Data mining techniques for extracting knowledge from text have been applied extensively to applications including question answering, document summarisation, event extraction and trend monitoring. However, current methods have mainly been tested on small-scale customised data sets for specific purposes. The availability of large volumes of data and high-velocity data streams (such as social media feeds) motivates the need to automatically extract knowledge from such data sources and to generalise existing approaches to more practical applications. Recently, several architectures have been proposed for what we call knowledge mining: integrating data mining for knowledge extraction from unstructured text (possibly making use of a knowledge base), and at the same time, consistently incorporating this new information into the knowledge base. After describing a number of existing knowledge mining systems, we review the state-of-the-art literature on both current text mining methods (emphasising stream mining) and techniques for the construction and maintenance of knowledge bases. In particular, we focus on mining entities and relations from unstructured text data sources, entity disambiguation, entity linking and question answering. We conclude by highlighting general trends in knowledge mining research and identifying problems that require further research to enable more extensive use of knowledge bases.

This paper outlines the educational advantages provided by adaptive systems and stresses the importance of the user model in the task of adaptation. The paper also establishes a general taxonomy of user models thereby enabling classification of any model according to various features related to its structure and management. This taxonomy allows an exhaustive description of all user models, facilitating analysis and design of the corresponding adaptive systems. Subsequently, the taxonomy is used to describe the user modeling process in a concrete adaptive hypermedia system and to analyze the model of a student appropriate for use in a general educational environment.

We understand a socio-technical system (STS) as a cyber-physical system in which two or more autonomous parties interact via or about technical elements, including the parties’ resources and actions. As information technology begins to pervade every corner of human life, STSs are becoming ever more common, and the challenge of governing STSs is becoming increasingly important. We advocate a normative basis for governance, wherein norms represent the standards of correct behaviour that each party in an STS expects from others. A major benefit of focussing on norms is that they provide a socially realistic view of interaction among autonomous parties that abstracts low-level implementation details. Overlaid on norms is the notion of a sanction as a negative or positive reaction to potentially any violation of or compliance with an expectation. Although norms have been well studied as regards governance for STSs, sanctions have not. Our understanding and usage of norms is inadequate for the purposes of governance unless we incorporate a comprehensive representation of sanctions.

We address the aforementioned gap by proposing (i) a sanction typology that reflects the relevant features of sanctions, and (ii) a conceptual sanctioning process model providing a functional structure for sanctioning in STS. We demonstrate our contributions via a motivating scenario from the domain of renewable energy trading.

As a community work, scientific contributions are usually built incrementally, involving some transformation, expansion or refutation of existing conceptual and propositional networks. As the body of knowledge increases, scientists concentrate more effort on ensuring that new hypotheses and observations are needed and consistent with previous findings. In this paper, we will characterize Knowledge Engineering as an important groundwork for structuring scientific knowledge. We argue that knowledge-based computational infrastructures can support researchers in organizing and making explicit the main aspects needed to make inferences or extract conclusions from an existing body of knowledge. This view is also comparatively built, contrasting it with alternatives for manipulating scientific knowledge, namely data-intensive approaches and the computational discovery of scientific knowledge. The current state of the art is presented with 22 knowledge representations and computational infrastructure implementations, with their main relevant properties analyzed and compared. Based on this review and on the theoretical foundations of Knowledge Engineering, a high level step-by-step approach for specifying and constructing scientific computational environments is described. The paper concludes by indicating paths for further development of the view initiated here, especially related to the technical specificities that originates from applying Knowledge Engineering to scientific knowledge.