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1

THE EXPERT SYSTEMS (Systemy ekspertowe)

100%
Wiklinska M.
Zagadnienia Informacji Naukowej
|
2010
|
issue 1(95)
3-14
EN
The article discusses main features of the expert systems, their elements, and categorization, based on research literature. An expert system structure is presented, referring to the Polish legal systems, as well as knowledge representation and acquisition.
2

DOCUMENT-ORIENTED TRIPLESTORE BASED ON RDF/JSON

70%
Tomaszuk D.
Studies in Logic, Grammar and Rhetoric
|
2010
|
issue 22(35)
125-140
EN
This paper defines dokument-oriented database as RDF triplestore. It proposes an alternative mean of serializing RDF triples using JavaScript Object Notation (JSON), a lightweight representation format which emphasizes legibility and brevity. This paper proposes declarative SPARQL mapping method to object-oriented imperative query language. This query language uses RDF/JSON syntax. It means that the dokument-oriented database, such as MongoDB, could be a triplestore.
3

CONCEPT MAPS

61%
Habok A.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2008
|
vol. 63
|
issue 3
519-546
EN
The theory of concept mapping can be related to meaningful learning. Different definitions of concept maps are present in the international literature. It can be determined at least that the concept maps are graphical tools of knowledge representation. The most general concept is situated at the top of the map and the more specific concepts of domain are arranged hierarchically below. The included nodes apply to the important concepts and ideas. These are connected with lines and arrows that refer to relationship between the nodes. Concept maps can take several visual shapes: hub/spoke, linear, circular, tree and network/net. The network/net form is the arrangement that offers the best tool for meaningful learning. It consists of many levels, it shows complex interactions, the map integrity is high, the reorganization will be allowed. The PISA international research shows that Hungarian students use rote learning very often. Rote learning does not lead to applicable and recallable knowledge, the knowledge systems develop heavier and the elements remain isolated. It is helpful if the learning material is to be perceived visually, then the learner chooses rote learning more rarely in this way. The hierarchical arrangement of the information, the establishing of the concept's subsumption, the differentiation of the knowledge will be possible through meaningful learning. Concept mapping is a suitable tool to explore the prior knowledge of the students, to choose the main concepts during the process of a topic and reveal the relationship between them. The use of concept map helps to store the knowledge in the long term memory, to make our knowledge recall easier, to be related with many lines to each other. It establishes anchorage, which helps them store main ideas in the long term memory. The effectiveness of concept maps are established internationally, but the national empirical studies are waiting to be carried out. The aim of the study is to define concept maps, to present their theoretical basis, to analyze their relationship to meaningful learning and to present some international school programs targeted at the practical use of concept maps.
4

BUILDING BRIDGES BETWEEN EVERYDAY ARGUMENT AND FORMAL REPRESENTATIONS OF REASONING

41%
Debowska K., Lozinski P., Reed C.
Studies in Logic, Grammar and Rhetoric
|
2009
|
issue 16(29)
95-135
EN
Argumentation theory, as a subdiscipline of philosophy, concentrates on the human expression of reasoning. It is an ancient area of research which has been enjoying a renaissance over the past thirty years or so with the development of two distinct theoretical branches: informal logic and pragma-dialectics. Both of these areas have influenced the development of mathematical and computational models of arguments that since the mid 90's has seen an explosion in research interest and output: with the area currently supporting two annual workshop series, a biennial conference series, a slew of journal special issues and, from 2010, its own dedicated journal. The links between the philosophical and formal ends of argumentation research, however, have been relatively sparse and ad hoc. This paper aims to build a bridge between the two areas that supports a more rigorous and extensive exchange of ideas and results to the benefit of both fields.
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