ii) Expressivity: Which tasks can be learned by boosting weak hypotheses from a bounded VC class? Can complex concepts that are "far away" from the class be learned? Towards answering the first question we identify a combinatorial-geometric parameter which captures the expressivity of base-classes in boosting. As a corollary we provide an affirmative answer to the second question for many well-studied classes, including half-spaces and decision stumps. Along the way, we establish and exploit connections with Discrepancy Theory.Comment: A minor revision according to STOC review

Private Learning Implies Online Learning: An Efficient Reduction

We study the relationship between the notions of differentially private learning and online learning in games. Several recent works have shown that differentially private learning implies online learning, but an open problem of Neel, Roth, and Wu \cite{NeelAaronRoth2018} asks whether this implication is {\it efficient}. Specifically, does an efficient differentially private learner imply an efficient online learner? In this paper we resolve this open question in the context of pure differential privacy. We derive an efficient black-box reduction from differentially private learning to online learning from expert advice

A Confidence-Based Approach for Balancing Fairness and Accuracy

We study three classical machine learning algorithms in the context of algorithmic fairness: adaptive boosting, support vector machines, and logistic regression. Our goal is to maintain the high accuracy of these learning algorithms while reducing the degree to which they discriminate against individuals because of their membership in a protected group. Our first contribution is a method for achieving fairness by shifting the decision boundary for the protected group. The method is based on the theory of margins for boosting. Our method performs comparably to or outperforms previous algorithms in the fairness literature in terms of accuracy and low discrimination, while simultaneously allowing for a fast and transparent quantification of the trade-off between bias and error. Our second contribution addresses the shortcomings of the bias-error trade-off studied in most of the algorithmic fairness literature. We demonstrate that even hopelessly naive modifications of a biased algorithm, which cannot be reasonably said to be fair, can still achieve low bias and high accuracy. To help to distinguish between these naive algorithms and more sensible algorithms we propose a new measure of fairness, called resilience to random bias (RRB). We demonstrate that RRB distinguishes well between our naive and sensible fairness algorithms. RRB together with bias and accuracy provides a more complete picture of the fairness of an algorithm