A Personal Agent Architecture for Task Automation in the Web of Data. Bringing intelligence to everyday tasks

Internet está evolucionando hacia la conocida como Live Web. En esta nueva etapa en la evolución de Internet, se pone al servicio de los usuarios multitud de streams de datos sociales. Gracias a estas fuentes de datos, los usuarios han pasado de navegar por páginas web estáticas a interacturar con aplicaciones que ofrecen contenido personalizado, basada en sus preferencias. Cada usuario interactúa a diario con multiples aplicaciones que ofrecen notificaciones y alertas, en este sentido cada usuario es una fuente de eventos, y a menudo los usuarios se sienten desbordados y no son capaces de procesar toda esa información a la carta. Para lidiar con esta sobresaturación, han aparecido múltiples herramientas que automatizan las tareas más habituales, desde gestores de bandeja de entrada, gestores de alertas en redes sociales, a complejos CRMs o smart-home hubs. La contrapartida es que aunque ofrecen una solución a problemas comunes, no pueden adaptarse a las necesidades de cada usuario ofreciendo una solucion personalizada. Los Servicios de Automatización de Tareas (TAS de sus siglas en inglés) entraron en escena a partir de 2012 para dar solución a esta liminación. Dada su semejanza, estos servicios también son considerados como un nuevo enfoque en la tecnología de mash-ups pero centra en el usuarios. Los usuarios de estas plataformas tienen la capacidad de interconectar servicios, sensores y otros aparatos con connexión a internet diseñando las automatizaciones que se ajustan a sus necesidades. La propuesta ha sido ámpliamante aceptada por los usuarios. Este hecho ha propiciado multitud de plataformas que ofrecen servicios TAS entren en escena. Al ser un nuevo campo de investigación, esta tesis presenta las principales características de los TAS, describe sus componentes, e identifica las dimensiones fundamentales que los defines y permiten su clasificación. En este trabajo se acuña el termino Servicio de Automatización de Tareas (TAS) dando una descripción formal para estos servicios y sus componentes (llamados canales), y proporciona una arquitectura de referencia. De igual forma, existe una falta de herramientas para describir servicios de automatización, y las reglas de automatización. A este respecto, esta tesis propone un modelo común que se concreta en la ontología EWE (Evented WEb Ontology). Este modelo permite com parar y equiparar canales y automatizaciones de distintos TASs, constituyendo un aporte considerable paraa la portabilidad de automatizaciones de usuarios entre plataformas. De igual manera, dado el carácter semántico del modelo, permite incluir en las automatizaciones elementos de fuentes externas sobre los que razonar, como es el caso de Linked Open Data. Utilizando este modelo, se ha generado un dataset de canales y automatizaciones, con los datos obtenidos de algunos de los TAS existentes en el mercado. Como último paso hacia el lograr un modelo común para describir TAS, se ha desarrollado un algoritmo para aprender ontologías de forma automática a partir de los datos del dataset. De esta forma, se favorece el descubrimiento de nuevos canales, y se reduce el coste de mantenimiento del modelo, el cual se actualiza de forma semi-automática. En conclusión, las principales contribuciones de esta tesis son: i) describir el estado del arte en automatización de tareas y acuñar el término Servicio de Automatización de Tareas, ii) desarrollar una ontología para el modelado de los componentes de TASs y automatizaciones, iii) poblar un dataset de datos de canales y automatizaciones, usado para desarrollar un algoritmo de aprendizaje automatico de ontologías, y iv) diseñar una arquitectura de agentes para la asistencia a usuarios en la creación de automatizaciones. ABSTRACT The new stage in the evolution of the Web (the Live Web or Evented Web) puts lots of social data-streams at the service of users, who no longer browse static web pages but interact with applications that present them contextual and relevant experiences. Given that each user is a potential source of events, a typical user often gets overwhelmed. To deal with that huge amount of data, multiple automation tools have emerged, covering from simple social media managers or notification aggregators to complex CRMs or smart-home Hub/Apps. As a downside, they cannot tailor to the needs of every single user. As a natural response to this downside, Task Automation Services broke in the Internet. They may be seen as a new model of mash-up technology for combining social streams, services and connected devices from an end-user perspective: end-users are empowered to connect those stream however they want, designing the automations they need. The numbers of those platforms that appeared early on shot up, and as a consequence the amount of platforms following this approach is growing fast. Being a novel field, this thesis aims to shed light on it, presenting and exemplifying the main characteristics of Task Automation Services, describing their components, and identifying several dimensions to classify them. This thesis coins the term Task Automation Services (TAS) by providing a formal definition of them, their components (called channels), as well a TAS reference architecture. There is also a lack of tools for describing automation services and automations rules. In this regard, this thesis proposes a theoretical common model of TAS and formalizes it as the EWE ontology This model enables to compare channels and automations from different TASs, which has a high impact in interoperability; and enhances automations providing a mechanism to reason over external sources such as Linked Open Data. Based on this model, a dataset of components of TAS was built, harvesting data from the web sites of actual TASs. Going a step further towards this common model, an algorithm for categorizing them was designed, enabling their discovery across different TAS. Thus, the main contributions of the thesis are: i) surveying the state of the art on task automation and coining the term Task Automation Service; ii) providing a semantic common model for describing TAS components and automations; iii) populating a categorized dataset of TAS components, used to learn ontologies of particular domains from the TAS perspective; and iv) designing an agent architecture for assisting users in setting up automations, that is aware of their context and acts in consequence.

Peptides containing glutamine repeats as substrates for transglutaminase-catalyzed cross-linking: Relevance to diseases of the nervous system

Many proteins contain reiterated glutamine residues, but polyglutamine of excessive length may result in human disease by conferring new properties on the protein containing it. One established property of a glutamine residue, depending on the nature of the flanking residues, is its ability to act as an amine acceptor in a transglutaminase-catalyzed reaction and to make a glutamyl–lysine cross-link with a neighboring polypeptide. To learn whether glutamine repeats can act as amine acceptors, we have made peptides with variable lengths of polyglutamine flanked by the adjacent amino acid residues in the proteins associated with spinocerebellar ataxia type 1 (SCA1), Machado–Joseph disease (SCA3), or dentato-rubral pallido-luysian atrophy (DRPLA) or those residues adjacent to the preferred cross-linking site of involucrin, or solely by arginine residues. The polyglutamine was found to confer excellent substrate properties on any soluble peptide; under optimal conditions, virtually all the glutamine residues acted as amine acceptors in the reaction with glycine ethyl-ester, and lengthening the sequence of polyglutamine increased the reactivity of each glutamine residue. In the presence of transglutaminase, peptides containing polyglutamine formed insoluble aggregates with the proteins of brain extracts and these aggregates contained glutamyl–lysine cross-links. Repeated glutamine residues exposed on the surface of a neuronal protein should form cross-linked aggregates in the presence of any transglutaminase activated by the presence of Ca2+.

Recruitment and replacement of hippocampal neurons in young and adult chickadees: an addition to the theory of hippocampal learning.

We used [3H]thymidine to document the birth of neurons and their recruitment into the hippocampal complex (HC) of juvenile (4.5 months old) and adult blackcapped chickadees (Parus atricapillus) living in their natural surroundings. Birds received a single dose of [3H]thymidine in August and were recaptured and killed 6 weeks later, in early October. All brains were stained with Cresyl violet, a Nissl stain. The boundaries of the HC were defined by reference to the ventricular wall, the brain surface, or differences in neuronal packing density. The HC of juveniles was as large as or larger than that of adults and packing density of HC neurons was 31% higher in juveniles than in adults. Almost all of the 3H-labeled HC neurons were found in a 350-m-wide layer of tissue adjacent to the lateral ventricle. Within this layer the fraction of 3H-labeled neurons was 50% higher in juveniles than in adults. We conclude that the HC of juvenile chickadees recruits more neurons and has more neurons than that of adults. We speculate that juveniles encounter greater environmental novelty than adults and that the greater number of HC neurons found in juveniles allows them to learn more than adults. At a more general level, we suggest that (i) long-term learning alters HC neurons irreversibly; (ii) sustained hippocampal learning requires the periodic replacement of HC neurons; (iii) memories coded by hippocampal neurons are transferred elsewhere before the neurons are replaced.

ConfChem Conference on A Virtual Colloquium to Sustain and Celebrate IYC 2011 Initiatives in Global Chemical Education—The Global Experiment of the IYC2011: Creating Online Communities for Education and Science

The Global Experiment, Water: A Chemical Solution, was one of the flagship activities of the International Year of Chemistry (IYC). During the virtual colloquium of the spring 2012 online ConfChem conference, the main results of this year-long experiment were presented and discussed online for a week. Some of the main conclusions of the virtual conversations relate to the benefits of creating online communities of people sharing similar interests, the use of online educational platforms to gather massive amounts of data, and specific questions about the development of this IYC initiative. The activities of the global water experiment (GWE) were designed by a team of experts and the protocols are available online on the GWE Web site. The results were shown in one interactive world map that allowed students to learn about data visualization, validation, and interpretation. The feedback obtained from the participants of the GWE and later by the contributors of the virtual colloquium was very positive. Many participants asked specific and technical questions about the development of this experiment, while others excitedly endorsed the convenience of these large open-access activities to promote chemistry worldwide. The estimate is that over 2 million people took part in the GWE during the IYC. This communication summarizes one of the invited papers to the ConfChem online conference: A Virtual Colloquium to Sustain and Celebrate IYC 2011 Initiatives in Global Chemical Education, held from May 18 to June 29, 2012 and hosted by the ACS DivCHED Committee on Computers in Chemical Education and the IUPAC Committee on Chemistry Education.

Exploring the use of cooperative activities in a language subject to develop students’ social competences at the University

Cooperative learning has been successfully implemented in the last 60 years for teaching at different educational levels including the Higher Studies due to its solid theoretical foundation, the principles it proposes and its practical applications. The purpose of this article is to offer a proposal for some cooperative activities that allow students to work in small groups in a language subject in order to learn not only contents but also putting into practice what they learn, i.e., they learn by being active. This article discusses how the said activities make it possible for students to work with the main principles of cooperative learning, i.e.: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small-group skills and group processing. Moreover, this research will also point out that the proposed activities allow students to acquire some of the social competences required in the labour market such as leadership, conflict solving and cooperation.

[Letter from Thankful Smith to Mary Dunster, ca. 1767]

Handwritten one-page undated letter from Thankful Smith to Mary Dunster of Harwick, Mass. The letter is witnessed by Judith Smith, Elisha Parker, and Caleb Gannett. The short letter is playful and provides cryptic details about Smith's life. Though the letter is closed, "I remain your dutiful Parent," the author appears to be Thankful Smith writing to her sister Mary Dunster.

Letter from Samuel Willard, Harvard College, Cambridge, Massachusetts, to Abigail Willard, Petersham, Massachusetts, May 1, 1801

Willard thanks his sister for writing to him and asks her to write as often as possible. He also mentions his cousin Sophia Chadwick, who has been living with President Willard.

Letter from Samuel Willard, Harvard College, Cambridge, Massachusetts, to William Willard, Petersham, Massachusetts, October 16, 1801

Willard reports on President Willard’s travels and general well-being and asks his father to apologize to his sister for not writing to her often enough. He also tells his father that he is in debt, details his purchases, and asks for money.

Letter from Samuel Willard, Deerfield, Massachusetts, to William Willard and Katherine Willard, Petersham, Massachusetts, March 11, 1810

Willard mentions that he has been anxious because he has heard that “there was such a dreadful sickness in…Petersham, but I have not been able to learn many particulars about it,” and asks for news. He also comments on the weather and lack of snow throughout the past winter.

Letter from Samuel Willard, Deerfield, Massachusetts, to Catherine Willard, Petersham, Massachusetts, April [3?], 1810

Willard explains that he has been anxious to hear news about the family’s health so he sent a “lad that is living with us by the name of Leonard Smith to learn how it is with you + inform you how we are.” He also writes that his wife delivered a baby daughter last week; it was a difficult birth but she is recovering. He describes the baby’s weight and health, and also refers to some election results. At the end of the letter, he says that he has included a lock of his baby’s hair; the lock of hair is no longer enclosed in the letter.

Inhibitory Control is a Rate-Limiting Factor to Preschoolers' Use of Irregular Inflection

We investigated whether children’s inhibitory control is associated with their ability to produce irregular verb forms as well as learn from corrective feedback following their use of an over-regularized form. Forty-eight 3.5 to 4.5 year old children were tested on the irregular past tense and provided with adult corrective input via models of correct use or recasts of errors following ungrammatical responses. Inhibitory control was assessed with a three-item battery of tasks that required suppressing a prepotent response in favor of a non-canonical one. Results showed that inhibitory control was predictive of children’s initial production of irregular forms and not associated with their post-feedback production of irregulars. These findings show that children’s executive functioning skills may be a rate-limiting factor on their ability to produce correct forms, but might not interact with their ability to learn from input in this domain. Findings are discussed in terms of current theories of past-tense acquisition and learning from input more broadly.

A longitudinal study of learning for a group of indigenous Australian university students: Dissonant conceptions and strategies

Conceptions of learning and strategies used by 15 indigenous students in three Australian universities were studied longitudinally over three years. Their academic achievements were good, but at a high cost in terms of time and effort. In spite of the fact that almost half of the students expressed higher-order (qualitative) conceptions of learning in the first year and more in the second and third years, all of the students reported using highly repetitive strategies to learn. That is, they did not vary their way of learning, reading or writing in the beginning of their studies and less than half of them did so at the end of the three years. It is argued that encountering variation in ways of learning is a prerequisite for the development of powerful ways of learning and studying.

Access to written information for people with aphasia

Background: Accessibility is often constructed in terms of physical accessibility. There has been little research into how the environment can accommodate the communicative limitations of people with aphasia. Communication accessibility for people with aphasia is conceptualised in this paper within the World Health Organisation's International Classification of Functioning, Disability and Health (ICF). The focus of accessibility is considered in terms of the relationship between the environment and the person with the disability. Thus: This paper synthesises the results of three Studies that examine the effectiveness of aphasia-friendly written material. Main Contribution: The first study (Rose, Worrall, & McKenna, 2003) found that aphasia-friendly formatting of written health information improves comprehension by people with aphasia, but not everyone prefers aphasia-friendly formatting. Brennan, Worrall, and McKenna (in press) found that the aphasia-friendly strategy of augmenting text with pictures, particularly ClipArt and Internet images, may be distracting rather than helpful. Finally, Egan, Worrall, and Oxenham (2004) found that the use of ail aphasia-friendly written training manual was instrumental in assisting people with aphasia to learn the Internet. Conclusion: Aphasia-friendly formatting appears to improve the accessibility of written material for people with aphasia. Caution is needed when considering the use of illustrations, particularly ClipArt and Internet images, when creating aphasia-friendly materials. A research, practice, and policy agenda for introducing aphasia-friendly formatting is proposed.

The Opinion Editorial: teaching physiology outside the box

Improving the public understanding of science is an important challenge for the future professional scientists who are our current undergraduates. In this paper, we present a conceptual model that explores the role of mass media as community gatekeepers of new scientific findings. This model frames the benefits for undergraduate science students to learn about media genres so that they can learn to communicate science more effectively to nonprofessional audiences. Informed by this Media Role model, we then detail a novel writing task for undergraduate physiology students, the Opinion Editorial (Op-Ed), and an accompanying Peer Review. The Op-Ed genre was directly taught to the students by a professional journalist. As an assessment task, students presented a recent, highly technical paper as an Op-Ed. This was assessed by both faculty members and peers using a detailed assessment rubric. Most students were able to replicate the features of Op-Eds and attained high grades on their writing tasks. Survey data from final-year physiology students (n = 230) were collected before and after the implementation of the Op-Ed/Peer Review. These indicated that most students were aware of the importance of scientists to effectively communicate their knowledge to nonprofessional audiences, that the Op-Ed writing task was challenging, and that they believed that their ability to write to nonprofessional audiences was improved after explicit teaching and feedback.

From the sublime to the subliminal: Fear, awe and wonder in international politics

Key events in international politics, such as terrorist attacks, can be characterised as sublime: our minds clash with phenomena that supersede our cognitive abilities, triggering a range of powerful emotions, such as pain, fear and awe. Encounters with the sublime allow us an important glimpse into the contingent and often manipulative nature of representation. For centuries, philosophers have sought to learn from these experiences, but in political practice the ensuing insights are all too quickly suppressed and forgotten. The prevailing tendency is to react to the elements of fear and awe by reimposing control and order. We emphasise an alternative reaction to the sublime, one that explores new moral and political opportunities in the face of disorientation. But we also stress that we do not need to be dislocated by dramatic events to begin to wonder about the world. Moving from the sublime to the subliminal, we explore how it is possible to acquire the same type of insight into questions of representation and contingency by engaging more everyday practices of politics.