title: Hybridizing data stream mining and technical indicators in automated trading systems

authors: Mayo, Michael

subjects: computer science

abstract: Automated trading systems for financial markets can use data mining techniques for future price movement prediction. However, classifier accuracy is only one important component in such a system: the other is a decision procedure utilizing the prediction in order to be long, short or out of the market. In this paper, we investigate the use of technical indicators as a means of deciding when to trade in the direction of a classifier’s prediction. We compare this “hybrid” technical/data stream mining-based system with a naive system that always trades in the direction of predicted price movement. We are able to show via evaluations across five financial market datasets that our novel hybrid technique frequently outperforms the naive system. To strengthen our conclusions, we also include in our evaluation several “simple” trading strategies without any data mining component that provide a much stronger baseline for comparison than traditional buy-and-hold or sell-and-hold strategies.

text: Hybridizing data stream mining and technical indicators in automated trading systems Automated trading systems for financial markets can use data mining techniques for future price movement prediction. However, classifier accuracy is only one important component in such a system: the other is a decision procedure utilizing the prediction in order to be long, short or out of the market. In this paper, we investigate the use of technical indicators as a means of deciding when to trade in the direction of a classifier’s prediction. We compare this “hybrid” technical/data stream mining-based system with a naive system that always trades in the direction of predicted price movement. We are able to show via evaluations across five financial market datasets that our novel hybrid technique frequently outperforms the naive system. To strengthen our conclusions, we also include in our evaluation several “simple” trading strategies without any data mining component that provide a much stronger baseline for comparison than traditional buy-and-hold or sell-and-hold strategies.

year: 2011

title: Lifelong science learning

authors: Barker, Miles

subjects: science learning

abstract: The author discusses the incorporation of lifelong learning in the study of science in New Zealand. He explains two preliminary thoughts related to the creation of a setting for lifelong learning in the field of science including the sustained enrichment necessary to enhance school science experiences of students. He also explores three major capabilities such as the understanding of the nature of science and engaging in socio-scientific issues that lifelong learning might entail.

text: Lifelong science learning The author discusses the incorporation of lifelong learning in the study of science in New Zealand. He explains two preliminary thoughts related to the creation of a setting for lifelong learning in the field of science including the sustained enrichment necessary to enhance school science experiences of students. He also explores three major capabilities such as the understanding of the nature of science and engaging in socio-scientific issues that lifelong learning might entail.

year: 2010

title: Teaching te reo Māori as a second language in primary schools: two case studies.

authors: Hill, Richard Kenneth

subjects: second languages

abstract: The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

text: Teaching te reo Māori as a second language in primary schools: two case studies. The provision of second language education in New Zealand primary schools has been, until recently, a rare addition to programmes. Its wider implementation in New Zealand primary schools has always been limited by low numbers of fluent bilingual teachers, and a perception that in a predominantly English speaking country such as New Zealand there is no need to teach additional languages in primary schools. The New Zealand Curriculum (Ministry of Education, 2007) provides the first opportunity to formally include second language education in primary schools, and to establish the learning of second languages as a worthwhile pursuit in New Zealand. However, the success of such a policy change will depend on the ability of the Ministry of Education and course providers to upskill teachers in their ability to speak additional languages and teach them. This article reports on the outcomes of a Ministry-funded project designed to strengthen the second language teaching approaches of upper primary school teachers who teach te reo Maori. It provides case studies of two of the teachers who completed this course, and finds that while there are clear benefits to be derived from such teacher professional development courses, these courses need to focus on long-term objectives and be channelled to those teachers and students who stand to benefit the most from professional development courses.

year: 2010