Effective communication is dependent on agents correctly interpreting the messages exchanged, based on the entities (or vocabulary) within the messages, and their ontological definitions. As agents are not guaranteed to share the same vocabulary, correspondences (i.e. mappings between corresponding entities in different ontologies) should be selected that provide a (logically) coherent alignment between the agents’ ontologies. In this paper, we show how two agents, each possessing incomplete sets of private, heterogeneous (and typically ambiguous) correspondences, can each disclose a subset of these to facilitate agreement on the construction of an unambiguous alignment. We formally present an inquiry dialogue and illustrate how agents negotiate by exchanging their beliefs of the utilities of each correspondence. We empirically demonstrate how our distributed approach can still identify solutions that are typically 95% of the optimal solution (found centrally with complete information). Compared to reference alignments, our approach increases the precision of the resulting alignment by up to 40% whilst only slightly affecting recall, with each agent disclosing on average only 16.76% of its individual correspondences
This paper was presented at the Autonomous Agents and Multi-Agent Systems (AAMAS 2014) Conference.
More details can be found at http://cgi.csc.liv.ac.uk/~trp//Knowledge-Based-Agents.html
Logical inference and inquiry is a document about logic and logical reasoning. It discusses what logic is, including that it has two main parts - semantics and syntax. It also discusses logical inference as deriving conclusions from premises, and provides an example inference about dogs having four legs. The document outlines different rules of inference and their validity being based on form rather than truth. Finally, it discusses logical inquiry as any process aimed at increasing knowledge or solving problems, involving abductive, deductive and inductive reasoning.
Introduction to Biostatistics. This lecture was given as a part of the Introduction to Epidemiology & Community Medicine Course given for third-year medical students.
1. essential concepts for critical thinkingEcoligne
The document discusses several key concepts in critical thinking. It defines facts, assertions, and opinions as the building blocks of critical thinking. A theory is presented as our best attempt to explain phenomena based on current evidence. For a theory to be viable, it must be supported by evidence and make testable predictions. The value of a theory is judged by how well its hypotheses correspond with reality and evidence. Good critical thinking requires evaluating arguments and considering multiple perspectives.
The document discusses logic programming and propositional logic. It covers topics like:
- Logic is the study of valid reasoning and determining what conclusions follow from a set of premises.
- Propositional logic represents logical statements using variables and logical connectives. It deals with propositions that can be either true or false.
- Predicate logic extends propositional logic by allowing reasoning about objects and relationships using variables, predicates, functions and quantifiers.
- Logic programming languages like Prolog are based on predicate logic and allow defining facts and rules to represent relationships between objects. Prolog can be used to infer new facts by applying resolution and unification on queries against the defined facts and rules.
Inconsistencies of Connection for Heterogeneity and a New Rela,on Discovery M...Takafumi Nakanishi
The document discusses inconsistencies that arise when trying to discover relationships between heterogeneous datasets using traditional methods based on set theory and ordered relations. It presents proofs that ordered relations and transitive relations cannot be reliably applied when the datasets have different structures or orderings and their domains do not intersect. It argues that a new approach is needed to discover relationships between heterogeneous and changing datasets without requiring all relationships to be explicitly defined.
Logical inference and inquiry is a document about logic and logical reasoning. It discusses what logic is, including that it has two main parts - semantics and syntax. It also discusses logical inference as deriving conclusions from premises, and provides an example inference about dogs having four legs. The document outlines different rules of inference and their validity being based on form rather than truth. Finally, it discusses logical inquiry as any process aimed at increasing knowledge or solving problems, involving abductive, deductive and inductive reasoning.
Introduction to Biostatistics. This lecture was given as a part of the Introduction to Epidemiology & Community Medicine Course given for third-year medical students.
1. essential concepts for critical thinkingEcoligne
The document discusses several key concepts in critical thinking. It defines facts, assertions, and opinions as the building blocks of critical thinking. A theory is presented as our best attempt to explain phenomena based on current evidence. For a theory to be viable, it must be supported by evidence and make testable predictions. The value of a theory is judged by how well its hypotheses correspond with reality and evidence. Good critical thinking requires evaluating arguments and considering multiple perspectives.
The document discusses logic programming and propositional logic. It covers topics like:
- Logic is the study of valid reasoning and determining what conclusions follow from a set of premises.
- Propositional logic represents logical statements using variables and logical connectives. It deals with propositions that can be either true or false.
- Predicate logic extends propositional logic by allowing reasoning about objects and relationships using variables, predicates, functions and quantifiers.
- Logic programming languages like Prolog are based on predicate logic and allow defining facts and rules to represent relationships between objects. Prolog can be used to infer new facts by applying resolution and unification on queries against the defined facts and rules.
Inconsistencies of Connection for Heterogeneity and a New Rela,on Discovery M...Takafumi Nakanishi
The document discusses inconsistencies that arise when trying to discover relationships between heterogeneous datasets using traditional methods based on set theory and ordered relations. It presents proofs that ordered relations and transitive relations cannot be reliably applied when the datasets have different structures or orderings and their domains do not intersect. It argues that a new approach is needed to discover relationships between heterogeneous and changing datasets without requiring all relationships to be explicitly defined.
The document discusses using a hybrid approach combining predictability and the Dempster-Shafer method of modeling randomness and fuzziness. It provides motivation for considering external factors beyond what is in training data. Basic definitions of randomness and fuzziness are given. The Dempster-Shafer theory allows combining evidence from independent sources and handling contradictions. Several datasets are tested using a modified Dempster-Shafer approach to potentially increase predictive performance over solely using historic data.
Recent advances in technology have caused a proliferation of data and knowledge sources on a global scale. The ability to access and integrate these knowledge sources is crucial for critical decision making, and to facilitate this, knowledge-based intelligent applications (agents) need to resolve the differences between their knowledge models (ontologies).
We present preliminary work that allows two agents to jointly determine a single correspondence between two concepts in their respective ontologies, without the need for prior joint knowledge. The agents engage in a dialogue that permits the participants to exchange information about the concepts to support the assertion or rejection of a correspondence.
This paper was presented at the 15th Workshop on Computational Models of Natural Argument, 2015.
More details can be found at http://www.csc.liv.ac.uk/~trp/Knowledge-Based-Agents.html
This PPT slide presentation deals with the Meaning of hypothesis, Types of hypothesis, Parameters of a good hypothesis, Importance of hypothesis, Source of hypothesis, Format of hypotheis & Formulation of testable hypothesis.
Concept learning and candidate elimination algorithmswapnac12
This document discusses concept learning, which involves inferring a Boolean-valued function from training examples of its input and output. It describes a concept learning task where each hypothesis is a vector of six constraints specifying values for six attributes. The most general and most specific hypotheses are provided. It also discusses the FIND-S algorithm for finding a maximally specific hypothesis consistent with positive examples, and its limitations in dealing with noise or multiple consistent hypotheses. Finally, it introduces the candidate-elimination algorithm and version spaces as an improvement over FIND-S that can represent all consistent hypotheses.
DETECTING OXYMORON IN A SINGLE STATEMENTWarNik Chow
This document proposes a method to detect oxymorons in single statements by analyzing word vector representations. It introduces word vectors and word analogy tests. The proposed method constructs offset vector sets for antonyms and synonyms to check if word pairs in statements are contradictory. It applies techniques like part-of-speech tagging, lemmatization, and negation counting. The experiment uses pre-trained GloVe vectors and oxymoron/truism datasets with mixed results. Future work could apply dependency parsing and word embeddings specialized for antonyms to improve accuracy.
This document provides an overview of key concepts in theory building according to William G. Zikmund's book. It discusses the purposes of theory as prediction and understanding. A theory is defined as a set of general propositions used to explain relationships between observed phenomena. For a theory to be good, it must be valid, have generalization ability, and be replicable. Concepts abstract reality and are building blocks of theories, while propositions propose linkages between concepts. Hypotheses, which are empirically testable propositions, are developed from concepts and propositions. The scientific method involves both deductive and inductive reasoning to move from theories to hypotheses to empirical testing.
The document discusses the concept of uniformity across groups and individuals. It presents a formula using universality (u), vision (v), and focus areas (f) to calculate a harmony factor between groups and individuals. As an example, it outlines responses from 5 people on a scale of 1-9 for u, v, and f and shows how plotting these values can help ascertain group values while accounting for heterogeneity. The key idea is that uniformity is deceptive and research is needed to understand differences at both the group and individual level.
This document provides information about an upcoming midterm review for a logic course. It includes details about the exam such as its format, date, submission requirements, and policies. It also previews some of the key concepts that will be covered, including recognizing and diagramming arguments, deductive vs. inductive reasoning, and identifying common logical fallacies. The review aims to prepare students for a multiple choice exam on logical reasoning concepts that is due by March 8th at 11:59 PM with only one attempt allowed and no late submissions accepted.
Theory: Meaning and elements, Importance of theory, Development of theories, Theory development process, Functions of a Theory, Evaluation of a Theory, Concepts, Abstraction, Propositions, Hypotheses
This document discusses logic and critical thinking. It defines critical thinking as carefully examining claims rather than accepting them blindly. It also discusses paradoxes, the difference between deduction and induction, evaluating arguments, formal logic systems, informal fallacies, and the uses of logic. The goal of logic is to distinguish good reasoning from bad reasoning in order to think effectively and make wise decisions. Developing critical thinking skills allows one to carefully evaluate beliefs and opinions rather than passively accepting them.
Copy of midterm review logic 105 fall 2018.pptxrcruz27
This 3-sentence summary provides the high-level information about the document:
The document outlines a midterm review for a logic course, including that there will be 35 multiple choice, true/false questions worth a total of 100 points. Students have one attempt to complete the exam with no time limit by the due date of October 19th at 11:59 PM with no late submissions or exceptions allowed. The document also provides tips for students to prepare and review key concepts that will be covered on the exam such as recognizing arguments, deductive vs inductive arguments, validity and soundness, and common fallacies.
This document discusses introducing personality to argumentative agents. It begins by providing background on argumentation dialogues and current frameworks used to model these, including Dung's abstract framework and ASPIC+. It then discusses modeling personality based on the five factor model (FFM), which describes personality along five traits. A personality model is proposed that assigns strengths to relevant FFM facets and defines how these map to preferences over speech acts and attitudes in argumentation. The goal is to allow agents to reason according to their personality configuration. Research questions are posed around implementing this model in agents and modeling opponents' personalities.
The Evaluation ArgumentChapter 14, Practical ArgumentMig.docxtodd701
The Evaluation Argument
Chapter 14, Practical Argument
Mignette Dorsey
The Evaluation Argument
• Evaluate – To make a personal, value judgment about something
or someone. Ex. A product, service, program, work of literature,
etc.
• Do we evaluate options before we make decisions? Examples?
• Evaluation Argument (options)
1. Make a positive or negative judgment
2. Assert that someone else’s positive or negative judgment is
inaccurate
3. Comparative analysis where you prove one thing is superior to
another
The Evaluation Argument
• What makes another perceive that your evaluation is fair?
• Addressing the Opposing Point of View
• Evidence of bias (p. 477) – Bias can be detected by tone as evidenced
by word choice
• Criteria for Evaluation:
1. Answer the “why” question related to your assertion: Why are
afternoon classes better than morning classes - or vice versa?
2. Establish a list of criteria you will examine: Alertness, Instructor
accessibility, traffic
The Evaluation Argument
3. Comparing criteria - discuss drawbacks of morning classes versus
advantages of afternoon classes
• See pg. 479 re. Evaluation Argument structure
• Evaluation Grammar: Comparatives and Superlatives – page 484
Pop Quiz: Evaluation Essay
(Answers are on the last slide)
Write true or false for each item below:
1. Offering a solution to the problem of student plagiarism would be a
good topic for an evaluation essay.
2. Word choice is an important consideration in writing an evaluation
essay.
3. Word choice establishes the tone of an essay.
4. Of the five “Ws,” the “why” question is never the focus of an
evaluation essay.
5. When we “evaluate,” we make a value judgment about something
or someone.
Pop Quiz Answers: Evaluation Essay
• 1. False
• 2. True
• 3. True
• 4. False
• 5. True
The Evaluation Argument�Chapter 14, Practical ArgumentThe Evaluation Argument�The Evaluation ArgumentThe Evaluation ArgumentPop Quiz: Evaluation Essay�(Answers are on the last slide)Pop Quiz Answers: Evaluation Essay
Rhetoric, Persuasion,
Argumentation:
The Argumentative Essay
Mignette Dorsey
Engl 1302
What is Rhetoric?
• Rhetoric is the ancient art of
argumentation and discourse. When we
write or speak to convince others of what
we believe, we are "rhetors." When we
analyze the way rhetoric works, we are
"rhetoricians." The earliest known studies
of rhetoric come from the Golden Age,
when philosophers of ancient Greece
discussed logos, ethos, and pathos.
Carson-Newman University
https://web.cn.edu/.../resource rhet.html
https://web.cn.edu/kwheeler/logic.html
https://web.cn.edu/kwheeler/ethos.html
https://web.cn.edu/kwheeler/pathos.html
What is Rhetoric?
• Rhetoric / Persuasion is not only written
discourse. Marketing experts use rhetoric for the
purpose of persuading audiences to pay
attention to what they are selling. See
Google>advertisements>images
• Architects use rhetoric in building design.
Consider the message co.
The Evaluation ArgumentChapter 14, Practical ArgumentMig.docxarnoldmeredith47041
The Evaluation Argument
Chapter 14, Practical Argument
Mignette Dorsey
The Evaluation Argument
• Evaluate – To make a personal, value judgment about something
or someone. Ex. A product, service, program, work of literature,
etc.
• Do we evaluate options before we make decisions? Examples?
• Evaluation Argument (options)
1. Make a positive or negative judgment
2. Assert that someone else’s positive or negative judgment is
inaccurate
3. Comparative analysis where you prove one thing is superior to
another
The Evaluation Argument
• What makes another perceive that your evaluation is fair?
• Addressing the Opposing Point of View
• Evidence of bias (p. 477) – Bias can be detected by tone as evidenced
by word choice
• Criteria for Evaluation:
1. Answer the “why” question related to your assertion: Why are
afternoon classes better than morning classes - or vice versa?
2. Establish a list of criteria you will examine: Alertness, Instructor
accessibility, traffic
The Evaluation Argument
3. Comparing criteria - discuss drawbacks of morning classes versus
advantages of afternoon classes
• See pg. 479 re. Evaluation Argument structure
• Evaluation Grammar: Comparatives and Superlatives – page 484
Pop Quiz: Evaluation Essay
(Answers are on the last slide)
Write true or false for each item below:
1. Offering a solution to the problem of student plagiarism would be a
good topic for an evaluation essay.
2. Word choice is an important consideration in writing an evaluation
essay.
3. Word choice establishes the tone of an essay.
4. Of the five “Ws,” the “why” question is never the focus of an
evaluation essay.
5. When we “evaluate,” we make a value judgment about something
or someone.
Pop Quiz Answers: Evaluation Essay
• 1. False
• 2. True
• 3. True
• 4. False
• 5. True
The Evaluation Argument�Chapter 14, Practical ArgumentThe Evaluation Argument�The Evaluation ArgumentThe Evaluation ArgumentPop Quiz: Evaluation Essay�(Answers are on the last slide)Pop Quiz Answers: Evaluation Essay
Rhetoric, Persuasion,
Argumentation:
The Argumentative Essay
Mignette Dorsey
Engl 1302
What is Rhetoric?
• Rhetoric is the ancient art of
argumentation and discourse. When we
write or speak to convince others of what
we believe, we are "rhetors." When we
analyze the way rhetoric works, we are
"rhetoricians." The earliest known studies
of rhetoric come from the Golden Age,
when philosophers of ancient Greece
discussed logos, ethos, and pathos.
Carson-Newman University
https://web.cn.edu/.../resource rhet.html
https://web.cn.edu/kwheeler/logic.html
https://web.cn.edu/kwheeler/ethos.html
https://web.cn.edu/kwheeler/pathos.html
What is Rhetoric?
• Rhetoric / Persuasion is not only written
discourse. Marketing experts use rhetoric for the
purpose of persuading audiences to pay
attention to what they are selling. See
Google>advertisements>images
• Architects use rhetoric in building design.
Consider the message co.
The document discusses propositional logic and first-order logic. It states that propositional logic has limited expressive power and cannot represent certain statements involving relationships between objects. First-order logic extends propositional logic by adding predicates and quantifiers, allowing it to more concisely represent natural language statements and relationships between objects. The key characteristics of first-order logic in AI are that it allows logical inference, more accurately represents facts about the real world, and provides a better theoretical foundation for program design.
hypothesis-Meaning need for hypothesis qualities of good hypothesis type of hypothesis null and alternative hypothesis sources of hypothesis formulation of hypothesis, hypothesis testing
This midterm review document provides information about an upcoming logic exam for Rosibel O'Brien-Cruz's Logic 105 course. The exam will have 35 multiple choice, true/false, and short answer questions worth a total of 100 points. Students have one attempt to complete the exam with no time limit by July 3rd at 11:59 PM, and no late submissions will be accepted. The document then provides tips for preparing for the exam, including printing notes, using pencil and paper to organize thoughts, and ensuring a reliable internet connection. It also previews exam content on statements, arguments, deductive vs inductive arguments, and definitions.
This document provides an overview of unit 4 on logical agents and planning in artificial intelligence. It discusses inference in propositional and first-order logic, logic programming, and different approaches to planning problems including state-space search, partial order planning, and both forward and backward search methods. Textbook and reference information is also provided.
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
The document discusses using a hybrid approach combining predictability and the Dempster-Shafer method of modeling randomness and fuzziness. It provides motivation for considering external factors beyond what is in training data. Basic definitions of randomness and fuzziness are given. The Dempster-Shafer theory allows combining evidence from independent sources and handling contradictions. Several datasets are tested using a modified Dempster-Shafer approach to potentially increase predictive performance over solely using historic data.
Recent advances in technology have caused a proliferation of data and knowledge sources on a global scale. The ability to access and integrate these knowledge sources is crucial for critical decision making, and to facilitate this, knowledge-based intelligent applications (agents) need to resolve the differences between their knowledge models (ontologies).
We present preliminary work that allows two agents to jointly determine a single correspondence between two concepts in their respective ontologies, without the need for prior joint knowledge. The agents engage in a dialogue that permits the participants to exchange information about the concepts to support the assertion or rejection of a correspondence.
This paper was presented at the 15th Workshop on Computational Models of Natural Argument, 2015.
More details can be found at http://www.csc.liv.ac.uk/~trp/Knowledge-Based-Agents.html
This PPT slide presentation deals with the Meaning of hypothesis, Types of hypothesis, Parameters of a good hypothesis, Importance of hypothesis, Source of hypothesis, Format of hypotheis & Formulation of testable hypothesis.
Concept learning and candidate elimination algorithmswapnac12
This document discusses concept learning, which involves inferring a Boolean-valued function from training examples of its input and output. It describes a concept learning task where each hypothesis is a vector of six constraints specifying values for six attributes. The most general and most specific hypotheses are provided. It also discusses the FIND-S algorithm for finding a maximally specific hypothesis consistent with positive examples, and its limitations in dealing with noise or multiple consistent hypotheses. Finally, it introduces the candidate-elimination algorithm and version spaces as an improvement over FIND-S that can represent all consistent hypotheses.
DETECTING OXYMORON IN A SINGLE STATEMENTWarNik Chow
This document proposes a method to detect oxymorons in single statements by analyzing word vector representations. It introduces word vectors and word analogy tests. The proposed method constructs offset vector sets for antonyms and synonyms to check if word pairs in statements are contradictory. It applies techniques like part-of-speech tagging, lemmatization, and negation counting. The experiment uses pre-trained GloVe vectors and oxymoron/truism datasets with mixed results. Future work could apply dependency parsing and word embeddings specialized for antonyms to improve accuracy.
This document provides an overview of key concepts in theory building according to William G. Zikmund's book. It discusses the purposes of theory as prediction and understanding. A theory is defined as a set of general propositions used to explain relationships between observed phenomena. For a theory to be good, it must be valid, have generalization ability, and be replicable. Concepts abstract reality and are building blocks of theories, while propositions propose linkages between concepts. Hypotheses, which are empirically testable propositions, are developed from concepts and propositions. The scientific method involves both deductive and inductive reasoning to move from theories to hypotheses to empirical testing.
The document discusses the concept of uniformity across groups and individuals. It presents a formula using universality (u), vision (v), and focus areas (f) to calculate a harmony factor between groups and individuals. As an example, it outlines responses from 5 people on a scale of 1-9 for u, v, and f and shows how plotting these values can help ascertain group values while accounting for heterogeneity. The key idea is that uniformity is deceptive and research is needed to understand differences at both the group and individual level.
This document provides information about an upcoming midterm review for a logic course. It includes details about the exam such as its format, date, submission requirements, and policies. It also previews some of the key concepts that will be covered, including recognizing and diagramming arguments, deductive vs. inductive reasoning, and identifying common logical fallacies. The review aims to prepare students for a multiple choice exam on logical reasoning concepts that is due by March 8th at 11:59 PM with only one attempt allowed and no late submissions accepted.
Theory: Meaning and elements, Importance of theory, Development of theories, Theory development process, Functions of a Theory, Evaluation of a Theory, Concepts, Abstraction, Propositions, Hypotheses
This document discusses logic and critical thinking. It defines critical thinking as carefully examining claims rather than accepting them blindly. It also discusses paradoxes, the difference between deduction and induction, evaluating arguments, formal logic systems, informal fallacies, and the uses of logic. The goal of logic is to distinguish good reasoning from bad reasoning in order to think effectively and make wise decisions. Developing critical thinking skills allows one to carefully evaluate beliefs and opinions rather than passively accepting them.
Copy of midterm review logic 105 fall 2018.pptxrcruz27
This 3-sentence summary provides the high-level information about the document:
The document outlines a midterm review for a logic course, including that there will be 35 multiple choice, true/false questions worth a total of 100 points. Students have one attempt to complete the exam with no time limit by the due date of October 19th at 11:59 PM with no late submissions or exceptions allowed. The document also provides tips for students to prepare and review key concepts that will be covered on the exam such as recognizing arguments, deductive vs inductive arguments, validity and soundness, and common fallacies.
This document discusses introducing personality to argumentative agents. It begins by providing background on argumentation dialogues and current frameworks used to model these, including Dung's abstract framework and ASPIC+. It then discusses modeling personality based on the five factor model (FFM), which describes personality along five traits. A personality model is proposed that assigns strengths to relevant FFM facets and defines how these map to preferences over speech acts and attitudes in argumentation. The goal is to allow agents to reason according to their personality configuration. Research questions are posed around implementing this model in agents and modeling opponents' personalities.
The Evaluation ArgumentChapter 14, Practical ArgumentMig.docxtodd701
The Evaluation Argument
Chapter 14, Practical Argument
Mignette Dorsey
The Evaluation Argument
• Evaluate – To make a personal, value judgment about something
or someone. Ex. A product, service, program, work of literature,
etc.
• Do we evaluate options before we make decisions? Examples?
• Evaluation Argument (options)
1. Make a positive or negative judgment
2. Assert that someone else’s positive or negative judgment is
inaccurate
3. Comparative analysis where you prove one thing is superior to
another
The Evaluation Argument
• What makes another perceive that your evaluation is fair?
• Addressing the Opposing Point of View
• Evidence of bias (p. 477) – Bias can be detected by tone as evidenced
by word choice
• Criteria for Evaluation:
1. Answer the “why” question related to your assertion: Why are
afternoon classes better than morning classes - or vice versa?
2. Establish a list of criteria you will examine: Alertness, Instructor
accessibility, traffic
The Evaluation Argument
3. Comparing criteria - discuss drawbacks of morning classes versus
advantages of afternoon classes
• See pg. 479 re. Evaluation Argument structure
• Evaluation Grammar: Comparatives and Superlatives – page 484
Pop Quiz: Evaluation Essay
(Answers are on the last slide)
Write true or false for each item below:
1. Offering a solution to the problem of student plagiarism would be a
good topic for an evaluation essay.
2. Word choice is an important consideration in writing an evaluation
essay.
3. Word choice establishes the tone of an essay.
4. Of the five “Ws,” the “why” question is never the focus of an
evaluation essay.
5. When we “evaluate,” we make a value judgment about something
or someone.
Pop Quiz Answers: Evaluation Essay
• 1. False
• 2. True
• 3. True
• 4. False
• 5. True
The Evaluation Argument�Chapter 14, Practical ArgumentThe Evaluation Argument�The Evaluation ArgumentThe Evaluation ArgumentPop Quiz: Evaluation Essay�(Answers are on the last slide)Pop Quiz Answers: Evaluation Essay
Rhetoric, Persuasion,
Argumentation:
The Argumentative Essay
Mignette Dorsey
Engl 1302
What is Rhetoric?
• Rhetoric is the ancient art of
argumentation and discourse. When we
write or speak to convince others of what
we believe, we are "rhetors." When we
analyze the way rhetoric works, we are
"rhetoricians." The earliest known studies
of rhetoric come from the Golden Age,
when philosophers of ancient Greece
discussed logos, ethos, and pathos.
Carson-Newman University
https://web.cn.edu/.../resource rhet.html
https://web.cn.edu/kwheeler/logic.html
https://web.cn.edu/kwheeler/ethos.html
https://web.cn.edu/kwheeler/pathos.html
What is Rhetoric?
• Rhetoric / Persuasion is not only written
discourse. Marketing experts use rhetoric for the
purpose of persuading audiences to pay
attention to what they are selling. See
Google>advertisements>images
• Architects use rhetoric in building design.
Consider the message co.
The Evaluation ArgumentChapter 14, Practical ArgumentMig.docxarnoldmeredith47041
The Evaluation Argument
Chapter 14, Practical Argument
Mignette Dorsey
The Evaluation Argument
• Evaluate – To make a personal, value judgment about something
or someone. Ex. A product, service, program, work of literature,
etc.
• Do we evaluate options before we make decisions? Examples?
• Evaluation Argument (options)
1. Make a positive or negative judgment
2. Assert that someone else’s positive or negative judgment is
inaccurate
3. Comparative analysis where you prove one thing is superior to
another
The Evaluation Argument
• What makes another perceive that your evaluation is fair?
• Addressing the Opposing Point of View
• Evidence of bias (p. 477) – Bias can be detected by tone as evidenced
by word choice
• Criteria for Evaluation:
1. Answer the “why” question related to your assertion: Why are
afternoon classes better than morning classes - or vice versa?
2. Establish a list of criteria you will examine: Alertness, Instructor
accessibility, traffic
The Evaluation Argument
3. Comparing criteria - discuss drawbacks of morning classes versus
advantages of afternoon classes
• See pg. 479 re. Evaluation Argument structure
• Evaluation Grammar: Comparatives and Superlatives – page 484
Pop Quiz: Evaluation Essay
(Answers are on the last slide)
Write true or false for each item below:
1. Offering a solution to the problem of student plagiarism would be a
good topic for an evaluation essay.
2. Word choice is an important consideration in writing an evaluation
essay.
3. Word choice establishes the tone of an essay.
4. Of the five “Ws,” the “why” question is never the focus of an
evaluation essay.
5. When we “evaluate,” we make a value judgment about something
or someone.
Pop Quiz Answers: Evaluation Essay
• 1. False
• 2. True
• 3. True
• 4. False
• 5. True
The Evaluation Argument�Chapter 14, Practical ArgumentThe Evaluation Argument�The Evaluation ArgumentThe Evaluation ArgumentPop Quiz: Evaluation Essay�(Answers are on the last slide)Pop Quiz Answers: Evaluation Essay
Rhetoric, Persuasion,
Argumentation:
The Argumentative Essay
Mignette Dorsey
Engl 1302
What is Rhetoric?
• Rhetoric is the ancient art of
argumentation and discourse. When we
write or speak to convince others of what
we believe, we are "rhetors." When we
analyze the way rhetoric works, we are
"rhetoricians." The earliest known studies
of rhetoric come from the Golden Age,
when philosophers of ancient Greece
discussed logos, ethos, and pathos.
Carson-Newman University
https://web.cn.edu/.../resource rhet.html
https://web.cn.edu/kwheeler/logic.html
https://web.cn.edu/kwheeler/ethos.html
https://web.cn.edu/kwheeler/pathos.html
What is Rhetoric?
• Rhetoric / Persuasion is not only written
discourse. Marketing experts use rhetoric for the
purpose of persuading audiences to pay
attention to what they are selling. See
Google>advertisements>images
• Architects use rhetoric in building design.
Consider the message co.
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2. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Open Systems, Ontologies
and Alignment
• Agents can assume different ontological models
• Modelled implicitly, or explicitly by defining entities (classes, roles etc), typically using
some logical theory, i.e. an Ontology
• Alignment Systems align similar ontologies
• If we assume that different alignments exist, how do agents
choose which to use?
2
Alignment
Correspondence
3. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Align Everything?
• What does the agent know?
• Pre-computed alignments exist, and can be shared
• Different agents may possess different alignment fragments from
different sources.
• Do we need everything to be aligned?
• An agent may aggregate several ontologies for a variety of domains
• A task may be relevant to only a single module within an ontology
• Fragments of the ontological space may be confidential, or
commercially sensitive.
3
4. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Aims and Contribution
• Correspondence Inclusion Dialogue (CID)
• Allows two agents to exchange knowledge about correspondences to agree
upon a mutually acceptable final alignment AL.
• This alignment aligns only those entities in each agents’ working ontologies,
without disclosing the ontologies, or all of the known correspondences.
• Assumptions
1. Each agent knows about different correspondences from different sources
2. This knowledge is partial, and possibly ambiguous; i.e. more than one
correspondence exists for a given entity
3. Agents associate a utility (Degree of Belief) κc to each unique correspondence
4. Correspondences with a joint utility below the admissibility threshold ϵ should
be rejected
4
5. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
• Correspondences are modelled as Beliefs
• The degree of belief κc reflects the agent specific belief of the utility
of c aligning its corresponding entities in the two working ontologies
• The beliefs of both agents for a correspondence can be combined
into a joint belief
Modelling and Aggregating
Beliefs
5
= hc, ci, where correspondence c = he, e0
, =i and e 2 W, e0
2 W0
joint(c) =
8
><
>:
avg(x
c , ˆx
c ) if beliefs from both agents x and ˆx are disclosed
1
2 (ˆx
c ) if the beliefs of c is only known to x
avg(x
c , x
upper) when ˆx ’s belief of c is not yet known
6. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Knowledge Model
6
Working Ontology
(a fragment of the
agent’s ontology)
contains the entities
to be aligned
Alignment Store
contains the
correspondences
known to the agent
Joint Belief Store
tracks all beliefs
(commitments)
disclosed by both
agents
As beliefs are
shared, the agent
builds up a joint
degree of belief of
the utility of the
correspondence
Joint Belief Store JB
bob
= hha, x, =i, 0.6i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
bob
= hhb, x, =i, 0.8i
···
Alignment Store
Ontology O
joint(ha, x, =i) = 0.7
joint(hb, x, =i) = 0.65
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, w, =i, 0.6i
alice
= hhb, x, =i, 0.5i
Alice
···
W =
{a, b, a v b}
Public KnowledgePrivate Knowledge
7. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Ambiguity and Attacks
7
publication
article
author
submittedPaper
reviewedPaper
paper
editor
• Alignments typically consist of one-to-one mappings
• Combining correspondences from different alignment fragments can
result in one-to-many correspondences; i.e. ambiguity
• Agents therefore need a mechanism for selecting
the ‘best’ set of correspondences
8. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Correspondence Inclusion
Dialogue (CID)
• Inquiry Dialogue, use to determine mutually
acceptable correspondences to facilitate some task
• Agents take turns to select and propose a belief they know of, that
has not yet been asserted, based on its utility κc
• A shared, or asserted correspondence is:
• accepted based on their combined κc (i.e. joint(c))
• rejected if joint(c) < ϵ, the admissibility threshold
• objected to if an agent believes a better correspondence exists for
one of the entities in the correspondence
• The dialogue is presented formally in the paper
8
9. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Commitment Strategy
• Correspondences are selected (asserted) for
disclosure:
1. Agents assert the best undisclosed correspondence (i.e. with the
highest κc) in any round
2. Disclosed correspondences should be grounded in the working
ontology
3. A correspondence should not be disclosed if the joint degree of belief
is guaranteed to be less than the admissibility threshold.
9
10. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Objecting Strategy
10
…
2 Alice -> Bob:ASSERT <0.9, {http://l#b = http://h#z}>
3 Bob -> Alice:OBJECT <0.8, {http://l#b = http://h#x}> to <0.0, {http://l#b = http://h#z}>
4 Alice -> Bob:OBJECT <0.8, {http://l#a = http://h#x}> to <0.5, {http://l#b = http://h#x}>
5 Bob -> Alice:ACCEPT <0.6, {http://l#a = http://h#x}>
6 Bob -> Alice:OBJECT <0.4, {http://l#b = http://h#w}> to <0.0, {http://l#b = http://h#z}>
7 Alice -> Bob:ACCEPT <0.6, {http://l#b = http://h#w}>
…
a
b
c
z
w
x
y
• Alternate correspondences are counter-proposed
(through an objection):
1. If an agent has an undisclosed correspondence that shares an entity
and:
2. It’s estimated κc is greater than the joint degree of belief for the
current correspondence
• Each objection results in the agent’s actual degree
of belief being disclosed.
11. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Example Dialogue
Public Knowledge Private Knowledge
Ontology O
W = {w, x, y, z,
x v w}
Alignment Store
bob
= hhb, x, =i, 0.8i
bob
= hha, x, =i, 0.6i
bob
= hhb, w, =i, 0.4i
Joint Belief Store JB
Public KnowledgePrivate Knowledge
Alignment Store
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
alice
= hhb, w, =i, 0.6i
W = {a, b, c,
a v b}
Ontology O Joint Belief Store JB
Alice asserts the correspondence with the highest κc
12. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Example Dialogue
Public Knowledge Private Knowledge
Ontology O
W = {w, x, y, z,
x v w}
Alignment Store
bob
= hhb, x, =i, 0.8i
bob
= hha, x, =i, 0.6i
bob
= hhb, w, =i, 0.4i
Joint Belief Store JB
alice
= hhb, z, =i, 0.9i
Public KnowledgePrivate Knowledge
Alignment Store
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
alice
= hhb, w, =i, 0.6i
W = {a, b, c,
a v b}
Ontology O Joint Belief Store JB
hAlice, assert, hhb, z, =i, 0.9i, nili
alice
= hhb, z, =i, 0.9i
Alice asserts the correspondence with the highest κc
13. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Example Dialogue
Public Knowledge Private Knowledge
Ontology O
W = {w, x, y, z,
x v w}
Alignment Store
bob
= hhb, x, =i, 0.8i
bob
= hha, x, =i, 0.6i
bob
= hhb, w, =i, 0.4i
Joint Belief Store JB
alice
= hhb, z, =i, 0.9i
Public KnowledgePrivate Knowledge
Alignment Store
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
alice
= hhb, w, =i, 0.6i
W = {a, b, c,
a v b}
Ontology O Joint Belief Store JB
hAlice, assert, hhb, z, =i, 0.9i, nili
alice
= hhb, z, =i, 0.9i
Bob realises that joint(⟨b,z,=⟩) = 0.45, and finds an
alternative c with jointest(⟨b,x,=⟩) = 0.85
14. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Example Dialogue
Public Knowledge Private Knowledge
Ontology O
W = {w, x, y, z,
x v w}
Alignment Store
bob
= hhb, x, =i, 0.8i
bob
= hha, x, =i, 0.6i
bob
= hhb, w, =i, 0.4i
Joint Belief Store JB
alice
= hhb, z, =i, 0.9i
Public KnowledgePrivate Knowledge
Alignment Store
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
alice
= hhb, w, =i, 0.6i
W = {a, b, c,
a v b}
Ontology O Joint Belief Store JB
hAlice, assert, hhb, z, =i, 0.9i, nili
alice
= hhb, z, =i, 0.9i
joint(hb, z, =i) = 0.45
hBob, object, hhb, x, =i, 0.8i, hhb, z, =i, 0.0ii
bob
= hhb, z, =i, 0.0i
bob
= hhb, x, =i, 0.8i
bob
= hhb, z, =i, 0.0i
Bob realises that joint(⟨b,z,=⟩) = 0.45, and finds an
alternative c with jointest(⟨b,x,=⟩) = 0.85
bob
= hhb, x, =i, 0.8i
Using the Upper Bound
Alice’s previous assertion was a belief
with a utility of 0.9. Therefore the
utility of ⟨b,x,=⟩ ≤ 0.9.
As Bob’s ⟨b,x,=⟩ is 0.8, he calculates
jointest(⟨b,x,=⟩) = avg(0.9, 0.8)
15. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Example Dialogue
Public Knowledge Private Knowledge
Ontology O
W = {w, x, y, z,
x v w}
Alignment Store
bob
= hhb, x, =i, 0.8i
bob
= hha, x, =i, 0.6i
bob
= hhb, w, =i, 0.4i
Joint Belief Store JB
alice
= hhb, z, =i, 0.9i
Public KnowledgePrivate Knowledge
Alignment Store
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
alice
= hhb, w, =i, 0.6i
W = {a, b, c,
a v b}
Ontology O Joint Belief Store JB
hAlice, assert, hhb, z, =i, 0.9i, nili
alice
= hhb, z, =i, 0.9i
joint(hb, z, =i) = 0.45
hBob, object, hhb, x, =i, 0.8i, hhb, z, =i, 0.0ii
bob
= hhb, z, =i, 0.0i
bob
= hhb, x, =i, 0.8i
bob
= hhb, z, =i, 0.0i
Bob realises that joint(⟨b,z,=⟩) = 0.45, and finds an
alternative c with jointest(⟨b,x,=⟩) = 0.85
bob
= hhb, x, =i, 0.8i
joint(hb, z, =i) = 0.45
16. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Example Dialogue
Public Knowledge Private Knowledge
Ontology O
W = {w, x, y, z,
x v w}
Alignment Store
bob
= hhb, x, =i, 0.8i
bob
= hha, x, =i, 0.6i
bob
= hhb, w, =i, 0.4i
Joint Belief Store JB
alice
= hhb, z, =i, 0.9i
Public KnowledgePrivate Knowledge
Alignment Store
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
alice
= hhb, w, =i, 0.6i
W = {a, b, c,
a v b}
Ontology O Joint Belief Store JB
hAlice, assert, hhb, z, =i, 0.9i, nili
alice
= hhb, z, =i, 0.9i
joint(hb, z, =i) = 0.45
hBob, object, hhb, x, =i, 0.8i, hhb, z, =i, 0.0ii
bob
= hhb, z, =i, 0.0i
bob
= hhb, x, =i, 0.8i
bob
= hhb, z, =i, 0.0i
Alice calculates joint(⟨b,x,=⟩) is 0.65. As jointest(⟨a,x,=⟩) is
0.9, which is greater than joint(⟨b,x,=⟩), she objects.
bob
= hhb, x, =i, 0.8i
joint(hb, z, =i) = 0.45
hAlice, object, hha, x, =i, 0.8i, hhb, x, =i, 0.5ii
joint(hb, x, =i) = 0.65
17. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Example Dialogue
Public Knowledge Private Knowledge
Ontology O
W = {w, x, y, z,
x v w}
Alignment Store
bob
= hhb, x, =i, 0.8i
bob
= hha, x, =i, 0.6i
bob
= hhb, w, =i, 0.4i
Joint Belief Store JB
alice
= hhb, z, =i, 0.9i
Public KnowledgePrivate Knowledge
Alignment Store
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
alice
= hhb, w, =i, 0.6i
W = {a, b, c,
a v b}
Ontology O Joint Belief Store JB
hAlice, assert, hhb, z, =i, 0.9i, nili
alice
= hhb, z, =i, 0.9i
joint(hb, z, =i) = 0.45
hBob, object, hhb, x, =i, 0.8i, hhb, z, =i, 0.0ii
bob
= hhb, z, =i, 0.0i
bob
= hhb, x, =i, 0.8i
bob
= hhb, z, =i, 0.0i
Bob calculates joint(⟨a,x,=⟩) is 0.7. As he has no further
objections, he accepts this.
bob
= hhb, x, =i, 0.8i
joint(hb, z, =i) = 0.45
hAlice, object, hha, x, =i, 0.8i, hhb, x, =i, 0.5ii
joint(hb, x, =i) = 0.65
alice
= hhb, x, =i, 0.5i
alice
= hha, x, =i, 0.8i
hBob, accepts, hha, x, =i, 0.6ii
alice
= hha, x, =i, 0.8i
joint(hb, x, =i) = 0.65
alice
= hhb, x, =i, 0.5i
joint(ha, x, =i) = 0.7
18. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Example Dialogue
Public Knowledge Private Knowledge
Ontology O
W = {w, x, y, z,
x v w}
Alignment Store
bob
= hhb, x, =i, 0.8i
bob
= hha, x, =i, 0.6i
bob
= hhb, w, =i, 0.4i
Joint Belief Store JB
alice
= hhb, z, =i, 0.9i
Public KnowledgePrivate Knowledge
Alignment Store
alice
= hhb, z, =i, 0.9i
alice
= hha, x, =i, 0.8i
alice
= hhb, x, =i, 0.5i
alice
= hhb, w, =i, 0.6i
W = {a, b, c,
a v b}
Ontology O Joint Belief Store JB
hAlice, assert, hhb, z, =i, 0.9i, nili
alice
= hhb, z, =i, 0.9i
joint(hb, z, =i) = 0.45
hBob, object, hhb, x, =i, 0.8i, hhb, z, =i, 0.0ii
bob
= hhb, z, =i, 0.0i
bob
= hhb, x, =i, 0.8i
bob
= hhb, z, =i, 0.0i
The agents continue until they have no more
correspondences to consider.
bob
= hhb, x, =i, 0.8i
joint(hb, z, =i) = 0.45
hAlice, object, hha, x, =i, 0.8i, hhb, x, =i, 0.5ii
joint(hb, x, =i) = 0.65
alice
= hhb, x, =i, 0.5i
alice
= hha, x, =i, 0.8i
hBob, accepts, hha, x, =i, 0.6ii
bob
= hha, x, =i, 0.6i
alice
= hha, x, =i, 0.8i
joint(hb, x, =i) = 0.65
alice
= hhb, x, =i, 0.5i
bob
= hha, x, =i, 0.6i
joint(ha, x, =i) = 0.7 joint(ha, x, =i) = 0.7
joint(hb, w, =i) = 0.5 joint(hb, w, =i) = 0.5
hBob, object, hhb, w, =i, 0.4i, hhb, z, =i, 0.0ii
hAlice, accepts, hhb, w, =i, 0.6ii
· · ·
bob
= hhb, w, =i, 0.4i
alice
= hhb, w, =i, 0.6i
bob
= hhb, w, =i, 0.4i
alice
= hhb, w, =i, 0.6i
19. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Modelling the objections as
an attack graph
• The objections can form a Dungian attack graph
• Attacks can be directed by the difference in the degree of belief
of each correspondence
• Bi-directional attacks are resolved by random selection of one of the
alternatives
• Can then use grounded semantics to determine the extension
16
⟨a,x,=⟩
0.7
⟨b,x,=⟩
0.65
⟨b,w,=⟩
0.5
⟨b,z,=⟩
0.45
20. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Empirical Analysis:
Datasets
• Datasets taken from the Ontology Alignment
Evaluation Initiative (2012) Conference Track
• 7 Ontologies, each describing the conference domain
• Each included a reference ontology, used by OAEI to evaluate
alignment performance.
• 17 Alignment systems used to generate pairwise alignments
between the ontologies
• 21 pairwise alignments tested
• 357 alignments in total
17
21. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Experimental Method
• Evaluate alignment generated through two agents
negotiating
• Each agent starts with 8 of 17 randomly selected alignments
form the OAEI repository.
• Degree of Belief κc based on the probability of a
correspondence appearing in the alignments
• Admissibility thresholds ϵ were varied between 1/16 (no filtering)
to 1 in 1/16ths
• Each experiment was run 500 times for statistical
significance
18
22. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Hypothesis 1:
Are we fit for purpose?
• Compare each alignment AL generated through
dialogue with OAEI reference ontology
• Performance evaluated using Precision, Recall and F-measure
• Baseline result based on selecting a single alignment at random
19
23. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Hypothesis 1:
Are we fit for purpose?
20
-0.6
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
2/16 4/16 6/16 8/16 10/16 12/16 14/16 16/16
DifferenceinF-measurefromRandomAlignmentAverage
Admissibility Threshold
Delta f-measure performance for all 21 Ontology Pairs
F-measure for each ontology pair
found to be statistically higher
than baseline for 3/16 ≤ ϵ < 14/16
24. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Hypothesis 2:
Can filtering out correspondences help?
• Calculate percentage of unique mappings disclosed/
messages exchanged during the negotiation.
• Results averaged across all ontology pairs
• Evaluate the significance of the upper-bound κupper in the strategy
• Determine the percent of correspondences in final alignment AL
21
25. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Hypothesis 2:
Can filtering out correspondences help?
22
0
20
40
60
80
100
0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
PercentageofCombinedUniqueCorrespondences
Admissibility Threshold
Percentage of Correspondences Disclosed or in the Final Alignment
% in final alignment
% disclosed (using the upper boud)
% disclosed (no upper bound)
jointest(c) ≈ 0.5 when κupper is fixed
(i.e. not used) and ϵ ≤ 9/16
the number of ambiguous
correspondences falls as
ϵ increases
When ϵ > 9/16, low κc
correspondences are
filtered
26. Negotiating over Ontological Correspondences
with Asymmetric and Incomplete Knowledge
Terry Payne
University of Liverpool
Conclusions
• Developed a formal Inquiry Dialogue that supports the
sharing of ontological correspondences between agents
• Only those correspondences relating to the agents working ontology
are aligned, thus avoiding unnecessary alignment
• Implemented a full version of the dialogue for evaluation
• The resulting alignment performs significantly better in most cases
than the average performance of other approaches, when tested with
a reference alignment
• By modelling the opponent’s assertions, an agent can more accurately
estimate the joint utility of the correspondence, resulting in an
exponential drop in correspondences disclosed and messages
exchanged as the threshold increases
23