TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

TLAD 2011 Proceedings:9th international workshop on teaching, learning and assesment of databases (TLAD)

This is the ninth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2011), which once again is held as a workshop of BNCOD 2011 - the 28th British National Conference on Databases. TLAD 2011 is held on the 11th July at Manchester University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.Due to the healthy number of high quality submissions this year, the workshop will present eight peer reviewed papers. Of these, six will be presented as full papers and two as short papers. These papers cover a number of themes, including: the teaching of data mining and data warehousing, databases and the cloud, and novel uses of technology in teaching and assessment. It is expected that these papers will stimulate discussion at the workshop itself and beyond. This year, the focus on providing a forum for discussion is enhanced through a panel discussion on assessment in database modules, with David Nelson (of the University of Sunderland), Al Monger (of Southampton Solent University) and Charles Boisvert (of Sheffield Hallam University) as the expert panel

Empowering Users to Detect Data Analytics Discriminatory Recommendations

Notwithstanding the various benefits ascribed to using Data Analytics (DA) tools in support of decision-making, they have been blamed for their potential to generate discriminatory outputs. Although several purely technical methods have been proposed to help with this issue, they have proven to be inadequate. In this research-in-progress paper, we aim to address this gap by helping users detect discrimination, if any, in DA recommendations. By drawing upon the moral intensity literature and the literature on explaining black box models, we propose two decisional guidance mechanisms for DA users: (i) aggregated demographic information about the data subjects (ii) information on the variables that drive the DA output and the extent of their contribution along with information about demographics of the data set being analyzed. We suggest that these mechanisms can help decrease users’ readily acceptance of discriminatory DA recommendations. Moreover, we outline an experimental methodology to test our hypotheses

A Survey on Semi-Supervised Learning for Delayed Partially Labelled Data Streams

Unlabelled data appear in many domains and are particularly relevant to streaming applications, where even though data is abundant, labelled data is rare. To address the learning problems associated with such data, one can ignore the unlabelled data and focus only on the labelled data (supervised learning); use the labelled data and attempt to leverage the unlabelled data (semi-supervised learning); or assume some labels will be available on request (active learning). The first approach is the simplest, yet the amount of labelled data available will limit the predictive performance. The second relies on finding and exploiting the underlying characteristics of the data distribution. The third depends on an external agent to provide the required labels in a timely fashion. This survey pays special attention to methods that leverage unlabelled data in a semi-supervised setting. We also discuss the delayed labelling issue, which impacts both fully supervised and semi-supervised methods. We propose a unified problem setting, discuss the learning guarantees and existing methods, explain the differences between related problem settings. Finally, we review the current benchmarking practices and propose adaptations to enhance them

Evolutionary Algorithms for Reinforcement Learning

There are two distinct approaches to solving reinforcement learning problems, namely, searching in value function space and searching in policy space. Temporal difference methods and evolutionary algorithms are well-known examples of these approaches. Kaelbling, Littman and Moore recently provided an informative survey of temporal difference methods. This article focuses on the application of evolutionary algorithms to the reinforcement learning problem, emphasizing alternative policy representations, credit assignment methods, and problem-specific genetic operators. Strengths and weaknesses of the evolutionary approach to reinforcement learning are presented, along with a survey of representative applications