Combining machine learning and semantic web: A systematic mapping study

In line with the general trend in artificial intelligence research to create intelligent systems that combine learning and symbolic components, a new sub-area has emerged that focuses on combining Machine Learning components with techniques developed by the Semantic Web community - Semantic Web Machine Learning (SWeML). Due to its rapid growth and impact on several communities in thepast two decades, there is a need to better understand the space of these SWeML Systems, their characteristics, and trends. Yet, surveys that adopt principled and unbiased approaches are missing. To fill this gap, we performed a systematic study and analyzed nearly 500 papers published in the past decade in this area, where we focused on evaluating architectural and application-specific features. Our analysis identified a rapidly growing interest in SWeML Systems, with a high impact on several application domains and tasks. Catalysts for this rapid growth are the increased application of deep learning and knowledge graph technologies. By leveraging the in-depth understanding of this area acquired through this study, a further key contribution of this article is a classification system for SWeML Systems that we publish as ontology.</p

Discursively ‘Undoing’ and ‘Doing Europe’ the Austrian Way

Literature on European and national identities displays a tension between occasional observations of an emerging ‘banal Europeanism’ (Cram, 2009) and a dominant strand (e.g. Guibernau, 2007; Toplak & Šumi, 2012) that questions the viability of European identifications vis-à-vis historically entrenched nationalisms, particularly in the context of the debt crisis and the resulting (re)nationalization of European politics. This chapter builds on recent work on Austrian European Union (EU) scepticism and its contestation (Karner, 2013) to examine instances – in diverse media coverage, readers’ letters to the editor of Austria’s most widely read newspaper, internet platforms, political essays and party political positions – of national identity negotiations in relation to the EU and as articulated in the context of successive European crises and the most recent elections to the European Parliament. The qualitative, thematic analysis of these wide-ranging materials developed here draws on two key concepts in critical discourse analysis, the notions of deixis (Billig, 1995) or ‘rhetorical pointing’ and of the topos or ‘structure of argument’ (e.g. Reisigl & Wodak, 2001), which are complemented by a third theoretical tool, namely the anthropological concept of ‘grammars of identity’ (Baumann & Gingrich, 2004). The resulting discussion reveals the uneasy coexistence of (critical) Europeanisms and various national reassertions in Austria’s public sphere and their respective discursive features. Further, the theoretical approaches synthesized cast light on internal diversities within political positions that are often too monolithicly classified as being ‘simply’ pro- or anti-European respectively. Instead, the analysis presented here reveals a spectrum of (at least five) competing positions

Muscles, Morals and Mind: craft apprenticeship and the formation of person

The paper considers apprenticeship as a model of education that both teaches technical skills and provides the grounding for personal formation. The research presented is based on long-term anthropological fieldwork with minaret builders in Yemen, mud masons in Mali and fine-woodwork trainees in London. These case studies of on-site learning and practice support an expanded notion of knowledge that exceeds propositional thinking and language and centrally includes the body and skilled performance. Crafts – like sport, dance and other skilled physical activities – are largely communicated, understood and negotiated between practitioners without words, and learning is achieved through observation, mimesis and repeated exercise. The need for an interdisciplinary study of communication and understanding from the body is therefore underlined, and the paper suggests a way forward drawing on linguistic theory and recent neurological findings. It is argued that the validation and promotion of skilled practice as ‘intelligent’ is necessary for raising the status and credibility of apprentice-style learning within our Western systems of education