Visualizing ALC Using Concept Diagrams

This paper addresses the problem of how to visualize axiomsfrom ALC using concept diagrams. We establish that 66.4% of OWL axioms defined for ontologies in the Manchester corpus are formulated over ALC, demonstrating the significance of considering how to visualize this relatively simple description logic. Our solution to the problem involves providing a general translation from ALC axioms into concept diagrams, which is sufficient to establish that all of ALC can be expressed. However, the translation itself is not designed to give optimally readable diagrams, which is particularly challenging to achieve in the general case. As such, we also improve the translations for a selected category of ALC axioms, to illustrate that more effective diagrams can be produced

A vision for diagrammatic ontology engineering

Abstract. Ontology engineering is becoming more important, given the rapid rise of data in this information age. To better understand and rea-son about this data, ontologies provide us with insight into its structure. With this comes the involvement of a wide range of stakeholders, such as information analysts, software engineers, lawyers, and domain experts, alongside specialist ontology engineers. These specialists are likely to be adept at using existing approaches to ontology development, typically description logic or one of its various stylized forms. However, not all stakeholders can readily access such notations, which often have a very mathematical style. Many stakeholders, even including fluent ontology engineers, could benefit from visual approaches to ontology engineering, provided those approaches are accessible. This paper presents ongoing re-search into a diagrammatic approach to ontology engineering, outlining key research advances that are required

A descriptive bibliography of non-projected multi-sensory aids for the teaching of secondary mathematics

Thesis (Ed.M.)--Boston Universit

“DISTANCE LEARNING” IN THE NINTH CENTURY?: MICRO-CLUSTER ANALYSIS OF THE EPISTOLARY NETWORK OF ALCUIN AFTER 796

Scholars of eighth- and ninth-century education have assumed that intellectuals did not write works of Scriptural interpretation until that intellectual had a firm foundation in the seven liberal arts.This ensured that anyone who embarked on work of Scriptural interpretation would have the required knowledge and methods to read and interpret Scripture correctly. The potential for theological error and the transmission of those errors was too great unless the interpreter had the requisite training. This dissertation employs computistical methods, specifically the techniques of social network mapping and cluster analysis, to study closely the correspondence of Alcuin, a late-eighth- and early-ninth-century scholar renowned for his pedagogy (which was rooted in the liberal arts) and his Scriptural commentaries. These methods allow us to identify and study these two types of knowledge and how Alcuin imparted them to individuals at two different stages of their respective intellectual careers. This investigation focuses particularly on the less-studied period of Alcuin’s life, his final eight years, beginning when he departed either the imperial court or a nearby school and arrived in Tours in 796, and ending with his death in 804. The increase in Alcuin’s surviving letters after 796, and the ways in which Alcuin imparted knowledge to the recipients, many of whom were his former students, provides the basis for exploring how Alcuin used the only technology available to him, writing, to maintain his relationships and continue to impart knowledge and attempt to influence his former pupils. These letters further demonstrate the different stages and methods for education. While Alcuin used the physical classroom in Tours to teach the seven liberal arts, the study of exegesis took place among the well-trained aristocratic and intellectual elite, who had the ability to closely control the production and dissemination of the “correct” interpretation of Scripture

Self-Regulation and Cognitive Load as Mediating Factors for Tailored Interactive Multimedia Instruction

The primary purpose of this dissertation was to explore whether self-regulation or cognitive load have mediating effects on both learning experiences and learning effectiveness in tailored versus non-tailored interactive multimedia instructional (IMI) training. Although, there is a plethora of literature looking at the impact of cognitive load in IMI (Clark, 2008; Mayer, 2005; Mayer, 2008; Mayer, Griffith, Jurkowitz, & Rothman, 2008; Sweller, 2011) or looking at self-regulation (Pintrich, 2000a, 2000b; Schunk, Meece, & Pintrich, 2012; Zimmerman et al., 2000) separately, there is limited literature that looks at self-regulation and cognitive load in tailored IMI instruction, and even less literature examining these variables within the military population. Participants were soldiers both junior and senior in their military career attending a leadership based course at two different Army installations. Several measures were used to collect data both prior to (MSLQ, demographics, pretest) and after (learning experiences survey, NASA-TLX, posttest) soldiers engaged in the IMI training. Data analysis involved the use of quantitative statistical procedures to test levels of significance, along with the magnitude of relationships between the different variables. Results indicate that individuals who came into the training with self-regulation skills tended to score better on the pretest but by the time they reached the posttest these differences did not appear to have a significant impact on learning. Additionally, self-regulation and cognitive load appeared to have different effects on participants depending on their learning experiences and career experience

Big Data Computing for Geospatial Applications

The convergence of big data and geospatial computing has brought forth challenges and opportunities to Geographic Information Science with regard to geospatial data management, processing, analysis, modeling, and visualization. This book highlights recent advancements in integrating new computing approaches, spatial methods, and data management strategies to tackle geospatial big data challenges and meanwhile demonstrates opportunities for using big data for geospatial applications. Crucial to the advancements highlighted in this book is the integration of computational thinking and spatial thinking and the transformation of abstract ideas and models to concrete data structures and algorithms

The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages

This recommended "time planner" has been included so that you have some idea of how much time you will need for each of the lessons. One of the aims of this package is to ensure that teachers do not have to deviate more than is necessary from their normal Std 8 lessons on the structure and function of cells. However, teachers are asked to include the following introductory exercises when they teach the section on the cell. Please emphasis strongly (to the pupils) that this is NOT extra work irrelevant to the syllabus. These lessons are to assist them to develop skills which are absolutely essential for them to succeed as biology scholars. Thereafter the teaching is left to the teacher. However, teachers are asked to incorporate the worksheets on cell organelles. and other relevant exercises, into those lessons in which they deal with those organelles. As teachers will realise. the active involvement of pupils in the learning task inevitably means that more time is spent teaching that section of work. Thus some of the tasks are for pupils to complete at home. Teachers are asked to ensure that pupils do complete these exercises, and that they have some sort of follow-up in class, even if it is merely a class display of drawings which have been don

Equivalences in Euler-based diagram systems through normal forms

AbstractThe form of information presented can influence its utility for the conveying of knowledge by affecting an interpreter’s ability to reason with the information. There are distinct types of representational systems (for example, symbolic versus diagrammatic logics), various sub-systems (for example, propositional versus predicate logics), and even within a single representational system there may be different means of expressing the same piece of information content. Thus, to display information, choices must be made between its different representations, depending upon many factors such as: the context, the reasoning tasks to be considered, user preferences or desires (for example, for short symbolic sentences or minimal clutter within diagrammatic systems). The identification of all equivalent representations with the same information content is a sensible precursor to attempts to minimise a metric over this class. We posit that defining notions of semantic redundancy and identifying the syntactic properties that encapsulate redundancy can help in achieving the goal of completely identifying equivalences within a single notational system or across multiple systems, but that care must be taken when extending systems, since refinements of redundancy conditions may be necessary even for conservative system extensions. We demonstrate this theory within two diagrammatic systems, which are Euler-diagram-based notations. Such notations can be used to represent logical information and have applications including visualisation of database queries, social network visualisation, statistical data visualisation, and as the basis of more expressive diagrammatic logics such as constraint languages used in software specification and reasoning. The development of the new associated machinery and concepts required is important in its own right since it increases the growing body of knowledge on diagrammatic logics. In particular, we consider Euler diagrams with shading, and then we conservatively extend the system to include projections, which allow for a much greater degree of flexibility of representation. We give syntactic properties that encapsulate semantic equivalence in both systems, whilst observing that the same semantic concept of redundancy is significantly more difficult to realise as syntactic properties in the extended system with projections.</jats:p