Hybrid Models Of Fuzzy Artmap And Qlearning For Pattern Classification

Pengelasan corak adalah salah satu isu utama dalam pelbagai tugas pencarian data. Dalam kajian ini, fokus penyelidikan tertumpu kepada reka bentuk dan pembinaan model hibrid yang menggabungkan rangkaian neural Teori Resonan Adaptif (ART) terselia dan model Pembelajaran Pengukuhan (RL) untuk pengelasan corak. Secara khususnya, rangkaian ARTMAP Kabur (FAM) dan Pembelajaran-Q dijadikan sebagai tulang belakang dalam merekabentuk dan membina model-model hibrid. Satu model QFAM baharu terlebih dahulu diperkenalkan bagi menambahbaik prestasi pengelasan rangkaian FAM. Strategi pruning dimasukkan bagi mengurangkan kekompleksan QFAM. Bagi mengatasi isu ketidak-telusan, Algoritma Genetik (GA) digunakan bagi mengekstrak hukum kabur if-then daripada QFAM. Model yang terhasil iaitu QFAM-GA, dapat memberi ramalan berserta dengan huraian dengan hanya menggunakan bilangan antisiden yang sedikit. Bagi menambahkan lagi kebolehtahanan model-model Q-FAM, penggunaan sistem agenpelbagai telah dicadangkan. Hasilnya, model gugusan QFAM berasaskan agen dengan ukuran percaya dan kaedah rundingan baharu telah dicadangkan. Pelbagai jenis masalah tanda-aras telah digunakan bagi penilaian model-model gugusan dan individu berasaskan QFAM. Hasilnya telah dianalisa dan dibandingkan dengan FAM serta model-model yang dilaporkan dalam kajian terdahulu. Sebagai tambahan, dua daripada masalah dunia-nyata digunakan bagi menunjukkan kebolehan praktikal model hibrid. Keputusan akhir menunjukkan keberkesanan modul berasaskan QFAM dalam menerajui tugas-tugas pengelasan corak. ________________________________________________________________________________________________________________________ Pattern classification is one of the primary issues in various data mining tasks. In this study, the main research focus is on the design and development of hybrid models, combining the supervised Adaptive Resonance Theory (ART) neural network and Reinforcement Learning (RL) models for pattern classification. Specifically, the Fuzzy ARTMAP (FAM) network and Q-learning are adopted as the backbone for designing and developing the hybrid models. A new QFAM model is first introduced to improve the classification performance of FAM network. A pruning strategy is incorporated to reduce the complexity of QFAM. To overcome the opaqueness issue, a Genetic Algorithm (GA) is used to extract fuzzy if-then rules from QFAM. The resulting model, i.e. QFAM-GA, is able to provide predictions with explanations using only a few antecedents. To further improve the robustness of QFAM-based models, the notion of multi agent systems is employed. As a result, an agent-based QFAM ensemble model with a new trust measurement and negotiation method is proposed. A variety of benchmark problems are used for evaluation of individual and ensemble QFAM-based models. The results are analyzed and compared with those from FAM as well as other models reported in the literature. In addition, two real-world problems are used to demonstrate the practicality of the hybrid models. The outcomes indicate the effectiveness of QFAM-based models in tackling pattern classification tasks

Study on benthic organisms of Ghazal Ozan River in Zanjan Province

Ghazal Ozen is one of the two main Caspian Sea catchments entering to the Sefidrood Dam. Sampling was done within 45 days from October 2009 till October 2011 on 3 stations. Benthic samples were fixed with %4 fomaline and were identified to the genus or species levels and investigated using to the Hilsenhoff biogogical index. In this study, 20 genera 7 orders were identified chironomidae as dominant family. Hilsenhoff Biological Index (HBI) for the 9 studied stations, were respectively, 5.4, 6.3, 5.46, 5.11, 5.13, 4.13, 4.25, 4, 4.23.The biological status of rivers based on HBI data was in the range of very good level. In the study, Chironomidae (30%), caenis sp. (16%), Baetis sp.(12%), Hydropsyche sp. (13%), Simmulium sp. (11%), Tabantus atratus and Sericostoma sp. (2%) and remaining benthos (14%) in Ghazan Ozan River. The results showed that the presence of organic matter pollutant has reduced oxygen levels and also affected the biota in Ghazal Ozan River

Uso de la gamificación para mejorar la calidad educativa de los niños con autismo

This study was conducted with a pre-test–post-test design with a control group in which participants were divided into two experimental (ten persons) and control (ten persons) groups. The Smile 1 intervention took place in 16 sessions of 30 min, which consisted of eight sessions of 1 h owing to the time spent by the parents of the participants in the study. Additionally, a Child Behaviour Check List (CBCL) was used to measure the effectiveness of this interventional game on reducing the behavioural problems of children that participated. The questionnaire consists of 113 questions in which 13 different behavioural factors are identified in the children. For this purpose, pre-test and post-test stages were performed for both groups. In fact, due to time constraints for holding intervention sessions, it was expected from the outset that significant changes in participant behaviour during the two months of interventions would not be observed.Este estudio se realizó con un diseño pre-test-post test con un grupo de control en el que los participantes se dividieron en dos grupos experimentales (diez personas) y de control (diez personas). La intervención de Smile 1 se llevó a cabo en 16 sesiones de 30 minutos, que consistieron en ocho sesiones de 1 hora debido al tiempo que pasaron los padres de los participantes en el estudio. Además, se utilizó una Lista de control de la conducta infantil (CBCL) para medir la eficacia de este juego intervencionista en la reducción de los problemas de conducta de los niños que participaron. El cuestionario consta de 113 preguntas en las que se identifican 13 factores conductuales diferentes en los niños. Para ello, se realizaron etapas de pre-test y post-test para ambos grupos. De hecho, debido a las limitaciones de tiempo para realizar las sesiones de intervención, se esperaba desde el principio que no se observaran cambios significativos en el comportamiento de los participantes durante los dos meses de las intervenciones

A survey of the water pollution with heavy metals Ni, Pb,Hg, Cr,Cd,V,As and total hydrocarbon in Bandar Shahid Rajaii, Bandar Abbas

Persian Gulf is semi-closed water with high salinity and temperature and high evaporation rate and low water exchange with Oman Sea. Operation of oil wells in the area contributes to the water pollution in this intricate ecosystem. We selected nine stations in Shahid Rajaii harbour and one out of the area where samples of water and sediments were taken for assessment of density of total hydrocarbons and heavy metals using spectrophotometric (FT-IR) and atomic absorption (AAS) methods, respectively

Queer Critical Literacies : A Zine

This zine is an adaptation of the book chapter by Navan Govender and Grant Andrews, entitled Queer Critical Literacies, in The Handbook of Critical Literacies. In this zine, Navan Govender introduces Queer Critical Literacies as ‘an approach to language and literacy education that troubles the discursive representation of (a)gender and (a)sexual diversity across modes and genres‘ (p. 7). The zine contains active links to the (re)sources cited

Critical literacy and critically reflective writing : navigating gender and sexual diversity

Purpose: In this article, the author draws on Janks’ territory beyond reason as well as literature on (critically) reflective writing. The purpose of this paper is to explore how a space for personal, affective writing in the classroom might enable teachers, students and learners to 1) come to terms with gender as a social practice, 2) locate themselves in the relations of power, marginalisation and subversion being explored and 3) negotiate the internal contradictions that come with personal and social transformation. The author presents and unpacks how second-year undergraduate Bachelor of Education (B.Ed.) students at a prominent university in Johannesburg, South Africa, unpacked issues of gender and sexual diversity in a critical literacy course. This paper focuses on students’ completion of a reflective writing task but is situated in a broader study on critical literacy and gender and sexual diversity. The findings suggest the need for sustained critically reflective writing in the classroom and continued research on critical literacy as both a rationalist and affective project. Furthermore, the findings suggest ways in which critically reflective writing was used to create a space where students could place themselves into the content and relations of power being studied and identify and unpack the ways in which discourses of power have informed their own identities over time, with the intent to develop the capacity to position themselves in more socially conscious ways. This study, therefore, illustrates only a fraction of how students might use reflective writing to come to terms with controversial topics, place themselves in the systems of power, explore marginalisation or subversion and negotiate the internal contradictions of transformation. However, the data also suggest that there is potential for this practice to have a greater role in classroom practice, a deeper effect on learners’ understanding of self and society and further research on the impact of critical reflection in the classroom. Design/methodology/approach: In this paper, the author presents and unpacks how second-year undergraduate B.Ed. students at a prominent university in Johannesburg, South Africa, unpacked issues of gender and sexual diversity through reflective writing in a critical literacy course. Findings: The findings suggest the need for sustained critically reflective writing in the classroom and continued research in critical literacy as both a rationalist and affective project. The students who participated in this research revealed the ways in which critically reflective writing might be used to create a space where students place themselves into the content and relations of power being studied, identify and unpack the ways in which discourses of power have informed their own identities over time, and, perhaps, develop the capacity to position themselves in more socially conscious ways. Research limitations/implications: While the findings reveal the need for continued practice and research in the territories beyond a rationalist critical literacy, they are based on a small data set in a single context. Practical implications: Findings from the analysis of the data suggest that there is potential for critically reflective writing to have a greater role in classroom practice, a deeper effect on learners’ understanding of self and society and further research on the impact of critically reflective writing in the classroom. Perhaps a sustained practice of critically reflective writing is what is needed, as well as processes of self and peer evaluations that put that writing up for critical analysis. Social implications: There is scope for further, long-term research in the role of critically reflective writing, critical literacy classrooms and the territory beyond reason across social issues and educational contexts. Existing resources on critically reflective writing are vital for imagining what this prolonged practice might look like in classrooms (Ryan and Ryan, 2013; Lui, 2015; Pennell, 2019). Originality/value: The data presented here are limited and illustrate only a fraction of how students might use reflective writing to come to terms with controversial topics, place themselves in the systems of power/marginalisation/subordination/subversion being explored and negotiate the internal contradictions of transformation. However, these data also suggest that there is potential for this practice to have a greater role in classroom practice, a deeper effect on learners’ understanding of self and society and further research on the impact of critical reflexivity in the classroom

Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design : a case in a South African school of education

In this chapter, I conduct a critical reflection of the processes of production in which I operated during the design of a workbook for an undergraduate critical literacy course aimed at using language to engage with controversial topics related to issues of diversity in sex, gender and sexuality. I begin with a brief summary of the four main sections in the final workbook: 'Language', 'Policing and Subversion', '(Re)Design', and 'Social Impact'. I then outline and discuss the three main processes that I view are pertinent to any materials design aimed at addressing controversial issues of diversity: 1. 'Identifying 'Real' Themes', 2. 'Identifying Theoretical Concepts', and 3. 'Applying a Critical Pedagogical Structure'. These interconnected processes of production illustrate the complex negotiations between texts, theory and socio-cultural context that are needed for the effective design of educational materials: From finding exciting and subversive resources online or in the media to the re-conceptualisation of the workbook while journeying through the literature on sex, gender, sexuality and critical literacy pedagogy. Using my own workbook as a case, I argue that in order to deal with diversity in the classroom, critical self-reflection must be viewed as a practice which enables one to understand how pedagogical choices might have a real social impact on learners, education and socio-cultural context. In this way, I aim to consider how my own design choices affect what it means to engage with controversial topics in the classroom

An anti-racist English education

In this conceptual article we offer a vision and a manifesto for an anti-racist English education, focusing particularly on language. Locating our work with anti-racist efforts in the UK, we conduct a brief historical reflection of these efforts, before turning our attention to the current politico-economic context and making a case for the urgent need for English teachers and teacher educators to commit to anti-racism within their work. We then outline what contemporary anti-racist efforts in English education might look, sound, and feel like. We argue for a greater attention to intersectional positionalities and activism in English education. We argue for anti-racist language policies which work in dialogue with other broader anti-racist efforts. We argue for the need to pay attention to specific contexts and racialised dynamics of institutions and local communities. We argue for anti-racist pedagogical stances which seek to sustain the language practices of marginalised children. Finally, we end with some clarifications and warn against seeing our manifesto as a reductive, tick-box exercise

Critical transmodal pedagogies : student teachers play with genre conventions

This paper explores how student teachers navigated moving between different modes of representation from written text to image. This enabled some students to play with genre conventions, rethink the relationship between word and image, and explore multimodality in interesting ways. Working at the intersection of Kress’ work on Multimodality, Newfield’s transmodal moment and the critical literacy project, I designed and implemented a course for English secondary education in one school of education in South Africa. Firstly, this article outlines the course’s aims and assessment to consider how multimodality might feature in a unit of work for student teachers. Specific focus is given to the final assessment task that required students to make a ‘transmodal shift’ from linguistic to visual-linguistic; from written narrative to multimodal storytelling. Secondly, a critical multimodal discourse analysis of students’ visual narratives is applied to explore how critical transmodality enabled some student teachers to imagine beyond traditional narrative structures and explore multimodal semiotic resources in innovative ways, relevant to the secondary English classroom. Finally, I conclude by considering the implications of multimodal semiotic play for both research and classroom practice in language and literacy education, including assessment, the value of non-linguistic modes, and genre as a construct of power

The pedagogy of 'coming out' : teacher identity in a critical literacy course

Coming out as lesbian, gay, bisexual, transgender, intersexed, queer or asexual is a highly contested issue. In an educational context there are arguments about the role of coming out to students and learners, yet it is still difficult to say decisively whether or not declaring one's identity is pedagogically necessary or effective. The decision to come out, or not to come out, relates to 'the closet' as an 'open secret', where the boundaries between identity and private/public spaces can be negotiated. Using arguments that see the closet as a fixed space associated with shame, fear and falsity, this article seeks to present the closet as a constructive space for identity formation and social negotiation. Such an understanding of the closet is related to how gender is marked and read in socio-cultural context. I then use these arguments about the closet to explore my own pedagogical decision not to come out in a critical literacy course for pre-service teachers. What emerged from my own 'open secret' are three conversations with students that brought into question my identity as gay, male, an English lecturer and an academic. A critical reflection of these conversations reveals how students read my identity during lectures, and how these readings initiated concerns about my gendered performance, and my investment in the field. Furthermore, my analysis also considers how my 'closeted' identity may have created the space for openly discussing students' perspectives on sex, gender and sexual diversity