Books on the topic 'Data modelling frameworks'

This chapter presents the existing modelling frameworks for multiplex and multilayer networks. Multiplex network models are divided into growing multiplex network models and null models of multiplex networks. Growing multiplex networks are here shown to explain the main dynamical rules responsible to the emergent properties of multiplex networks, including the scale-free degree distribution, interlayer degree correlations and multilayer communities. Null models of multiplex networks are described in the context of maximum-entropy multiplex network ensembles. Randomization algorithms to test the relevant of network properties against null models are here described. Moreover, Multi-slice temporal networks Models capturing main properties of real temporal network data are presented. Finally, null models of general multilayer networks and networks of networks are characterized.

This article focuses on techniques for eliciting expert judgement about complex uncertainties, and more specifically the habitat of the Australian brush-tailed rock-wallaby. Modelling wildlife habitat requirements is important for mapping the distribution of the rock-wallaby, a threatened species, and therefore informing conservation and management. The Bayesian statistical modelling framework provides a useful ‘bridge’, from purely expert-defined models, to statistical models allowing survey data and expert knowledge to be ‘viewed as complementary, rather than alternative or competing, information sources’. The article describes the use of a rigorously designed and implemented expert elicitation for multiple experts, as well as a software tool for streamlining, automating and facilitating an indirect approach to elicitation. This approach makes it possible to infer the relationship between probability of occurrence and the environmental variables and demonstrates how expert knowledge can contribute to habitat modelling.

This article discusses the use of Bayesian multiscale spatio-temporal models for the analysis of economic data. It demonstrates the utility of a general modelling approach for multiscale analysis of spatio-temporal processes with areal data observations in an economic study of agricultural production in the Brazilian state of Espìrito Santo during the period 1990–2005. The article first describes multiscale factorizations for spatial processes before presenting an exploratory multiscale data analysis and explaining the motivation for multiscale spatio-temporal models. It then examines the temporal evolution of the underlying latent multiscale coefficients and goes on to introduce a Bayesian analysis based on the multiscale decomposition of the likelihood function along with Markov chain Monte Carlo (MCMC) methods. The results from agricultural production analysis show that the spatio-temporal framework can effectively analyse massive economics data sets.

This article focuses on the use of probabilistic context-free grammars (PCFGs) in natural language processing involving a large-scale natural language parsing task. It describes detailed, highly-structured Bayesian modelling in which model dimension and complexity responds naturally to observed data. The framework, termed hierarchical Dirichlet process probabilistic context-free grammar (HDP-PCFG), involves structured hierarchical Dirichlet process modelling and customized model fitting via variational methods to address the problem of syntactic parsing and the underlying problems of grammar induction and grammar refinement. The central object of study is the parse tree, which can be used to describe a substantial amount of the syntactic structure and relational semantics of natural language sentences. The article first provides an overview of the formal probabilistic specification of the HDP-PCFG, algorithms for posterior inference under the HDP-PCFG, and experiments on grammar learning run on the Wall Street Journal portion of the Penn Treebank.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

This volume brings together the latest diachronic research on syntactic features and their role in restricting syntactic change. The chapters address a central theoretical issue in diachronic syntax: whether syntactic variation can always be attributed to differences in the features of items in the lexicon, as the Borer-Chomsky conjecture proposes. In answering this question, all the chapters develop analyses of syntactic change couched within a formalist framework in which rich hierarchical structures and abstract features of various kinds play an important role. The first three parts of the volume explore the different domains of the clause, namely the C-domain, the T-domain and the ν‎P/VP-domain respectively, while chapters in the final part are concerned with establishing methodology in diachronic syntax and modelling linguistic correspondences. The contributors draw on extensive data from a large number of languages and dialects, including several that have received little attention in the literature on diachronic syntax, such as Romeyka, a Greek variety spoken in Turkey, and Middle Low German, previously spoken in northern Germany. Other languages are explored from a fresh theoretical perspective, including Hungarian, Icelandic, and Austronesian languages. The volume sheds light not only on specific syntactic changes from a cross-linguistic perspective but also on broader issues in language change and linguistic theory.