Reasoning-Supported Quality Assurance for Knowledge Bases

The increasing application of ontology reuse and automated knowledge acquisition tools in ontology engineering brings about a shift of development efforts from knowledge modeling towards quality assurance. Despite the high practical importance, there has been a substantial lack of support for ensuring semantic accuracy and conciseness. In this thesis, we make a significant step forward in ontology engineering by developing a support for two such essential quality assurance activities

OBA: Supporting Ontology-Based Annotation of Natural Language Resources

Abstract. In this paper, we introduce OBA – an application for NLP-based annotation of natural language texts with ontology classes and relations. OBA provides support for different tasks required for semi-automatic semantic annotation. Among other things, it supports creating manual semantic annotations in order to enrich the set of lexical patterns, automatically annotating large corpora based on specified lexical patterns, and evaluating the results of semantic annotation.

Semi−Automatic Revision of Formalized Knowledge

Abstract. Quality control is an essential task within ontology devel-opment projects especially when the knowledge formalization is par-tially automatized. In this paper, we propose a reasoning-based, inter-active approach to support the revision of formalized knowledge. In this approach, the evaluation decisions taken by a human expert are propagated in order to automatically evaluate axioms and thereby reduce the number of axioms that have to be manually evaluated. Additionally, we propose a ranking technique to further increase the effectiveness of ontology revision and provide an evaluation in terms of effort reduction with encouraging results.

Forgetting in General EL Terminologies

Okul yöneticilerinin motivasyonlarına etki eden faktörler, gelişen teknoloji ve değişen koşullara bağlı olarak günden güne farklılık göstermektedir. Bu nedenle eğitim kurumu yöneticilerinin motivasyonları hemen her eğitim kurumunda farklılaşmakta ya da değişiklik göstermektedir. Bu çalışma İstanbul İli Silivri İlçesinde eğitim kurumlarında yönetici olarak görev yapmakta olan 132 okul yöneticisi arasında uygulanan anket ve araştırmaya dayalı olarak yürütülmüş; onların tutum belirleme ve görüşleri doğrultusunda motivasyonlarını artırmak için hangi konuların daha önemli olduğunun belirlenmesine, motivasyon faktörlerinin tespit edilmesine ve bunların içsel-dışsal faktörler bağlamında ayrıcalık gösterip göstermediğine ulaşılmaya çalışılmıştır. Çalışmanın ilk bölümünde motivasyon ve ilgili temel kavramlar, kapsam ve süreç teorileri, motivasyonda yeni gelişmeler hakkında bilgi verilmiştir. İkinci bölümde yönetici ve yönetim kavramları ile yönetim teorileri, eğitimde motivasyon ile okul yöneticilerinin motivasyonu ile ilgili kavramlar ve gelişmeler ele alınmıştır. Üçüncü bölümde ise bulgular ve yorumlar ele alınmış. Uygulamada 4 sorudan oluşan anketin ilk bölümünde demografik özellikler, ikinci bölümünde ise 30 sorudan oluşan beşli Likert tipi ölçek kullanılarak yöneticilerin motivasyonunu etkileyen faktörler ortaya konulmaya çalışılmıştır.According to developing technology and changing life conditions, the factors which have been acting on the motivations of school managers differ from the previous ones day to day. Therefore, the motivations of educational institution managers also differ or change in almost every educational institution. This study has been performed based on the research and survey among 132 of school managers who have been working as educational institution manager in Silivri, Istanbul. According to their points of view and the attitudes, it has been aimed to determine which subjects are more important to increase their motivation and whether or not these subjects differ in the context of internal or external factors. In the first part of the study, the information has been given about the basic concepts, scope and process theories, innovations and developments of motivation. In the second part, it has been addressed to the concepts and developments of management and managing, theories of management, motivation in education and motivation of school managers. In the last part, it has been included the findings and comments about the research and survey. In practice; in the first part of the 4 questioned survey, there have been demographic characteristics, in the second part; there has been a 30 questioned survey with a five Likert typed scale. By using the surveys, It has been attempted to put forward the factors acting on the motivations of managers