We investigated the evolution and transformation of scientific knowledge in the early modern period, analyzing more than 350 different editions of textbooks used for teaching astronomy in European universities from the late fifteenth century to mid-seventeenth century. These historical sources constitute the Sphaera Corpus. By examining different semantic relations among individual parts of each edition on record, we built a multiplex network consisting of six layers, as well as the aggregated network built from the superposition of all the layers. The network analysis reveals the emergence of five different communities. The contribution of each layer in shaping the communities and the properties of each community are studied. The most influential books in the corpus are found by calculating the average age of all the out-going and in-coming links for each book. A small group of editions is identified as a transmitter of knowledge as they bridge past knowledge to the future through a long temporal interval. Our analysis, moreover, identifies the most disruptive books. These books introduce new knowledge that is then adopted by almost all the books published afterwards until the end of the whole period of study. The historical research on the content of the identified books, as an empirical test, finally corroborates the results of all our analyses. 19 pages, 9 figures
Davide Salomoni; Isabel Campos; Luciano Gaido; J. Marco de Lucas; P. Solagna; Jorge Gomes; Luděk Matyska; P. Fuhrman; Marcus Hardt; Giacinto Donvito; +43 more
Davide Salomoni; Isabel Campos; Luciano Gaido; J. Marco de Lucas; P. Solagna; Jorge Gomes; Luděk Matyska; P. Fuhrman; Marcus Hardt; Giacinto Donvito; Lukasz Dutka; Marcin Plociennik; Roberto Barbera; Ignacio Blanquer; Andrea Ceccanti; Eva Cetinic; Mario David; Cristina Duma; Álvaro López-García; Germán Moltó; Pablo Orviz; Zdeněk Šustr; M. Viljoen; Fernando Aguilar; L. Alves; Marica Antonacci; Louis Antonelli; S. Bagnasco; Alexandre M. J. J. Bonvin; Riccardo Bruno; Y. Chen; Alessandro Costa; Davor Davidović; B. Ertl; Marco Fargetta; Sandro Fiore; S. Gallozzi; Zeynep Kurkcuoglu; Lara Lloret; João Martins; Alessandra Nuzzo; Paola Nassisi; Cosimo Palazzo; João Murta Pina; Eva Sciacca; Daniele Spiga; Marco Antonio Tangaro; Michal Urbaniak; S. Vallero; Bas Wegh; Valentina Zaccolo; Federico Zambelli; Tomasz Zok;
This paper describes the achievements of the H2020 project INDIGO-DataCloud. The project has provided e-infrastructures with tools, applications and cloud framework enhancements to manage the demanding requirements of scientific communities, either locally or through enhanced interfaces. The middleware developed allows to federate hybrid resources, to easily write, port and run scientific applications to the cloud. In particular, we have extended existing PaaS (Platform as a Service) solutions, allowing public and private e-infrastructures, including those provided by EGI, EUDAT, and Helix Nebula, to integrate their existing services and make them available through AAI services compliant with GEANT interfederation policies, thus guaranteeing transparency and trust in the provisioning of such services. Our middleware facilitates the execution of applications using containers on Cloud and Grid based infrastructures, as well as on HPC clusters. Our developments are freely downloadable as open source components, and are already being integrated into many scientific applications. INDIGO-Datacloud has been funded by the European Commision H2020 research and innovation program under grant agreement RIA 653549. Peer reviewed
Project: EC | FOSTER Plus (741839), EC | FOSTER Plus (741839)
To foster responsible research and innovation, research communities, institutions, and funders are shifting their practices and requirements towards Open Science. Open Science skills are becoming increasingly essential for researchers. Indeed general awareness of Open Science has grown among EU researchers, but the practical adoption can be further improved. Recognizing a gap between the needed and the provided training offer, the FOSTER project offers practical guidance and training to help researchers learn how to open up their research within a particular domain or research environment. Aiming for a sustainable approach, FOSTER focused on strengthening the Open Science training capacity by establishing and supporting a community of trainers. The creation of an Open Science training handbook was a first step towards bringing together trainers to share their experiences and to create an open and living knowledge resource. A subsequent series of train-the-trainer bootcamps helped trainers to find inspiration, improve their skills and to intensify exchange within a peer group. Four trainers, who attended one of the bootcamps, contributed a case study on their experiences and how they rolled out Open Science training within their own institutions. On its platform the project provides a range of online courses and resources to learn about key Open Science topics. FOSTER awards users gamification badges when completing courses in order to provide incentives and rewards, and to spur them on to even greater achievements in learning. The paper at hand describes FOSTER Plus’ training strategies, shares the lessons learnt and provides guidance on how to re-use the project’s materials and training approaches. Peer reviewed
In order to channel and align the efforts within the COREF project, the Registry of Research Data Repositories – re3data is revising its conceptual service model according to the most important use cases of the various stakeholders working with re3data. Adopting and reflecting current developments in the research data landscape, the update of the service architecture in COREF is based on a bottom-up approach that addresses the results from a stakeholder survey and a stakeholder workshop in November 2020. The findings from the survey and workshop sessions presented in this report informed the development of a Conceptual Model for User Stories, which embeds the registry within the research community and the infrastructure landscape to meet the emerging needs for a trusted repository reference.
This paper describes a corpus of about 3000 English literary texts with about 250 million words extracted from the Gutenberg project that span a range of genres from both fiction and non-fiction written by more than 130 authors (e.g., Darwin, Dickens, Shakespeare). Quantitative Narrative Analysis (QNA) is used to explore a cleaned subcorpus, the Gutenberg English Poetry Corpus (GEPC) which comprises over 100 poetic texts with around 2 million words from about 50 authors (e.g., Keats, Joyce, Wordsworth). Some exemplary QNA studies show author similarities based on latent semantic analysis, significant topics for each author or various text-analytic metrics for George Eliot's poem 'How Lisa Loved the King' and James Joyce's 'Chamber Music', concerning e.g. lexical diversity or sentiment analysis. The GEPC is particularly suited for research in Digital Humanities, Natural Language Processing or Neurocognitive Poetics, e.g. as training and test corpus, or for stimulus development and control. 27 pages, 4 figures
International audience; The CENDARI infrastructure is a research-supporting platform designed to provide tools for transnational historical research, focusing on two topics: medieval culture and World War I. It exposes to the end users modern Web-based tools relying on a sophisticated infrastructure to collect, enrich, annotate, and search through large document corpora. Supporting researchers in their daily work is a novel concern for infrastructures. We describe how we gathered requirements through multiple methods to understand historians' needs and derive an abstract workflow to support them. We then outline the tools that we have built, tying their technical descriptions to the user requirements. The main tools are the note-taking environment and its faceted search capabilities; the data integration platform including the Data API, supporting semantic enrichment through entity recognition; and the environment supporting the software development processes throughout the project to keep both technical partners and researchers in the loop. The outcomes are technical together with new resources developed and gathered, and the research workflow that has been described and documented.
Abstract. Digital literacy and technology education has gained much relevance in humanities and heritage related disciplines during the recent decades. Against this background, the purpose of this article is to examine the current state of educational programs in digital cultural heritage and related disciplines primarily in Europe with supplemental information from the US. A further aim is to highlight core topics, challenges, and demands, and to show innovative formats and prospects.