...Peering E d i t o r : C h a r l e s Pe t r i e • p e t r i e @ s t a n fo rd . e d u Embracing “Web 3.0” Ora Lassila • Nokia Research Center James Hendler • Rensselaer Polytechnic Institute I n an article published in The New York Times this past November, reporter John Markoff stated that “commercial interest in Web 3.0 — or the ‘Semantic Web,’ for the idea of adding meaning — is only now emerging.”1 This characterization caused great confusion with respect to the relationships between the Semantic Web and the Web itself, as well as between the Semantic Web and some aspects of the so-called Web 2.0. Some wanted to reject the term “Web 3.0” as too business-oriented; others felt that the vision in the article was only part of the larger Semantic Web vision, and still others felt that, whatever it was called, the Semantic Web’s arrival in the Business section of The New York Times reflected an important coming of age. With the Resource Description Framework (RDF) and Web Ontology Language (OWL) — the languages that power the Semantic Web — becoming standards and new technologies reaching maturity for embedding semantics in existing Web pages and querying RDF knowledge stores, something exciting is clearly happening in this area. Semantic Web Background With more than 10 years’ work on the Semantic Web’s foundations and more than five years since the phrase became popular, it’s an opportune moment to look at the field’s current state and future opportunities. From...
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...ontology, semantic data model, ontological engineering Definition In the context of computer and information sciences, an ontology defines a set of representational primitives with which to model a domain of knowledge or discourse. The representational primitives are typically classes (or sets), attributes (or properties), and relationships (or relations among class members). The definitions of the representational primitives include information about their meaning and constraints on their logically consistent application. In the context of database systems, ontology can be viewed as a level of abstraction of data models, analogous to hierarchical and relational models, but intended for modeling knowledge about individuals, their attributes, and their relationships to other individuals. Ontologies are typically specified in languages that allow abstraction away from data structures and implementation strategies; in practice, the languages of ontologies are closer in expressive power to first-order logic than languages used to model databases. For this reason, ontologies are said to be at the "semantic" level, whereas database schema are models of data at the "logical" or "physical" level. Due to their independence from lower level data models, ontologies are used for integrating heterogeneous databases, enabling interoperability among disparate systems, and specifying interfaces to independent, knowledge-based services. In the technology stack of the Semantic Web standards...
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...Guido L. Geerts, author of “A Design Science Research Methodology and Its Application to Accounting Information Systems Research,” asserts most of research currently conducted in the accounting information systems (AIS) and information systems (IS) areas focuses on understanding why things work the way they do, also known as “natural science (Geerts, 2011).” The primary goal of the paper was to introduce the design science research methodology (DSRM) into accounting information systems (AIS) literature by discussing the DSRM, applying the DSRM to different AIS design science papers, and then integrating the DSRM as part of the operational AIS literature (Geerts, 2011). “Currently, integration is increasingly needed in the business environment. This need emerges from the efficiency and synergy requirements necessary in a complex and turbulent environment. In other words, integration is needed to facilitate coordination, which is again related to the building of competitive advantage.” (Granlund & Malmi, 2002, p. 305). Detail Geerts’ introduction gives definitions and history of the concept of DSRM and AIS so that the reader may transition along with the article. There is discussion of each methodology giving the history and the science behind it and then he moves into how the application of DSRM was discussed in the AIS area. According to Geerts the DSRM has three objectives and aims at improving the production, presentation, and evaluation of design science research...
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...Department of Work and Organizational Psychology, University of Amsterdam, Roetersstraat 15, 1018 WB, Amsterdam, The Netherlands b Utrecht University, Utrecht, The Netherlands Received 5 December 2000; revised 21 January 2002 Abstract The effects of idea sharing on cognitive processes and performance were assessed in an idea exposure paradigm. Participants generated ideas while being exposed to stimulus ideas that were semantically homogeneous or diverse, and were offered in an organized or a random sequence. As compared to a control condition, participants generated more diverse ideas when exposed to ideas from a wide range of semantic categories, and they generated more ideas per category when exposed to many ideas from only a few categories. The semantic organization of ideas was higher when participants were exposed to ideas that were organized in semantic clusters than when participants were exposed to unorganized ideas. Idea exposure had positive effects in general, because it reduced response latencies for category changes. Implications for information processing in groups are discussed. Ó 2002 Elsevier Science (USA). All rights reserved. Groups increasingly perform cognitive tasks, such as problem solving, decision making, inference, and idea generation. Recently, it has been argued that groups, much like individuals, can be conceptualized as information processors (Hinsz, Tindale, & Vollrath, 1997). Information processing in groups involves activities that occur at the...
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...how teenagers now use the word in different contexts, such as quoting, paraphrasing, emphasis, summarizing the inner thoughts of the quoter or quotee, introducing an actual quote as well as attitudes gestures, sarcasm and irony. This is accredited to only teenagers, this is not so as, O’Connor further states that “parent might be using like this way without even realizing it”, she confesses that her husband caught her in the act only the other day he was “like, did you hear what you just said?” (para.20). Linguists call it the”quotative like” (para. 2). Temple University Linguistics professor also known as “Ms. Adjective Muffy E.A Siegel researched the mysteries of like in her article, published in the Journal of Semantics “Like: The Discourse Particle and Semantics”, where she: Lends support to Schourup’s (1985) claim that like is a discourse particle” and Larsersohn’s (1999) pragmatic haloes. She express that the results supports the idea that whether like is weak or strong is not a unitary distinction and also suggests that the various components of grammar must be organized to allow...
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...different sections in which I will give information about organizations, services, evidence based teaching practices, assistive technology, which is technology that can or is been used to assist kids with disabilities. I will also talk about web resources that teachers, parents and students can use. Speech-language deficits are the most common of childhood disabilities and affect about 1 in 12 children or 5% to 8% of preschool children. The consequences of untreated speech-language problems are significant and lead to behavioral challenges, mental health problems, reading difficulties, and academic failure including in-grade retention and high school dropout. Yet, such problems are ones that are least well detected in primary care, even though intervention is available and plentiful. Speech-language impairments embrace a wide range of conditions that have, at their core, challenges in effective communication. As the term implies, they include speech disorders which refer to impairment in the articulation of speech sounds, fluency, and voice as well as language disorders which refer to impairments in the use of the spoken (or signed or written) system and may involve the form of language (grammar and phonology), the content of language (semantics), and the function of language (pragmatics). These may also be described more generally as communication disorders which are typically classified by their impact on a child's receptive skills (the ability to understand what is said or to...
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...mental representations. With such an idea, it is an important idea that children and infants develop a schema related to games, and play. For example, as children develop more sophisticated schemes, or cognitive structures, they become increasingly able to adapt to their environments(Pg. 211). This basketball-oriented toy, does allow children to develop their definition of play, before Piaget thought it was possible. Furthermore, the basketball hoop can serve as a golden ring in which giants used to wear, while enacting make believe play. In fact, the one definite positive of this toy is that it inspires play, and for children to act on their environment an see how gravity works and furthermore for parents to play alongside of children. Semantic development takes place across a lifetime, though it is active very early on in development. Children develop the meanings of words from before they are even able to pronounce them, in fact there is often a lag in ability to pronounce the words that the child understands. In fact with in the toy’s age range, a child begins to speak, and progressively becomes better at speaking and properly labeling items. Children begin to acquire language at a rapid pace, through a process of “Recall”, where actively retrieving information of labeling the object are needed to commit it to memory(Pg. 249). Essentially there is a burst of communication and understand that occurs before and after thirty-six months. The toy aims at developing multiple levels...
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...Stylistic syntax 1. General considerations The object of stylistic analysis on syntactic level is sentence. Within the domain of syntax stylistics deals with the following crucial problems: 1) the stylistic potential of syntactic units of different structural design, semantic characteristics and communicative types; 2) the syntactic synonymy, i.e. the peculiarities of rendering of one and the same logical content by syntactic units with different structure, functional characteristics, expressive colouring and connotations; 3) description of syntactical expressive means and stylistic devices. Owing to its constructive nature, syntax is considered to have more perceptible stylistic power (when compared with morophological and lexical level) because it embraces the expressive potential of morphology and vocabulary. Syntax is the structural basis of any utterance and text: the process of nomination and metaphorization, logical and figurative, emotional, expressive and poetic colouring of the words, language imagery and symbolism, specific figures of speech, new coinages and at last the individual speaker’s creativity are actualized only on the level of syntax, and, having been melted into a completed unity, can fulfill its communicative purpose. Thus the importance of syntax for stylistic analysis is hard to overestimate. It is syntax that fixes the stylistic aspect of any text. Syntax, alongside with other stylistic elements (phonetic, morphological, lexical) that secure utterance...
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...For all things listed as a study make sure you know the IV, DV, results and any theory that might be associated. Verbal Knowledge Lecture 16/ chapter 9/ Meyer What is a concept, categorization, and why do we categorize? What is the definitional approach? The prototype approach? The exemplar Approach? What do we wactually use? Rosch’s study of family resemblance. What is the typicality effect? Rosch’s study of it with priming colors. What are the types of categories according to Rosch? What is the evidence that Basic level categories are special? How can experience change this? What is the hierarchical model of Collins and Quillian? What are the flaws? What is spreading activation? What is Collins and Loftus’ Semantic model? What are the flaws? What is the connectionist approach? How does it simulate actual learning? How are categories represented in the brain? Freedman’s cat-dog study. Lexical Decisions: Meyer: Know the hypothesis in addition to the usual. Understand how the word types can be broken into different IVs. Mental Imagery Lecture 17/ chapter 10/ Shepard and Meltzer What is mental Imagery? Visual Imagery Study of paired associate learning (dog flower) Paivio’s study of nouns that can evoke an image What are the spatial and propositional representation of visual imagery? Kossyln’s studies (2) of visual imagery, know the criticism that lead to the second study (the island study). What is mental scanning? ...
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...& Ormrod, J. E. 2004). When Mario was in kindergarten, he began to be verbally social with his classmates. He knew how to speak in full sentences but the problem that he faced was he did not know when to stop and let the other classmates talk as well. Another component that Mario has displayed is syntax. Syntax is defined as “how words are combined to form understandable phrases and sentences” (McDevitt, T. M., & Ormrod, J. E. 2004). When Mario started communicating with his classmates, he used syntax to make his sentences understandable for the other classmates to understand. In Mario’s later years in school, he exhibited signs of phonology and semantics. Phonology is defined as “how words sound and are produced” and semantics is defined as “what words mean” (McDevitt, T. M., & Ormrod, J. E. 2004). He used semantics while taking the California Achievement Test. He was able to earn a top grade because he utilized his knowledge and his vocabulary to be able to pass the reading, writing and spelling. He also used phonology in the same manner to pass his tests. Reference: McDevitt, T. M., & Ormrod, J. E. (2004). Child development: Educating and working with children and adolescents (2nd ed.). Upper Saddle River, NJ:...
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...CURRICULUM MAJOR: ENGLISH COURSE DESCRIPTION 1. General Info: - Course: English Semantics - Code: LI005 - Credits: 2 - Option: Compulsory - Prerequisite: Listening, Speaking, Reading, Writing from 1 to 3 - Requirements: Students are required to attend the class fully, to participate in class activities such as exercises, mini-tests, discussion, etc. based on their self-study in accordance with their lecturers’ guidance and assignment. - Credit hours: + Lecture: 30 periods + Self-study: 45 hours - Department: Department of Foreign Languages – Linguistics Division 2. Objectives - Knowledge: to introduce students to all the main elements of Semantics in a simple step-by-step fashion. - Skills: to provide students with an opportunity to discover the value and fascination of studying Semantics, and move on to such topics as sense and reference, basic sense relations, simple logic, word meaning, and interpersonal meaning. - Attitude: to provide students with an opportunity to develop and promote their apt selfstudy and scholarship 3. Course summary This course has been carefully planned to introduce students to most of the main elements of Semantics. Students begin by discovering the value and fascination of studying Semantics, and move on to such topics as sense and reference, basic sense relations, simple logic, word meaning, and interpersonal meaning. Each unit of the course book used “Semantics A Course book” by James R. Hurford and Brendan Heasley includes short sections of...
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...Essay Guide for SOC108 201360 Here are some guidelines for the upcoming essay. Presentation Double spacing with 3cm margins both sides for feedback and commentary. This typing is 11 point font in Calibri – or use something similar. Headings/sub-headings – I like them when they add something, but don’t if they mislead me the reader. If in doubt – Don’t. Use your Intro to outline your paper. Give a brief conclusion at the end summing up your argument. Referencing Use Harvard or APA – they are virtually the same. If you want to give me an inner glow include the page numbers of paraphrases. Quotes must have page numbers eg (Smith 2013 p33). The full stop goes after the citation. In-text references are like this (Smith 2013 p33). Reference all claims and assertions. If you want to claim something is the case, research support for it. If you can’t consider leaving it out. One reference per paragraph is OK when you only need one. If you are citing a theory or an argument put in as many as you need to support your work. Reference list Follow Harvard/APA. How many? – it depends on what sources you use and the breadth of your research to support what you want to say. If I have to give a number – 10. Theory and Concepts Define all key terms from referenced sources. Lay out the concepts of your theory explicitly and formally, so it can be seen you know what the theory...
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...List and explain the three Knowledge Sources of the Unified Medical Language System. There are three UMLS Knowledge Sources: the Metathesaurus®, the Semantic Network, and the SPECIALIST Lexicon. The National Library of Medicine (NLM) creates the Unified Medical Language System® (UMLS®) to facilitate the development of computer systems that act as if they "understand" the meaning of the language of biomedicine and health. This system is modernized twice a year in May and November. The Metathesaurus®, is a customizable, multi-purpose, and multi-lingual vocabulary database that is organized by concept, or meaning. It connects alternative names and views of the same concepts from different source vocabularies and identifies useful relationships between different concepts The Semantic Network consists of a set of broad subject categories, or semantic types, that provide a consistent categorization of all concepts represented in the UMLS. Also incorporated in this network is a set of practical and significant relationships, or semantic relations, that exist between semantic types, e.g., treats, diagnoses, and contains. The scope of the Semantic Network is broad, allowing for the semantic categorization of a wide range of expressions in multiple domains. The SPECIALIST Lexicon supplies the word usage information needed for the SPECIALIST Natural Language Processing (NLP) System. The Lexicon is a general English language dictionary that includes many biomedical terms...
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...LONG FORMAL REPORTS A typical structure of a long formal report might look like this, but bear in mind that you may modify and adapt the following components to virtually any type or length of report. (A) Preliminaries 1 Title page 2 Letters of authorisation, transmittal and approval (terms of reference) 3 Table of contents 4 List of tables and figures (if appropriate) 5 Foreword/Preface 6 Acknowledgements 7 Synopsis (or abstract) (B) Main report 1 Introduction 2 Findings and discussion 3 Conclusions (C) Supplements 1 References and Bibliography 2 Appendices 3 Index (Key words with page references to where they occur in the text) Preliminaries The Title Page. The title page is the reader's first contact with the report and it is worth taking some trouble over its lay-out. It answers questions in the mind of someone who might be going through a pile of reports looking for a particular one and those questions would probably be: What is it about? (Subject of the report) Who wrote it? (Author(s)) For whom? (Name of person or group for whom it was prepared) From where? (Full postal address of organisation on whose behalf it was written When? (Date, including month, when report was completed) The title should be centred in the middle of the page Letters of authorisation, transmittal and approval. These are normally only required for a very formal report being presented to or written within...
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...4.1 Define language and lexicon. Language can be defined as a system of words used by humans to express their feelings and thoughts to one another. This definition of language aligns with the text that states, “to be a language, a system must exhibit regularity (that is, be governed by a system of rules, called grammar) and productivity (be able to express an infinite number of ideas” (Galotti, 2014). Lexicon is a mental dictionary that holds “knowledge of words, including their spelling, pronunciation, definition, part of speech, and so on” (Galotti, 2014). 4.2 Evaluate key features of language. Communicative, arbitrary, structured, generative, and dynamic are key features of language. Communicative language includes verbal and written communication. Arbitrary language deals with the connection between the meaning of words and sounds. “One of the central ‘design features of human language is the relationship between the sound of a word and its meaning is arbitrary” (Monaghan, Shillcock, Christiansen & Kirby, 2014). Structured language describes the meaning behind thoughts as well as the rules of language. Generative language deals with the production of new ideas, inventions, and concepts and dynamic language defines language that is active and purposeful. 4.3 Describe the four levels of language structure and processing. Language processing involves cognitive, language, and auditory mechanisms being intertwined successfully, but phonemes, words, sentences, and texts can...
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