k-Nearest Neighbour Classifiers: 2nd Edition (with Python examples)

Perhaps the most straightforward classifier in the arsenal or machine learning techniques is the Nearest Neighbour Classifier -- classification is achieved by identifying the nearest neighbours to a query example and using those neighbours to determine the class of the query. This approach to classification is of particular importance because issues of poor run-time performance is not such a problem these days with the computational power that is available. This paper presents an overview of techniques for Nearest Neighbour classification focusing on; mechanisms for assessing similarity (distance), computational issues in identifying nearest neighbours and mechanisms for reducing the dimension of the data. This paper is the second edition of a paper previously published as a technical report. Sections on similarity measures for time-series, retrieval speed-up and intrinsic dimensionality have been added. An Appendix is included providing access to Python code for the key methods.Comment: 22 pages, 15 figures: An updated edition of an older tutorial on kN

Artificial and Natural Genetic Information Processing

Conventional methods of genetic engineering and more recent genome editing techniques focus on identifying genetic target sequences for manipulation. This is a result of historical concept of the gene which was also the main assumption of the ENCODE project designed to identify all functional elements in the human genome sequence. However, the theoretical core concept changed dramatically. The old concept of genetic sequences which can be assembled and manipulated like molecular bricks has problems in explaining the natural genome-editing competences of viruses and RNA consortia that are able to insert or delete, combine and recombine genetic sequences more precisely than random-like into cellular host organisms according to adaptational needs or even generate sequences de novo. Increasing knowledge about natural genome editing questions the traditional narrative of mutations (error replications) as essential for generating genetic diversity and genetic content arrangements in biological systems. This may have far-reaching consequences for our understanding of artificial genome editing

A concept drift-tolerant case-base editing technique

© 2015 Elsevier B.V. All rights reserved. The evolving nature and accumulating volume of real-world data inevitably give rise to the so-called "concept drift" issue, causing many deployed Case-Based Reasoning (CBR) systems to require additional maintenance procedures. In Case-base Maintenance (CBM), case-base editing strategies to revise the case-base have proven to be effective instance selection approaches for handling concept drift. Motivated by current issues related to CBR techniques in handling concept drift, we present a two-stage case-base editing technique. In Stage 1, we propose a Noise-Enhanced Fast Context Switch (NEFCS) algorithm, which targets the removal of noise in a dynamic environment, and in Stage 2, we develop an innovative Stepwise Redundancy Removal (SRR) algorithm, which reduces the size of the case-base by eliminating redundancies while preserving the case-base coverage. Experimental evaluations on several public real-world datasets show that our case-base editing technique significantly improves accuracy compared to other case-base editing approaches on concept drift tasks, while preserving its effectiveness on static tasks

Retrieval, reuse, revision and retention in case-based reasoning

El original está disponible en www.journals.cambridge.orgCase-based reasoning (CBR) is an approach to problem solving that emphasizes the role of prior experience during future problem solving (i.e., new problems are solved by reusing and if necessary adapting the solutions to similar problems that were solved in the past). It has enjoyed considerable success in a wide variety of problem solving tasks and domains. Following a brief overview of the traditional problem-solving cycle in CBR, we examine the cognitive science foundations of CBR and its relationship to analogical reasoning. We then review a representative selection of CBR research in the past few decades on aspects of retrieval, reuse, revision, and retention.Peer reviewe

What is Strategic Competence and Does it Matter? Exposition of the Concept and a Research Agenda

Drawing on a range of theoretical and empirical insights from strategic management and the cognitive and organizational sciences, we argue that strategic competence constitutes the ability of organizations and the individuals who operate within them to work within their cognitive limitations in such a way that they are able to maintain an appropriate level of responsiveness to the contingencies confronting them. Using the language of the resource based view of the firm, we argue that this meta-level competence represents a confluence of individual and organizational characteristics, suitably configured to enable the detection of those weak signals indicative of the need for change and to act accordingly, thereby minimising the dangers of cognitive bias and cognitive inertia. In an era of unprecedented informational burdens and instability, we argue that this competence is central to the longer-term survival and well being of the organization. We conclude with a consideration of the major scientific challenges that lie ahead, if the ideas contained within this paper are to be validated

Competence-Preserving Case-Deletion Strategy for Case-Base Maintenance.

International audienceThe main goal of a Case-Based Reasoning (CBR) system is to provide criteria for evaluating the internal behavior and task efficiency of a particular system for a given initial case base and sequence of a solved problems. The choice of Case Base Maintenance (CBM) strategies is driven by the maintainer's performance goals for the system and by constraints on the system's design and the task environment. This paper gives an overview of CBM works and proposes a case deletion strategy based on a competence criterion using a novel approach. The proposed method combines an algorithm with a Competence Metric (CM). Series of tests are conducted using four standard data-sets as well as a locally constructed one, on which, three case base maintenance approaches will be tested and evaluated by competence and performance criteria. Thereafter competence and performance experimental study shows how this method compares favorably to more traditional methods

IMPROVING THE STUDENTS’ WRITING COMPETENCE THROUGH PROCESS ORIENTED APPROACH (A ClassroomAction Research of the Grade 9.2 Students of SMP Negeri 1 Probolinggo in Academic Year of 2009/2010)

MASJHARI, S890208123, 2010. Improving the Students’ Writing Competence through Process Oriented Approach. A ClassroomAction Research in the Grade 9.2 Students of SMP Negeri 1 Probolinggo in Academic Year of 2009/2010. A Thesis. Graduate Program. English Education Department of. Sebelas Maret University of Surakarta.. This research is aimed at improving the students’ writing competence at SMP Negeri 1 Probolinggo in Academic Year of 2009/2010. It is assumed that the product will be good if the process is also good. Inthis research, there are two statements ofproblems: (1) Can process oriented approach improve the students’ writing competence of the grade 9.2 of the students of SMP Negeri 1 Probolinggo in Academic Year of 2009/2010? and (2) How can process oriented approach energize the students in writing processin the classroom of the grade 9.2 of the students of SMP Negeri 1 Probolinggo in Academic Year of 2009/2010? Related to the statement of problems, the researcher believes that the Process Oriented Approach (POA) is able tosolve the problems of students writingcompetence. The research was conducted through Classroom Action Research (CAR). The research was conducted in three cycles. Every cycle consisted of: planning, acting, observing, and reflecting. Each meeting consisted of three steps: 1) prewriting,2) writing, and rewriting that were broken down into the activity of building knowledge of field, modeling of text, outlining, drafting, and editingas the media to achieve the objectivesof learning writing. The researcher used two techniques in collecting the data – test and nontest. The researcher used subjective test to measure the students writing competence with the rubrics – content, organization, vocabulary, language and mechanicscreated by Tribble (1996: 130 –131). The result of subjective test was used to know the students’ success in writing process quantitatively while nontest used by the researcher was to get the qualitative data were taken through observation, interview, and questionnaires. The qualitative data was taken from three sources namely students, collaborator, and researcher himself to make the valid data. After the data had collected, the researcher and the collaborator analyzed and classified based on the sections. Then, they concluded the data collected as the research report. Quantitatively, the results of the implementation indicatedthat POA could improveand enhance the students’ writing competence. It could be seen that the grade 9.2 students of SMP Negeri 1 Probolinggo were able to improve their scoressignificantly. Here are the improvement between the results of cycle 1 to Cycle 3. The meanscorein termsof content had improved from 14.57 to 16.48, the organizationhadimproved from 13.91 to 16.22, the vocabularyhadimproved from 13.87 to 16.00, the language had improved from 17.87 to 22.30, and the mechanics had improved from 6.48 to 7.83. The mean scores of the students’ writing competence had improvedsignificantlyfrom 64.04to 75.91. Qualitatively, in joining the learning process, the students could show the motivation and self-esteem in joining the learning process of writing.It could be seen that the students’ involvement and motivation in learning process increased significantly. The percentage of teacher’s guide to the students in doing the task iii decreased significantly. It means that the students can be more independent in doing the tasks in the learning process of writing. Classically, all the students had been successful in gaining the score of writing competence. The average score was 75.91. It was the factthat POA could really give the positive influence to the students’ improvement in English writing. Individually, however, there were 21studentswho had gained the scores of 70 – 94 and there were 2 students who had gained the scores of 65 – 67. It couldbe concludedthat there were about 91.30% of students who had fulfilled the passing grade of 70 but there were 8.70% of students had not. In conclusion, there were twentystudents who had been successful in the writing competence while two students had not. Process oriented approach is one of approaches that is appropriate to improve the writing competence. So, it is necessary to develop and to applyitin the learning process for writing. This approach is flexible to apply in writing skills because everything needs the process before creating the last products. Frankly speaking, if the process can be done effectively and efficiently, the product must indicate the positive influence. If the process cannot be done well, it will be vise versa. In addition, based on the observation that had been done by the researcher, POA was able to improve the students’ motivation and self-esteem. So, it is really able to energize the students in term of learning process of writing. Finally, the students are successful in achieving the passing grade of 70 and even the last scores of students writing competences are 75.91 –pass over the students ‘KKM’ of 70. In implementing POA for the teacher should have a lot of competence, especially in preparing the learning materials, in handling the learning process, in mastering the knowledge of writing, and in creating innovative techniques and strategies of learning, and in managing the time. If the teacher is lacks of the teaching and learning competencies, POA cannot run effectively. As the result, it cannot give the positive influences to the developing the students’ writing competence