Aggregation and management of metadata in the context of Europeana

The creation of connected content and the linking of metadata are basic requirements for the realisation of the semantic web. Semantic linkage of data enables the joint search of heterogeneous databases and facilitates future machine learning. The present article outlines the metadata management and metadata linking activities of the European Digital Library. A short overview on the current core research areas and implementation strategies in this field is presented. Various projects and metadata services tailored to natural history data, regional cultural heritage data and audio collections are described

6. Tagung "Digitale Bibliothek" – "Vernetzte Welten – Digitales Kulturerbe als öffentliches Gut" (Graz, 26. Februar 2016)

Cooperative Report of the 6th Conference "Digitale Bibliothek" in Graz on February 25, 2016

6. Tagung "Digitale Bibliothek" – "Vernetzte Welten – Digitales Kulturerbe als öffentliches Gut" (Graz, 26. Februar 2016)

Cooperative Report of the 6th Conference "Digitale Bibliothek" in Graz on February 25, 2016

Hexamoll(R) DINCH and DPHP metabolites in urine of children and adolescents in Germany: Human biomonitoring results of the German Environmental Survey GerES V, 2014-2017

The production and use of the plasticisers Hexamoll(R) DINCH (di-(iso-nonyl)-cyclohexane-1,2-dicarboxylate) and DPHP (di-(2-propylheptyl) phthalate) have increased after both chemicals were introduced into the market in the early 2000s as substitutes for restricted high molecular weight phthalates. During the population representative German Environmental Survey (GerES) of Children and Adolescents (GerES V, 2014–2017), we collected urine samples and measured the concentrations of DINCH and DPHP metabolites in 2228 and in a subsample of 516 participants, respectively. We detected DINCH and DPHP metabolites in 100% and 62% of the 3-17 years old children and adolescents, respectively. Geometric means of DINCH metabolites were 2.27 μg/L for OH-MINCH, 0.93 μg/L for oxo-MINCH, 1.14 μg/L for cx-MINCH and 3.47 μg/L for DINCH (Σ of OH-MINCH + cx-MINCH). Geometric means of DPHP metabolites were 0.30 μg/L for OH-MPHP, 0.32 µg/L for oxo-MPHP and 0.64 μg/L for DPHP (Σ of OH-MPHP + oxo-MPHP). The 3-5 years old children had almost 3-fold higher DINCH biomarkers levels than adolescents (14-17 years). Higher concentrations of DPHP biomarkers among young children only became apparent after creatinine adjustment. Urinary levels of DINCH but not of DPHP biomarkers were associated with the levels of the respective plasticisers in house dust. When compared to HBM health-based guidance values, we observed no exceedance of the HBM-I value of 1 mg/L for DPHP (Σ of OH-MPHP + oxo-MPHP). However, 0.04% of the children exceeded the health based guidance value HBM-I of 3 mg/L for DINCH (Σ of OH-MINCH + cx-MINCH). This finding shows that even a less toxic replacement of restricted chemicals can reach exposures in some individuals, at which, according to current knowledge, health impacts cannot be excluded with sufficient certainty. In conclusion, we provide representative data on DINCH and DPHP exposure of children and adolescents in Germany. Further surveillance is warranted to assess the substitution process of plasticisers, and to advise exposure reduction measures, especially for highly exposed children and adolescents. Providing the results to the European HBM Initiative HBM4EU will support risk assessment and risk management not only in Germany but also in Europe

Phthalate metabolites in urine of children and adolescents in Germany: human biomonitoring results of the German Environmental Survey GerES V, 2014-2017

During the population representative German Environmental Survey of Children and Adolescents (GerES V, 2014-2017) 2256 first-morning void urine samples from 3 to 17 years old children and adolescents were analysed for 21 metabolites of 11 different phthalates (di-methyl phthalate (DMP), di-ethyl phthalate (DEP), butylbenzyl phthalate (BBzP), di-iso-butyl phthalate (DiBP), di-n-butyl phthalate (DnBP), di-cyclohexyl phthalate (DCHP), di-n-pentyl phthalate (DnPeP), di-(2-ethylhexyl) phthalate (DEHP), di-iso-nonyl phthalate (DiNP), di-iso-decyl phthalate (DiDP) and di-n-octyl phthalate (DnOP)). Metabolites of DMP, DEP, BBzP, DiBP, DnBP, DEHP, DiNP and DiDP were found in 97%-100% of the participants, DCHP and DnPeP in 6%, and DnOP in none of the urine samples. Geometric means (GM) were highest for metabolites of DiBP (MiBP: 26.1 μg/L), DEP (MEP: 25.8 μg/L), DnBP (MnBP: 20.9 μg/L), and DEHP (cx-MEPP: 11.9 μg/L). For all phthalates but DEP, GMs were consistently higher in the 3–5 years old children than in the 14-17 years old adolescents. For DEHP, the age differences were most pronounced. All detectable phthalate biomarker concentrations were positively associated with the levels of the respective phthalate in house dust. In GerES V we found considerably lower phthalate biomarker levels than in the preceding GerES IV (2003–2006). GMs of biomarker levels in GerES V were only 18% (BBzP), 23% (MnBP), 23% (DEHP), 29% (MiBP) and 57% (DiNP) of those measured a decade earlier in GerES IV. However, some children and adolescents still exceeded health-based guidance values in the current GerES V. 0.38% of the participants had levels of DnBP, 0.08% levels of DEHP and 0.007% levels of DiNP which were higher than the respective health-based guidance values. Accordingly, for these persons an impact on health cannot be excluded with sufficient certainty. The ongoing and substantial exposure of vulnerable children and adolescents to many phthalates confirms the need of a continued monitoring of established phthalates, whether regulated or not, as well as of potential substitutes. With this biomonitoring approach we provide a picture of current individual and cumulative exposure developments and body burdens to phthalates, thus providing support for timely and effective chemicals policies and legislation

Specificity of the innate immune responses to different classes of non-tuberculous mycobacteria

Mycobacterium avium is the most common nontuberculous mycobacterium (NTM) species causing infectious disease. Here, we characterized a M. avium infection model in zebrafish larvae, and compared it to M. marinum infection, a model of tuberculosis. M. avium bacteria are efficiently phagocytosed and frequently induce granuloma-like structures in zebrafish larvae. Although macrophages can respond to both mycobacterial infections, their migration speed is faster in infections caused by M. marinum. Tlr2 is conservatively involved in most aspects of the defense against both mycobacterial infections. However, Tlr2 has a function in the migration speed of macrophages and neutrophils to infection sites with M. marinum that is not observed with M. avium. Using RNAseq analysis, we found a distinct transcriptome response in cytokine-cytokine receptor interaction for M. avium and M. marinum infection. In addition, we found differences in gene expression in metabolic pathways, phagosome formation, matrix remodeling, and apoptosis in response to these mycobacterial infections. In conclusion, we characterized a new M. avium infection model in zebrafish that can be further used in studying pathological mechanisms for NTM-caused diseases

Self-Directed Learning in the era of the COVID-19 pandemic

The COVID-19 pandemic severely impacted teaching and learning at higher education institutions (HEIs), and this book disseminates research findings on a series of cross-campus online initiatives of the North-West University (NWU) to ensure high-quality self-directed learning, whilst simultaneously attending to the need for inclusion and diversity in this challenging context. The golden thread running through the 13 chapters is how this HEI responded to the pandemic in a creative way through its investment in online virtual student excursions, based on problem-based, cooperative learning and gamification principles to support self-directed learning. Whereas virtual excursions usually refer to learning opportunities where ‘a museum, author, park or monument is brought to the student’ (Hehr 2014:1), the virtual excursion in our context is an activity system (Engeström 1987) where students’ learning is scaffolded across the zone of proximal development (Vygotsky 1978) and where their ‘social and pedagogical boundaries are stretched or expanded’ (De Beer & Henning 2011:204). Students engage as Homo ludens, the playing human (Huizinga 1955), in learning activities embedded in an ill-structured problem, and through reflective activities, they are encouraged to reflect on their own naïve understandings or biases. This ‘tension’, or in Veresov (2007) parlance, ‘dramatical collisions’, provides a fertile learning space for self-directed learning

Self-Directed Learning in the era of the COVID-19 pandemic

The COVID-19 pandemic severely impacted teaching and learning at higher education institutions (HEIs), and this book disseminates research findings on a series of cross-campus online initiatives of the North-West University (NWU) to ensure high-quality self-directed learning, whilst simultaneously attending to the need for inclusion and diversity in this challenging context. The golden thread running through the 13 chapters is how this HEI responded to the pandemic in a creative way through its investment in online virtual student excursions, based on problem-based, cooperative learning and gamification principles to support self-directed learning. Whereas virtual excursions usually refer to learning opportunities where ‘a museum, author, park or monument is brought to the student’ (Hehr 2014:1), the virtual excursion in our context is an activity system (Engeström 1987) where students’ learning is scaffolded across the zone of proximal development (Vygotsky 1978) and where their ‘social and pedagogical boundaries are stretched or expanded’ (De Beer & Henning 2011:204). Students engage as Homo ludens, the playing human (Huizinga 1955), in learning activities embedded in an ill-structured problem, and through reflective activities, they are encouraged to reflect on their own naïve understandings or biases. This ‘tension’, or in Veresov (2007) parlance, ‘dramatical collisions’, provides a fertile learning space for self-directed learning