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Tech Report kmi-96-09 Abstract


Robust Parameter Learning in Bayesian Networks with Missing Data
Techreport ID: kmi-96-09
Date: 1996
Author(s): Marco Ramoni and Paola Sebastiani
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Bayesian belief Networks (BBNs) are a powerful formalism for knowledge representation and reasoning under uncertainty. During the past few years, Artificial Intelligence met Statistics in the quest to develop effective methods to learn BBNs directly from real-world databases. Unfortunately, real-world databases include missing and/or unreported data whose presence challenges traditional learning techniques, from both the theoretical and computational point of view. This paper outlines a new method to learn the probabilities defining a BBNs from incomplete databases. The basic assumption of this method is that the BBN generated by the learning process should enable the problem solver to reason and make decisions on the basis of the currently available information. This assumption requires the learning method to return results whose precision is a monotonic increasing function of the available information. The intuition behind our method is close to the robust sensitivity analysis interpretation of probability: the method computes the convex set of possible distributions defined by the available information and proceeds by refining this set as more information becomes available. Finally, experimental results will be presented comparing this approach to a popular Monte Carlo method. 1. Knowledge Media Institute, The Open University. 2. Department of Actuarial Science and Statistics, City University.
 
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Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.