Towards data sharing economy on Internet of Things: a semantic for telemetry data

Internet of Things (IoT) provides data processing and machine learning techniques with access to physical world data through sensors, namely telemetry data. Acquiring sensor data through IoT faces challenges such as connectivity and proper measurement requiring domain-specific knowledge, that results in data quality problems. Data sharing is one solution to this. In this work, we propose IoT Telemetry Data Hub (IoT TeleHub), a general framework and semantic for telemetry data collection and sharing. The framework is principled on abstraction, layering of elements, and extensibility and openness. We showed that while the framework is defined specifically for telemetry data, it is general enough to be mapped to existing IoT platforms with various use cases. Our framework also considers the machine-readable and machine-understandable notion in regard to resource-constrained IoT devices. We also present IoThingsHub, an IoT platform for real-time data sharing based on the proposed framework. The platform demonstrated that the framework could be implemented with existing technologies such as HTTP, MQTT, SQL, NoSQL.

Designing a Framework of Ethnomedicinal Plant Knowledge Integration Using OSS

Indigenous knowledge refers to the knowledge, innovations, and practices of indigenous communities. Ethnic groups are repository knowledge of herbal medicine. Many indigenous people use several plants for medicinal preparations, and these medicines are known as ethnomedicine. It has developed from experience gained over centuries. Species of ethnomedicinal plants are threatened in most of nations due to overexploitation, habitat loss, destructive harvesting techniques, unsustainable trade, and deforestation. Documented indigenous knowledge on ethnomedicine forms part of the documentary heritage of the nation. The chapter will provide a framework for design an information retrieval system for ethnomedicine or knowledge on medicinal plants that are used to manage human ailments. The framework will be prepared, established on the open source software (OSS), and is appropriate not only for documentation but also beneficial for retrieving domain-specific knowledge. The model provides a framework for resource integration digitally using Greenstone Digital Library (GSDL) software.

Knowledge Based Deep Inception Model for Web Page Classification

Web Page Classification is decisive for information retrieval and management task and plays an imperative role for natural language processing (NLP) problems in web engineering. Traditional machine learning algorithms excerpt covet features from web pages whereas deep leaning algorithms crave features as the network goes deeper. Pre-trained models such as BERT attains remarkable achievement for text classification and continue to show state-ofthe-art results. Knowledge Graphs can provide rich structured factual information for better language modelling and representation. In this study, we proposed an ensemble Knowledge Based Deep Inception (KBDI) approachfor web page classification by learning bidirectional contextual representation using pre-trained BERT incorporating Knowledge Graph embeddings and fine-tune the target task by applying Deep Inception network utilizing parallel multi-scale semantics. Proposed ensemble evaluates the efficacy of fusing domain specific knowledge embeddings with the pre-trained BERT model. Experimental interpretation exhibit that the proposed BERT fused KBDI model outperforms benchmark baselines and achieve better performance in contrast to other conventional approaches evaluated on web page classification datasets.

The Effect of Talk in Argument Text Construction

<p>Research on second language teaching and learning has to date focused primarily on the major skills of reading, writing, listening, and speaking but has treated them as relatively separate areas of investigation. By contrast this research investigates the role of one skill, speaking, in the performance of another, writing. The study investigates the effect of an instructional sequence that aimed to prepare upper high school students (Form 6/Grade 12) to write better argument essays. The sequence was experienced by the students in two ways. One way was for students to engage in talk with a peer before and during writing. The other way was for students to work in a solitary way. Qualitative data analysis compared the writing scores gained by students on two sets of variables: one to indicate the quality of text in general terms (Hamp-Lyons, 1986) and the other to indicate quality of text in terms of specific features of argument: claims, elaboration of claims, grounds and elaboration of grounds (Toulmin, 1958; Toulmin, Rieke and Janki, 1984). The results of the qualitative analysis indicate that opportunity to work with a peer before and during writing had a limited and specific effect on the texts that students wrote. Positive effects for opportunity to talk were seen in the quantity of grounds-related material, but only when students wrote texts that appeared to require more content and domain-specific knowledge (Alexander, Schallert and Hare, 1991). It appeared that talk could operate to help students access relevant prior knowledge (Alexander, Schallert and. Hare, 1991) to support the claims made in their argument texts. Working in a solitary way resulted in significantly better mean scores for linguistic accuracy and complexity. This finding is not consistent with claims made in the output hypothesis (Swain, 1985; Swain, 1995; Swain and Lapkin, 1995). One explanation is that students working together may not have been 'pushed' to consider aspects of language form in attempts to communicate meaning. Another is that this did occur but consideration of form did not transfer to subsequent writing. Another variable that appeared to influence writing quality was the level of resourcing provided for the writing task. Access to textual resources (input in the form of cohesive and linear text) appeared significantly to affect all three of the general measures of text quality, suggesting that textual input is a valuable linguistic and rhetorical resource for writers. When students' texts were analysed specifically for frequency of features of argument, different effects were found for levels of resourcing. Claims and elaboration of claims were most affected by the semi-resourced form of input represented by fact sheets (lists of propositions). Students appeared to make use of input in the form of fact sheets for meeting claim-like requirements in their texts. This might have been because the fact sheets represented information in a way that required the least amount of transformation to be accessible and useful. Analysis of transcript data was carried out on three selected pairs of students to explore the nature of the talk which produced significant and positive results. The type of talk associated with the pair that showed the greatest scores was qualitatively different in terms of the amount and topic of substantive talk and the frequency of responses to initiations. The talk also operated to push each participant, particularly the weaker of the two, to respond, explain and elaborate. The fact that the weaker student in the most productive pair made use of what he articulated suggested that, for him, the talk appeared to set the discourse parameters of the writing task. In addition, the results of the study pointed to the fact that speaking with a partner, particularly a more expert partner, before and during writing can bring positive effects particularly for drawing on relevant prior knowledge thereby enhancing content and domain-specific knowledge. A proficient and interactionally expert partner can promote discussion of relevant prior knowledge useful for supporting claims made in argument texts. The analysis of transcript data indicates that few students show interactional proficiency and that this may prove a worthwhile focus for pedagogy. The present study supports the line of research in collaborative learning (Cohen, 1994) as it has explored the conditions under which positive effects on writing are likely to occur. Research may profitably continue to explore the features of successful interaction and the conditions that successful interaction creates, particularly as it enables better writing. Not only are conditions worthy of further research, so too are effects, as they are likely to operate on different aspects of writing and in different genres. Constraints operating particularly in the area of argument need to continue to be explored empirically. The present study has concluded with the belief that there is still much to know in the relationship between speaking and writing. For this reason, teachers may do well to pay careful consideration to the way in which pair and group tasks are managed in the classroom. This entails the provision of guidance and support for the participants so that purposeful interaction occurs.</p>

The Effect of Talk in Argument Text Construction

<p>Research on second language teaching and learning has to date focused primarily on the major skills of reading, writing, listening, and speaking but has treated them as relatively separate areas of investigation. By contrast this research investigates the role of one skill, speaking, in the performance of another, writing. The study investigates the effect of an instructional sequence that aimed to prepare upper high school students (Form 6/Grade 12) to write better argument essays. The sequence was experienced by the students in two ways. One way was for students to engage in talk with a peer before and during writing. The other way was for students to work in a solitary way. Qualitative data analysis compared the writing scores gained by students on two sets of variables: one to indicate the quality of text in general terms (Hamp-Lyons, 1986) and the other to indicate quality of text in terms of specific features of argument: claims, elaboration of claims, grounds and elaboration of grounds (Toulmin, 1958; Toulmin, Rieke and Janki, 1984). The results of the qualitative analysis indicate that opportunity to work with a peer before and during writing had a limited and specific effect on the texts that students wrote. Positive effects for opportunity to talk were seen in the quantity of grounds-related material, but only when students wrote texts that appeared to require more content and domain-specific knowledge (Alexander, Schallert and Hare, 1991). It appeared that talk could operate to help students access relevant prior knowledge (Alexander, Schallert and. Hare, 1991) to support the claims made in their argument texts. Working in a solitary way resulted in significantly better mean scores for linguistic accuracy and complexity. This finding is not consistent with claims made in the output hypothesis (Swain, 1985; Swain, 1995; Swain and Lapkin, 1995). One explanation is that students working together may not have been 'pushed' to consider aspects of language form in attempts to communicate meaning. Another is that this did occur but consideration of form did not transfer to subsequent writing. Another variable that appeared to influence writing quality was the level of resourcing provided for the writing task. Access to textual resources (input in the form of cohesive and linear text) appeared significantly to affect all three of the general measures of text quality, suggesting that textual input is a valuable linguistic and rhetorical resource for writers. When students' texts were analysed specifically for frequency of features of argument, different effects were found for levels of resourcing. Claims and elaboration of claims were most affected by the semi-resourced form of input represented by fact sheets (lists of propositions). Students appeared to make use of input in the form of fact sheets for meeting claim-like requirements in their texts. This might have been because the fact sheets represented information in a way that required the least amount of transformation to be accessible and useful. Analysis of transcript data was carried out on three selected pairs of students to explore the nature of the talk which produced significant and positive results. The type of talk associated with the pair that showed the greatest scores was qualitatively different in terms of the amount and topic of substantive talk and the frequency of responses to initiations. The talk also operated to push each participant, particularly the weaker of the two, to respond, explain and elaborate. The fact that the weaker student in the most productive pair made use of what he articulated suggested that, for him, the talk appeared to set the discourse parameters of the writing task. In addition, the results of the study pointed to the fact that speaking with a partner, particularly a more expert partner, before and during writing can bring positive effects particularly for drawing on relevant prior knowledge thereby enhancing content and domain-specific knowledge. A proficient and interactionally expert partner can promote discussion of relevant prior knowledge useful for supporting claims made in argument texts. The analysis of transcript data indicates that few students show interactional proficiency and that this may prove a worthwhile focus for pedagogy. The present study supports the line of research in collaborative learning (Cohen, 1994) as it has explored the conditions under which positive effects on writing are likely to occur. Research may profitably continue to explore the features of successful interaction and the conditions that successful interaction creates, particularly as it enables better writing. Not only are conditions worthy of further research, so too are effects, as they are likely to operate on different aspects of writing and in different genres. Constraints operating particularly in the area of argument need to continue to be explored empirically. The present study has concluded with the belief that there is still much to know in the relationship between speaking and writing. For this reason, teachers may do well to pay careful consideration to the way in which pair and group tasks are managed in the classroom. This entails the provision of guidance and support for the participants so that purposeful interaction occurs.</p>

Problem Representation in Occupational Therapy

<p>Clinical reasoning is a fundamental component of occupational therapy practice. Educators, researchers and clinicians are faced with the challenge of understanding and fostering the acquisition of clinical reasoning skills. The aim of this study was to examine the internal problem representations held by students and clinicians in respect of clients they had been treating for a period of time. Such representations form the basis on which treatment is formulated so are highly influential in the clinical reasoning process. The ultimate purpose of the study was to identify educational strategies that could be used to assist students to develop clinical reasoning skills. Understandings gained from the literature and from observation, indicated that there would be differences between novices and experts and that the work setting would affect problem representation. Thus the influence of experience and location was the primary focus of the study. To place the study within the context of the occupational therapy literature, the beliefs underlying problem representation were also explored to determine whether or not these were consistent with the philosophical assumptions identified in the literature. The method of investigation was an interview with pre-determined questions. The interview was consistent with the theory base of the study (ie. information processing), but the analysis also included the investigation of qualitative aspects. To ensure a developmental perspective was gained, respondents included students on two different levels of an occupational therapy course and clinicians who were currently practicing. The total number of respondents was 67 ie. 14 stage II students, 31 stage III students (ie. in their final year) and 22 clinicians. The study illustrated that the environmental context affects problem representation in respect of both the amount of data to be considered and the nature of that data. Differences between students' and clinicians' representation of the problem were related to qualitative aspects rather than identification of the elements relevant to treatment planning. In particular, clinicians were more able to elaborate on the data, justify their responses and provide a humanistic perspective beyond the more technical aspects of knowing the clients concerns. The beliefs governing thinking about treatment, demonstrated consistency with the occupational therapy literature (apart from one assumption). A major finding of this study is that the development of schemata related to practice areas is the basis of sound reasoning and justification of treatment planning decisions. Both domain specific knowledge and an understanding of the environmental context are important to the forming of these schemata. The implication for teaching is that the wealth of experiential knowledge that is gained by students while on clinical practice should be tapped to enable them to make links with academic knowledge and thus develop a comprehensive problem representation.</p>

Problem Representation in Occupational Therapy

<p>Clinical reasoning is a fundamental component of occupational therapy practice. Educators, researchers and clinicians are faced with the challenge of understanding and fostering the acquisition of clinical reasoning skills. The aim of this study was to examine the internal problem representations held by students and clinicians in respect of clients they had been treating for a period of time. Such representations form the basis on which treatment is formulated so are highly influential in the clinical reasoning process. The ultimate purpose of the study was to identify educational strategies that could be used to assist students to develop clinical reasoning skills. Understandings gained from the literature and from observation, indicated that there would be differences between novices and experts and that the work setting would affect problem representation. Thus the influence of experience and location was the primary focus of the study. To place the study within the context of the occupational therapy literature, the beliefs underlying problem representation were also explored to determine whether or not these were consistent with the philosophical assumptions identified in the literature. The method of investigation was an interview with pre-determined questions. The interview was consistent with the theory base of the study (ie. information processing), but the analysis also included the investigation of qualitative aspects. To ensure a developmental perspective was gained, respondents included students on two different levels of an occupational therapy course and clinicians who were currently practicing. The total number of respondents was 67 ie. 14 stage II students, 31 stage III students (ie. in their final year) and 22 clinicians. The study illustrated that the environmental context affects problem representation in respect of both the amount of data to be considered and the nature of that data. Differences between students' and clinicians' representation of the problem were related to qualitative aspects rather than identification of the elements relevant to treatment planning. In particular, clinicians were more able to elaborate on the data, justify their responses and provide a humanistic perspective beyond the more technical aspects of knowing the clients concerns. The beliefs governing thinking about treatment, demonstrated consistency with the occupational therapy literature (apart from one assumption). A major finding of this study is that the development of schemata related to practice areas is the basis of sound reasoning and justification of treatment planning decisions. Both domain specific knowledge and an understanding of the environmental context are important to the forming of these schemata. The implication for teaching is that the wealth of experiential knowledge that is gained by students while on clinical practice should be tapped to enable them to make links with academic knowledge and thus develop a comprehensive problem representation.</p>

A Feature-Independent Hyper-Heuristic Approach for Solving the Knapsack Problem

Recent years have witnessed a growing interest in automatic learning mechanisms and applications. The concept of hyper-heuristics, algorithms that either select among existing algorithms or generate new ones, holds high relevance in this matter. Current research suggests that, under certain circumstances, hyper-heuristics outperform single heuristics when evaluated in isolation. When hyper-heuristics are selected among existing algorithms, they map problem states into suitable solvers. Unfortunately, identifying the features that accurately describe the problem state—and thus allow for a proper mapping—requires plenty of domain-specific knowledge, which is not always available. This work proposes a simple yet effective hyper-heuristic model that does not rely on problem features to produce such a mapping. The model defines a fixed sequence of heuristics that improves the solving process of knapsack problems. This research comprises an analysis of feature-independent hyper-heuristic performance under different learning conditions and different problem sets.

The Dirty League: English Premier League Provides Higher Incentives for Fouling as Compared to other European Soccer Leagues

Fouling in soccer has been studied from an ethical standpoint as a measure of aggression. However, there is limited research related to fouling for performance. The present study investigated fouling as a factor influencing performance in European soccer leagues. Out of possession fouls (FPGNorm), yellow cards (YCFNorm), and their ratio (YCPFPG) were used as predictors of points (Pts) and goals conceded (GA) at the end of the season using three separate linear regression models. Furthermore, 5-fold cross-validation was used to measure out sample reliability. All the models significantly predicted GA and Pts (p < 0.001). Models predicting GA showed higher reliability than models predicting points. Cross validation (CV) results suggested that FPGNorm and YCPFPG models showed a small standard deviation (SD) in the R2 results whereas the results from YCFNorm were not reliable to high SD in the 5-fold CV results. In summary, FPGNorm and YCPFPG seem to predict success (low GA and high Pts) across European soccer leagues, with EPL showing the maximum effect. The findings of the current study and the methodology can be applied to an actual game analysis by coaches in multiple invasion sports. Normalizing for out of possession time is a crucial step for the time spent in particular phases of play, which has not been done in previous research while analyzing ‘key performance indices’ (KPIs). Normalization can successfully introduce domain-specific knowledge into predictors, which can be used in complex algorithms improving predictions and investigation of underlying mechanisms.