Scientific Knowledge Object Patterns

Web technology is revolutionizing the way diverse scientific knowledge is produced and disseminated. In the past few years, a handful of discourse representation models have been proposed for the externalization of the rhetoric and argumentation captured within scientific publications. However, there hasn’t been a unified interoperable pattern that is commonly used in practice by publishers and individual users yet. In this paper, we introduce the Scientific Knowledge Object Patterns (SKO Patterns) towards a general scientific discourse representation model, especially for managing knowledge in emerging social web and semantic web. © ACM, 2011. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version is going to be published in "Proceedings of 15th European Conference on Pattern Languages of Programs", (2011) http://portal.acm.org/event.cfm?id=RE197&CFID=8795862&CFTOKEN=1476113

Improved Answer-Set Programming Encodings for Abstract Argumentation

The design of efficient solutions for abstract argumentation problems is a crucial step towards advanced argumentation systems. One of the most prominent approaches in the literature is to use Answer-Set Programming (ASP) for this endeavor. In this paper, we present new encodings for three prominent argumentation semantics using the concept of conditional literals in disjunctions as provided by the ASP-system clingo. Our new encodings are not only more succinct than previous versions, but also outperform them on standard benchmarks.Comment: To appear in Theory and Practice of Logic Programming (TPLP), Proceedings of ICLP 201

Report on argumentation and teacher education in Europe

This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‐ and in‐service teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‐TEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally