Ontology-driven conceptual modeling: A'systematic literature mapping and review

All rights reserved. Ontology-driven conceptual modeling (ODCM) is still a relatively new research domain in the field of information systems and there is still much discussion on how the research in ODCM should be performed and what the focus of this research should be. Therefore, this article aims to critically survey the existing literature in order to assess the kind of research that has been performed over the years, analyze the nature of the research contributions and establish its current state of the art by positioning, evaluating and interpreting relevant research to date that is related to ODCM. To understand and identify any gaps and research opportunities, our literature study is composed of both a systematic mapping study and a systematic review study. The mapping study aims at structuring and classifying the area that is being investigated in order to give a general overview of the research that has been performed in the field. A review study on the other hand is a more thorough and rigorous inquiry and provides recommendations based on the strength of the found evidence. Our results indicate that there are several research gaps that should be addressed and we further composed several research opportunities that are possible areas for future research

Generating multimedia briefings: coordinating language and illustration

AbstractCommunication can be more effective when several media (such as text, speech, or graphics) are integrated and coordinated to present information. This changes the nature of media-specific generation (e.g., language or graphics generation), which must take into account the multimedia context in which it occurs. This paper presents work on coordinating and integrating speech, text, static and animated three-dimensional graphics, and stored images, as part of several systems we have developed at Columbia University. A particular focus of our work has been on the generation of presentations that brief a user on information of interes

Supporting Collocation Learning

Collocations are of great importance for second language learners. Knowledge of them plays a key role in producing language accurately and fluently. But such knowledge is difficult to acquire, simply because there is so much of it. Collocation resources for learners are limited. Printed dictionaries are restricted in size, and only provide rudimentary search and retrieval options. Free online resources are rare, and learners find the language data they offer hard to interpret. Online collocation exercises are inadequate and scattered, making it difficult to acquire collocations in a systematic way. This thesis makes two claims: (1) corpus data can be presented in different ways to facilitate effective collocation learning, and (2) a computer system can be constructed to help learners systematically strengthen and enhance their collocation knowledge. To investigate the first claim, an enormous Web-derived corpus was processed, filtered, and organized into three searchable digital library collections that support different aspects of collocation learning. Each of these constitutes a vast concordance whose entries are presented in ways that help students use collocations more effectively in their writing. To provide extended context, concordance data is linked to illustrative sample sentences, both on the live Web and in the British National Corpus. Two evaluations were conducted, both of which suggest that these collections can and do help improve student writing. For the second claim, a system was built that automatically identifies collocations in texts that teachers or students provide, using natural language processing techniques. Students study, collect and store collocations of interest while reading. Teachers construct collocation exercises to consolidate what students have learned and amplify their knowledge. The system was evaluated with teachers and students in classroom settings, and positive outcomes were demonstrated. We believe that the deployment of computer-based collocation learning systems is an exciting development that will transform language learning

Spectators’ aesthetic experiences of sound and movement in dance performance

In this paper we present a study of spectators’ aesthetic experiences of sound and movement in live dance performance. A multidisciplinary team comprising a choreographer, neuroscientists and qualitative researchers investigated the effects of different sound scores on dance spectators. What would be the impact of auditory stimulation on kinesthetic experience and/or aesthetic appreciation of the dance? What would be the effect of removing music altogether, so that spectators watched dance while hearing only the performers’ breathing and footfalls? We investigated audience experience through qualitative research, using post-performance focus groups, while a separately conducted functional brain imaging (fMRI) study measured the synchrony in brain activity across spectators when they watched dance with sound or breathing only. When audiences watched dance accompanied by music the fMRI data revealed evidence of greater intersubject synchronisation in a brain region consistent with complex auditory processing. The audience research found that some spectators derived pleasure from finding convergences between two complex stimuli (dance and music). The removal of music and the resulting audibility of the performers’ breathing had a significant impact on spectators’ aesthetic experience. The fMRI analysis showed increased synchronisation among observers, suggesting greater influence of the body when interpreting the dance stimuli. The audience research found evidence of similar corporeally focused experience. The paper discusses possible connections between the findings of our different approaches, and considers the implications of this study for interdisciplinary research collaborations between arts and sciences