14 research outputs found

    JCLEC Meets WEKA!

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    WEKA has recently become a very referenced DM tool. In spite of all the functionality it provides, it does not include any framework for the development of evolutionary algorithms. An evolutionary computation framework is JCLEC, which has been successfully employed for developing several EAs. The combination of both may lead in a mutual bene t. Thus, this paper proposes an intermediate layer to connect WEKA with JCLEC. It also presents a study case which samples the process of including a JCLEC's EA into WEK

    The NoiseFiltersR Package: Label Noise Preprocessing in R

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    In Data Mining, the value of extracted knowledge is directly related to the quality of the used data. This makes data preprocessing one of the most important steps in the knowledge discovery process. A common problem affecting data quality is the presence of noise. A training set with label noise can reduce the predictive performance of classification learning techniques and increase the overfitting of classification models. In this work we present the NoiseFiltersR package. It contains the first extensive R implementation of classical and state-of-the-art label noise filters, which are the most common techniques for preprocessing label noise. The algorithms used for the implementation of the label noise filters are appropriately documented and referenced. They can be called in a R-user-friendly manner, and their results are unified by means of the "filter" class, which also benefits from adapted print and summary methods.Spanish Research ProjectAndalusian Research PlanBrazilian grant-CeMEAI-FAPESPFAPESPUniv Granada, Dept Comp Sci & Artificial Intelligence, E-18071 Granada, SpainUniv Sao Paulo, Inst Ciencias Matemat & Comp, Trabalhador Sao Carlense Av 400, BR-13560970 Sao Carlos, SP, BrazilUniv Fed Sao Paulo, Inst Ciencia & Tecnol, Talim St 330, BR-12231280 Sao Jose Dos Campos, SP, BrazilUniv Fed Sao Paulo, Inst Ciencia & Tecnol, Talim St 330, BR-12231280 Sao Jose Dos Campos, SP, BrazilSpanish Research Project: TIN2014-57251-PAndalusian Research Plan: P11-TIC-7765CeMEAI-FAPESP: 2013/07375-0FAPESP: 2012/22608-8FAPESP: 2011/14602-7Web of Scienc

    Initial Seed Value Effectiveness on Performances of Data Mining Algorithms

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    After 2000s, Computer capacities and features are increased and access to data made easy. However, the produced and recorded data should be meaningful. Transformation of unprocessed data into meaningful information can be done with the help of data mining. In this study, classification methods from data mining applications are studied. First, the parameters that make the results of the same data set different were investigated on 4 different data mining tools (Weka, Rapid Miner, Knime, Orange), It has been tested with 3 different algorithms (K nearest neighborhood, Naive Bayes, Random Forest). In order to evaluate the performance of the data set while creating the classification models, the data set was divided into training data and test data as 80% -20%, 70% -30% and 60-40%. The accuracy, roc and precision values was used to test the performance of the classifying data. While classifying, the effect of algorithm parameters on the results is observed. The most important of these parameters is the initial seed value. The initial seed is a value using especially in classification algorithms that determines the initial placement of the data and directly affects the result. In this respect, it is very important to determine the initial seed value correctly. In this study, initial seed values between 0 and 100 were evaluated and it was shown that the classification could change the accuracy value approximately by 5%

    Software Usability

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    This volume delivers a collection of high-quality contributions to help broaden developers’ and non-developers’ minds alike when it comes to considering software usability. It presents novel research and experiences and disseminates new ideas accessible to people who might not be software makers but who are undoubtedly software users

    Essays on Innovations in Public Sector Auditing

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    The current antecedents of innovation in the public sector, that is, the adoption of SDGs and the unprecedented technological advancements exert pressures on the Supreme audit institutions’(SAIs) current socio-technical system. This has led SAIs to adopt different strategies to maintain their relevance and improve the quality of their work and operations. This thesis investigated the different types of innovations currently happening in the SAIs environment and how SAIs are reacting to the demands of these changes. This exploratory work captured public sector audit innovation through the following three essays: The first essay focused on Digital Transformation (DT), investigated how SAIs approach, and interpret DT. In this regard, DT was investigated from a SAIs perspective. Due to it being a novel topic in public sector auditing research, a qualitative research method was adopted, this method was supported with expert interviews and archival and or document data. Key findings revealed that the definition of DT varies from SAI to SAI, and this variation resulted from the differences in the level of digital development in each country. SAIs applied reactive and, in some situations proactive change strategies were applied. In the reactive strategy, SAIs reacted to change induced by a situational demand while in the proactive strategy, they experiment with technologies in advance. Most of the SAIs applying proactive change strategy operates an innovation lab or an experimentation space(see Bojovic, Sabatier, and Coblence 2020; Bucher and Langley 2016; Cartel, Boxenbaum, and Aggeri 2019; Wulf 2000). As an impact on public sector auditing profession, the research addresses the popular narrative of SAI’s equating digitization or the use of digital technologies to Digital transformation. It reiterated the holistic nature of DT, by pointing at the risk involved when DT is tied solely to technology adoption strategy ignoring other aspects such as people, organizational structure, strategy, culture, etc.La trasformazione in corso dell'ambiente esterno delle Istituzioni Superiori di Controllo (ISC, Corte dei conti) sta modificando le esigenze di controllo e le aspettative dei vari stakeholders coinvolti. Infatti, questa trasformazione, innescato dai progressi tecnologici, dall'adozione degli Obiettivi di Sviluppo Sostenibile (OSS) e dalla trasparenza sta modificando il modo e gli strumenti con cui viene esercitata l’attività di controllo. Ciò ha portato le ISC a adottare diverse strategie ed a introdurre diverse innovazioni per mantenere la loro rilevanza e migliorare la qualità del loro servizio. Vari autori hanno evidenziato la necessità di indagare circa le implicazioni del cambio della strategia di controllo e dell’adozione delle varie innovazioni tecnologiche nelle ISC. Il lavoro di tesi contribuisce in questa direzione e indaga sulle varie innovazioni tecnologiche adottate dalle ISC e come questi Istituzioni hanno reagito alle pressioni esterne di cambiamento. La tesi adotta un approccio esplorativo e sviluppa tre diverse ricerche per rispondere alla domanda principale di ricerca. La prima ricerca si concentra sulla trasformazione digitale (TD), e indaga su come le ISC hanno affrontato e interpretato la TD. La metodologia utilizzata è di tipo qualitativo. Sono state effettuate varie interviste a esperti del settore a livello internazionale oltre all’analisi documentale degli archivi delle varie istituzioni analizzate. I risultati hanno mostrato una diversa interpretazione e percezione, tra le istituzioni oggetto dello studio, del concetto della TD, dovuta alle differenze di sviluppo digitale nei vari paesi analizzati. Inoltre, i risultati mostrano che le ISC hanno adottato strategie reattive di cambiamento e, in alcune situazioni, hanno adottato strategie proattive. Nel primo caso, che rappresenta la maggioranza dei casi analizzati, le ISC hanno reagito al bisogno ovvero quando si presenta una necessità di cambiamento. Mentre nel secondo caso, ovvero di strategia di cambiamento proattivo, le ISC hanno sperimentato le tecnologie in anticipo. La maggior parte delle Istituzioni che ha adottato strategie proattive di cambiamento gestisce un laboratorio di innovazione o uno spazio di sperimentazione (vedi Bojovic, Sabatier e Coblence 2020; Bucher e Langley 2016; Cartel, Boxenbaum e Aggeri 2019; Wulf 2000). Inoltre, la ricerca mostra come la digitalizzazione o l'uso delle tecnologie digitali vengono equiparati alla TD nelle ISC. Questo rischio di interpretazione del concetto si concretizza soprattutto, come mostrano i risultati, quando la TD viene legata esclusivamente alla strategia di adozione della tecnologia ignorando altri aspetti come le persone, la struttura organizzativa, la strategia, la cultura, ecc

    Mecanismos de interacción centrados en recursos multimedia sobre entornos web sociales como modelos de aprendizaje activo a través de Internet

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    Tesis doctoral inédita leída en la Universidad Autónoma de Madrid, Escuela Politécnica Superior, Departamento de Ingeniería Informática. Fecha de lectura: 15-10-2015El fenómeno de la interacción se produce cuando dos o más entidades (personas u objetos) influyen mutuamente sobre su comportamiento a través de acciones recíprocas. Esta tesis utiliza este fenómeno como la base para la definición de una estrategia de aprendizaje activo a través de Internet. Para ello, se proponen tres tipos de mecanismos de interacción: interactividad, interacción social e interacción por autoría. Los mecanismos de interactividad se relacionan con las acciones entre las personas y los objetos de información, en las cuales se manipulan aspectos de presentación de los mensajes. Por otra parte, los mecanismos de interacción social se relacionan con los procesos de comunicación entre personas. Y finalmente, los mecanismos de interacción por autoría se relacionan con procesos de creación de nuevos objetos. Por otra parte, los contenidos multimedia y las tecnologías web sociales parecen configurar un escenario idóneo para el aprendizaje activo. Por una parte, la multimedia ofrece un formato versátil cuya popularidad crece con las capacidades de las redes de datos. Mientras tanto, los servicios basados en tecnologías web sociales fomentan una actitud más proactiva frente a la información. En consecuencia, estos dos elementos forman el contexto en cual esta tesis ha definido una estrategia de aprendizaje activo fundamenta en un método colaborativo centrado en la creación de objetos multimedia-interactivos. Este método es asistido por un entorno de aprendizaje multimedia desarrollado como parte de esta tesis, denominado Social Media Learning (SMLearning). SMLearning fue diseñado con una arquitectura de servicios abiertos que se integra con las plataformas de las redes sociales Facebook y YouTube. Asimismo, tuvo en cuenta los principios de diseño groupware que incluyen la gestión de información de conciencia (Awareness) y diversas interfaces para el análisis de datos. Además, para la definición de los objetos multimedia-interactivos se propuso un formato de documento XML que extiende la gramática del lenguaje SMIL (Synchronized Multimedia Integration Language) de la W3C. Finalmente, esta propuesta fue validada en diversos escenarios de aprendizaje real desarrollado durante tres cursos académicos (2011 a 2014). Estas experiencias fueron parte del desarrollo formal de asignaturas de grado y postgrado de la Escuela Politécnica Superior EPS de la Universidad Autónoma de Madrid. El primer caso contó con un tiempo de experiencia limitado a una semana y un alto número de participantes (135). El segundo caso contó con un tiempo de experiencia prolongado (11 semanas) y un número de participantes menor (entre 6 y 11 estudiantes). El análisis de estos casos se basa en la definición y aplicación de tres indicadores: satisfacción, simetría y consenso, en un enfoque de evaluación mixta, es decir, combinando diversos métodos y fuentes de datos. Los resultados obtenidos corroboran un impacto positivo de los mecanismos de interacción en el proceso de aprendizaje de los estudiantes, a través de una alta satisfacción. Además, el indicador de simetría demostró que existe reciprocidad en las acciones de los estudiantes durante la interacción social; en tanto que, el consenso corrobora la efectividad de los procesos de negociación reflejado en un aumento de la precisión del grupo en la evaluación de la calidad de los recursosThe interaction phenomenon is expected when people, objects or services are affected each other through reciprocal actions. This phenomenon is the basis of active learning which allows defining more effective teaching scenarios. In this context, this thesis defines and analyse three types of interaction mechanisms, named: interactivity, social interaction and interaction by design. The interactivity mechanisms support actions between people and information objects. Such mechanisms allow controlling the presentation aspects and the properties of these objects, constrained by predefined information. Moreover, the social interaction mechanisms support the communication processes between people. And finally, the interaction by design mechanisms supports creative processes, which allow creating new information. These mechanisms fit nicely in Internet sceneries through the multimedia content and social web technologies. In one hand, multimedia provides a versatile and attractive format what grows with the capabilities of data networks. In the other hand, social media services encourage a more proactive attitude towards the collaboration and the creation of content. This thesis takes advantage of this scenario and proposes a set of interaction mechanisms and defines a strategy of active learning supported by Web technologies. This strategy is based on a collaborative learning approach that guides the students toward the creation of multimedia-interactive objects. The definition of these objects is based on a new multimedia document format that extends the capabilities of interactivity defined in SMIL (Synchronized Multimedia Integration Language) proposed by the W3C. These mechanisms are supported by the multimedia learning environment defined in this thesis called Social Media Learning System (SMLearning). This system was designed with an open service architecture that integrates with social media platforms Facebook and YouTube. This model is a reference for creating social learning environments. Likewise, the development of this system took into account the principles of computer-supported collaborative learning, which includes the management of awareness and some UI interfaces related with learning analytics. Finally, this proposal was validated in several real learning cases which were carried out in three academic years (2011-2014). These experiences were integrated with regular courses in undergraduate and postgraduate programs (at the Escuela Politécnica Superior, Universidad Autónoma de Madrid) in two cases. In the first case, the experience time was limited to one week but there was a high number of participants (135). In the second case, the experiences have taken longer time (11 weeks) with a smaller number of participants (between 6 and 11 students). The analysis approach applied to these cases was based on three indicators: satisfaction, symmetry and consensus, which are supported by a mixed assessment methodology that combines several methods and data sources. The findings confirm the positive impact of the interaction mechanisms in the learning process through a high satisfaction. Also, the symmetry indicator showed that there is a high reciprocity in the actions of students during social interaction. Finally, the consensus indicator confirms the effectiveness of negotiation processes that was measured by the increase of group accuracy in the evaluation process of the quality of the resource

    e-Skills: The International dimension and the Impact of Globalisation - Final Report 2014

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    In today’s increasingly knowledge-based economies, new information and communication technologies are a key engine for growth fuelled by the innovative ideas of highly - skilled workers. However, obtaining adequate quantities of employees with the necessary e-skills is a challenge. This is a growing international problem with many countries having an insufficient numbers of workers with the right e-Skills. For example: Australia: “Even though there’s 10,000 jobs a year created in IT, there are only 4500 students studying IT at university, and not all of them graduate” (Talevski and Osman, 2013). Brazil: “Brazil’s ICT sector requires about 78,000 [new] people by 2014. But, according to Brasscom, there are only 33,000 youths studying ICT related courses in the country” (Ammachchi, 2012). Canada: “It is widely acknowledged that it is becoming inc reasingly difficult to recruit for a variety of critical ICT occupations –from entry level to seasoned” (Ticoll and Nordicity, 2012). Europe: It is estimated that there will be an e-skills gap within Europe of up to 900,000 (main forecast scenario) ICT pr actitioners by 2020” (Empirica, 2014). Japan: It is reported that 80% of IT and user companies report an e-skills shortage (IPA, IT HR White Paper, 2013) United States: “Unlike the fiscal cliff where we are still peering over the edge, we careened over the “IT Skills Cliff” some years ago as our economy digitalized, mobilized and further “technologized”, and our IT skilled labour supply failed to keep up” (Miano, 2013)

    Preface

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