I have seen MICE implemented with different types of algorithms e.g. RandomForest or Stochastic Regression etc.
My question is that does it matter which type of algorithm i.e. does one perform the best? Is there any empirical evidence?
I am struggling to find any info on the web
Thank you
Yes, (depending on your task) it can matter quite a lot, which algorithm you choose.
You also can be sure, the mice developers wouldn't out effort into providing different algorithms, if there was one algorithm that anyway always performs best. Because, of course like in machine learning the "No free lunch theorem" is also relevant for imputation.
In general you can say, that the default settings of mice are often a good choice.
Look at this example from the miceRanger Vignette to see, how far imputations can differ for different algorithms. (the real distribution is marked in red, the respective multiple imputations in black)
The Predictive Mean Matching (pmm) algorithm e.g. makes sure that only imputed values appear, that were really in the dataset. This is for example useful, where only integer values like 0,1,2,3 appear in the data (and no values in between). Other algorithms won't do this, so while doing their regression they will also provide interpolated values like on the picture to the right ( so they will provide imputations that are e.g. 1.1, 1.3, ...) Both solutions can come with certain drawbacks.
That is why it is important to actually assess imputation performance afterwards. There are several diagnostic plots in mice to do this.
I want to try different methods of conditioning the decoding process of the Variational Autoencoder Models of the Google Magenta project for my own research project. As far as I can tell, MusicVAE has already been conditioned by the authors on chords (e.g., for the 'hier-multiperf_vel_1bar_med_chords' model). I want to also try other methods, like style tags or diatonicity etc. However, I am having a hard time of figuring out where the respective tensors (one-hot-encoded chords I think) are used during training in the hierarchical decoder. Are the same conditioning tensors concatenated to every decoding step? Or only the first? Or something else? Since it is difficult to figure this out by looking at the code and the paper (https://arxiv.org/pdf/1803.05428.pdf) does not mention this architectural concern, I thought maybe a person involved could clear this up for me. Here is the picture of the MusicVAE architecture as depicted in the just mentioned paper.
Is possible to distinguish between patterns [ABCDEFG] and [ABCDEGF]? And What about distinguishing between [ABCDEFGH] and [BCDEFGH]?
I did a PhD entitled "Temporal Sequence Processing In neural Networks". It contains many ideas for solving exactly this type of question. You can download it here. Chapter 9 concerns the recognition of sequences, though it will probably refer to a great many things covered in earlier chapters, so I'm not sure you can read that on its own.
Yes, with Levenshtein distance.
How do you train Neural Network for pattern recognition? For example a face recognition in a picture how would you define the output neurons? (eg. how to detect where is the face exactly, rather than just saying that there is a face in camera). Also, how about detecting multiple faces and different size of faces?
If anyone could give me a pointer it would be really great
Cheers!
Generally speaking I would split the problem into multiple stages e.g.
1 - Is there a face in the picture?
2 - Where is the face in the picture?
3 - Is the face in the picture one that the NN (Neural network) recognises?
In each instance I would suggest you build a separate NN and train it to answer the questions posed.
As for the structure of the NN, that's a bit trickier to answer as it depends on your input data and desired output. For example if you had a 100x100 px image then I suppose its feasible to have 10,000 inputs. You might want to consider doing some preprocessing before hand to say detect ovals that way you could look and see if there are a number of ovals in a predictable outline (1 for the face, 2 for the eyes, and one for the mouth possibly). If you are preprocessing the data then you might have inputs for each oval.
Now for the output... for question one you could just have one output to say how sure the NN is that there is a face in the input data i.e a valuer of 0.0 (defiantly no face) --> 1.0 (defiantly a face). This way you can move onto stages 2 and 3.
I might say at this point that this is a non-trivial problem and you might be better to have a look at some of the frameworks available e.g. OpenCV
Now for the training part, you need to have a stockpile of images available to train the NN. There are a number of ways in which you could train the NN. One potential solution is to use a technique called back propagation 1, 2. In general terms, you use the NN on an image and compare it to a predetermined output. If its wrong tweak the NN to produce the desired output and repeat.
If you want a good book on AI, then I would highly recommend Artificial Intelligence: A Modern Approach by Russell and Norvig. Im sure that there are more appropriate Computer Vision textbooks, but the Russell & Norvig book is an excellent starter.
Dear GantengX, you should prepare your self to the fact that the answer is so large, complex and hard to understand. There is so many approaches to pattern and face recognition. And implementing real-life face recognition system is a huge array of work that one person can never handle. Prepare your self for at least 10 years of life behind books on mathematic and artificial intelligence, I'm not talking about hiring 5 highly payed developers in the end who will understand what you want them to do. And maybe you will end up having your own face recognition system. There are also dozen of other issues that will jump out during the process. So be ready for a life full of stresses and problems.
I'm sorry for telling obvious things, but your question was not specific, complete answer would touch many different scientific spheres and will result as a book with over 1k pages.
Regarding your question (the short answer).
There are several principal parts that each face recognition app consists of:
Artificial intelligence algorithm
Optimization algorithm (for AI optimization)
Different filtration algorithms
Effective data set development
Items 1. and 2. are the central part of each system, they do the actual work. Any other preprocessing just makes the input data less complex, making it easier to do a decision for your AI. Don't start 3. and 4. until you will have your first results.
P.S.
Using existing solutions is more cost-effective, but if you are studying things then don't loose time like I did, and start your dissertation right away.
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A professor asked me to help making a specification for a college project.
By the time the students should know the basics of programming.
The professor is a mathematician and has little experience in other programming languages, so it should really be in MATLAB.
I would like some projects ideas. The project should
last about 1 to 2 months
be done individually
have web interface would be great
doesn't necessary have to go deep in maths, but some would be great
use a database (or store data in files)
What kind of project would make the students excited?
If you have any other tips I'll appreciate.
UPDATE: The students are sophomores and have already studied vector calculus. This project is for an one year Discrete Mathematics course.
UPDATE 2: The topics covered in the course are
Formal Logic
Proofs, Recursion, and Analysis of Algorithms
Sets and Combinatorics
Relations, Functions, and Matrices
Graphs and Trees
Graph Algorithms
Boolean Algebra and Computer Logic
Modeling Arithmetic, Computation, and Languages
And it'll be based on this book Mathematical Structures for Computer Science: A Modern Approach to Discrete Mathematics by Judith L. Gersting
General Suggestions:
There are many teaching resources at The MathWorks that may give you some ideas for course projects. Some sample links:
The MATLAB Central blogs, specifically some posts by Loren that include using LEGO Mindstorms in teaching and a webinar about MATLAB for teaching (note: you will have to sign up to see the webinar)
The Curriculum Exchange: a repository of course materials
Teaching with MATLAB and Simulink: a number of other links you may find useful
Specific Suggestions:
One of my grad school projects in non-linear dynamics that I found interesting dealt with Lorenz oscillators. A Lorenz oscillator is a non-linear system of three variables that can exhibit chaotic behavior. Such a system would provide an opportunity to introduce the students to numerical computation (iterative methods for simulating systems of differential equations, stability and convergence, etc.).
The most interesting thing about this project was that we were using Lorenz oscillators to encode and decode signals. This "encrypted communication" aspect was really cool, and was based on the following journal article:
Kevin M. Cuomo and Alan V. Oppenheim,
Circuit Implementation of Synchronized Chaos with Applications
to Communications, Physical Review
Letters 71(1), 65-68 (1993)
The article addresses hardware implementations of a chaotic communication system, but the equivalent software implementation should be simple enough to derive (and much easier for the students to implement!).
Some other useful aspects of such a project:
The behavior of the system can be visualized in 2-D and 3-D plots, thus exposing the students to a number of graphing utilities in MATLAB (PLOT, PLOT3, COMET, COMET3, etc.).
Audio signals can be read from files, encrypted using the Lorenz equations, written out to a new file, and then decrypted once again. You could even have the students each encrypt a signal with their Lorenz oscillator code and give it to another student to decrypt. This would introduce them to various file operations (FREAD, FWRITE, SAVE, LOAD, etc.), and you could even introduce them to working with audio data file formats.
You can introduce the students to the use of the PUBLISH command in MATLAB, which allows you to format M-files and publish them to various output types (like HTML or Word documents). This will teach them techniques for making useful help documentation for their MATLAB code.
I have found that implementing and visualizing Dynamical systems is great
for giving an introduction to programming and to an interesting branch of
applied mathematics. Because one can see the 'life' in these systems,
our students really enjoy this practical module.
We usually start off by visualizing a 1D attractor, so that we can
overlay the evolution rule/rate of change with the current state of
the system. That way you can teach computational aspects (integrating the system) and
visualization, and the separation of both in implementation (on a simple level, refreshing
graphics at every n-th computation step, but in C++ leading to threads, unsure about MATLAB capabilities here).
Next we add noise, and then add a sigmoidal nonlinearity to the linear attractor. We combine this extension with an introduction to version control (we use a sandbox SVN repository for this): The
students first have to create branches, modify the evolution rule and then merge
it back into HEAD.
When going 2D you can simply start with a rotation and modify it to become a Hopf oscillator, and visualize either by morphing a grid over time or by going 3D when starting with a distinct point. You can also visualize the bifurcation diagram in 3D. So you again combine generic MATLAB skills like 3D plotting with the maths.
To link in other topics, browse around in wikipedia: you can bring in hunter/predator models, chaotic systems, physical systems, etc.etc.
We usually do not teach object-oriented-programming from within MATLAB, although it is possible and you can easily make up your own use cases in the dynamical systems setting.
When introducing inheritance, we will already have moved on to C++, and I'm again unaware of MATLAB's capabilities here.
Coming back to your five points:
Duration is easily adjusted, because the simple 1D attractor can be
done quickly and from then on, extensions are ample and modular.
We assign this as an individual task, but allow and encourage discussion among students.
About the web interface I'm at a loss: what exactly do you have in mind, why is it
important, what would it add to the assignment, how does it relate to learning MATLAB.
I would recommend dropping this.
Complexity: A simple attractor is easily understood, but the sky's the limit :)
Using a database really is a lot different from config files. As to the first, there
is a database toolbox for accessing databases from MATLAB. Few institutes have the license though, and apart from that: this IMHO does not belong into such a course. I suggest introducing to the concept of config files, e.g. for the location and strength of the attractor, and later for the system's respective properties.
All this said, I would at least also tell your professor (and your students!) that Python is rising up against MATLAB. We are in the progress of going Python with our tutorials, but I understand if someone wants to stick with what's familiar.
Also, we actually need the scientific content later on, so the usefulness for you will probably depend on which department your course will be related to.
A lot of things are possible.
The first example that comes in mind is to model a public transportation network (the network of your city, with underground, buses, tramways, ...). It is represented by a weighted directed graph (you can use sparse matrix to represent it, for example).
You may, for example, ask them to compute the shortest path from one station to another one (Moore-dijkistra algorithm, for example) and display it.
So, for the students, the several steps to do are:
choose an appropriate representation for the network (it could be some objects to represent the properties of the stations and the lines, and a sparse matrix for the network)
load all the data (you can provide them the data in an XML file)
be able to draw the network (since you will put the coordinates of the stations)
calculate the shortest path from one point to another and display it in a pretty way
create a fronted (with GUI)
Of course, this could be complicated by adding connection times (when you change from one line to another), asking for several options (shortest path with minimum connections, take in considerations the time you loose by waiting for a train/bus, ...)
The level of details will depend on the level of the students and the time they could spend on it (it could be very simple, or very realist)
You want to do a project with a web interface and a database, but not any serious math... and you're doing it in MATLAB? Do you understand that MATLAB is especially designed to be used for "deep math", and not for web interfaces or databases?
I think if this is an intro to a Discrete Mathematics course, you should probably do something involving Discrete Mathematics, and not waste the students' time as they learn a bunch of things in that language that they'll never actually use.
Why not do something involving audio? I did an undergraduate project in which we used MATLAB to automatically beat-match different tunes and DJ mix between them. The full program took all semester, but you could do a subset of it. wavread() and the like are built in and easy to use.
Or do some simple image processing like finding Waldo using cross-correlation.
Maybe do something involving cryptography, have them crack a simple encryption scheme and feel like hackers.
MATLAB started life as a MATrix LAB, so maybe concentrating on problems in linear algebra would be a natural fit.
Discrete math problems using matricies include:
Spanning trees and shortest paths
The marriage problem (bipartite graphs)
Matching algorithms
Maximal flow in a network
The transportation problem
See Gil Strang's "Intro to Applied Math" or Knuth's "Concrete Math" for ideas.
You might look here: http://www.mathworks.com/academia/student_center/tutorials/launchpad.html
on the MathWorks website. The interactive tutorial (second link) is quite popular.
--Loren
I always thought the one I was assigned in grad school was a good choice-a magnetic lens simulator. The math isn't completely overwhelming so you can focus more on learning the language, and it's a good intro to the graphical capabilities (e.g., animating the path of an off-axis electron going through the lens).
db I/O and fancy interfaces are out of place in a discrete math course.
my matlab labs were typically algorithm implementations, with charts as output, and simple file input.
how hard is the material? image processing is really easy in matlab, can you do some discrete 2D filtering? blurs and stuff. http://homepages.inf.ed.ac.uk/rbf/HIPR2/filtops.htm