A hybrid approach to learn with imbalanced classes using evolutionary algorithms

There is an increasing interest in the application of Evolutionary Algorithms (EAs) to induce classification rules. This hybrid approach can benefit areas where classical methods for rule induction have not been very successful. One example is the induction of classification rules in imbalanced domains. Imbalanced data occur when one or more classes heavily outnumber other classes. Frequently, classical machine learning (ML) classifiers are not able to learn in the presence of imbalanced data sets, inducing classification models that always predict the most numerous classes. In this work, we propose a novel hybrid approach to deal with this problem. We create several balanced data sets with all minority class cases and a random sample of majority class cases. These balanced data sets are fed to classical ML systems that produce rule sets. The rule sets are combined creating a pool of rules and an EA is used to build a classifier from this pool of rules. This hybrid approach has some advantages over undersampling, since it reduces the amount of discarded information, and some advantages over oversampling, since it avoids overfitting. The proposed approach was experimentally analysed and the experimental results show an improvement in the classification performance measured as the area under the receiver operating characteristics (ROC) curve.

Single-use Trocar Is it Possible to Reprocess it After the First Use?

The aim of this study was to verify and describe the presence of microorganisms in the single-use trocar after its use in surgical procedures, and after this device was submitted to cleaning, conditioning, and sterilization by physicochemical processes (formaldehyde, ethylene oxide, and hydrogen peroxide plasma). Twenty-eight trocars of the Ethicon, Auto-suture, and Aesculap brands, were randomly selected and analyzed after laparoscopic cholecystectomy. The results have shown that cultures grown of the material collected from the trocars, immediately after its use and before its sterilization process, showed the presence of bacteria and fungi in 46.5% (13). In 53.5% (15) of the trocars, the presence of microorganisms was not detected, very likely due to niche`s scarcity. In the cultures grown of the 28 trocars after being submitted to sterilization processes, the presence of microorganisms was not verified. We can therefore conclude that although trocars possess compartments not easily accessed for cleaning, these devices can be adequately cleaned and effectively sterilized, when well manipulated, in the institution where the study was carried out by the processes of steam sterilization at low temperature and formaldehyde, ethylene oxide, and hydrogen peroxide plasma.

Introducing Undergraduate Students to Science

Understanding the scientific method fosters the development of critical thinking and logical analysis of information. Additionally, proposing and testing a hypothesis is applicable not only to science, but also to ordinary facts of daily life. Knowing the way science is done and how its results are published is useful for all citizens and mandatory for science students. A 60-h course was created to offer undergraduate students a framework in which to learn the procedures of scientific production and publication. The course`s main focus was biochemistry, and it was comprised of two modules. Module I dealt with scientific articles, and Module II with research project writing. Module I covered the topics: 1) the difference between scientific knowledge and common sense, 2) different conceptions of science, 3) scientific methodology, 4) scientific publishing categories, 5) logical principles, 6) deductive and inductive approaches, and 7) critical reading of scientific articles. Module II dealt with 1) selection of an experimental problem for investigation, 2) bibliographic revision, 3) materials and methods, 4) project writing and presentation, 5) funding agencies, and 6) critical analysis of experimental results. The course adopted a collaborative learning strategy, and each topic was studied through activities performed by the students. Qualitative and quantitative course evaluations with Likert questionnaires were carried out at each stage, and the results showed the students` high approval of the course. The staff responsible for course planning and development also evaluated it positively. The Biochemistry Department of the Chemistry Institute of the University of Sao Paulo has offered the course four times.