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Problem-solving” is the most crucial key insight of scientific research. This study focuses on constructing the “problem-solving” knowledge graph of scientific domains by extracting four entity relation types: problem-solving, problem hierarchy, solution hierarchy and association.

This paper presents a low-cost method for identifying these relationships in scientific papers based on word analogy. The problem-solving and hierarchical relations are represented as offset vectors of the head and tail entities and then classified by referencing a small set of predefined entity relations.

This paper presents an experiment with artificial intelligence papers from the Web of Science and achieved good performance. The F1 scores of entity relation types problem hierarchy, problem-solving and solution hierarchy, which were 0.823, 0.815 and 0.748, respectively. This paper used computer vision as an example to demonstrate the application of the extracted relations in constructing domain knowledge graphs and revealing historical research trends.

This paper uses an approach that is highly efficient and has a good generalization ability. Instead of relying on a large-scale manually annotated corpus, it only requires a small set of entity relations that can be easily extracted from external knowledge resources.

The purpose of this paper is to provide an overall review of grammar checking and relation extraction (RE) literature, their techniques and the open challenges associated with them; and, finally, suggest future directions.

The review on grammar checking and RE was carried out using the following protocol: we prepared research questions, planed for searching strategy, addressed paper selection criteria to distinguish relevant works, extracted data from these works, and finally, analyzed and synthesized the data.

The output of error detection models could be used for creating a profile of a certain writer. Such profiles can be used for author identification, native language identification or even the level of education, to name a few. The automatic extraction of relations could be used to build or complete electronic lexical thesauri and knowledge bases.

Grammar checking is the process of detecting and sometimes correcting erroneous words in the text, while RE is the process of detecting and categorizing predefined relationships between entities or words that were identified in the text. The authors found that the most obvious challenge is the lack of data sets, especially for low-resource languages. Also, the lack of unified evaluation methods hinders the ability to compare results.

The chapter begins by presenting a case study of a 4th grade student, who has been referred by his teacher for an evaluation. However before this case can be completely understood, it is necessary to understand the limitations associated with the general intelligence approach of assessment. The chapter provides an overview of these limitations and suggests using a processing-based approach instead of a general intelligence approach. The second section outlines the Planning, Attention, Simultaneous, and Successive (PASS) theory and approach toward assessment, which is supported by neuropsychological research. The final section returns to the case study and demonstrates how the information gathered using the PASS theory and Cognitive Assessment System (CAS) can be used to guide interventions for various learning disabilities.

Research on cultural entrepreneurship has explored the role of language in making and giving sense to novel ventures and market categories and in legitimating them. We analyze how an emerging de novo market category, quantum computing, is constructed through the use of analogies and metaphors. Through a multimodal analysis of interview and newspaper data, we find that in addition to using analogies and metaphors to highlight familiarity, actors also use such tropes to expound the weirdness of the new category, thus marking it as profoundly different and novel. Such tropes have a dual function; they draw the boundaries between science and laypeople but also arouse awe and curiosity among the audiences. Our study thus casts light on the cultural work during de novo category emergence.

This study aims to review recent advances towards the implementation of ANN and NLP applications during the budgeting phase of the construction process. During this phase, construction companies must assess the scope of each task and map the client’s expectations to an internal database of tasks, resources and costs. Quantity surveyors carry out this assessment manually with little to no computer aid, within very austere time constraints, even though these results determine the company’s bid quality and are contractually binding.

This paper seeks to compile applications of machine learning (ML) and natural language processing in the architectural engineering and construction sector to find which methodologies can assist this assessment. The paper carries out a systematic literature review, following the preferred reporting items for systematic reviews and meta-analyses guidelines, to survey the main scientific contributions within the topic of text classification (TC) for budgeting in construction.

This work concludes that it is necessary to develop data sets that represent the variety of tasks in construction, achieve higher accuracy algorithms, widen the scope of their application and reduce the need for expert validation of the results. Although full automation is not within reach in the short term, TC algorithms can provide helpful support tools.

Given the increasing interest in ML for construction and recent developments, the findings disclosed in this paper contribute to the body of knowledge, provide a more automated perspective on budgeting in construction and break ground for further implementation of text-based ML in budgeting for construction.

This chapter argues that the concept of ‘mass supervision’, and indeed the concept of ‘mass incarceration’ from which it derives, is both quantitatively and qualitatively indeterminate when applied outside of the context of the US. However, the qualitative indeterminacy of mass supervision only holds so long as one treats the word ‘mass’ as being an analogy to mass consumption. This chapter therefore considers an alternative construction of ‘mass’ punishment in terms of mass production. Comparing the philosophies of production associated with Henry Ford and William Morris with the scholarship of Michel Foucault and Fergus McNeill reveals that mass supervision can authentically claim to be qualitatively ‘massive’, given the bespoke and one-on-one nature of traditional supervision. It is thus possible to speak coherently of ‘mass supervision’ in an international context, although this negative conception of a problem invites questions about the best solution that it generally leaves open.

This paper aims to describe the development and evaluation of a process model to transform brand strategy into service experiences during the front end of new service development (NSD). This is an important yet poorly understood transformation that occurs early in service development projects. The paper also aims to describe the theoretical basis for this transformation, and introduces a process model that has been developed to understand and assist with this. Further, it seeks to describe early evaluation results and reflections upon its use.

A research through design approach using participatory co‐design led to the development of the new process. The development was iterative and carried out together with three service providers. The process model was evaluated using a combination of qualitative methods, including interviews, observation and participatory observation.

This work underlines the importance of aligning the customer experience to the company brand and suggests how this can be achieved. A key element in this is the development of a service personality and consideration of service touch‐point behaviours through a combination of analytical work and experience prototyping. The suggested process model has received positive evaluation when used in commercial projects, in terms of brand congruence, project team cohesiveness and experiential result. The work advocates tighter integration between brand management and NSD, and has identified multiple issues regarding the content of a service brand strategy. These include the ways in which a brand department should communicate its brand strategy, and how it should be involved in NSD projects to ensure brand alignment.

The evaluation of the model has limitations, both in terms of number of cases and downstream/long term effects. This should therefore be considered an initial evaluation of the model, requiring further verification.

The paper describes a structured three‐stage experience‐centric process that improves brand alignment in projects. Further, the work shows that brand specifications for services should increasingly focus upon desired customer experiences, service touch‐points and touch‐point behaviours rather than the current focus upon visual identity.

This is the first paper to suggest a process that transforms a brand strategy into customer experiences during NSD. It also adds original insights into the transition from brand to concept, bridging branding, service design and NSD.

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.