Economic Complexity Unfolded: Interpretable Model for the Productive Structure of Economies

Economic complexity reflects the amount of knowledge that is embedded in the productive structure of an economy. It resides on the premise of hidden capabilities - fundamental endowments underlying the productive structure. In general, measuring the capabilities behind economic complexity directly is difficult, and indirect measures have been suggested which exploit the fact that the presence of the capabilities is expressed in a country's mix of products. We complement these studies by introducing a probabilistic framework which leverages Bayesian non-parametric techniques to extract the dominant features behind the comparative advantage in exported products. Based on economic evidence and trade data, we place a restricted Indian Buffet Process on the distribution of countries' capability endowment, appealing to a culinary metaphor to model the process of capability acquisition. The approach comes with a unique level of interpretability, as it produces a concise and economically plausible description of the instantiated capabilities

The Latent Relation Mapping Engine: Algorithm and Experiments

Many AI researchers and cognitive scientists have argued that analogy is the core of cognition. The most influential work on computational modeling of analogy-making is Structure Mapping Theory (SMT) and its implementation in the Structure Mapping Engine (SME). A limitation of SME is the requirement for complex hand-coded representations. We introduce the Latent Relation Mapping Engine (LRME), which combines ideas from SME and Latent Relational Analysis (LRA) in order to remove the requirement for hand-coded representations. LRME builds analogical mappings between lists of words, using a large corpus of raw text to automatically discover the semantic relations among the words. We evaluate LRME on a set of twenty analogical mapping problems, ten based on scientific analogies and ten based on common metaphors. LRME achieves human-level performance on the twenty problems. We compare LRME with a variety of alternative approaches and find that they are not able to reach the same level of performance.Comment: related work available at http://purl.org/peter.turney

Sampling from a system-theoretic viewpoint: Part II - Noncausal solutions

This paper puts to use concepts and tools introduced in Part I to address a wide spectrum of noncausal sampling and reconstruction problems. Particularly, we follow the system-theoretic paradigm by using systems as signal generators to account for available information and system norms (L2 and L∞) as performance measures. The proposed optimization-based approach recovers many known solutions, derived hitherto by different methods, as special cases under different assumptions about acquisition or reconstructing devices (e.g., polynomial and exponential cardinal splines for fixed samplers and the Sampling Theorem and its modifications in the case when both sampler and interpolator are design parameters). We also derive new results, such as versions of the Sampling Theorem for downsampling and reconstruction from noisy measurements, the continuous-time invariance of a wide class of optimal sampling-and-reconstruction circuits, etcetera

Mapping knowledge management and organizational learning in support of organizational memory

The normative literature within the field of Knowledge Management has concentrated on techniques and methodologies for allowing knowledge to be codified and made available to individuals and groups within organizations. The literature on Organizational Learning however, has tended to focus on aspects of knowledge that are pertinent at the macro-organizational level (i.e. the overall business). The authors attempt in this paper to address a relative void in the literature, aiming to demonstrate the inter-locking factors within an enterprise information system that relate knowledge management and organizational learning, via a model that highlights key factors within such an inter-relationship. This is achieved by extrapolating data from a manufacturing organization using a case study, with these data then modeled using a cognitive mapping technique (Fuzzy Cognitive Mapping, FCM). The empirical enquiry explores an interpretivist view of knowledge, within an Information Systems Evaluation (ISE) process, through the associated classification of structural, interpretive and evaluative knowledge. This is achieved by visualizng inter-relationships within the ISE decision-making approach in the case organization. A number of decision paths within the cognitive map are then identified such that a greater understanding of ISE can be sought. The authors therefore present a model that defines a relationship between Knowledge Management (KM) and Organisational Learning (OL), and highlights factors that can lead a firm to develop itself towards a learning organization

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Integrating e-commerce standards and initiatives in a multi-layered ontology

The proliferation of different standards and joint initiatives for the classification of products and services (UNSPSC, e-cl@ss, RosettaNet, NAICS, SCTG, etc.) reveals that B2B markets have not reached a consensus on the coding systems, on the level of detail of their descriptions, on their granularity, etc. This paper shows how these standards and initiatives, which are built to cover different needs and functionalities, can be integrated in an ontology using a common multi-layered knowledge architecture. This multi-layered ontology will provide a shared understanding of the domain for applications of e-commerce, allowing the information sharing between heterogeneous systems. We will present a method for designing ontologies from these information sources by automatically transforming, integrating and enriching the existing vocabularies with the WebODE platform. As an illustration, we show an example on the computer domain, presenting the relationships between UNSPSC, e-cl@ss, RosettaNet and an electronic catalogue from an e-commerce platform