Tutorial on Support Vector Machine (SVM) Vikramaditya Jakkula, School of EECS, Washington State University, Pullman 99164
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Distributions:The Evolutionof a Mathematicaltheory
Historia Mathematics 10 (1983) 149-183 DISTRIBUTIONS:THE EVOLUTIONOF A MATHEMATICALTHEORY BY JOHN SYNOWIEC INDIANA UNIVERSITY NORTHWEST, GARY, INDIANA 46408 SUMMARIES The theory of distributions, or generalized func- tions, evolved from various concepts of generalized solutions of partial differential equations and gener- alized differentiation. Some of the principal steps in this evolution are described in this paper. La thgorie des distributions, ou des fonctions g&&alis~es, s'est d&eloppeg 2 partir de divers con- cepts de solutions g&&alis6es d'gquations aux d&i- &es partielles et de diffgrentiation g&&alis6e. Quelques-unes des principales &apes de cette &olution sont d&rites dans cet article. Die Theorie der Distributionen oder verallgemein- erten Funktionen entwickelte sich aus verschiedenen Begriffen von verallgemeinerten Lasungen der partiellen Differentialgleichungen und der verallgemeinerten Ableitungen. In diesem Artikel werden einige der wesentlichen Schritte dieser Entwicklung beschrieben. 1. INTRODUCTION The founder of the theory of distributions is rightly con- sidered to be Laurent Schwartz. Not only did he write the first systematic paper on the subject [Schwartz 19451, which, along with another paper [1947-19481, already contained most of the basic ideas, but he also wrote expository papers on distributions for electrical engineers [19481. Furthermore, he lectured effec- tively on his work, for example, at the Canadian Mathematical Congress [1949]. He showed how to apply distributions to partial differential equations [19SObl and wrote the first general trea- tise on the subject [19SOa, 19511. Recognition of his contri- butions came in 1950 when he was awarded the Fields' Medal at the International Congress of Mathematicians, and in his accep- tance address to the congress Schwartz took the opportunity to announce his celebrated "kernel theorem" [195Oc]. -
Arxiv:1404.7630V2 [Math.AT] 5 Nov 2014 Asoffsae,Se[S4 P8,Vr6.Isedof Instead Ver66]
PROPER BASE CHANGE FOR SEPARATED LOCALLY PROPER MAPS OLAF M. SCHNÜRER AND WOLFGANG SOERGEL Abstract. We introduce and study the notion of a locally proper map between topological spaces. We show that fundamental con- structions of sheaf theory, more precisely proper base change, pro- jection formula, and Verdier duality, can be extended from contin- uous maps between locally compact Hausdorff spaces to separated locally proper maps between arbitrary topological spaces. Contents 1. Introduction 1 2. Locally proper maps 3 3. Proper direct image 5 4. Proper base change 7 5. Derived proper direct image 9 6. Projection formula 11 7. Verdier duality 12 8. The case of unbounded derived categories 15 9. Remindersfromtopology 17 10. Reminders from sheaf theory 19 11. Representability and adjoints 21 12. Remarks on derived functors 22 References 23 arXiv:1404.7630v2 [math.AT] 5 Nov 2014 1. Introduction The proper direct image functor f! and its right derived functor Rf! are defined for any continuous map f : Y → X of locally compact Hausdorff spaces, see [KS94, Spa88, Ver66]. Instead of f! and Rf! we will use the notation f(!) and f! for these functors. They are embedded into a whole collection of formulas known as the six-functor-formalism of Grothendieck. Under the assumption that the proper direct image functor f(!) has finite cohomological dimension, Verdier proved that its ! derived functor f! admits a right adjoint f . Olaf Schnürer was supported by the SPP 1388 and the SFB/TR 45 of the DFG. Wolfgang Soergel was supported by the SPP 1388 of the DFG. 1 2 OLAFM.SCHNÜRERANDWOLFGANGSOERGEL In this article we introduce in 2.3 the notion of a locally proper map between topological spaces and show that the above results even hold for arbitrary topological spaces if all maps whose proper direct image functors are involved are locally proper and separated. -
MATH 418 Assignment #7 1. Let R, S, T Be Positive Real Numbers Such That R
MATH 418 Assignment #7 1. Let r, s, t be positive real numbers such that r + s + t = 1. Suppose that f, g, h are nonnegative measurable functions on a measure space (X, S, µ). Prove that Z r s t r s t f g h dµ ≤ kfk1kgk1khk1. X s t Proof . Let u := g s+t h s+t . Then f rgsht = f rus+t. By H¨older’s inequality we have Z Z rZ s+t r s+t r 1/r s+t 1/(s+t) r s+t f u dµ ≤ (f ) dµ (u ) dµ = kfk1kuk1 . X X X For the same reason, we have Z Z s t s t s+t s+t s+t s+t kuk1 = u dµ = g h dµ ≤ kgk1 khk1 . X X Consequently, Z r s t r s+t r s t f g h dµ ≤ kfk1kuk1 ≤ kfk1kgk1khk1. X 2. Let Cc(IR) be the linear space of all continuous functions on IR with compact support. (a) For 1 ≤ p < ∞, prove that Cc(IR) is dense in Lp(IR). Proof . Let X be the closure of Cc(IR) in Lp(IR). Then X is a linear space. We wish to show X = Lp(IR). First, if I = (a, b) with −∞ < a < b < ∞, then χI ∈ X. Indeed, for n ∈ IN, let gn the function on IR given by gn(x) := 1 for x ∈ [a + 1/n, b − 1/n], gn(x) := 0 for x ∈ IR \ (a, b), gn(x) := n(x − a) for a ≤ x ≤ a + 1/n and gn(x) := n(b − x) for b − 1/n ≤ x ≤ b. -
Warm Start for Parameter Selection of Linear Classifiers
Warm Start for Parameter Selection of Linear Classifiers Bo-Yu Chu Chia-Hua Ho Cheng-Hao Tsai Dept. of Computer Science Dept. of Computer Science Dept. of Computer Science National Taiwan Univ., Taiwan National Taiwan Univ., Taiwan National Taiwan Univ., Taiwan [email protected] [email protected] [email protected] Chieh-Yen Lin Chih-Jen Lin Dept. of Computer Science Dept. of Computer Science National Taiwan Univ., Taiwan National Taiwan Univ., Taiwan [email protected] [email protected] ABSTRACT we may need to solve many optimization problems. Sec- In linear classification, a regularization term effectively reme- ondly, if we do not know the reasonable range of the pa- dies the overfitting problem, but selecting a good regulariza- rameters, we may need a long time to solve optimization tion parameter is usually time consuming. We consider cross problems under extreme parameter values. validation for the selection process, so several optimization In this paper, we consider using warm start to efficiently problems under different parameters must be solved. Our solve a sequence of optimization problems with different reg- aim is to devise effective warm-start strategies to efficiently ularization parameters. Warm start is a technique to reduce solve this sequence of optimization problems. We detailedly the running time of iterative methods by using the solution investigate the relationship between optimal solutions of lo- of a slightly different optimization problem as an initial point gistic regression/linear SVM and regularization parameters. for the current problem. If the initial point is close to the op- Based on the analysis, we develop an efficient tool to auto- timum, warm start is very useful. -
Neural Networks and Backpropagation
CS 179: LECTURE 14 NEURAL NETWORKS AND BACKPROPAGATION LAST TIME Intro to machine learning Linear regression https://en.wikipedia.org/wiki/Linear_regression Gradient descent https://en.wikipedia.org/wiki/Gradient_descent (Linear classification = minimize cross-entropy) https://en.wikipedia.org/wiki/Cross_entropy TODAY Derivation of gradient descent for linear classifier https://en.wikipedia.org/wiki/Linear_classifier Using linear classifiers to build up neural networks Gradient descent for neural networks (Back Propagation) https://en.wikipedia.org/wiki/Backpropagation REFRESHER ON THE TASK Note “Grandmother Cell” representation for {x,y} pairs. See https://en.wikipedia.org/wiki/Grandmother_cell REFRESHER ON THE TASK Find i for zi: “Best-index” -- estimated “Grandmother Cell” Neuron Can use parallel GPU reduction to find “i” for largest value. LINEAR CLASSIFIER GRADIENT We will be going through some extra steps to derive the gradient of the linear classifier -- We’ll be using the “Softmax function” https://en.wikipedia.org/wiki/Softmax_function Similarities will be seen when we start talking about neural networks LINEAR CLASSIFIER J & GRADIENT LINEAR CLASSIFIER GRADIENT LINEAR CLASSIFIER GRADIENT LINEAR CLASSIFIER GRADIENT GRADIENT DESCENT GRADIENT DESCENT, REVIEW GRADIENT DESCENT IN ND GRADIENT DESCENT STOCHASTIC GRADIENT DESCENT STOCHASTIC GRADIENT DESCENT STOCHASTIC GRADIENT DESCENT, FOR W LIMITATIONS OF LINEAR MODELS Most real-world data is not separable by a linear decision boundary Simplest example: XOR gate What if we could combine the results of multiple linear classifiers? Combine two OR gates with an AND gate to get a XOR gate ANOTHER VIEW OF LINEAR MODELS NEURAL NETWORKS NEURAL NETWORKS EXAMPLES OF ACTIVATION FNS Note that most derivatives of tanh function will be zero! Makes for much needless computation in gradient descent! MORE ACTIVATION FUNCTIONS https://medium.com/@shrutijadon10104776/survey-on- activation-functions-for-deep-learning-9689331ba092 Tanh and sigmoid used historically. -
Lecture 2: Linear Classifiers
Lecture 2: Linear Classifiers Andr´eMartins Deep Structured Learning Course, Fall 2018 Andr´eMartins (IST) Lecture 2 IST, Fall 2018 1 / 117 Course Information • Instructor: Andr´eMartins ([email protected]) • TAs/Guest Lecturers: Erick Fonseca & Vlad Niculae • Location: LT2 (North Tower, 4th floor) • Schedule: Wednesdays 14:30{18:00 • Communication: piazza.com/tecnico.ulisboa.pt/fall2018/pdeecdsl Andr´eMartins (IST) Lecture 2 IST, Fall 2018 2 / 117 Announcements Homework 1 is out! • Deadline: October 10 (two weeks from now) • Start early!!! List of potential projects will be sent out soon! • Deadline for project proposal: October 17 (three weeks from now) • Teams of 3 people Andr´eMartins (IST) Lecture 2 IST, Fall 2018 3 / 117 Today's Roadmap Before talking about deep learning, let us talk about shallow learning: • Supervised learning: binary and multi-class classification • Feature-based linear classifiers • Rosenblatt's perceptron algorithm • Linear separability and separation margin: perceptron's mistake bound • Other linear classifiers: naive Bayes, logistic regression, SVMs • Regularization and optimization • Limitations of linear classifiers: the XOR problem • Kernel trick. Gaussian and polynomial kernels. Andr´eMartins (IST) Lecture 2 IST, Fall 2018 4 / 117 Fake News Detection Task: tell if a news article / quote is fake or real. This is a binary classification problem. Andr´eMartins (IST) Lecture 2 IST, Fall 2018 5 / 117 Fake Or Real? Andr´eMartins (IST) Lecture 2 IST, Fall 2018 6 / 117 Fake Or Real? Andr´eMartins (IST) Lecture 2 IST, Fall 2018 7 / 117 Fake Or Real? Andr´eMartins (IST) Lecture 2 IST, Fall 2018 8 / 117 Fake Or Real? Andr´eMartins (IST) Lecture 2 IST, Fall 2018 9 / 117 Fake Or Real? Can a machine determine this automatically? Can be a very hard problem, since fact-checking is hard and requires combining several knowledge sources .. -
Hyperplane Based Classification: Perceptron and (Intro
Hyperplane based Classification: Perceptron and (Intro to) Support Vector Machines Piyush Rai CS5350/6350: Machine Learning September 8, 2011 (CS5350/6350) Hyperplane based Classification September8,2011 1/20 Hyperplane Separates a D-dimensional space into two half-spaces Defined by an outward pointing normal vector w RD ∈ (CS5350/6350) Hyperplane based Classification September8,2011 2/20 Hyperplane Separates a D-dimensional space into two half-spaces Defined by an outward pointing normal vector w RD ∈ w is orthogonal to any vector lying on the hyperplane (CS5350/6350) Hyperplane based Classification September8,2011 2/20 Hyperplane Separates a D-dimensional space into two half-spaces Defined by an outward pointing normal vector w RD ∈ w is orthogonal to any vector lying on the hyperplane Assumption: The hyperplane passes through origin. (CS5350/6350) Hyperplane based Classification September8,2011 2/20 Hyperplane Separates a D-dimensional space into two half-spaces Defined by an outward pointing normal vector w RD ∈ w is orthogonal to any vector lying on the hyperplane Assumption: The hyperplane passes through origin. If not, have a bias term b; we will then need both w and b to define it b > 0 means moving it parallely along w (b < 0 means in opposite direction) (CS5350/6350) Hyperplane based Classification September8,2011 2/20 Linear Classification via Hyperplanes Linear Classifiers: Represent the decision boundary by a hyperplane w For binary classification, w is assumed to point towards the positive class (CS5350/6350) Hyperplane based Classification -
(Measure Theory for Dummies) UWEE Technical Report Number UWEETR-2006-0008
A Measure Theory Tutorial (Measure Theory for Dummies) Maya R. Gupta {gupta}@ee.washington.edu Dept of EE, University of Washington Seattle WA, 98195-2500 UWEE Technical Report Number UWEETR-2006-0008 May 2006 Department of Electrical Engineering University of Washington Box 352500 Seattle, Washington 98195-2500 PHN: (206) 543-2150 FAX: (206) 543-3842 URL: http://www.ee.washington.edu A Measure Theory Tutorial (Measure Theory for Dummies) Maya R. Gupta {gupta}@ee.washington.edu Dept of EE, University of Washington Seattle WA, 98195-2500 University of Washington, Dept. of EE, UWEETR-2006-0008 May 2006 Abstract This tutorial is an informal introduction to measure theory for people who are interested in reading papers that use measure theory. The tutorial assumes one has had at least a year of college-level calculus, some graduate level exposure to random processes, and familiarity with terms like “closed” and “open.” The focus is on the terms and ideas relevant to applied probability and information theory. There are no proofs and no exercises. Measure theory is a bit like grammar, many people communicate clearly without worrying about all the details, but the details do exist and for good reasons. There are a number of great texts that do measure theory justice. This is not one of them. Rather this is a hack way to get the basic ideas down so you can read through research papers and follow what’s going on. Hopefully, you’ll get curious and excited enough about the details to check out some of the references for a deeper understanding. -
Mathematics Support Class Can Succeed and Other Projects To
Mathematics Support Class Can Succeed and Other Projects to Assist Success Georgia Department of Education Divisions for Special Education Services and Supports 1870 Twin Towers East Atlanta, Georgia 30334 Overall Content • Foundations for Success (Math Panel Report) • Effective Instruction • Mathematical Support Class • Resources • Technology Georgia Department of Education Kathy Cox, State Superintendent of Schools FOUNDATIONS FOR SUCCESS National Mathematics Advisory Panel Final Report, March 2008 Math Panel Report Two Major Themes Curricular Content Learning Processes Instructional Practices Georgia Department of Education Kathy Cox, State Superintendent of Schools Two Major Themes First Things First Learning as We Go Along • Positive results can be • In some areas, adequate achieved in a research does not exist. reasonable time at • The community will learn accessible cost by more later on the basis of addressing clearly carefully evaluated important things now practice and research. • A consistent, wise, • We should follow a community-wide effort disciplined model of will be required. continuous improvement. Georgia Department of Education Kathy Cox, State Superintendent of Schools Curricular Content Streamline the Mathematics Curriculum in Grades PreK-8: • Focus on the Critical Foundations for Algebra – Fluency with Whole Numbers – Fluency with Fractions – Particular Aspects of Geometry and Measurement • Follow a Coherent Progression, with Emphasis on Mastery of Key Topics Avoid Any Approach that Continually Revisits Topics without Closure Georgia Department of Education Kathy Cox, State Superintendent of Schools Learning Processes • Scientific Knowledge on Learning and Cognition Needs to be Applied to the classroom to Improve Student Achievement: – To prepare students for Algebra, the curriculum must simultaneously develop conceptual understanding, computational fluency, factual knowledge and problem solving skills. -
Stone-Weierstrass Theorems for the Strict Topology
STONE-WEIERSTRASS THEOREMS FOR THE STRICT TOPOLOGY CHRISTOPHER TODD 1. Let X be a locally compact Hausdorff space, E a (real) locally convex, complete, linear topological space, and (C*(X, E), ß) the locally convex linear space of all bounded continuous functions on X to E topologized with the strict topology ß. When E is the real num- bers we denote C*(X, E) by C*(X) as usual. When E is not the real numbers, C*(X, E) is not in general an algebra, but it is a module under multiplication by functions in C*(X). This paper considers a Stone-Weierstrass theorem for (C*(X), ß), a generalization of the Stone-Weierstrass theorem for (C*(X, E), ß), and some of the immediate consequences of these theorems. In the second case (when E is arbitrary) we replace the question of when a subalgebra generated by a subset S of C*(X) is strictly dense in C*(X) by the corresponding question for a submodule generated by a subset S of the C*(X)-module C*(X, E). In what follows the sym- bols Co(X, E) and Coo(X, E) will denote the subspaces of C*(X, E) consisting respectively of the set of all functions on I to £ which vanish at infinity, and the set of all functions on X to £ with compact support. Recall that the strict topology is defined as follows [2 ] : Definition. The strict topology (ß) is the locally convex topology defined on C*(X, E) by the seminorms 11/11*,,= Sup | <¡>(x)f(x)|, xçX where v ranges over the indexed topology on E and </>ranges over Co(X). -
Learning Support Competencies-Math
Mathematics Learning Support Curriculum The mathematics curriculum sub-committee was tasked with developing a curriculum designed to prepare students to be successful in their first college level mathematics course. To satisfy federal guidelines for financial aid, alignment of curriculum with the Department of Education high school mathematics curriculum standards established a floor for the mathematics learning support curriculum. The mathematics sub- committee was directed to use the ACT college readiness standards and alignment with a mathematics ACT benchmark sub score of 22 as guidelines to set a ceiling for curriculum designated for learning support credit. Based on the statewide curriculum survey, comparisons’ with ACT readiness standards as well as the committee members’ teaching experience, the mathematics curriculum sub-committee recommends the following: Primary Recommendations: 1) Mathematics curriculum should be defined and organized into competencies points for assessment, placement, and transferability. 2) In order to prepare students to enter into non-algebra intensive college-level math courses, the committee recommends that students demonstrate mastery of five competencies points prior to enrollment in any college level math course. 3) Additional curriculum is necessary to prepare students for algebra intensive courses and should be provided at the college level. The students will o Develop study skills for success . Understand students’ learning styles. Use the textbook, software and note taking to assist the learning process . Read and follow instructions. o Communicate mathematically (with appropriate vocabulary) . Articulate the process of finding and interpreting the meaning of solutions. Use symbols, diagrams, graphs and words to reason logically and form appropriate implications. o Be problem solvers . Experiment with problem solving strategies. -
Unify Manifold System Hot Runner Installation Manual
Unify Manifold System Hot Runner Installation Manual Original Instructions v 2.2 — March 2021 Unify Manifold System Issue: v 2.2 — March 2021 Document No.: 7593574 This product manual is intended to provide information for safe operation and/or maintenance. Husky reserves the right to make changes to products in an effort to continually improve the product features and/or performance. These changes may result in different and/or additional safety measures that are communicated to customers through bulletins as changes occur. This document contains information which is the exclusive property of Husky Injection Molding Systems Limited. Except for any rights expressly granted by contract, no further publication or commercial use may be made of this document, in whole or in part, without the prior written permission of Husky Injection Molding Systems Limited. Notwithstanding the foregoing, Husky Injection Molding Systems Limited grants permission to its customers to reproduce this document for limited internal use only. Husky® product or service names or logos referenced in these materials are trademarks of Husky Injection Molding Systems Ltd. and may be used by certain of its affiliated companies under license. All third-party trademarks are the property of the respective third-party and may be protected by applicable copyright, trademark or other intellectual property laws and treaties. Each such third- party expressly reserves all rights into such intellectual property. ©2016 – 2021 Husky Injection Molding Systems Ltd. All rights reserved. ii Hot Runner Installation Manual v 2.2 — March 2021 General Information Telephone Support Numbers North America Toll free 1-800-465-HUSKY (4875) Europe EC (most countries) 008000 800 4300 Direct and Non-EC + (352) 52115-4300 Asia Toll Free 800-820-1667 Direct: +86-21-3849-4520 Latin America Brazil +55-11-4589-7200 Mexico +52-5550891160 option 5 For on-site service, contact your nearest Husky Regional Service and Sales office.