Books on the topic 'Linked Open Dynamic Data'

The profound cultural transformation that has taken place in Italian seismic studies in the last ten years is distinguished by the growing interest in the problem of assessing the effects of earthquakes linked to local conditions, and in the related issue of a precise definition of the properties of the soil in the sphere of the dynamic and cyclical stresses induced by seismic actions. Despite the profound awareness of the extent to which the nature of the soil contributes to the destructive effects of earthquakes, we are still a long way from the possibility of a realistic forecast of the seismic behaviour of the Italian soils. This is because the identification of the dynamic properties calls for experimental equipment that is technologically complex and costly as well as lengthy observation and qualified personnel. The rare experimental data that have been acquired to date hence represent a fundamental element for scientific reflection. This book has been conceived with a view to setting at the disposal of a broader public the results of the tests conducted on site and in the laboratory on the soil of certain significant seismic areas using the dynamic-type apparatus of the Geotechnical Laboratory of the Department of Civil and Environmental Engineering (DICeA) of the University of Florence. It presents a selection of the works of the Geotechnical section of the DICeA that have been published in various specialist international and national ambits. These studies were largely launched following the seismic sequence in Umbria and the Marches, in collaboration with several Regional Authorities and Research Institutes for the reduction of the seismic risk in Italy (GNDT, IRRS, INGV). In addition to the experimental techniques and the results obtained, the models and the geotechnical procedures adopted for assessing the effects of site and soil instability in certain specific deposits of the Italian territory are also expounded.

This volume challenges previous views of social organization focused on elites by offering innovative perspectives on 'power from below.' Using a variety of archaeological, anthropological, and historical data to question traditional narratives of complexity as inextricably linked to top-down power structures, it exemplifies how commoners have developed strategies to sustain non-hierarchical networks and contest the rise of inequalities. Through case studies from around the world – ranging from Europe to New Guinea, and from Mesoamerica to China – an international team of contributors explore the diverse and dynamic nature of power relations in premodern societies. The theoretical models discussed throughout the volume include a reassessment of key concepts such as heterarchy, collective action, and resistance. Thus, the book adds considerable nuance to our understanding of power in the past, and also opens new avenues of reflection that can help inform discussions about our collective present and future.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

Electroencephalography (EEG), a dynamic real-time recording of electrical neocortical brain activity, began in the 1600s with the discovery of electrical phenomena and the concept of an “action current.” The galvanometer was introduced in the 1800s and the first bioelectrical observations of human brain signals were made in the 1900s. Certain EEG patterns were associated with brain disorders, increasing the clinical and scientific use of EEG. In the 1980s, technical advances allowed EEGs to be digitized and linked with videotape recording. In the 1990s, digital data storage increased and computer networking enabled remote real-time EEG reading, which made possible continuous EEG (cEEG) monitoring. Manual cEEG analysis became increasingly labor-intensive, calling for methods to assist this process. In the 2000s, complex algorithms enabling quantitative EEG analyses were introduced, with a new focus on shared activity between rhythms, including phase and magnitude synchrony. The automation of spectral analysis enabled studies of spectral content.

The growth and population of the Semantic Web, especially the Linked Open Data (LOD) Cloud, has brought to the fore the challenges of ordering knowledge for data mining on an unprecedented scale. The LOD Cloud is structured from billions of elements of knowledge and pointers to knowledge organization systems (KOSs) such as ontologies, taxonomies, typologies, thesauri, etc. The variant and heterogeneous knowledge areas that comprise the social sciences and humanities (SSH), including cultural heritage applications are bringing multi-dimensional richness to the LOD Cloud. Each such application arrives with its own challenges regarding KOSs in the Cloud. With contributions by Sören Auer, Gerard Coen, Kathleen Gregory, Mohamad Yaser Jaradeh, Daniel Martínez Ávila, Philipp Mayr, Allard Oelen, Cristina Pattuelli, Tobias Renwick, Andrea Scharnhorst, Ronald Siebes, Aida Slavic, Richard P Smiraglia, Markus Stocker, Rick Szostak, Marnix van Berchum, Charles van den Heuvel, J. Bradford Young, Veruska Zamborlini and Marcia Zeng.

Virtual heritage has been explained as virtual reality applied to cultural heritage, but this definition only scratches the surface of the fascinating applications, tools and challenges of this fast-changing interdisciplinary field. This book provides an accessible but concise edited coverage of the main topics, tools and issues in virtual heritage. Leading international scholars have provided chapters to explain current issues in accuracy and precision; challenges in adopting advanced animation techniques; shows how archaeological learning can be developed in Minecraft; they propose mixed reality is conceptual rather than just technical; they explore how useful Linked Open Data can be for art history; explain how accessible photogrammetry can be but also ethical and practical issues for applying at scale; provide insight into how to provide interaction in museums involving the wider public; and describe issues in evaluating virtual heritage projects not often addressed even in scholarly papers. The book will be of particular interest to students and scholars in museum studies, digital archaeology, heritage studies, architectural history and modelling, virtual environments.

Artificial intelligence (AI) technologies are transforming economies, societies, and geopolitics. Enabled by the exponential increase of data that is collected, transmitted, and processed transnationally, these changes have important implications for international economic law (IEL). This volume examines the dynamic interplay between AI and IEL by addressing an array of critical new questions, including: How to conceptualize, categorize, and analyze AI for purposes of IEL? How is AI affecting established concepts and rubrics of IEL? Is there a need to reconfigure IEL, and if so, how? Contributors also respond to other cross-cutting issues, including digital inequality, data protection, algorithms and ethics, the regulation of AI-use cases (autonomous vehicles), and systemic shifts in e-commerce (digital trade) and industrial production (fourth industrial revolution). This title is also available as Open Access on Cambridge Core.

After more than a century of growth, zooarchaeology has started fulfilling its full potential. The recognition of the centrality of zooarchaeological investigations in archaeology represents the most important, and hopefully enduring, development. Zooarchaeology remains, however, ultimately inter-disciplinary and cannot be pigeon-holed within either Science or Humanities. Zooarchaeologists use a multitude of approaches, and contribute to all aspects of investigations of past human life, ranging from social structure, to economy, diet, ecology, ideology, and religion. The discipline has developed a set of well-established methods, whose widespread use enhances data comparability. It is, however, important that the research strategies and approaches of zooarchaeologists remain dynamic and open to constant scrutiny. Zooarchaeology is today highly international, enjoying a healthy level of open communication. There is, however, the need to reach out to areas where the discipline is still underdeveloped, as those will generate new stimuli as well as research opportunities.

This chapter argues for a new perspective on heritage, one that is informed by the contexts of remaking. Traditionally, heritage has referred to specific types of architectural, material, and cultural forms and processes that carry with them a sense of monumentality. This writing argues for a new sense of heritage that takes into account the dynamic processes of the contemporary world. A series of five heritage metaphors (and their replacement metaphors) is considered in terms of the main premises of heritage as a cultural and political process. These include the tree (rhizome), battery (Rube Goldberg machine), monument (souvenir), lecture (dialogue), and library (open source). These metaphors are considered through a variety of heritage spaces in the world, including Castle of Matrera, the fresco of Christ in Borja, the Denver International Airport, the Staten Island Ferry Disaster Memorial Monument, O. M. Henrikson Poplar Trees Mall, the Bodie ghost town, the Buddhas of Bamiyan, the Svalbard Global Seed Vault, and the World Data Archive..

This book is a comparative study of how and why border policy has become increasingly important, politicized, and divisive in Europe and the United States. It focuses on how border governance has emerged as an important focus of policy in itself, rather than merely contingent on trade and, above all, on immigration policy. New data indicate a massive increase of walls and barriers between countries after 2001. In our more globalized world, borders are back with a vengeance. However, at the same time that more controls have been established, the flow of people and the growth of trade have continued at an impressive rate. The claims by scholars and political actors of an emerging Fortress Europe and Fortress America have clearly been exaggerated. They express goals and intentions, rather than outcomes. The argument in this book is that the gap between objectives and outcomes should be understood as a result of the complex politics of the border and border control. Although there has been consistent support for harsher border control on both sides of the Atlantic, there has also been important, if more focused, support for more open borders and more permissive border control. If electoral politics often favor border restriction, the politics of policymaking can be more advantageous for groups that favor access. These are separate political tracks, the author maintains, but they are always in dynamic interaction.