Learning in Description Logics with Fuzzy Concrete Domains

Description Logics (DLs) are a family of logic-based Knowledge Representation (KR) formalisms, which are particularly suitable for representing incomplete yet precise structured knowledge. Several fuzzy extensions of DLs have been proposed in the KR field in order to handle imprecise knowledge which is particularly pervading in those domains where entities could be better described in natural language. Among the many approaches to fuzzification in DLs, a simple yet interesting one involves the use of fuzzy concrete domains. In this paper, we present a method for learning within the KR framework of fuzzy DLs. The method induces fuzzy DL inclusion axioms from any crisp DL knowledge base. Notably, the induced axioms may contain fuzzy concepts automatically generated from numerical concrete domains during the learning process. We discuss the results obtained on a popular learning problem in comparison with state-of-the-art DL learning algorithms, and on a test bed in order to evaluate the classification performance

From fuzzy to annotated semantic web languages

The aim of this chapter is to present a detailed, selfcontained and comprehensive account of the state of the art in representing and reasoning with fuzzy knowledge in Semantic Web Languages such as triple languages RDF/RDFS, conceptual languages of the OWL 2 family and rule languages. We further show how one may generalise them to so-called annotation domains, that cover also e.g. temporal and provenance extensions

Innovations for Requirements Analysis, From Stakeholders' Needs to Formal Designs

14th MontereyWorkshop 2007 Monterey, CA, USA, September 10-13, 2007 Revised Selected PapersWe are pleased to present the proceedings of the 14thMontereyWorkshop, which took place September 10–13, 2007 in Monterey, CA, USA. In this preface, we give the reader an overview of what took place at the workshop and introduce the contributions in this Lecture Notes in Computer Science volume. A complete introduction to the theme of the workshop, as well as to the history of the Monterey Workshop series, can be found in Luqi and Kordon’s “Advances in Requirements Engineering: Bridging the Gap between Stakeholders’ Needs and Formal Designs” in this volume. This paper also contains the case study that many participants used as a problem to frame their analyses, and a summary of the workshop’s results

The Material Theory of Induction

The fundamental burden of a theory of inductive inference is to determine which are the good inductive inferences or relations of inductive support and why it is that they are so. The traditional approach is modeled on that taken in accounts of deductive inference. It seeks universally applicable schemas or rules or a single formal device, such as the probability calculus. After millennia of halting efforts, none of these approaches has been unequivocally successful and debates between approaches persist. The Material Theory of Induction identifies the source of these enduring problems in the assumption taken at the outset: that inductive inference can be accommodated by a single formal account with universal applicability. Instead, it argues that that there is no single, universally applicable formal account. Rather, each domain has an inductive logic native to it.The content of that logic and where it can be applied are determined by the facts prevailing in that domain. Paying close attention to how inductive inference is conducted in science and copiously illustrated with real-world examples, The Material Theory of Induction will initiate a new tradition in the analysis of inductive inference

Conflicting health-related scientific evidence in news reports: effects of presentation format and hedging on perceived issue uncertainty and source credibility

2016 Summer.Includes bibliographical references.This study examined the effects of two journalistic practices in reporting conflicting health-related scientific evidence on journalists’ and scientists’ credibility and whether the effects were mediated by perceived issue uncertainty. The two practices examined were presentation format and hedging. When conflicting findings are reported, journalists can use either a one-article format, using one story to report the conflict, or a two-article format, using two stories with each story representing one side of the conflict. When conflicting findings are reported, journalists can use hedging (e.g., reporting the limitations of scientific studies) to present the conflicting information. An online experiment was conducted to examine the two journalistic practices’ effects. Results include the following: 1) the one-article format was beneficial to journalists’ competence, but detrimental to scientists’ competence, as compared with the two-article format; 2) journalists’ and scientists’ credibility in the hedged news conditions did not differ from those in the non-hedged news conditions; and 3) perceived issue uncertainty did not mediate presentation format’s or hedging’s effects on journalists’ or scientists’ credibility. An exploratory follow-up mediation analysis found that perceived message believability mediated presentation format’s effects on journalists’ and scientists’ credibility. Theoretical, practical, and methodological implications are discussed

The association between tolerance for ambiguity and fear of negative evaluation: A study of engineering technology capstone courses

For many students in engineering and engineering technology programs in the US, senior capstone design courses require students to form a team, define a problem, and find a feasible technical solution to address this problem. Students must integrate the knowledge and skills acquired during their studies at the college or university level. These truly integrative design activities do not have a single “correct” solution. Instead, there is an array of solutions, many of which could be used to achieve the final result. This ambiguity can cause students to experience anxiety during the projects. This study examined the main topics: • To what extent is a social anxiety (measured as fear of negative evaluation) related to tolerance for ambiguity in senior engineering capstone courses? • How does exposure to ambiguity prior to and during capstone courses affect tolerance for ambiguity? The study looked at the standard educational practices to see if they have unintended consequences, such a social anxiety in dealing with ambiguity. Those consequences are highly undesirable because they reduce students’ learning. It was hypothesized that the lecture-based approaches that are more common in the first three years of study would not prepare students for self-directed capstone courses because the students would rarely have experienced problem-based learning before. The study used a quantitative approach and examined students’ perceptions of their tolerance for ambiguity, and social anxiety before and after their senior capstone design experience. A survey instrument was adapted to measure exposure to ambiguity, which was studied as a potential moderator of the relationship between social anxiety and tolerance for ambiguity. The study indicated that social anxiety, as measured by fear of negative evaluation, does not play a major role in capstone courses. The second finding is that a single course, even if it was administered as a problem-based senior class, failed to increase students’ tolerance for ambiguity. Students with low tolerance have more problems with ambiguity, whereas students with high tolerance can more easily endure changes and find it easier to act in the absence of complete information. The third important finding was that exposure to ambiguity prior to capstone courses does affect tolerance for ambiguity while controlling for instructor and if exposure to ambiguity is included as a moderator. It was not in the scope of this study to explore the effect of instructor more deeply, but this provides a direction for future research, especially in this time of expanding implementation of project- and problem-based learning methods in technical curricula

Violet is one letter off from violent

The poems in this creative collection, Violet is one letter off from violent, aim to add to the critical conversation in contemporary poetry about violence, women’s anger, patriarchal oppression, and physical and sexual assault, specifically drawing on analyses from the poetry of Rachel McKibbens, Tarfia Faizullah, Emily Skaja, Erika L. Sánchez, Tracy K. Smith, Safiya Sinclair, and Paisley Rekdal. My myriad speakers, who take both first and third person points of narrative view, reclaim and reproduce their own stories in ways that are complex, vulnerable, and angry as a result of living under and through traumatic experiences in domestic and public spheres. However, this reclamation of power written in poetic verse from marginalized people and survivors is not a new realization or discovery in contemporary poetry and literary studies, as the poets above have demonstrated in their works. Extending this discourse, my collection adds to the conservation by positioning the international museum—whose history I show is inherently violent—aiming to present how it is another vehicle, and historically White institution, through which aggression and violence shape and control female and BIPOC bodies, particularly women who have been pushed to the margins. As Gaby Porter posits in her essay, “Seeing through Solidarity: a feminist perspective on museums,” the sheer act of classification and categorization stemming from the masculine tradition of rationale and order derivative of the Enlightenment era allows us to turn to a critical, feminist lens in museum display and collections to show how “these practices appear to construct and maintain the male order with woman at its margins” (112). The opening poem of my collection, “Self-Portrait as the Museum,” then demonstrates the speaker’s positionality as a metaphorical embodiment of the museum and its practice. Her 2 reclaiming comes in her ability to reproduce traumatic memories, “to circle / the shapes slowly like rosaries, mother [her] violet / body gone to bone.” In the end, both she and the museum are the result of “violent making,” but power resides in her ability to assert control over her memories and history. Acceptance lies in the unknown and the known, the ability to speak through years of silencing. This poem introduces the reader to the mirroring and blending of spaces and bodies, which cements this collection. To emphasis this connection, I have broken the book into three, main sections, or “Galleries” to structure the book as if one is walking through a museum’s exhibits

Making nothing happen : Yeats, Heidegger, Pessoa, and the emergence of Post-Romanticism

Through close readings of the work of two major poets of the twentieth century—W.B. Yeats and Fernando Pessoa—this paper identifies and attempts to make sense of an important shift in European modernism away from a broadly Romantic aesthetic toward what might be called “post-Romanticism.” Taking its cue from W.H. Auden’s “In Memory of W.B. Yeats,” where having stated that “poetry makes nothing happen” he asserts that it survives as “a way of happening,” and drawing on the philosophy of Heidegger and Jean-Luc Nancy, this paper argues that this shift from Romanticism to post-Romanticism hinges on a deep metaphysical reconceptualization of poetry understood as poiesis. In light of this reassessment of the aesthetics and philosophical affinities of poetic modernism, it is argued that post-Romanticism should be understood as offering a modest, salutary, phenomenological re-acquaintance with our involvement with the everyday world, in sharp contrast to the transcendental ambitions of the Romantic aesthetic that preceded it.peer-reviewe