Finding the number of clusters in ordered dissimilarities

As humans, we have innate faculties that allow us to efficiently segment groups of objects. Computers, to some degree, can be programmed with similar categorical capabilities, which stem from exploratory data analysis. Out of the various subsets of data reasoning, clustering provides insight into the structure and relationships of input samples situated in a number of distributions. To determine these relationships, many clustering methods rely on one or more human inputs; the most important being the number of distributions, c, to seek. This work investigates a technique for estimating the number of clusters from a general type of data called relational data. Several numerical examples are presented to illustrate the effectiveness of the proposed method.     

A Randomized Algorithm for Online Unit Clustering

In this paper, we consider the online version of the following problem: partition a set of input points into subsets, each enclosable by a unit ball, so as to minimize the number of subsets used. In the one-dimensional case, we show that surprisingly the naïve upper bound of 2 on the competitive ratio can be beaten: we present a new randomized 15/8-competitive online algorithm. We also provide some lower bounds and an extension to higher dimensions.     

Case-Based Learning: Predictive Features in Indexing

Interest in psychological experimentation from the Artificial Intelligence community often takes the form of rigorous post-hoc evaluation of completed computer models. Through an example of our own collaborative research, we advocate a different view of how psychology and AI may be mutually relevant, and propose an integrated approach to the study of learning in humans and machines. We begin with the problem of learning appropriate indices for storing and retrieving information from memory. From a planning task perspective, the most useful indices may be those that predict potential problems and access relevant plans in memory, improving the planner's ability to predict and avoid planning failures. This predictive features hypothesis is then supported as a psychological claim, with results showing that such features offer an advantage in terms of the selectivity of reminding because they more distinctively characterize planning situations where differing plans are appropriate.We present a specific case-based model of plan execution, RUNNER, along with its indices for recognizing when to select particular plans—appropriateness conditions—and how these predictive indices serve to enhance learning. We then discuss how this predictive features claim as implemented in the RUNNER model is then tested in a second set of psychological studies. The results show that learning appropriateness conditions results in greater success in recognizing when a past plan is in fact relevant in current processing, and produces more reliable recall of the related information. This form of collaboration has resulted in a unique integration of computational and empirical efforts to create a model of case-based learning.     

Can twice weekly hemodialysis expand patient access under resource constraints?

The convention of prescribing hemodialysis on a thrice weekly schedule began empirically when it seemed that this frequency was convenient and likely to treat symptoms for a majority of patients. Later, when urea was identified as the main target and marker of clearance, studies supported the prevailing notion that thrice weekly dialysis provided appropriate clearance of urea. Today, national guidelines on hemodialysis from most countries recommend patients receive at least thrice weekly therapy. However, resource constraints in low‐ and middle‐income countries (LMIC) have resulted in a substantial proportion of patients using less frequent hemodialysis in these settings. Observational studies of patients on twice weekly dialysis show that twice weekly therapy has noninferior survival rates compared with thrice weekly therapy. In fact, models of urea clearance also show that twice weekly therapy can meet urea clearance “targets” if patients have significant residual function or if they follow a protein‐restricted diet, as may be common in LMIC. Greater reliance on twice weekly therapy, at least at the start of hemodialysis, therefore has potential to reduce health care costs and increase access to renal replacement therapy in low‐resource settings; however, randomized control trials are needed to better understand long‐term outcomes of twice versus thrice weekly therapy.     

Characterization of Cementitious Materials Exposed to Freezing and Thawing in Combination with Deicing Salts Using 3D Scans

Surface deterioration of concrete subjected to freezing and thawing in combination with deicing salts is one of the most important factors determining the durability of concrete infrastructure in cold climates. The freeze–thaw deicing salt (FTDS) resistance of cementitious materials can be determined by the capillary suction of de-icing chemicals and freeze–thaw (CDF) test. Specimens are subjected to repeated freeze–thaw cycles with simultaneous addition of deicing salt and the amount of material scaled off near the surface is determined. For concretes with adequate FTDS resistance, this test method works very well. However, specimens with unknown performance often experience increased edge scaling. This leads to a falsification of results and consequently to an underestimation of the actual freeze–thaw resistance. In materials research, however, concretes with high levels of surface deterioration are studied in order to investigate various factors of influence on the freeze–thaw resistance of concretes in a targeted manner. This article presents a novel methodology that delivers new information regarding surface deterioration of CDF samples using high-resolution 3D scan data. Change of volume is used to support deterioration results of the standard CDF methodology. Increase of surface area is used to estimate change in roughness of samples.     

Comparison of paper-and-pencil versus Web administration of the Youth Risk Behavior Survey (YRBS): Participation,data quality,and perceived privacy and anonymity

The Youth Risk Behavior Surveillance System (YRBSS) monitors priority health-risk behaviors among US high school students. To better understand the ramifications of changing the YRBSS from paper-and-pencil to Web administration, in 2008 the Centers for Disease Control and Prevention conducted a study comparing these two modes of administration. Eighty-five schools in 15 states agreed to participate in the study. Within each participating school, four classrooms of students in grades 9 or 10 were randomly assigned to complete the Youth Risk Behavior Survey questionnaire in one of four conditions (in-class paper-and-pencil, in-class Web without programmed skip patterns, in-class Web with programmed skip patterns, and “on your own” Web without programmed skip patterns). Findings included less missing data for the paper-and-pencil condition (1.5% vs. 5.3%, 4.4%, 6.4%; p < .001), less perceived privacy and anonymity among respondents for the in-class Web conditions, and a lower response rate for the “on your own” Web condition than for in-class administration by either mode (28.0% vs. 91.2%, 90.1%, 91.4%; p < .001). Although Web administration might be useful for some surveys, these findings do not favor the use of a Web survey for the YRBSS.     

Factors influencing teachers’ intention to use technology: Model development and test

Among the key players in any effective integration of technology in teaching and learning is the teacher. Despite the research that has been conducted to examine the factors that explain teachers’ intention to use technology, few have developed a model to statistically explain the interactions among these factors and how they influence teachers’ intention to use technology. Five variables (perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, and attitude towards use) and behavioural intention to use technology were used to build a research model in this study and structural equation modelling was used for parameter estimation and model testing. Self-reported data were gathered from 592 teachers from schools in Singapore. Results revealed a good model fit and of the nine hypotheses formulated in this study, eight were supported. Subjective norm was not found to be a significant influence on teachers’ intention to use technology while the other four variables were.