An ecosystem for linked humanities data

The main promise of the digital humanities is the ability to perform scholar studies at a much broader scale, and in a much more reusable fashion. The key enabler for such studies is the availability of suciently well described data. For the eld of socio-economic history, data usually comes in a tabular form. Existing eorts to curate and publish datasets take a top-down approach and are focused on large collections. This paper presents QBer and the underlying structured data hub, which address the long tail of research data by catering for the needs of individual scholars. QBer allows researchers to publish their (small) datasets, link them to existing vocabularies and other datasets, and thereby contribute to a growing collection of interlinked datasets.We present QBer, and evaluate our rst results by showing how our system facilitates two use cases in socio-economic history

Maintaining a Linked Data Cloud and Data Service for Second World War History

One of the great promises of Linked Data is to provide a shared data infrastructure into which new data can be imported and aligned with, forming a sustainable, ever growing Linked Data Cloud (LDC). This paper studies and evaluates this idea in the context of the WarSampo LDC that provides a data infrastructure for Second World War related ontologies and data in Finland, including several mutually linked graphs, totaling ca 12 million triples. Two data integration case studies are presented, where the original WarSampo LDC and the related semantic portal were first extended by a dataset of hundreds of war cemeteries and thousands of photographs of them, and then by another dataset of over 4450 Finnish prisoners of war. As a conclusion, lessons learned are explicated, based on hands-on experience in maintaining the WarSampo LDC in a production environment.Peer reviewe

Dietary Lactoferrin Alleviates Age-Related Lacrimal Gland Dysfunction in Mice

BACKGROUND: Decrease in lacrimal gland secretory function is related to age-induced dry eye disease. Lactoferrin, the main glycoprotein component of tears, has multiple functions, including anti-inflammatory effects and the promotion of cell growth. We investigated how oral administration of lactoferrin affects age-related lacrimal dysfunction. METHODS AND FINDINGS: Twelve-month-old male C57BL/6Cr Slc mice were randomly divided into a control fed group and an oral lactoferrin treatment group. Tear function was measured at a 6-month time-point. After euthanasia, the lacrimal glands were subjected to histological examination with 8-hydroxy-2'-deoxyguanosine (8-OHdG) antibodies, and serum concentrations of 8-OHdG and hexanoyl-lysine adduct (HEL) were evaluated. Additionally, monocyte chemotactic protein-1(MCP-1) and tumor necrosis factor-α (TNF-α) gene expression levels were determined by real-time PCR. The volume of tear secretion was significantly larger in the treated group than in the control. Lactoferrin administration reduced inflammatory cell infiltration and the MCP-1 and TNF-α expression levels. Serum concentrations of 8-OHdG and HEL in the lactoferrin group were lower than those in the control group and were associated with attenuated 8-OHdG immunostaining of the lacrimal glands. CONCLUSION: Oral lactoferrin administration preserves lacrimal gland function in aged mice by attenuating oxidative damage and suppressing subsequent gland inflammation

Preface

This is the final version. Available from CEUR Workshop Proceedings via the URL in this record.

Estrategias de evaluación formativa y compartida en asignaturas que capacitan para la función docente

La situación en el contexto universitario actual indica el predominio de la evaluación tradicional, que tiene consecuencias negativas a nivel motivacional y de aprendizaje. Consecuentemente, el objetivo del presente estudio fue comprobar si la evaluación formativa y compartida, basada en el desarrollo de una rúbrica de evaluación, el feedback, la coevaluación grupal y autoevaluación grupal, permitió la mejora de la motivación, implicación y aprendizaje en dos asignaturas que capacitan para la función docente. Comenzaron participando 227 discentes, pero finalmente fueron 173 (94 hombres y 79 mujeres). Se siguió un diseño cuasiexperimental pretest-postest con un grupo control y otro experimental en cada una de las asignaturas. La intervención se basó en el empleo de la evaluación formativa y compartida en el trabajo práctico de ambas asignaturas, a través de las cuatro estrategias mencionadas. Las variables dependientes fueron la motivación, implicación y el aprendizaje, evaluadas mediante dos escalas validadas y una prueba teórico-práctica, respectivamente. El grupo experimental mostró mayores valores en satisfacción de autonomía y competencia, implicación de los agentes, emocional, cognitiva y aprendizaje (p ≤ .05). En conclusión, se recomienda emplear la evaluación formativa y compartida en el contexto universitario, mediante estrategias como el diseño de rúbricas, feedback, coevaluación grupal y autoevaluación grupal, dado los resultados positivos en motivación y aprendizaje, enfatizando sus posibilidades para favorecer la implicación del alumnado