Positions, Regions, and Clusters: Strata of Granularity in Location Modelling

Abstract. Location models are data structures or knowledge bases used in Ubiquitous Computing for representing and reasoning about spatial relationships between so-called smart objects, i.e. everyday objects, such as cups or buildings, containing computational devices with sensors and wireless communication. The location of an object is in a location model either represented by a region, by a coordinate position, or by a cluster of regions or positions. Qualitative reasoning in location models could advance intelligence of devices, but is impeded by incompatibilities between the representation formats: topological reasoning applies to regions; directional reasoning, to positions; and reasoning about set-membership, to clusters. We present a mathematical structure based on scale spaces giving an integrated semantics to all three types of relations and representations. The structure reflects concepts of granularity and uncertainty relevant for location modelling, and gives semantics to applications of RCC-reasoning and projection-based directional reasoning in location models

Using Qualitative Hypotheses to Identify Inaccurate Data

Identifying inaccurate data has long been regarded as a significant and difficult problem in AI. In this paper, we present a new method for identifying inaccurate data on the basis of qualitative correlations among related data. First, we introduce the definitions of related data and qualitative correlations among related data. Then we put forward a new concept called support coefficient function (SCF). SCF can be used to extract, represent, and calculate qualitative correlations among related data within a dataset. We propose an approach to determining dynamic shift intervals of inaccurate data, and an approach to calculating possibility of identifying inaccurate data, respectively. Both of the approaches are based on SCF. Finally we present an algorithm for identifying inaccurate data by using qualitative correlations among related data as confirmatory or disconfirmatory evidence. We have developed a practical system for interpreting infrared spectra by applying the method, and have fully tested the system against several hundred real spectra. The experimental results show that the method is significantly better than the conventional methods used in many similar systems.Comment: See http://www.jair.org/ for any accompanying file

On the role of pre and post-processing in environmental data mining

The quality of discovered knowledge is highly depending on data quality. Unfortunately real data use to contain noise, uncertainty, errors, redundancies or even irrelevant information. The more complex is the reality to be analyzed, the higher the risk of getting low quality data. Knowledge Discovery from Databases (KDD) offers a global framework to prepare data in the right form to perform correct analyses. On the other hand, the quality of decisions taken upon KDD results, depend not only on the quality of the results themselves, but on the capacity of the system to communicate those results in an understandable form. Environmental systems are particularly complex and environmental users particularly require clarity in their results. In this paper some details about how this can be achieved are provided. The role of the pre and post processing in the whole process of Knowledge Discovery in environmental systems is discussed

Towards understanding models for statistical literacy: A literature review.

Despite statistical literacy being relatively new in statistics education research, it needs special attention as attempts are being made to enhance the teaching, learning and assessing of this strand. It is important that teachers are aware of the challenges of teaching this literacy. The growing importance of statistics in today's information world and conceptions and components of statistical literacy are outlined. Frameworks for developing statistical literacy from research literature are considered next. Strengths and weaknesses of the models are considered. Examples of tasks used in statistics education research are provided to explain the levels of thinking. The paper concludes with some implications for teaching and research

Comparative analysis of knowledge representation and reasoning requirements across a range of life sciences textbooks.

BackgroundUsing knowledge representation for biomedical projects is now commonplace. In previous work, we represented the knowledge found in a college-level biology textbook in a fashion useful for answering questions. We showed that embedding the knowledge representation and question-answering abilities in an electronic textbook helped to engage student interest and improve learning. A natural question that arises from this success, and this paper's primary focus, is whether a similar approach is applicable across a range of life science textbooks. To answer that question, we considered four different textbooks, ranging from a below-introductory college biology text to an advanced, graduate-level neuroscience textbook. For these textbooks, we investigated the following questions: (1) To what extent is knowledge shared between the different textbooks? (2) To what extent can the same upper ontology be used to represent the knowledge found in different textbooks? (3) To what extent can the questions of interest for a range of textbooks be answered by using the same reasoning mechanisms?ResultsOur existing modeling and reasoning methods apply especially well both to a textbook that is comparable in level to the text studied in our previous work (i.e., an introductory-level text) and to a textbook at a lower level, suggesting potential for a high degree of portability. Even for the overlapping knowledge found across the textbooks, the level of detail covered in each textbook was different, which requires that the representations must be customized for each textbook. We also found that for advanced textbooks, representing models and scientific reasoning processes was particularly important.ConclusionsWith some additional work, our representation methodology would be applicable to a range of textbooks. The requirements for knowledge representation are common across textbooks, suggesting that a shared semantic infrastructure for the life sciences is feasible. Because our representation overlaps heavily with those already being used for biomedical ontologies, this work suggests a natural pathway to include such representations as part of the life sciences curriculum at different grade levels

Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study

This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion. Our results reveal that PSTs with strong awareness of mathematically significant aspects of student reasoning and strategies (focused noticing) were better positioned to assess the validity of student reasoning and strategies. PSTs with higher strategy evaluation skills were more likely to choose the strategy to engage class in justification or to advance students’ conceptual understanding compared to PSTs with low strategy evaluation skills