title: A Toolbox for Learning from Relational Data with Propositional and Multi-instance Learners

authors: Reutemann, Peter

subjects: Computer science

abstract: Most databases employ the relational model for data storage. To use this data in a propositional learner, a propositionalization step has to take place. Similarly, the data has to be transformed to be amenable to a multi-instance learner. The Proper Toolbox contains an extended version of RELAGGS, the Multi-Instance Learning Kit MILK, and can also combine the multi-instance data with aggregated data from RELAGGS. RELAGGS was extended to handle arbitrarily nested relations and to work with both primary keys and indices. For MILK the relational model is flattened into a single table and this data is fed into a multi-instance learner. REMILK finally combines the aggregated data produced by RELAGGS and the multi-instance data, flattened for MILK, into a single table that is once again the input for a multi-instance learner. Several well-known datasets are used for experiments which highlight the strengths and weaknesses of the different approaches.

text: A Toolbox for Learning from Relational Data with Propositional and Multi-instance Learners Most databases employ the relational model for data storage. To use this data in a propositional learner, a propositionalization step has to take place. Similarly, the data has to be transformed to be amenable to a multi-instance learner. The Proper Toolbox contains an extended version of RELAGGS, the Multi-Instance Learning Kit MILK, and can also combine the multi-instance data with aggregated data from RELAGGS. RELAGGS was extended to handle arbitrarily nested relations and to work with both primary keys and indices. For MILK the relational model is flattened into a single table and this data is fed into a multi-instance learner. REMILK finally combines the aggregated data produced by RELAGGS and the multi-instance data, flattened for MILK, into a single table that is once again the input for a multi-instance learner. Several well-known datasets are used for experiments which highlight the strengths and weaknesses of the different approaches.

year: 2005

title: The holomorphic flow of the Riemann zeta function

authors: Broughan, Kevin A.

subjects: Dynamical system

abstract: The flow of the Riemann zeta function, ś = ς(s), is considered, and phase portraits are presented. Attention is given to the characterization of the flow lines in the neighborhood of the first 500 zeros on the critical line. All of these zeros are foci. The majority are sources, but in a small proportion of exceptional cases the zero is a sink. To produce these portraits, the zeta function was evaluated numerically to 12 decimal places, in the region of interest, using the Chebyshev method and using Mathematica. 
The phase diagrams suggest new analytic properties of zeta, of which some are proved and others are given in the form of conjectures.

text: The holomorphic flow of the Riemann zeta function The flow of the Riemann zeta function, ś = ς(s), is considered, and phase portraits are presented. Attention is given to the characterization of the flow lines in the neighborhood of the first 500 zeros on the critical line. All of these zeros are foci. The majority are sources, but in a small proportion of exceptional cases the zero is a sink. To produce these portraits, the zeta function was evaluated numerically to 12 decimal places, in the region of interest, using the Chebyshev method and using Mathematica. 
The phase diagrams suggest new analytic properties of zeta, of which some are proved and others are given in the form of conjectures.

year: 2003-11

title: A pedagogical framework for embedding computational thinking in authentic technology practice

authors: Fox-Turnbull, Wendy

subjects: authentic technology practice

abstract: Computational thinking is an aspect of digital technologies in the New Zealand Curriculum that teaches children to approach problems systematically, using logical and analytical reasoning.  This paper presents a study undertaken in a small-town primary school in New Zealand with a high population of Māori students. The study drew on four aspects from Kotsopoulos et al.’s framework of pedagogical experiences: unplugged, tinkering, making, remixing to investigate pedagogical strategies that facilitate the successful embedding of computational thinking within authentic technological practice. The research aimed to identify learning pedagogies that support young learners in their understanding of computational thinking through designing and developing digital technologies. The qualitative methodologies were informed by the three pedagogical principles from Bishop and Berryman to guide the research design and frame learning support for students. Key themes that emerged from the data included the values of local context, self-autonomy, classroom organisation, use of physical and digital manipulatives. Finally, the paper presents a model for the pedagogical delivery of computational thinking when embedded in technological practice in primary schools, drawing from and adding to Kotsopoulos and colleague’s pedagogical framework. The most significant modification situates the existing model within authentic technology practice, providing context for learning. The model shows an adjustment from ‘Making’ to ‘Designing and Making’, thus strengthening the position of digital technologies within the Technology learning area.  The model also signals that authentic technological within a primary classroom practice is heavily impacted by ‘the pragmatics of delivery’ through a range of pedagogical and organisational strategies developed to ensure the needs of all students are met and to support them through their learning journey in computational thinking. The last significant modification of Kotsopoulos and colleagues’ model is the removal of ‘remixing’ because the primary aged students in this study did not reach the level of sophistication required for remixing. The aim of the framework is to assist teachers and teacher educators to design and develop successful teaching and learning strategies for implementing computational thinking into authentic technology practice in primary schools.

text: A pedagogical framework for embedding computational thinking in authentic technology practice Computational thinking is an aspect of digital technologies in the New Zealand Curriculum that teaches children to approach problems systematically, using logical and analytical reasoning.  This paper presents a study undertaken in a small-town primary school in New Zealand with a high population of Māori students. The study drew on four aspects from Kotsopoulos et al.’s framework of pedagogical experiences: unplugged, tinkering, making, remixing to investigate pedagogical strategies that facilitate the successful embedding of computational thinking within authentic technological practice. The research aimed to identify learning pedagogies that support young learners in their understanding of computational thinking through designing and developing digital technologies. The qualitative methodologies were informed by the three pedagogical principles from Bishop and Berryman to guide the research design and frame learning support for students. Key themes that emerged from the data included the values of local context, self-autonomy, classroom organisation, use of physical and digital manipulatives. Finally, the paper presents a model for the pedagogical delivery of computational thinking when embedded in technological practice in primary schools, drawing from and adding to Kotsopoulos and colleague’s pedagogical framework. The most significant modification situates the existing model within authentic technology practice, providing context for learning. The model shows an adjustment from ‘Making’ to ‘Designing and Making’, thus strengthening the position of digital technologies within the Technology learning area.  The model also signals that authentic technological within a primary classroom practice is heavily impacted by ‘the pragmatics of delivery’ through a range of pedagogical and organisational strategies developed to ensure the needs of all students are met and to support them through their learning journey in computational thinking. The last significant modification of Kotsopoulos and colleagues’ model is the removal of ‘remixing’ because the primary aged students in this study did not reach the level of sophistication required for remixing. The aim of the framework is to assist teachers and teacher educators to design and develop successful teaching and learning strategies for implementing computational thinking into authentic technology practice in primary schools.

year: 2025