Hi, (01)
I have been trying to follow this thread (Ontology-based database
integration) so that I could find some pointers towards examples of
data that have been ("successfully") integrated using ontologies
and/or software solutions (e.g. DBMSs, integrated solutions such as
ONTOTEXT [1], ...). I am in particular interested in biological data
integration, nonetheless, having a few examples in any field would be
nice to have. Any suggestions? (02)
thanks.
Erick
[1] http://www.ontotext.com/ (03)
2009/10/22 John F. Sowa <sowa@xxxxxxxxxxx>:
> Rich,
>
> Wittgenstein was opening up a way of looking at language that was
> radically different from the way logicians and linguists had been
> thinking about it.
>
> RC> Is there a good reference you would recommend for describing
> > the details of common linguistic games? Anything automated that
> > would identify games based on corpora?
>
> There has been a lot written, but there's no consensus, and
> no systematic software. It's still an area where finding
> good paradigms is still an open-ended research problem.
>
> One point that I believe is significant is that Ludwig W. wrote
> his first book (which presented his views based on earlier
> reading and discussions with Frege and Russell). After he
> published that, he decided to go teach elementary school
> in an Austrian mountain village.
>
> He didn't say much about the several years he spent teaching, but
> some of his later examples seem to be influenced by that time.
>
> On a somewhat related point, I recently came across the
> following story about how school children react to the
> "game" of solving arithmetic problems.
>
> John
>
> ----- Original Message -----
> From: Elart von Collani
> To: hans kuijper...
> Sent: Wednesday, October 21, 2009 4:07 PM
> Subject: Re: UNCERTAINTY
>
> Dear Hans,
>
> the questions remind me of an experiment that was performed only
> recently in an elementary school in Germany.
>
>(http://www.focus.de/wissen/wissenschaft/talent/tid-15667/talent-8-macht-schule-auf-dauer-duemmer_aid_439869.html)
> The third year children had to answer the following questions:
>
> 1. A skipper is carrying 17 sheep and eleven goats on his boat. How old
> is the skipper?"
>
> 2. A 27 years old shepherd has 25 sheep and 10 goats. How old is the
> shepherd?
>
> 3. The class consists of 13 boys and 15 girls. How old is the teacher?
>
> All the children calculated seriously a result by adding and subtracting
> the given numbers, even for the second question that contains the
> explicit answer. The boy Sebastian was subsequently asked about his
> solutions. The following dialogue is reported:
>
> Sebastian: I know it. A 27 years old shepherd, then it is necessary to
> add the 25. And the 10 goats, they do not run away.
> Teacher: They do not run away?
> Sebastian: No, that's what I have written!
> Teacher: Because the goats don't run away?
> Sebastian: Yes.
> Teacher to Dennis: What is your opinion?
> Dennis: They run away! He does not look after them!
>
> Similar results were obtained in other studies. The authors conclude
> that the children consider mathematics as a kind of game with artificial
> rules that have no relation what so ever with reality. In an subsequent
> study the following dialogue was reported:
>
> Teacher: You have 10 pencils and 20 coloured pencils. How old are you?
> Julia: 30 years old!
> Teacher: But I guess you know very well that you are not 30 years old?
> Julia: Yes, but I am not to blame for that. You gave the wrong numbers!
>
> Warm regards from a cold but sunny Wuerzburg, yours Elart
>
>
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> (04)
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