Ontology Development Through Concept Maps Using Text Indices

Ontology Development Through Concept Maps Using Text Indices Abstract- Ontology acts as a platform for knowledge sharing and description to represent a particular domain in the form of customized web information gathering. While developing those ontologies for a particular domain, it emphasizes the knowledge base across the global information than the local in information. In this project represent a customized ontology system for a particular domain. Data mining is chosen as a domain to represent its concepts and scope globally. This system is developed by comparing the pre-existing ontologies on Data Mining and merging the essential features associated with it. Finally the ontological model developed for the domain Data Mining is represented as conceptual map using protà ©gà ©. The conceptual map helps in identifying the relationships between the concepts based on the semantics of the terms. Concept map can be in various different forms. Among that we represent the concept map for data mining in Onto-Graph. Index Terms- Concept Map Mining, Concept Map generation, Text Mining. 1. INTRODUCTION Various tools and techniques are used in the progress of the education field to attain the higher results and quality. Data Exploration is the practice of using visualization techniques to find unforeseen relationships between data points or sets of points in a large databases. Visualization techniques can also be applied to information that is already known. The purpose of any visualization to be used in an educational context is to facilitate the learning of some knowledge (idea, concept, fact, algorithm, relationship). In order to accomplish visualization it must make connections between the knowledge learner and the knowledge being taught. Conceptual structures such as concept maps, topic maps and conceptual graphs deal with organizing, processing and visualizing the domain knowledge in Web based educational systems (WBES)[1]. Concept maps are anticipated in order to overcome the shortcomings of mind map. Concept Maps are graphical representation of knowledge that are comprised of concepts and the relationships between them. Usually concepts are encapsulated in circle or boxes. The relationship between concepts is articulated in linking phrases, e.g., gives rise to, results in, is required by, or contributes to. Concept map uses the triple form concept-link-concept. Concept mapping is a tested, intuitive, low entry-cost technique for knowledge capture and composition. In Concept map concepts are represented in a hierarchical fashion with the most inclusive, most general concepts at the top of the map and the more specific, less general concepts arranged at the bottom level. Concept and web ontology language represent the same domain knowledge. Concept map comprises the nodes and labels and Web Ontology Language (OWL) have the classes, instances and properties. Figure 1.1 Correspondence of Main Ontology Elements To Concept Map The article is further organized as follows. In section 2 related works on conceptual map are narrated in a nutshell. In section 3 the keyword extraction and concept map generation is presented. In Section 4 the evaluation and implementation methods are described. The results and discussions and the conclusion are briefly discussed in section 5. 2. RELATED WORKS The main aim of this chapter is to describe the theoretical foundations and relevant background of concept map creation. It also brings out the different definitions of ontology an overview of keyword extraction, ontology creation, and concept maps the main aim of the project is to develop the domain ontology for Data Mining in order to provide the knowledge base in that domain. At this stage it is essential to have a glance about the pre-existing similar kind of ontology and grasp the knowledge base on that ontologies. There are various researches done on the concept of domain ontology especially on Data Mining. Ontology Ontology is a formal, explicit specification of a shared conceptualization[2]. It is formally represents knowledge as a set of concepts within a domain, and the relationships between pairs of concepts. It can be used to model a domain and support reasoning about concepts. It provides a shared vocabulary, which can be used to model a domain, that is, the type of objects and/or concepts that exist, and their properties and relations. Visualization A good visualization certainly has to do more, but these criteria are useful to draw the line between a lot of things that are often called visualization and what we consider visualization in this field[3]. Based on (non-visual) data. A visualization’s purpose is the communication of data. That means that the data must come from something that is abstract or at least not immediately visible (like the inside of the human body). This rules out photography and image processing. Visualization transforms from the invisible to the visible[4]. Produce an image. It may seem obvious that a visualization has to produce an image, but that is not always so clear. Also, the visual must be the primary means of communication, other modalities can only provide additional information. If the image is only a small part of the process, it is not visualization[5]. Concept Map concept map is a diagram that depicts suggested relationships between concepts. A concept map typically represents ideas and information as boxes or circles, which it connects with labeled arrows in a downward-branching hierarchical structure. Concept maps are a way to develop logical thinking and study skills by revealing connections and helping students see how individual ideas form a larger whole. Concept maps were developed to enhance meaningful learning in the sciences. A well-made concept map grows within a context frame defined by an explicit focus question, while a mind map often has only branches radiating out from a central picture[6]. Concept Map History Concept Maps (CM) were introduced by Joseph Novak as a way to assess childrens understanding of science with graphical tools to organize and represent knowledge (Novak Gowin, 1984)[7]. In a CM, concepts are represented in boxes that are linked by labeled relationships; two related concepts (including their link) form a proposition or semantic unit. Concepts are also arranged hierarchically such that more general concepts are located higher on the map and specific concepts such as examples are located lower. Novak defines a concept as a perceived regularity in events or objects, or records of events or objects designated by a label. A concept by itself does not provide meaning, but when two concepts are connected using linking words or phrases, they form a meaningful proposition. Figure 2.1 Concept Map Using Tools Kuo-En Chang et.al.,[8] have developed the Effect of Concept Mapping to Enhance Text Comprehension and Summarization. Graphic strategies, such as graphic organizers and knowledge maps, have proved helpful for text learning, certain important application issues such as surface processing and cognitive overload have yet to be resolved. The authors tested the learning effects of a concept-mapping strategy. They designed three concept-mapping approaches—map correction, scaffold fading, and map generation—to determine their effects on students’ text comprehension and summarization abilities. The experimental results showed that the map-correction method enhanced text comprehension and summarization abilities and that the scaffold-fading method facilitated summarization ability. Nian-Shing et. al.,[9]. Chan have developed the Mining e-Learning domain concept map. Recent researches have demonstrated the importance of concept map and its versatile applications especially in e-Learning. For example, while designing adaptive learning materials, designers need to refer to the concept map of a subject domain. Moreover, concept maps can show the whole picture and core knowledge about a subject domain. Research from literature also suggests that graphical representation of domain knowledge can reduce the problems of information overload and learning disorientation for learners. However, construction of concept maps typically relied upon domain experts in the past; it is a time consuming and high cost task. Concept maps creation for emerging new domains such as e-Learning is even more challenging due to its ongoing development nature. The aim of this paper is to construct e-Learning domain concept maps from academic articles. The authors have adopted some relevant jo urnal articles and conference papers in e-Learning domain as data sources, and applied text-mining techniques to automatically construct concept maps for e-Learning domain. The constructed concept maps can provide a useful reference for researchers, who are new to the e-Leaning field, to study related issues, for teachers to design adaptive learning materials, and for learners to understand the whole picture of e-Learning domain knowledge. A system is developed to realize the whole process of automatic concept map construction for e-Learning domain. These processes are needed only once for constructing concept map database. Clariana .B et, al.,[9] have developed A Computer-Based Approach For Translating Text into Concept Map-Like Representations . Essays, concept maps provide a visual and holistic way to describe declarative knowledge relationships, often providing a clear measure of student understanding and most strikingly, highlighting student misconceptions. This article presents a computer-based approach that uses concept-map like Pathfinder network representations to make visual students’ written text summaries of biological content. A software utility called ALA-Reader was used to translate students’ written text summaries of the heart and circulatory system into raw proximity data, and then Pathfinder PCKNOT software was used to convert the proximity data into visual PFNets. The validity of the resulting PFNets as adequate representations of the students’ written text was considered by simply asking the students and also by comparing the correlation of human rater scores to the PFNet agreement-with-an-expert scores. The concept-map like PFNet representations of texts provided students (and their instructor) with another way of thinking about their written text, especially by highlighting correct, incorrect, and missing propositions in their text. This paper provides an overview of the approach and the pilot experimental results. The actual poster session will in addition demonstration the free ALA-Reader software and will also how to procure and use PCKNOT software. Method and Tools Twenty-four graduate students who are experienced practicing teachers enrolled in an educational assessment course used Inspiration software to create concept maps on the structure and function of the human heart while researching the topic online. Later outside of class, using their concept map they wrote text summaries as a precursor for the in-class activities of scoring the concept maps and text summaries (essays). In class, students discussed multiple scoring approaches and then working in pairs, scored all of the text summaries using a 5-point rubric that focused on three areas, content, style, mechanics, and overall. Tools: ALA-Reader software PCKNOT software Comparing text scores (from human raters)to the ALA-Reader/PFNet text scores. In this pilot study, graduate students used Inspiration software to create concept maps while researching the structure and function of the human heart online, these concept maps were used to write text summaries, and then the text summaries were translated into concept map-like representations using computer-based software tools. The findings suggest that this approach captures some aspects of science content and/or process knowledge contained in the students’ text summaries. The concept-map like PFNet representations of texts provides students (and their instructor) with another way of thinking about their written text and their science content knowledge, especially by highlighting correct, incorrect, and missing propositions. Given a little thought, there are multiple ways that this approach can be used instructionally. For example, one of our near term goals is to embed the text-to-map system into writing software and also to use the approach for answer judging (relative t o an expert) of extended constructed response items in online instruction[10]. 3. KEYWORD EXTRACTION AND CONCEPT MAP GENERATION A good concept map contains only relevant concepts (a perceived regularity in events or objects, or records of events or objects, designated by a label), connected by linking words into coherent propositions. On deciding what concepts to include in a concept map, and on linking them properly the author’s reflection is required . Concept maps have been used to support reading and writing activities, what is known as Text Concept Mapping (TCM) . The activities usually consist on summarizing the key ideas in a piece of text, and there are three ways of doing it: Building a concept map from scratch, fixing a previously built concept map and studying a concept map. In the first activity the students build a concept map without any support, in the second activity the teacher builds a map that has some errors and/or missing information that the students have to fix, and in the final activity the students study a concept map built by the teacher which summarizes the text. All activiti es have been shown to improve the students’ understanding on the readings’ topics . Concept Map Mining: Figure 3.1 CMM Process Concept Map Mining is defined as the extraction of concept maps from text that are useful in educational context. Its aim is to provide new ways to visualize the knowledge expressed in the text for human consumption. The CMM process consist on identifying the concept in a piece of text and the linking words that connect them. It has three sub-task which are: Concept Extraction, Relationship Extraction and summarization. The first task aims to identify every possible concept in the second aims to find all possible connections between the previous concepts and the third step consists on creating a reduced version of the map that summarizes the content, avoiding redundancy and maximizing coverage. This Concept Map Mining (CMM) is: The automatic extraction of concept maps from essays for educational purposes, and presented the analysis of a gold standard constructed for the purpose of evaluating the algorithms that will implement the task. The main goal of the analysis is to gain an understanding on the characteristics of the concept maps produced by human annotators when asked to create a summary of a piece of text. Such patterns will inform the design of the automatic algorithms that will implement CMM. 4. IMPLEMENTATION AND EVALUATION The main intention of the paper is generating the concept map from the Web Ontology Language (OWL) ontologies. Existing ontologies which are already available on the web pages are used as the input. Web ontology Language (OWL) has the classes and properties, data type properties and object properties. The importance of automatic methods to enrich knowledge bases from free text is acknowledged by the knowledge management and ontology communities. Developing a domain knowledge base is an expensive and time consuming task, and static knowledge bases are difficult to maintain. This is especially true in the domain of online training. Domain ontology is central of the knowledge base. This research focuses mainly on the domain model and describes a semiautomatic methodology and tool, to build domain ontologies from English text. Concept maps are tends to make the structure of a body of knowledge much more significant for human users than other forms of knowledge representation. Hence, easily validated and enriched by a domain expert. Concept maps also foster meaningful learning and index sentences at a fine-grained level, which is required for efficient indexing and retrieval. In order to promote interoperability and reuse, concept maps pass through an export process that outputs lightweight domain ontology. The objectives of the research work are: To present a overview of keyword extraction and ontology creation. To extracting the keywords automatically from given text using java coding in eclips. To analyzing the extracted keywords and build ontology manually. To propose a automatic concept map for ontology creation from text. To view the concept map using OWL API 3.4.2 (Protege). Figure 4.1 Overview of Keyword Extraction Figure 4.2 Using Keyword Generating the Concept Map in OntoGraf Tool 5. CONCLUSION A number of enhancements and extensions are possible. We would like to enrich the keyword extraction with new structures and explore other ways of expressing patterns. Moreover, further thorough ontology and concept map are need to develop automatically. Additionally, the different types or structure documents are not only converting text document into ontology in future other structure documents also convert into ontology automatically The proposed framework for generating the concept map from the OWL ontologies having the ability to generate the concept map in the very effective manner. This is the main advantage of this proposed framework. This framework is suitable to generate the concept map at the minimum number nodes upto the maximum of fifty nodes. The number of nodes has to be increased and make the possible to view the more contents and the relationship between the concepts. In future, more refinement and enhancement will be added in the concept map generating software. OWL file could be transformed independently from their construction tool. The visualization of the concept map has to be increased to improve the clear visual presentation of the concepts and relationship.

Cda Competency Goal 5

I do my part to maintain a well run purposeful program, responsive to participant needs. On their first day in our program, I make an effort to meet and greet our clients, the parents as well as the children. I ask the parents if they need any special requirements, accommodations or modifications to better service their children. I also ask the children which games they enjoy, and see if they have any questions for me about the program. This gives them an opportunity to know we have familiar activities that they are used to, gives them a chance to share their fears and worries about the program, and they also to get to know me a little better. With this information from the children, parents and our director, the counselors and I work together as planners, getting our weekly schedules for the children and taking turns delegating the activities. We come up with our own plans and put them together to form a enriched learning program. I attend monthly meetings, learning new ways to better service our clients, help each other and work together as a group. Our director is mostly our organizer, determining what our needs are. We discuss major issues such as safety and abuse, making me well aware of my responsibilities. As part of a cooperative co-worker, I do my personal best and help other counselors when they need assistance. I fill in for counselors if they need the day off and I am pretty good about schedule changes. We usually meet up before our day starts and talk about any issues we are having and try to find the best solutions for them. For our program to run smoothly, we must have all our paperwork in order. This includes organization and documentation of records. We do not have one set person for recordkeeping, but we all take part in keeping our paperwork up to date and properly put away. We have filing cabinets which contain copies and some originals of attendance sheets, bus rosters, allergy lists and medications, medical forms, daily log book, accident/incident reports, check payment logs and our own personal employee files. We fill out various forms on a daily basis and we must have everything signed and properly filed by the end of the day.

Norms in Security

Do international norms have an impact on security issues? Why? Norms can be understood as rules for standard behavior. Norms are a common belief or understanding usually shared by a majority. International norms are determined by the international community and they usually set the stage for the behavior of individual countries. These norms shape international as well as domestic security issues. These norms shape Inter-state behavior, they also shape the security policies of nation-states and they also serve to set certain normative standards about how the world should be.In this paper we will look at how the emergence of certain norms, taboos and International laws have contributed to International security concerns and sometimes also problems of mistrust. The major schools of International relations theory such as unilateralism and unrealism have not satisfactorily confronted the evolution of norms of Interstate behavior. However the constructivist literature draws on a variety of theoretical texts and empirical studies to argue that norms have illustrative power independent of structural and situational constraints. The belief that all norms are created by the powerful can be Halloween.As international norms have come to be shaped by a number of factors such as newer democracies, pressure groups, international and humanitarian organizations. Humanitarian values, global security, moral ethical behavior by powerful states are some of the values that have given direction to and reflect international norms as illustrated by the following quote. † The case of nuclear taboo is important theoretically because it challenges conventional views that international norms, especially in the security area, are created mainly by and for the powerful,† (Tangential, 2005, 7).The use of certain weapons or their prohibitions rather are shaped by factors that are not limited to decisions by nation states. The stimulation of a weapon and the mass opinion against it are responsible for giving rise to an international norm prohibiting that weapon. A case in the point is the chemical weapons. Stratifications of a weapon gives rise too taboo which then gets politicized. According to Price this is what ultimately led to the decision of countries In WI to refrain from the use of COW.In 1925 the Geneva Convention prohibited countries from first use of COW. An example Price (1995,77) states Is how In 1940 Britain considered resorting to COW In the occasion of a German Invasion but had to discard such thoughts as those acts would mark a departure from British traditions and principles. This shows that the public pollen mattered and public pollen highly consisted of principles that believed COW were Immoral and could not be used as a resort even In times of desperation.International norms however not always go In a singular deletion of cooperation and upholding of humanitarian values. Constructivist argue that international interactions can only advance international norms towards a culture of mutual help and friendliness. But this argument is not supported by the reality of International politics. Sometimes it triggers fresh rivalry or intensifies conflicts. An example here is during the five years from August 2003 to December 2008 seven rounds of Six Party Talks on nuclear issues on the Korean Peninsula.The outcome of the six nations' continuous interaction during this time, however, was not in North Koreans acceptance of the norm of non-proliferation, but in its conducting on May 25 2009 its second nuclear test. Even though the aim of the other five countries was to prohibit North Korea from doing so (Executing, 2011: 233-264). Thus, the idea of international norm indeed may be to uphold the supremacy of a few and states like North Korea like to defy that, Just like India and Pakistan as well.Hegemony advance new international norms to other states to accept norms set out by the Hegemony which originated to serve its own securi ty needs, by normative persuasion, external inducement, and internal reconstruction. Sometimes countries accept to do so as the prevailing internal conditions in its own country allow to recognize the importance of such a norm. In other cases, such a norm is against the national security interest of a Tate and that is where a conflict of interest arises. When Total Briar Payees became Indian Prime Minister, he authorized nuclear weapons testing at Popcorn.The United States forcibly condemned the testing, promised sanctions, and voted in favor of a United Nations Security Council Resolution condemning these tests at Popcorn. President Clinton during that time imposed heavy economic sanctions on India, which included cutting off all military and economic aid, freezing loans by American banks to state owned Indian companies, prohibiting the issue of American aerospace technology and uranium exports to India, and requiring the US to oppose all loan demands by India to international lend ing agencies . This created an air of mistrust.Indeed we see how international norms, and taboos affect security policies across the globe. Florin argues that the constructivist have not yet given a theoretical basis for explaining why one norm instead of the other becomes institutionalized (Florin, 1996: 40, 363-389). International norms have varying impacts on security issues globally. As an example , the middle east can react in a complete opposite way to a norm that is widely accepted by the others. In conclusion, we can say that international norms govern policy agendas concerning security for different states.International norms set standards of behavior for states in security matters. Failure to do so is followed by intense scrutiny by the international community. The case of Syria is an example of that. This is because international norms condemn certain weapons, or acts and as such they have strict adherence structures entailed in them. Breaking away from these norms has it s own consequences, it could lead to eyeing boycotted by other states, This of course affects how states think, act in relation to each other.This also affects how or what measures states can or will take in order to feel secure. On many occasions, adherence to international norms may make a state feel less secure and look weak in front of the eyes of its own citizens. Therefore what can be said is that yes, in some cases international norms have led to friendly cooperation between states, yet on other occasions, it has led to hostility accompanied by an unconventional arms race, triggering new international conflicts and intensifying already existing international conflicts.

Three Day Road - 1392 Words

Similarly, Xavier and Elijah from Three Day Road go through a path of losing love and friends eventually turning to enemies. To begin, Xavier and Elijah war quickly noticed by other comrades because of their hunting skills. Xavier and Elijah grew up with a native background where Xavier doesn’t see killing as an ordinary thing to do. This is seen when Xavier is being shot at for the first time. He witnesses how close it was for him to be killed, responding, â€Å"The other side wants to kill me, and I’ve never even seen their faces† (Boyden, 33). Much like Paul, Xavier share many similarities to show guilt, shame and innocence. Xavier as well as Paul, thinking for all his comrades and there service for the war. Showing how his culture has†¦show more content†¦Along with personal feelings, the same goes for everyone Paul witnessing his best friend’s death have impacted their group so that they cannot feel or care for each other. After a battle that left many injured. While Paul rests he thinks of how everyone is left on their own, claiming, We have lost all feeling for one another. We can hardly control ourselves when our hunted glance lights on the form of some other man. We are insensible, dead men, who through some trick, some dreadful magic, are still able to run and to kill (Remarque, 116). During another day in the trenches Paul sees many bodies everywhere, soldiers being killed in front of him. Losing everyone that was close to him has caused him to lose himself mentally making him unstable. He carries the pressure of telling the families which furthermore carriers his depression. He carries a comrade’s boots as they are passed down from soldiers after each owner dies, Paul carries these boots to represent unimportance of human life. In addition to young soldiers have to follow and look up to older generation and higher rank officers which lead to betrayal. 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