Data driven ontology evaluation

The evaluation of ontologies is vital for the growth of the Semantic Web. We consider a number of problems in evaluating a knowledge artifact like an ontology. We propose in this paper that one approach to ontology evaluation should be corpus or data driven. A corpus is the most accessible form of knowledge and its use allows a measure to be derived of the 'fit' between an ontology and a domain of knowledge. We consider a number of methods for measuring this 'fit' and propose a measure to evaluate structural fit, and a probabilistic approach to identifying the best ontology

Coping with a changing world: the UK Open University approach to teaching ICT

The rapid pace of change in the ICT field has affected all HE providers, but for the UK Open University (UKOU), used to print-based courses lasting eight years or more, it has been a particular challenge. This paper will present some of the ways the UKOU has been coping with this problem by discussing the design of three courses, the first developed almost a decade ago. All three are distance learning courses that are either core or optional in a variety of bachelors' degrees, including the BSc programmes in: Information and Communication Technology; IT and Computing; and Technology; as well as the BEng (Hons) engineering programme. The first course, Information and Communication Technology: people and interactions is a level 2 (second year undergraduate) course first presented in 2002. It is predominately a print-based course with an eight year lifetime. The second course Networked Living: exploring information and communication technologies is a level 1 (first year undergraduate) course first presented some three-and-a-half years later in 2005. It is expected to have a course life of five years, and uses a mix of print-based (60%) and computer-based (40%) material. Both these courses use assignments as key tools for annual updating. The third course, Keeping ahead in ICT is aimed primarily at equipping students with advanced information searching and evaluation skills that will serve them well in professional life, and is presented at level 3 (final year undergraduate). It was first presented in 2007 and has an expected course life of 8 years. It uses much less print than in most OU courses, and has a greater reliance on third-party resources such as newspaper, conference and journal articles, websites, and other electronic resources. Some elements in each block are designed to change from year to year, in order to retain currency. Finally, the paper will look forward to the development of a new level 2 course with an expected first presentation in 2010, drawing out the lessons learned about course updating, and predicting the approach that the course team may tak

Gendering translation: the 'female voice' in postcolonial Senegal

Using observations from translation theorists such as George Steiner, this article questions whether women's education in Senegal and separate male/female pools of communication have resulted in the development of distinct forms of writing. It examines extracts from texts by female Senegalese writers such as Mariama Bâ, Awa Ndiaye, and Ndeye Coumba Mbengue Diakhate in light of cultural and linguistic research, exploring the ways in which we can apply knowledge of Senegalese societies to our understanding of a text in pre-translation analysis. Along with extracts from both published and unpublished, new translations, the article also explores the way in which a translator may use research such as this to inform the translation process

Sino-African Philosophy: A Re-“Constructive Engagement”

“Constructive-Engagement” is a meta-philosophical and meta-methodological “strategy” suggested by Chinese and comparative philosophy scholar Bo Mou for analyzing and enriching philosophical exchange. In this paper, I will use this strategy towards an end, on a scale, and with a topic not attempted before. I will use it as a “template” for redesigning a poorly developing area of cross-cultural comparison I call Sino-African reflective studies (SARS). My goal in this work-in-progress is to design a plan for reconstituting SARS as Sino-African philosophy (SAP), an inclusive yet coherent field of research and innovation unified through organizing principles. I will design the overhaul of SARS in three stages. First, by surveying SARS for its basic features including its structural flaws. Second, by remapping SARS in line with “renovation” principles drawn from its literature. Third, by blueprinting SARS in line with “construction” principles theorized from the constructive-engagement strategy (CES)

Digital vs. Print: Reading Comprehension and the Future of the Book

The future of books and libraries is put into question by the increasing popularity of e-books and the use of computers as text platforms. In an effort to anticipate which reading platform—print, e-readers, or computers displays—will dominate in the coming years, recent research and experimental data on the suitability of each reading platform for reading comprehension will be considered, from the perspectives of optical issues, cognition, and metacognition. It will be shown that, while printed books are most conducive to learning from longer, more difficult texts, e-readers and computer displays offer convenience and some distinct advantages to readers in particular situations. This synthesis of current research will be helpful to librarians working in digital and print book purchasing and collection development, as well as those making long-range planning decisions

A study of the teaching of plane geometry in the junior and senior high schools

Thesis (M.A.)--Boston Universit