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[4] [5] If used as part of a summative assessment they are usually given a low weight, [6] between 10% and 25% of the total mark of the course for all problem sets put together, [3] [5] and sometimes will count for nothing if the student receives a better grade on the exam. Alternatively, problem sets may be used purely for formative assessment ...
Soft independent modelling by class analogy (SIMCA) is a statistical method for supervised classification of data. The method requires a training data set consisting of samples (or objects) with a set of attributes and their class membership. The term soft refers to the fact the classifier can identify samples as belonging to multiple classes ...
A simple type of analogy is one that is based on shared properties; [1] [2] and analogizing is the process of representing information about a particular subject (the analogue or source system) by another particular subject (the target system), [3] in order "to illustrate some particular aspect (or clarify selected attributes) of the primary domain".
The manipulations of the Rubik's Cube form the Rubik's Cube group.. In mathematics, a group is a set with an operation that associates an element of the set to every pair of elements of the set (as does every binary operation) and satisfies the following constraints: the operation is associative, it has an identity element, and every element of the set has an inverse element.
Analogy is a comparison or correspondence between two things (or two groups of things) because of a third element that they are considered to share. [1]In logic, it is an inference or an argument from one particular to another particular, as opposed to deduction, induction, and abduction.
The wheat and chessboard problem (sometimes expressed in terms of rice grains) is a mathematical problem expressed in textual form as: If a chessboard were to have wheat placed upon each square such that one grain were placed on the first square, two on the second, four on the third, and so on (doubling the number of grains on each subsequent ...
In point-set topology, Kuratowski's closure-complement problem asks for the largest number of distinct sets obtainable by repeatedly applying the set operations of closure and complement to a given starting subset of a topological space. The answer is 14. This result was first published by Kazimierz Kuratowski in 1922. [1]
Ensemble learning, including both regression and classification tasks, can be explained using a geometric framework. [15] Within this framework, the output of each individual classifier or regressor for the entire dataset can be viewed as a point in a multi-dimensional space.