title: Full model selection in the space of data mining operators

authors: Sun, Quan

subjects: genetic algorithm

abstract: We propose a framework and a novel algorithm for the full model selection (FMS) problem. The proposed algorithm, combining both genetic algorithms (GA) and particle swarm optimization (PSO), is named GPS (which stands for GAPSO-FMS), in which a GA is used for searching the optimal structure of a data mining solution, and PSO is used for searching the optimal parameter set for a particular structure instance. Given a classification or regression problem, GPS outputs a FMS solution as a directed acyclic graph consisting of diverse data mining operators that are applicable to the problem, including data cleansing, data sampling, feature transformation/selection and algorithm operators. The solution can also be represented graphically in a human readable form. Experimental results demonstrate the benefit of the algorithm.

text: Full model selection in the space of data mining operators We propose a framework and a novel algorithm for the full model selection (FMS) problem. The proposed algorithm, combining both genetic algorithms (GA) and particle swarm optimization (PSO), is named GPS (which stands for GAPSO-FMS), in which a GA is used for searching the optimal structure of a data mining solution, and PSO is used for searching the optimal parameter set for a particular structure instance. Given a classification or regression problem, GPS outputs a FMS solution as a directed acyclic graph consisting of diverse data mining operators that are applicable to the problem, including data cleansing, data sampling, feature transformation/selection and algorithm operators. The solution can also be represented graphically in a human readable form. Experimental results demonstrate the benefit of the algorithm.

year: 2012

title: Student and expert perceptions of the role of mathematics within physics

authors: Wilson, Marcus T.

subjects: physics

abstract: Students’ perceptions of the role of mathematics within physics were examined. I propose that the identification of physics as a science based ultimately on experiment is a threshold concept: transformation from a naïve view that physics is based upon mathematics to an expert view that physics is based on experiment is difficult for students. Seven students taking first-year university physics were interviewed in two focus groups; nine practising physicists from academia and industry (considered as experts) were interviewed as six individuals plus one focus group of three participants. Of particular interest was the ‘expert’ view emphasizing the conceptual nature of physics. This was a threshold in understanding that had not been crossed by students. Rather, students viewed mathematics and physics as being more strongly connected than did practising physicists; specifically that “maths explains physics”. Experts consider this view as holding back a student’s understanding of the subject and preventing them from becoming effective physicists. It is troublesome to students because they are less able to identify the relevant concepts before trying to tackle a problem with mathematics, making their approach less likely to be effective, however, both groups (physicists and students) identified physics as belonging to ‘the real world’ and that mathematics shows how physical entities can be combined or related, indicating student responses are not completely naïve. Opinions on how best to teach mathematical concepts in physics varied considerably across participants.

text: Student and expert perceptions of the role of mathematics within physics Students’ perceptions of the role of mathematics within physics were examined. I propose that the identification of physics as a science based ultimately on experiment is a threshold concept: transformation from a naïve view that physics is based upon mathematics to an expert view that physics is based on experiment is difficult for students. Seven students taking first-year university physics were interviewed in two focus groups; nine practising physicists from academia and industry (considered as experts) were interviewed as six individuals plus one focus group of three participants. Of particular interest was the ‘expert’ view emphasizing the conceptual nature of physics. This was a threshold in understanding that had not been crossed by students. Rather, students viewed mathematics and physics as being more strongly connected than did practising physicists; specifically that “maths explains physics”. Experts consider this view as holding back a student’s understanding of the subject and preventing them from becoming effective physicists. It is troublesome to students because they are less able to identify the relevant concepts before trying to tackle a problem with mathematics, making their approach less likely to be effective, however, both groups (physicists and students) identified physics as belonging to ‘the real world’ and that mathematics shows how physical entities can be combined or related, indicating student responses are not completely naïve. Opinions on how best to teach mathematical concepts in physics varied considerably across participants.

year: 2014

title: Maori women and research: Researching ourselves

authors: Te Awekotuku, Ngahuia

subjects: Maori

abstract: This was the closing keynote address at the Student Symposium organized by the Maori &
Psychology Research Unit at the University of Waikato, Hamilton in August 1999. Most of the
people attending were Maori, and female, and I spoke to, for, and about us. The speech was
transcribed from an oral address with transparencies, and has been revised here for this
publication.

text: Maori women and research: Researching ourselves This was the closing keynote address at the Student Symposium organized by the Maori &
Psychology Research Unit at the University of Waikato, Hamilton in August 1999. Most of the
people attending were Maori, and female, and I spoke to, for, and about us. The speech was
transcribed from an oral address with transparencies, and has been revised here for this
publication.

year: 1999