How%20to%20Build%20a%20Realism-Based%20Ontology

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How to Build a Realism-Based Ontology

• Reality comes first,
• Representation is second.

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Realist Ontology

• The science of what exists in reality.
• What is being?
• What are the features common to all beings?
• Built on the basis that reality is given
  independent of the observer.
• Defines the most general categories needed to
  describe reality and how these categories are
  related.
• Built out of representational units which are
  intended to refer exclusively to universals.
• Not to particulars. Repository What is specific.

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Representational Units for an Optimal Ontology

• (1)Designate a single (11) POR (2)which is
  relevant to the purpose of the ontology (3)and is
  such that the author of the ontology intended to
  use this unit to designate this POR (4)and no POR
  exists that is relevant to the ontology that is
  not referred to in the ontology.
• A single portion of reality may include more than
  one universal.
• A POR may include a particular, however, a
  representational unit in an optimal ontology may
  not.

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Three Levels of Reality

• Reality
• As it exists before observation.
• Cognitive representation (Observation)
• Representational artifacts (Sharing Observation)
• Building an image of reality based on cognitive
  representation. Describes reality exactly as
  reality is in terms of the observer.

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Universals

• Entities which exist in the particulars amongst
  which there is a relation of similarity not found
  with other particulars.
• Human being, arm, arm waving

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Classes/Collections

• Collection of particulars that are instances of
  the same universal.
• Part_of relationship between subclasses and
  classes.
• If all members of subclass B are members of
  class A, but not all members of class A are
  members of subclass B, subclass B is a part of
  class A.
• Member of subclass B and member of class A.
  Therefore
• Class A (Superclass)
• Class B (Subclass)
• Terminology is used to refer to classes and their
  qualities. The word should not be confused with
  being the entity it denotes.
• Terms denote classes and their qualities. The
  terms should not be confused with being the
  entities they are used to refer to.
• Only universals have instances. Particulars on
  not have instances.

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Classes

• When a class identifier is substituted by a
  synonym of the original identifier, all class
  relationships should remain the same.

• Course
• Mathematics
• Algebra
• Trigonometry
• Calculus

• Course
• Arithmetic
• Algebra
• Trigonometry
• Calculus

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Removing a class
A class should have instances of itself or it can
be removed. X Class
yz Instance http//ftp.info
rmatik.rwth-aachen.de/Publications/CEUR-WS/Vol-185
/semAnnot05-10.pdf
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Instances/Particulars

• Particulars are instances of classes.
• Individual entities that preserve their identity
  over time.
• Me, my right arm, my right arm waving
• Nothing which is an instance can have an
  instance.

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Continuants

• Entities which continue to exist while undergoing
  change.
• When they exist, they exist in total.
• Require the specification of time.
• Must exist at a location.

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Occurants/Processes

• A change that a continuant undergoes.
• At any point in time, they exist only in part.
• Do not require the specification of time.
• Belongs to a class until it is finished. When it
  is finished, it no longer belongs to a class
  because it no longer exists.

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Ontology, Taxonomy, Classification

• Based on definitions by Merriam Webster
• Classification Systematic arrangement in groups
  or categories according to established criteria.
• Taxonomy Orderly classification of plants and
  animals according to their presumed natural
  relationships.
• Ontology A branch of metaphysics concerned with
  the nature and relations of being.
• http//itc.scix.net/data/works/att/w78-2003-432.co
  ntent.pdf

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References

• http//www.cse.dmu.ac.uk/bstahl/publications/2005
  _zelic_stahl.pdf
• http//www.loa-cnr.it/Papers/KBKS95.pdf
• http//protege.stanford.edu/publications/ontology_
  development/ontology101-noy-mcguinness.html
• http//org.buffalo.edu/RTU/papers/Pres20050408.pps