8,417 research outputs found

    Knowledge Graph Building Blocks: An easy-to-use Framework for developing FAIREr Knowledge Graphs

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    Knowledge graphs and ontologies provide promising technical solutions for implementing the FAIR Principles for Findable, Accessible, Interoperable, and Reusable data and metadata. However, they also come with their own challenges. Nine such challenges are discussed and associated with the criterion of cognitive interoperability and specific FAIREr principles (FAIR + Explorability raised) that they fail to meet. We introduce an easy-to-use, open source knowledge graph framework that is based on knowledge graph building blocks (KGBBs). KGBBs are small information modules for knowledge-processing, each based on a specific type of semantic unit. By interrelating several KGBBs, one can specify a KGBB-driven FAIREr knowledge graph. Besides implementing semantic units, the KGBB Framework clearly distinguishes and decouples an internal in-memory data model from data storage, data display, and data access/export models. We argue that this decoupling is essential for solving many problems of knowledge management systems. We discuss the architecture of the KGBB Framework as we envision it, comprising (i) an openly accessible KGBB-Repository for different types of KGBBs, (ii) a KGBB-Engine for managing and operating FAIREr knowledge graphs (including automatic provenance tracking, editing changelog, and versioning of semantic units); (iii) a repository for KGBB-Functions; (iv) a low-code KGBB-Editor with which domain experts can create new KGBBs and specify their own FAIREr knowledge graph without having to think about semantic modelling. We conclude with discussing the nine challenges and how the KGBB Framework provides solutions for the issues they raise. While most of what we discuss here is entirely conceptual, we can point to two prototypes that demonstrate the principle feasibility of using semantic units and KGBBs to manage and structure knowledge graphs

    A Comprehensive Review on Ontologies for Scenario-based Testing in the Context of Autonomous Driving

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    The verification and validation of autonomous driving vehicles remains a major challenge due to the high complexity of autonomous driving functions. Scenario-based testing is a promising method for validating such a complex system. Ontologies can be utilized to produce test scenarios that are both meaningful and relevant. One crucial aspect of this process is selecting the appropriate method for describing the entities involved. The level of detail and specific entity classes required will vary depending on the system being tested. It is important to choose an ontology that properly reflects these needs. This paper summarizes key representative ontologies for scenario-based testing and related use cases in the field of autonomous driving. The considered ontologies are classified according to their level of detail for both static facts and dynamic aspects. Furthermore, the ontologies are evaluated based on the presence of important entity classes and the relations between them

    Endogenous measures for contextualising large-scale social phenomena: a corpus-based method for mediated public discourse

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    This work presents an interdisciplinary methodology for developing endogenous measures of group membership through analysis of pervasive linguistic patterns in public discourse. Focusing on political discourse, this work critiques the conventional approach to the study of political participation, which is premised on decontextualised, exogenous measures to characterise groups. Considering the theoretical and empirical weaknesses of decontextualised approaches to large-scale social phenomena, this work suggests that contextualisation using endogenous measures might provide a complementary perspective to mitigate such weaknesses. This work develops a sociomaterial perspective on political participation in mediated discourse as affiliatory action performed through language. While the affiliatory function of language is often performed consciously (such as statements of identity), this work is concerned with unconscious features (such as patterns in lexis and grammar). This work argues that pervasive patterns in such features that emerge through socialisation are resistant to change and manipulation, and thus might serve as endogenous measures of sociopolitical contexts, and thus of groups. In terms of method, the work takes a corpus-based approach to the analysis of data from the Twitter messaging service whereby patterns in users’ speech are examined statistically in order to trace potential community membership. The method is applied in the US state of Michigan during the second half of 2018—6 November having been the date of midterm (i.e. non-Presidential) elections in the United States. The corpus is assembled from the original posts of 5,889 users, who are nominally geolocalised to 417 municipalities. These users are clustered according to pervasive language features. Comparing the linguistic clusters according to the municipalities they represent finds that there are regular sociodemographic differentials across clusters. This is understood as an indication of social structure, suggesting that endogenous measures derived from pervasive patterns in language may indeed offer a complementary, contextualised perspective on large-scale social phenomena

    Impact of language skills and system experience on medical information retrieval

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    Tourism and heritage in the Chornobyl Exclusion Zone

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    Tourism and Heritage in the Chornobyl Exclusion Zone (CEZ) uses an ethnographic lens to explore the dissonances associated with the commodification of Chornobyl's heritage. The book considers the role of the guides as experience brokers, focusing on the synergy between tourists and guides in the performance of heritage interpretation. Banaszkiewicz proposes to perceive tour guides as important actors in the bottom-up construction of heritage discourse contributing to more inclusive and participatory approach to heritage management. Demonstrating that the CEZ has been going through a dynamic transformation into a mass tourism attraction, the book offers a critical reflection on heritagisation as a meaning-making process in which the resources of the past are interpreted, negotiated, and recognised as a valuable legacy. Applying the concepts of dissonant heritage to describe the heterogeneous character of the CEZ, the book broadens the interpretative scope of dark tourism which takes on a new dimension in the context of the war in Ukraine. Tourism and Heritage in the Chornobyl Exclusion Zone argues that post-disaster sites such as Chornobyl can teach us a great deal about the importance of preserving cultural and natural heritage for future generations. The book will be of interest to academics and students who are engaged in the study of heritage, tourism, memory, disasters and Eastern Europe

    Bridging technology and educational psychology: an exploration of individual differences in technology-assisted language learning within an Algerian EFL setting

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    The implementation of technology in language learning and teaching has a great influence onthe teaching and learning process as a whole and its impact on the learners’ psychological state seems of paramount significance, since it could be either an aid or a barrier to students’ academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in higher education within an Algerian English as a Foreign Language (EFL) setting. Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachers’ interviews, learners’ diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities. The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between students’ attitudes and teacher’ actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation. The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration

    INVESTIGATING THE PERCEPTION OF EXPATRIATES TOWARDS IMMIGRATION SERVICE QUALITY IN SHARJAH, UNITED ARAB EMIRATES THROUGH MIXED METHOD APPROACH

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    The public sectors in UAE are under immense pressure to demonstrate that their services are customer-focused and that continuous performance improvement is being delivered. The United Arab Emirates is a favoured destination for expatriates due to its own citizens form a minority of the population and are barely represented in the private sector workforce. These highly unusual demographics confer high importance on the national immigration services. Recently, increased interest in international migration, specifically within the United Arab Emirates, has been shown both by government agencies and by the governments of industrialised countries. Given the importance of the expatriate labour force to economic stability and growth in the Emirates, this research investigates how immigration services are perceived, with the aim of contributing to their improvement, thus ultimately supporting economic growth. It proposes a service quality perception framework to improve understanding within SID of how to raise levels of service delivered to migrants and other persons directly or indirectly affected by SID services. Qualitative data were collected by means of semi-structured interviews and quantitative data by means of a questionnaire survey based on the abovementioned framework. The survey data, on the variables influencing participants’ experiences and perceptions of SID services, were subjected to statistical analysis. The framework was then used to evaluate quality of service in terms of general impressions, delivery, location, response, SID culture and behaviour. Numerical data were analysed using inferential and descriptive statistics. It was found that service quality positively influenced service behaviour and that this relationship was mediated by SID culture. This research makes an original contribution to knowledge as one of the few studies of immigration to the United Arab Emirates. By examining the workings of one immigration department, it adds to the literature on immigration departments and organisational development in developing countries. It illuminates the mechanics of immigration services and demonstrates their increasing importance to the world economy

    A Comparative Study on Students’ Learning Expectations of Entrepreneurship Education in the UK and China

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    Entrepreneurship education has become a critical subject in academic research and educational policy design, occupying a central role in contemporary education globally. However, a review of the literature indicates that research on entrepreneurship education is still in a relatively early stage. Little is known about how entrepreneurship education learning is affected by the environmental context to date. Therefore, combining the institutional context and focusing on students’ learning expectations as a novel perspective, the main aim of the thesis is to address the knowledge gap by developing an original conceptual framework to advance understanding of the dynamic learning process of entrepreneurship education through the lens of self-determination theory, thereby providing a basis for advancing understanding of entrepreneurship education. The author adopted an epistemological positivism philosophy and a deductive approach. This study gathered 247 valid questionnaires from the UK (84) and China (163). It requested students to recall their learning expectations before attending their entrepreneurship courses and to assess their perceptions of learning outcomes after taking the entrepreneurship courses. It was found that entrepreneurship education policy is an antecedent that influences students' learning expectations, which is represented in the difference in student autonomy. British students in active learning under a voluntary education policy have higher autonomy than Chinese students in passive learning under a compulsory education policy, thus having higher learning expectations, leading to higher satisfaction. The positive relationship between autonomy and learning expectations is established, which adds a new dimension to self-determination theory. Furthermore, it is also revealed that the change in students’ entrepreneurial intentions before and after their entrepreneurship courses is explained by understanding the process of a business start-up (positive), hands-on business start-up opportunities (positive), students’ actual input (positive) and tutors’ academic qualification (negative). The thesis makes contributions to both theory and practice. The findings have far reaching implications for different parties, including policymakers, educators, practitioners and researchers. Understanding and shaping students' learning expectations is a critical first step in optimising entrepreneurship education teaching and learning. On the one hand, understanding students' learning expectations of entrepreneurship and entrepreneurship education can help the government with educational interventions and policy reform, as well as improving the quality and delivery of university-based entrepreneurship education. On the other hand, entrepreneurship education can assist students in establishing correct and realistic learning expectations and entrepreneurial conceptions, which will benefit their future entrepreneurial activities and/or employment. An important implication is that this study connects multiple stakeholders by bridging the national-level institutional context, organisational-level university entrepreneurship education, and individual level entrepreneurial learning to promote student autonomy based on an understanding of students' learning expectations. This can help develop graduates with their ability for autonomous learning and autonomous entrepreneurial behaviour. The results of this study help to remind students that it is them, the learners, their expectations and input that can make the difference between the success or failure of their study. This would not only apply to entrepreneurship education but also to other fields of study. One key message from this study is that education can be encouraged and supported but cannot be “forced”. Mandatory entrepreneurship education is not a quick fix for the lack of university students’ innovation and entrepreneurship. More resources must be invested in enhancing the enterprise culture, thus making entrepreneurship education desirable for students

    The Future of Work and Digital Skills

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    The theme for the events was "The Future of Work and Digital Skills". The 4IR caused a hollowing out of middle-income jobs (Frey & Osborne, 2017) but COVID-19 exposed the digital gap as survival depended mainly on digital infrastructure and connectivity. Almost overnight, organizations that had not invested in a digital strategy suddenly realized the need for such a strategy and the associated digital skills. The effects have been profound for those who struggled to adapt, while those who stepped up have reaped quite the reward.Therefore, there are no longer certainties about what the world will look like in a few years from now. However, there are certain ways to anticipate the changes that are occurring and plan on how to continually adapt to an increasingly changing world. Certain jobs will soon be lost and will not come back; other new jobs will however be created. Using data science and other predictive sciences, it is possible to anticipate, to the extent possible, the rate at which certain jobs will be replaced and new jobs created in different industries. Accordingly, the collocated events sought to bring together government, international organizations, academia, industry, organized labour and civil society to deliberate on how these changes are occurring in South Africa, how fast they are occurring and what needs to change in order to prepare society for the changes.Deutsche Gesellschaft fĂŒr Internationale Zusammenarbeit (GIZ) British High Commission (BHC)School of Computin
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