#Data miming Assignment Homework Help

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What Are The Process Of Data Mining?

Before the occurrence of actual Data Mining Help, there are various process involved in implementation of data mining which are discussed below:

Business Research:-Before doing analysis of data, it needs to understand the objectives, resources availability and present situation in alignment with their need.

Data Quality check:-The collected must be checked before implementation for Data Mining Process. Data are collected from different sources and it required proper matched in data integration process.

Data cleaning:-It has seen that most of time taken in cleaning, selecting and formatting data for before mining to get appropriate result.

Data modelling:-Various models are implemented in datasets which depends on different condition for get the better data patterns.

Who use’s Data mining?

Presently Data mining has sued by many organizations to analysis of large amount of data to get appropriate result. Some of the areas are mentioned below where Data Mining Process used efficiently.

Educational:-In this field Data Mining Helps the Institution to do proper analysis of course and keep the records of students and access the results of each students and make proper decision to provides special attention to low performance students. This helps educator to make better performance of students in their course work.

Insurance company:-Company uses this technique to stop the fraud, risk and compliance of customer. With the help of this technique manager  of https://www.allhomeworkassignments.com/  can analyses the profit of company and find different ways to offers their customer due to competition in market.

Banking:-Now a days Data mining technique has become sone of essential part for banking sector. Due to automated making decision Bank has keep records of various transaction happening every second. Data Mining Helps organization to analyses the market value and do according to condition offering best rate of interest and other things for customers.

Communication:-Data mining has used in communication systems to keep record of customers. Noe a day’s telecommunication company uses Data Mining Techniques to customer call details make various offers according to demands.

What are tools sued for Data mining?

SAS:-SAS Data mining is one of accurate and important tool used for analysis of large amount of Data. The full Form of SAS is Statistical Analysis System which is product of SAS organization has developed for data management and analysis. The function of SAS is collected data, alter it and handle data from various sources and statistical analysis is performed. It also gives Graphical User Interface for non-technical users.

IBM SPSS:-It is software developed by IBM company which is used for data mining and build the predicted model of data. Most of industry used this tool for analysis of statistical data. It is the visual interface that permits users to work smoothly for data mining techniques without programming requirements. https://www.allhomeworkassignments.com/

SSDT:-It stands for SQL Server Data tools. It provides computing model that enlarge all the stages of database environment in the VS IDE. The users can use this tool directly and work directly connected database.

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Historically, educators often face incredible challenges incorporating new ideas stemming from research conducted outside educators’ own school, into their daily practice.  However, with the induction of “action research”, which is research conducted by teachers in their own classrooms, educators can learn from their own practice, interests, and insights as well as sharing their findings with colleagues, based upon the data they collect.

My own additional learning strategies were developed through the process of “action research” based on both practical and scholarly resources.  Using personal reflection on my practice, I chose engaging activities in my efforts to positively support the students in my care.  My own “toolbox of strategies” consists of both creative approaches that engage students and draws on their interests as well as the use of technology to cover multiple aspects of a topic in a shorter amount of time.

I believe educators have a responsibility of care to be aware of new research-based developmentally appropriate learning/instructional strategies and ideas as these create the foundations for helpful interventions.  Interventions based on research-based strategies improve instructional methods and hence, student achievement.  Research-based learning strategies, when integrated into daily classroom instruction, have proven to positively impact student achievement.  Some of the strategies commonly utilized by informed educators include (Marzano, Pickering, and Pollock, 2001):

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Unfortunately, gaps still exist between what is known to improve student achievement and what is practiced in the classroom.

If you are an educator, the following strategies were suggested by Deshler and Schumaker (1996) to bring research into your school’s classrooms:

Gain administrative support for thinking about research and applying research in the classroom

Make research and reading part of your environment

Collaborate with your educational peers/colleagues who are interested in innovation

Use research that works for you and matches your teaching style

  Additional Strategies

The learning strategy I have chosen to incorporate into my unit plan is that of nonlinguistic representations, specifically, the creation of graphic representations, the making of models, generating mental pictures, drawing pictures and pictographs, and engaging in kinesthetic activity (Marzano et al, 2001).  The graphic representation in my UbD unit will be a culminating performance activity in the form of a research booklet.  This strategy will positively support the learning environment by adding an enriching facet to information gathering and organizing using pictures, diagrams, and graphic organizers, thus assisting learners to attain and form concepts (Gregory and Kuzmich, 2004).

Other nonlinguistic representational elements that will assist with the creation of the research booklet will include making physical models of animals of each child’s choice, generating mental pictures of healthy and unhealthy environments, drawing pictures and pictographs of plants and animals relationships to each other, and engaging in kinesthetic activities such as planting seeds for observation over time and discovering the important of the basic needs of plants and animals for space, air, water, food, and shelter.  Factors that will facilitate the implementation of nonlinquistic representations include computers with internet access, drawing materials, modeling clay, children’s scissors, glue, construction paper, ribbon, tape, and a paper hole-punch.  Factors that may be obstacles to the implementation of nonlinquistic representations would be not having access to the creative expression materials previously mentioned.  In addition, the time needed to develop differentiated activities for various academic readiness levels and learning needs could be challenging.

Nonlinguistic representations will help students organize their ideas using visual tools to construct their knowledge in the form of graphic organizers; making physical models to understand concepts such as food chains; closing their eyes to envision what a simple food chain may look like; drawing pictures to bring their visions onto paper; and engaging in the physical activity of collecting and sorting by characteristics things from the environment that are living and non-living.  Instruction will change with the integration of graphic representations, the making of models, generating mental pictures, drawing pictures and pictographs, and engaging in kinesthetic activity by making lessons a lot more fun and personally meaningful for each student.

In addition, students can benefit from these strategies as they connect cognition with all senses, thus organizational skills are learned more effectively using nonlinguistic representations.  Furthermore, at the elementary level, nonlinguistic representation is utilized often and across most subjects (aside from mathematics).  However, there is a tendency for nonlinguistic representation to not be implemented very much at the secondary level among senior teachers.  There has been, however, a shift to more use of these methods among newer teachers as this has been the new focus at Ontario Teachers College and the Ontario Ministry of Education’s focus on professional development as of the first years of the 21st century.

Moreover, in a classroom, I used a tic-tac-toe choice board (see examples below) from which students select a minimum of three activities to express their learning about a subject (eg. a fictional story of their choice using leveled readers but all dealing with the same theme such as working in collaboration rather than in isolation) where each activity will appeal to different learning and processing strengths.  For example, if the main lesson is centered around the moment in the story where the main character(s) discover the benefits of collaborating on challenging projects, one activity would be the use of various types of graphic organizer with starter sentences; another activity would be to create a skit/mime/song/rap/dance; another activity would be to illustrate using drawing/clay models/pictographs/cut and paste from the internet.  Activities would also be leveled by academic readiness.

Examples of Tic-Tac-Toe Choice Boards…

Tic Tac Toe Choice Board Examples… https://www.google.ca/search?q=tic+tac+toe+choice+boards&tbm=isch&source=iu&pf=m&ictx=1&fir=hjBYf-mJXA5qyM%253A%252Cud_piBSCQg0H2M%252C_&usg=__ThFKptG0Huxwc1afjRh6U8cfAug%3D&sa=X&ved=0ahUKEwi169ziio_XAhXq6IMKHTTEDaoQ9QEINDAF#imgrc=hjBYf-mJXA5qyM:

The resources I found that provide information about nonlinguistic representation strategies and their use in the educational environment are listed in the references section of this discussion assignment.  The beneficial use of multimedia in the form of short duration video clips about plants and animals, educational video games about plants and animals, pre-designed graphic organizers, and activities where children draw representations of information are supported by the research of Clifford et al (1997), Gregory and Kuzmich (2004), and Mayer (2008).  For example, Clifford et al (1997, p. 49) state that when televised science programs are “thoughtfully conceptualized and responsibly viewed” such that there is adult guidance and feedback for children’s inquiries, children “can learn from them at both a surface and at a deeper level”, thus “improving the state of scientific knowledge” in children.

In addition, Gregory and Kuzmich (2004, p. 142) point out “that when graphic organizers are used, including electronically, students show increases in retention and comprehension, and they demonstrate higher levels of achievement on content-based assessments.”  Lastly, Mayer (2008) describes the learning benefits of using multimedia approaches, such as the use of diagrams, illustrations, charts, playing educational video games, age-appropriate magazines, PowerPoint presentations, and video clips as increasing students’ ability to attend to new material, increasing their ability to organize information into coherent mental representations, and increasing their ability to relate new information with their existing knowledge.

Mayer (2008) explains that multimedia learning works through the fact that we process visual and verbal material through two separate channels; that the capacity of each channel is limited as to the amount of new information they can handle at any one time; and that deep learning depends on a students’ ability to select, organize, and integrate the information.  Mayer (2008) argues that it is how new material is presented to students that ultimately sets the stage for appropriate cognitive processing.  Some of Mayer’s (2008) suggestions that will help me implement the nonlinguistic representations strategies include using different font colors, or highlighting in different colors, the essential vocabulary words in all graphic organizer sheets and other informational materials I create that include text; ensure that all animation (i.e. video clips of plants and animals) are of short duration and are narrated; ensure that text to speech software is utilized for electronic graphic organizers, and that all hand-out graphic organizer sheets are narrated for all children before use and during use.

The strengths of using nonlinguistic representations include their usefulness for comparing and contrasting, (a thinking skill that is a key to increasing student achievement inductive thinking), for concept attainment (the teacher-guided process of identifying of critical attributes of a concept that leads students to forming generalizations), and concept formation (a student-guided classification process where data is provided by the teacher and students are left to discuss, share, and analyze their ideas as they form new concepts) (Marzano et al, 2001; Gregory and Kuzmich, 2004).  I do not see any weaknesses to using nonlinquistic representations as a learning strategy.

References

Deshler, D., & Schumaker, J. (1996).  Getting research into the classroom.  Their World, 16-18.

Clifford, B.R., Gunter, B., & McAleer, J.L. (1997). Children’s memory and comprehension of two science programs. Journal of Educational Media, 23(1), 25-50.  Retrieved June 1, 2010, from ProQuest Education Journals. (Document ID: 41335690).

Gregory, G. H. and Kuzmich, L. (2004).  Data Driven Differentiation in the Standards-Based Classroom.  Thousand Oaks, CA: Corwin Press.

Marzano, R.J., Pickering, D.J., and Pollock, J.E. (2001).  Classroom Instruction that Works, Research-Based Strategies for Increasing Student Achievement.  Alexandria, Virginia: Association for Supervision and Curriculum Development.

Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. doi:10.1037/0003-066X.63.8.760.

      Standards Based Curriculum, Instruction, and Assessment:  Teaching for Understanding – Additional Strategies Historically, educators often face incredible challenges incorporating new ideas stemming from research conducted outside educators’ own school, into their daily practice.