ASPER: Answer Set Programming Enhanced Neural Network Models for Joint Entity-Relation Extraction

A plethora of approaches have been proposed for joint entity-relation (ER) extraction. Most of these methods largely depend on a large amount of manually annotated training data. However, manual data annotation is time consuming, labor intensive, and error prone. Human beings learn using both data (through induction) and knowledge (through deduction). Answer Set Programming (ASP) has been a widely utilized approach for knowledge representation and reasoning that is elaboration tolerant and adept at reasoning with incomplete information. This paper proposes a new approach, ASP-enhanced Entity-Relation extraction (ASPER), to jointly recognize entities and relations by learning from both data and domain knowledge. In particular, ASPER takes advantage of the factual knowledge (represented as facts in ASP) and derived knowledge (represented as rules in ASP) in the learning process of neural network models. We have conducted experiments on two real datasets and compare our method with three baselines. The results show that our ASPER model consistently outperforms the baselines

GROUP OF SUOI BA ARCHAEOLOGICAL SITES (DAK NONG PROVINCE): DOCUMENTS, PERCEPTION, AND DISCUSSION

This article introduces the results of investigations and surveys from 2006 to 2017 of the group of Suoi Ba archaeological sites in Nhan Co commune, Dak R’Lap district (Dak Nong). The results reveal eight prehistoric archaeological sites in the Suoi Ba area, which are distributed over an area of about 20 hectares, equivalent to the size of an ancient village, and date from 3,500 to 2,000 years BP. In this study, the authors systematize materials, assess historical-cultural values, briefly outline the prehistoric cultural process at Suoi Ba during the late Neolithic and early Metal Age in Dak Nong, and discuss issues related to Suoi Ba relics in a broader context

Dyslexia and other reading problems: An optometric perspective

As vision care specialists, optometrists are often consulted when a child shows signs of reading difficulties which cannot be improved with standard remedial reading techniques. In many instances the child may have already been labeled as having dyslexia . Since this term is often abused, the optometrist should explore the problem and formulate his/her own diagnosis. This paper will give optometrists a working knowledge of how to help these children and how other professionals deal with reading difficulties. The role of the optometrist as a possible coordinator for this difficult diagnostic process which often involves many other professionals will be also be described