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KMi Seminars
Morpholingua: Shape Language and its application to Archaeology
This event took place on Monday 30 April 2007 at 11:30

 
Frederic Fol Leymarie Digital Studios, Department of Computing, Goldsmiths, University of London

I will describe the elements of a shape language for 2D and 3D objects, and illustrate its potential in particular in the field of archaeology. This early version of a shape language builds on the work and collaboration from the fields of Engineering, Applied Mathematics, Computational Geometry, Visual Perception, Arts and the Humanities. It is based on a representation for shapes taking the form of graphs, called "shock graphs" in 2D and "shock scaffolds" in 3D. These incorporate ideas from well-known concepts such as the "medial axis" of H. Blum (pattern recognition), Voronoi diagrams and recent results from Singularity theory. I will illustrate the use of theses graphs in various applications, with a focus on the field of archaeology, which is supported by an on-going collaboration with Brown University's Archaeology group and their internationally re-known work at the site of the Great Temple of Petra, Jordan.

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KMi Seminars Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.