Reasoning Capabilities Buildfile: build.xml init: compile: Finding Transitive Closures (RDFS reasoning) dist: [jar] Building jar: /home/aks1/software/eclipse/workspace/ontojena/dist/lib/ontojena.jar Inferred Triples vehicle run: [java] MODEL OK [java] Resource: http://ontosem.org/#fire-engine Land-vehicle [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#fire-engine) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#all) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#physical-object) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#inanimate) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#wheeled-vehicle) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#engine-propelled-vehicle) Engine-propelled--vehicle Wheeled--vehicle [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#wheeled-engine-vehicle) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#artifact) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#object) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#land-vehicle) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#vehicle) [java] - (http://ontosem.org/#fire-engine rdfs:subClassOf http://ontosem.org/#truck) Wheeled-engine-vehicle [java] - (http://ontosem.org/#fire-engine rdfs:label ' "a truck with equipment for fighting fires"') [java] - (http://ontosem.org/#fire-engine rdf:type owl:Class) [java] fire-engine recognized as subclas of vehicle BUILD SUCCESSFUL Total time: 10 seconds real 0m11.144s user 0m9.530s sys 0m0.190s [[email protected] ontojena]$ Truck Fire-engine
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Different only in base-URI . _:g103 . _:g104 _:g103 . _:g104 . _:g105 . _:g105 . _:g105 . . _:g103 . _:g104 _:g103 . _:g104 . _:g105 . _:g105 . _:g105 . Introduction ᵒ Approach ᵒ Evaluation ᵒ Conclusion 11
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• Pastoralist: http://www.newint.org/issue378/pics/life-3.jpg • Camels: http://www.thisfabtrek.com/journey/africa/mauritania/20061106-nouakchott/camels-waterhole-4.jpg • Netsilik: http://www.dreamspeakers.org/2005/images/films/through_these_eyes.jpg • Inupiat: http://images.myareaguide.com/aps/op/inup.jpg • Inupiat sled: http://assets.espn.go.com/i/eticket/20061009/photos/eticket_u_histfam_310.jpg • Bushmen: http://www.gonomad.com/lodgings/0611/namgallery-images/bushman-familyb.jpg • Bushmen hunters: http://www.gudigwa.com/images/zoom/gudigwa-bushmen-hunting.jpg • Mbuti: http://kim.uing.net/files/post_file_3980.jpg • Andaman: http://www.andaman.org/BOOK/chapter13/pla13-5.jpg • Lakota: http://www.old-picture.com/old-west/pictures/Lakota-Sioux.jpg • Bororo: http://www.gutenberg.org/files/22483/22483-h/images/ill1-232a.jpg • Blackfoot: http://www.topfoto.co.uk/gallery/AlternativeHousing/images/prevs/photri1018798.jpg • Ariaal Warrior: http://photography.nationalgeographic.com/staticfiles/NGS/Shared/StaticFiles/Photography/Images/POD/a/ariaal-wa rrior-525467-sw.jpg • Chukchee: http://polarhusky.com/logistics/chukotka/people/chukchi.attachment/logisticschukotkapeoplechukchi020/LogisticsC hukotkaPeopleChukchi020.jpg • Kurds: http://i.infoplease.com/images/home/kurds-sheep.jpg • Pastoralists and camels: http://mediaglobal.org/admin/wp-content/uploads/2007/07/pastoralists.camels.jpg • Pastoralists: http://www.mursi.org/news-items/meeting-of-pastoralists-in-south-omo-zone-planned-for-8-12-november/image_m ini • Masaai: http://www.kitumusote.org/sites/kitumusote.org/files/images/history%20of%20maasai%20page%201.img_assist_cu stom.JPG • Saami: http://upload.wikimedia.org/wikipedia/commons/thumb/8/87/Saami_Family_1900.jpg/800px-Saami_Family_1900.jp g • Akan: http://crawfurd.dk/illu/weekly/akanking.jpg • Banyoro: http://www.ugpulse.com/images/articles/daily/20060921_100_8.jpg • Garifuna: http://www.allseasonsbelize.com/images/allgemein/garifuna.jpg • Shipibo: http://www.shamanic.net/pictures/Peru2007/carlos.jpg • Tikopia: http://www.tallshipstales.de/90s/imgs/EricMatson/boys-of-tikopia.jpg • Tzeltal: http://farm2.static.flickr.com/1092/1082248917_0e9805da6e.jpg • Yanomami: http://www.giemmegi.org/images/festa-yanomami-6.jpg • Amhara: http://en.kindernothilfe.org/en/Rubrik/Countries/Africa/Ethiopia/_Better+Future+for+children__Project.html • Bengali: http://picasaweb.google.com/dleclercq/TripMiddleEastAndTheBalkans/photo#5147508446831035218 • Thai: http://www.dkimages.com/discover/previews/806/50081622.JPG • Monguor: http://www.joshuaproject.net/profiles/photos/p114229.jpg • Santhal: http://farm1.static.flickr.com/20/71832446_4854285fe0_m.jpg • Lepcha: http://www.joshuaproject.net/profiles/photos/p105723.jpg • Shluh: http://farm1.static.flickr.com/37/92620708_6928efedf0.jpg • Sinhalese: http://www.joshuaproject.net/profiles/photos/p109305.jpg • Ifugao: http://www.madnomad.com/gregg/img/cordill_01.jpg • Dogon: http://saharanvibe.blogspot.com/2007/06/dogon-people-of-bandiangara.html Graphics Cited This lecture discusses how people get their food. Of all the cultural traits, this is the most important as it conditions virtually all other social institutions.
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Referencias                         http://en.wikipedia.org/wiki/TLCAN http://es.wikipedia.org/wiki/Tratado_de_Libre_Comercio_de_Am%C3%A9rica_del_Norte http://www.nwlaborpress.org/2003/12-19-03TLCAN.html http://www.fair.org/index.php?page=1396 http://www.prensalatina.com.mx/article.asp?ID={5CE21DEF-9E6F-4F94-B016-F97DF4F1EDD 2} http://sdpjalisco.senderodelpeje.com/2008/11/06/productores-de-maiz-exigen-mejores-precios-a -sus-cultivos/ http://www.organicconsumers.org/espanol/080905_maiz.htm http://www.TLCAN-sec-alena.org/DefaultSite/index_e.aspx?ArticleID=299 http://www.cec.org/pubs_info_resources/law_treat_agree/naaec/index.cfm?varlan=english http://www.naalc.org/naalc.htm http://www.nadbank.org/about/about_origins.html http://www.cocef.org/background.htm http://www.sice.oas.org/trade/TLCAN/TLCANtce.asp http://www.fvdrc.com/ http://es.wikipedia.org/wiki/Tratado_de_Libre_Comercio_de_Am%C3%A9rica_del_Norte http://en.wikipedia.org/wiki/North_American_Free_Trade_Agreement http://useconomy.about.com/od/tradepolicy/p/TLCAN_History.htm http://www.citizen.org/trade/TLCAN/ http://www.fpif.org/briefs/vol4/v4n26TLCAN.html http://www.siliconv.com/trade/tradepapers/environmental.html http://emaychair.dal.ca/ http://sesc.zlir.com/sustainability-center-student-forum-wed-feb-6th-at-7pm/ http://www.heritage.org/research/tradeandeconomicfreedom/bg1480.cfm http://www.smh.com.au/news/opinion/earth-needs-a-climate-of-change/2005/07/17/112153886 2977.html
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Resources Advice, funded examples of NIH “R” grants: • All about Grants: Tutorials and Samples. NIAID (includes funded R grant examples) www.niaid.nih.gov/researchfunding/grant/pages/aag.aspx • NIH R01 Toolkit, Science Careers editors www.sciencecareers.sciencemag.org/career_magazine/previous_issues/a rticles/2007_07_27/caredit_a0700106#Advice • Grant Writers’ Seminars and Workshops: – Workbooks for purchase; free download of worksheet for specific aims section – www.grantcentral.com/downloads/ Specific Aims 15 Nov 2018
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Different in Literal Content . “Eric Miller” . “mailto:[email protected]“ . “Dr” . . “John Doe” . “mailto:[email protected] “ . “Mr” . Introduction ᵒ Approach ᵒ Evaluation ᵒ Conclusion 9
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AMERICANS WITH DISABILITIES ACT AND PRIVATE EDUCATION  Key provisions of the Settlement Agreement include the following:  Noble will adopt and implement policies that ensure it will operate in compliance with Title III of the ADA.  Noble will publicize its policy to its staff and make it available on its website and to any person upon request.  Noble will pay $215,000 to the children referred to in the complaint.  Consistent with the ADA, Noble will not make unnecessary inquiries into the existence of a disability or apply criteria that screens out students from its services.  Noble will engage in processes to consider requests from students and parents for reasonable modifications that enable students with disabilities to enjoy Noble services unless Noble can show that the requested modifications fundamentally alter the nature of the services, goods, facilities, or accommodations at issue.  Noble will designate a compliance officer to ensure Noble is following the ADA and to work with students with disabilities. Noble’s regional executives and principals will engage in training to understand their responsibilities under the ADA. Noble will report back to the Department of Justice at 12 and 18 months to communicate its progress under the Settlement Agreement. 52          
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• • • • • • • • • • • • • • • Works Cited Birnbaum, M. (2011). “Germany’s ‘make-or-break’ energy experiment”. The Washington Post. http://articles.washingtonpost.com/2011-06-10/world/35265860_1_nuclear-power-plants-fukushima-plant World Nuclear Association. (2013). World Nuclear Association. http://www.world-nuclear.org/ N/A. (2013). “Nuclear power”. Wikipedia. http://en.wikipedia.org/wiki/Nuclear_power Editorial Board. (2013). “Don’t give up on nuclear energy yet”. The Washington Post. http://articles.washingtonpost.com/2013-09-04/opinions/41762928_1_fukushima-daiichi-vermont-yankee-pow er-plant Philips, M. (2013). “The U.S. nuclear power industry’s dim future. BloombergBusinessweek. http://www.businessweek.com/articles/2013-07-18/the-u-dot-s-dot-nuclear-power-industrys-dim-future Peterson, S. (1996). “The furor over fission”. WVIA Online Forum. http://www.pbs.org/newshour/forum/november96/nuclear_power.html N/A. (n.d). “Pros and cons of nuclear power”. Consumer Utility Services Blog. http://www.cus.net/cusblog/pros-and-cons-of-nuclear-power/ Greenpeace. (2013). “End the nuclear age”. Greenpeace International. http://www.greenpeace.org/international/en/campaigns/nuclear/ N/A. (2013). “Nuclear fusion”. Wikipedia. http://en.wikipedia.org/wiki/Nuclear_fusion N/A. (n.d). “The pros and cons of nuclear energy”. Tripod. http://members.tripod.com/funk_phenomenon/nuclear/procon.htm N/A. (n.d). “Nuclear power phase-out pros and cons”. Time for Change. http://timeforchange.org/nuclear-power-phase-out-pros-and-cons The New York Times Company. (2013). “Nuclear energy”. The New York Times. http://topics.nytimes.com/top/news/business/energy-environment/atomic-energy/index.html [email protected] (n.d). “Nuclear energy”. Library.thinkquest. http://library.thinkquest.org/3471/nuclear_energy.html California Energy Commission. (2012). “Chapter 13: Nuclear energy-fission and fusion” Energy Story. http://www.energyquest.ca.gov/story/chapter13.html Deutch, J.M., Forberg, C.W., Kadak, A.C., Kazimi, M.S., Moniz, E.J., Parsons, J.E., Du, Y. and Pierpoint, L. (2009). “Update of the MIT 2003 future of nuclear power: An interdisciplinary MIT study”. MIT. http://web.mit.edu/nuclearpower/pdf/nuclearpower-update2009.pdf
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References • Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. http://doi.org/10.1037//0003-066X.55.5.469 • Byrd, C. M. (2016). Does Culturally Relevant Teaching Work? An Examination From Student Perspectives. SAGE Open, 6(3), 215824401666074. http://doi.org/10.1177/2158244016660744 • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. http://doi.org/10.1037/a0012801 • Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90–101. http://doi.org/10.1037/0003-066X.48.2.90 • Eccles, J. S., & Roeser, R. W. (2009). Schools, Academic Motivation, and Stage-Environment Fit. In Handbook of Adolescent Psychology. Hoboken, NJ, USA: John Wiley & Sons, Inc. http://doi.org/10.1002/9780470479193.adlpsy001013 • Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science (New York, N.Y.), 326(5958), 1410–2. http://doi.org/10.1126/science.1177067 • Moll, L., Amanti, C., Neff, D., & González, N. (2005). Funds of Knowledge. Routledge. http://doi.org/10.4324/9781410613462 • Rozek, C. S., Hyde, J. S., Svoboda, R. C., Hulleman, C. S., & Harackiewicz, J. M. (2015). Gender differences in the effects of a utility-value intervention to help parents motivate adolescents in mathematics and science. Journal of Educational Psychology, 107(1), 195–206. http://doi.org/10.1037/a0036981 • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist , 55(1), 68–78. http://doi.org/10.1037/0003-066X.55.1.68 • Sternberg, R. J. (n.d.). Who Are the Bright Children? The Cultural Context of Being and Acting Intelligent. Educational Researcher. American Educational Research Association. http://doi.org/10.2307/4621089
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