The Detection of Counterfeit Banknotes Using Ensemble Learning Techniques of AdaBoost and Voting

Abstract

The movement of cash flow transactions by either electronic channels or physically created openings for the influx of counterfeit banknotes in financial markets. Aided by global economic integration and expanding international trade, attention must be geared at robust techniques for the recognition and detection of counterfeit banknotes. This paper presents ensemble learning algorithms for banknotes detection. The AdaBoost and voting ensemble are deployed in combination with machine learning algorithms. Improved detection accuracies are produced by the ensemble methods. Simulation results certify that the ensemble models of AdaBoost and voting provided accuracies of up to 100% for counterfeit banknotes.

Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course

“…The findings also revealed that the assessment and evaluation of their achievement in the exams were in the favor of the empirical group learners because it became clear that there is a statistically significant variation among the degrees of the empirical group students and the control group students. Which confirms that the DI strategy has a significant effect on learners' achievement [4,8,11,23,28,41,52] With regard to studies to determine the impact of a differentiated teaching strategy on science education for students and its effect on student achievement, these studies also showed the positive impact of differentiated instruction DI strategy on increasing student achievement in science topics [18,36,45,47,48] . On the other hand, other studies revealed that despite the widespread recognition that the differentiation instruction strategy represents an important educational approach for students' and is concerned with taking into account their individual differences, their tends, interests, and readiness to learn.…”

The Impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students

“…It is procedurally defined as "enabling the student to practice specific mental skills, relying on symbols, relationships, mathematical laws, numbers, curves, and others to arrive at a mathematical problem, and it is measured here by the test prepared for it". Logical thinking: The student can make logical judgments and logical classification and reasoning, and it includes several skills including inference, induction, and deduction [17,18]. Procedurally defined here as "thinking practiced by students to examine the data and information provided to them to obtain answers or expected results.…”

Tactical Thinking and its Relationship with Solving Mathematical Problems Among Mathematics Department Students

“…It is "a complete mental, cognitive and emotional process that builds and is based on the outcome of other psychological processes such as perception, feeling, and imagination, as well as mental processes such as remembering, abstraction, generalization, distinction, comparison and inference [5][6][7]. In addition, the term of Strategic Thinking means analyzing, exploring, understanding, and determining the complex situation and developing a plan that would draw the measures with the greatest positive impact possible to achieve a previously defined goal [8][9][10]. Tactical Thinking: it is defined as "The way to solve problems based on the combination of the convergent method with divergent thinking processes, that is, thinking about (the situation) and is short-term [11,12].…”