Robust and cost-effective approach for discovering action rules

The main goal of Knowledge Discovery in Databases is to find interesting and usable patterns, meaningful in their domain. Actionable Knowledge Discovery came to existence as a direct respond to the need of finding more usable patterns called actionable patterns. Traditional data mining and algorithms are often confined to deliver frequent patterns and come short for suggesting how to make these patterns actionable. In this scenario the users are expected to act. However, the users are not advised about what to do with delivered patterns in order to make them usable. In this paper, we present an automated approach to focus on not only creating rules but also making the discovered rules actionable. Up to now few works have been reported in this field which lacking incomprehensibility to the user, overlooking the cost and not providing rule generality. Here we attempt to present a method to resolving these issues. In this paper CEARDM method is proposed to discover cost-effective action rules from data. These rules offer some cost-effective changes to transferring low profitable instances to higher profitable ones. We also propose an idea for improving in CEARDM method

From laboratory to praxis: communities of philosophical inquiry as a model of (and for) social activism

This article discusses the conditions under which dialogical learner-researchers can move out of the philosophical laboratory of a community of philosophical inquiry into the field of social activism, engaging in a critical and creative examination of society and seeking to change it. Based on Matthew Lipman’s proposal that communities of philosophical inquiry can serve as a model of social activism in the present, it presents the community of philosophical inquiry as a model for social activism in the future. In other words, Lipman’s central ideas in his earlier and later thought—including meaning as a mode of action, relevance as a way of examining life and stimulating influence for change as a form of creating a democratic society—establish two parallel circle of influence: the present time, in the shape of the philosophical community of inquiry that allows activist skills to be honed, and a social space that extends into the future as a forum for applying principles and bettering society. Finally, this paper adduces several forms of social activism that may be anchored in philosophical awareness of real conditions and their contexts. Through them, the community of philosophical inquiry not only constitutes a place in which young people’s thought processes can be developed but also one in which they can aspire to become activists in various areas

Jesus Teaching Through Discovery

What made Jesus’ teaching effective? Jesus’ teaching was effective because it resulted in changing the hearers’ heart and having the hearer apply his message to their lives. Jesus’ teaching amazed listeners, for example, after hearing the Sermon on the Mount the crowds were amazed (Matthew 7:28). He taught ordinary, unschooled, disciples for three years and their teaching changed the entire world of their time and continues to affect our world today. The hearers of his teaching opened their “eyes and ears”. What made his teaching so successful? His teaching consisted of a set of procedures. Jesus identified the teaching moments; facilitated inquiry by giving inspiring questions, enabled audiences to formulate hypothesizes through insights, and encouraged his audiences to apply their learning to practical situations. Jesus knew that learning was not simply memorizing facts or reciting the Law of Moses. Learning involved organizing new facts to existing schema and applying that new information. His teaching is typically a discovery learning process. The following article will review Jesus’ teaching method through the modern lens of discovery learning

Unsupervised machine learning for detection of phase transitions in off-lattice systems I. Foundations

We demonstrate the utility of an unsupervised machine learning tool for the detection of phase transitions in off-lattice systems. We focus on the application of principal component analysis (PCA) to detect the freezing transitions of two-dimensional hard-disk and three-dimensional hard-sphere systems as well as liquid-gas phase separation in a patchy colloid model. As we demonstrate, PCA autonomously discovers order-parameter-like quantities that report on phase transitions, mitigating the need for a priori construction or identification of a suitable order parameter--thus streamlining the routine analysis of phase behavior. In a companion paper, we further develop the method established here to explore the detection of phase transitions in various model systems controlled by compositional demixing, liquid crystalline ordering, and non-equilibrium active forces

Developing The Attitude And Creativity In Mathematics Education

The structures in a traditionally-organized classroom of mathematics teaching can usually be linked readily with the routine classroom activities of teacher-exposition and teacher-supervised desk work, teacher’s initiation, teacher’s direction and strongly teacher’s expectations of the outcome of student learning. If the teacher wants to develop appropriate attitude and creativities in mathematics teaching learning it needs for him to develop innovation in mathematics teaching. The teacher may face challenge to develop various style of teaching i.e. various and flexible method of teaching, discussion method, problem-based method, various style of classroom interaction, contextual and or realistic mathematics approach. To develop mathematical attitude and creativity in mathematics teaching learning processes, the teacher may understand the nature and have the highly skill of implementing the aspects of the following: mathematics teaching materials, teacher’s preparation, student’s motivation and apperception, various interactions, small-group discussions, student’s works sheet development, students’ presentations, teacher’s facilitations, students’ conclusions, and the scheme of cognitive development.In the broader sense of developing attitude and creativity of mathematics learning, the teacher may needs to in-depth understanding of the nature of school mathematics, the nature of students learn mathematics and the nature of constructivism in learning mathematics. Key Word: mathematical attitude, creativity in mathematics, innovation of mathematics teaching,school mathematics