In the testing and training phase, the proposed method manages incomplete data. The FDT-classifier effectively manages the missing data during the preprocessing operation, which produces better results and outweighs conventional classifiers. This method also reduces the disparity in classification decisions based on their respective decision-making treaties.
A new record is effectively classified on the basis of HDFT. In prediction, the presence of the feature selection method is significant in comparison with the standard methods. As the information gain is selected by its entropy values for the corresponding data, consequently, the results are increased and correctly diagnosed.
In this paper, we propose technique to improve the risk prediction for COVID new classification technique incorporating FDT in genetic algorithms for rule optimization. The proposed solution is much more likely to be diagnosed by physicians compared to traditional prediction algorithms. Moreover, by using metaheuristic methods, the proposed work can be strengthened to refine the rule set of the decision tree. Future methods can rely on finding the confirmation of real-time data over polymerase chain reaction of a viral agent.
The studies can be developed on collection of datasets that can provide a balance between public health and data privacy with AI interactions. The privacy of the data using blockchain technology can enable secured transactions of healthcare data and embedding AI for data analytics to predict the future of infectious spread. The data used to support the findings of this study are available from the corresponding author upon request. This is an open access article distributed under the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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Journal overview. Special Issues. Arivazhagan, 3 A. ParimalaGandhi, 4 K. Srihari , 5 R. Sagayaraj, 6 E. Academic Editor: Lakshmipathy R. Received 04 Sep Revised 22 Sep Accepted 07 Oct Published 03 Nov Abstract Increasing the growth of big data, particularly in healthcare-Internet of Things IoT and biomedical classes, tends to help patients by identifying the disease early through methods for the analysis of medical data.
Introduction As medical knowledge grows, the electronic health record EHR subsequently grows dramatically. Table 1. Figure 1. Figure 2. Inputs : membership function, training data, threshold value.
Membership function is set as unity. Generate root node using fuzzy set. For a node. Mark the record N belongs to a class is labelled. Estimate maximum. Find child nodes. Algorithm 1. Figure 3. Figure 4. Figure 5. Table 2. Evaluation of accuracy with and without feature selection FS.
Table 3. Evaluation of - measure. Table 4. Table 5. Table 6. Table 7. Validation of infections developing in a patient w. Dataset attributes Target attribute Total attributes instance of an attribute Set of attributes Value of Total number of classes Class labels Membership degree Fuzzy input dataset structure Total number of instances Fuzzy term Total fuzzy terms Attribute values Total instances Fuzzy membership function Fuzzy term Child node Instance.
Table 8. References B. Qian, X. Wang, N. Cao, H. Li, and Y. Ranjan and C. Ryu, A. Nasridinov, H. Rah, and K. Xu, J. Chou, X. Zhang et al. Singh and G. Spillane, M. Schick, K. Kirk-Provencher, D. Hill, J. Wyatt, and K. Zhu, X. Rui, Y. Li, Y. You, X. Sheng, and B. View at: Google Scholar S. Ayon, M. Islam, and M. Song and S. View at: Google Scholar J. Freitas-Jesus, L. Rodrigues, and F. Kasthurirathne, Y. Ho, and B. Click here to sign up. Download Free PDF.
PK Imbrie. A short summary of this paper. Download Download PDF. Translate PDF. A new generation of skilled scientific workers must be educated and trained with a multidisciplinary perspective to participate in the rapid advances in nanotechnology. The interdisciplinary nature of nanoscale science and engineering provides new opportunities for interdisciplinary course and curriculum development.
Of particular interest are the advances in nanotechnology research that provide new opportunities in undergraduate education including course and curriculum development.
To date, graduate and senior level courses have been the primary focus for nano-education development and little attention has been given to lower division engineering students.
In Fall , we began implementing a series of three collaborative taught course innovations to engaging first-year engineering students in learning and discovery experiences in nanotechnology. The broad goal of this work is to educate a new generation of engineers about this emerging technology. Assessment strategies are being employed to study the impact of exposure to nanotechnology on their selection of major, their interest, motivation, and persistence in solving nanotechnology based problems, and their level of interest in pursuing future nano-scale related coursework or undergraduate research activities.
This paper will overview the course innovations and the assessment strategies that are in progress. This presents a special challenge and opportunity to restructure teaching and curricula at all levels to include nanotechnology concepts and nurture the scientific and technical workforce of the 21st century.
The interdisciplinary nature of nanoscale science and engineering — its blending of chemistry, physics, biology, mathematics, computer science, materials science, geology, engineering, etc. Of particular interest are the advances in nanotechnology research that provide new opportunities in undergraduate education including course and curriculum development and new research opportunities.
Nanoscale science and engineering provide a multitude of new interdisciplinary teaching opportunities for engaging the interest of students and for broadening their vision of science, engineering, and technology.
Nanoscale science and engineering thus permit new strategies for enhancing science literacy, preparing the workforce for emerging technologies, and attracting a diverse group of talented students to the workforce of tomorrow. A wide variety of nanotechnology educational programs are in various stages of development and implementation across the United States and in other nations, spanning K, associate and baccalaureate degree levels and, graduate programs, and informal education programs Roco, Nanotechnology education efforts are underway as part of the public outreach components of major National Science Foundation NSF nanotechnology research centers.
The need for expanded nanotechnology undergraduate education is increasingly recognized NSF, b. This is especially true at the freshman level which, until recently, had been relatively ignored.
There are currently no four-year degree undergraduate programs dedicated to nanotechnology in the United States. However, there has been success in designing and implementing courses and research projects for undergraduates at the junior and senior levels in biology, chemistry, engineering and materials science NSF, b.
Currently, only a small number of universities in the U. In addition, only a handful of universities, including Virginia Commonwealth University, Penn State University, and Flinders University in Australia Uddin and Chowdbury, offer undergraduate engineering courses as part of an associate degree or a certificate program in nanoscience or nanotechnology.
To prepare our students to solve the technological challenges of the new millennium, nanotechnology education should be incorporated into the mainstream undergraduate engineering curriculum. Nanoscale concepts should penetrate the education system in the next decade in a similar manner to how the microscopic concepts and technology made inroads in the last 50 years Roco, Attention now to the development of interdisciplinary education programs that engage the interest of students of all ages especially at the undergraduate level is critical to insure leadership in the area of nanotechnology and to foster an accelerated transfer of knowledge from research activities to education.
Focusing on the first and second year of undergraduate education and two-year college programs will help to encourage and prepare students to pursue further education in the area of nanotechnology NSF, b. In academic year , we implemented three collaboratively taught course innovations to engaging first-year engineering students in learning and discovery experiences in nanotechnology. FrE is somewhat unique in the U. The FrE curriculum prepares students for major selection and transfer to the engineering disciplinary schools as sophomore level students.
All of the students completing the FrE core curriculum are admissible as sophomores to the professional degree programs at Purdue. Preliminary results are also presented. The traditional paradigm for this one-credit class has a faculty member from each engineering school at Purdue deliver a fifty-minute seminar regarding their specific program and opportunities in their field.
The objectives of the course are to enable students to: 1 chose a field of engineering to study and 2 understand the academic and career opportunities within the different fields of engineering.
Leading faculty from within the Schools of Engineering made presentations on the current state of nanoscale technologies and discussed the broader impact of the engineering disciplines.
In ENGR S, lecturers spent half of the minute period informing students about their program and the other half discussing nanotechnology as it relates to their discipline of engineering. Each lecturers spoke only on the relationship of nanotechnology to their disciplines. Table 1. Farris P. Imbrie Agricultural and Biological M. Ladisch V. Bralts Biomedical A. Ivanisevic A. Ivanisevic Chemical M. Reprints and Permissions.
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