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This study aims to explore a way of representing historical collections by examining the features of an event in historical documents and building an event-based ontology model.

To align with a domain-specific and upper ontology, the Basic Formal Ontology (BFO) model is adopted. Based on BFO, an event-based ontology for historical description (EOHD) is designed. To define events, event-related vocabularies are taken from the Library of Congress’ event types (2012). The three types of history and six kinds of changes are defined.

The EOHD model demonstrates how to apply the event ontology to biographical sketches of a creator history to link event types.

The EOHD model has great potential to be further expanded to specific events and entities through different types of history in a full set of historical documents.

The EOHD provides a framework for modeling and semantically reforming the relationships of historical documents, which can make historical collections more explicitly connected in Web environments.

Organizational wrongdoing researchers often look to past cases to empirically develop and support theoretical understanding. Their research is therefore conducted at a temporal distance to focal events and frequently relies on retrospective accounts and surviving documentary evidence. These methodological circumstances define historical research practice, and we demonstrate in this paper the valuable insights that historical approaches can provide organizational wrongdoing research. Specifically, we draw on a range of practices from history and the social sciences to introduce four historically informed approaches: narrative history, analytically structured history, historical process study, short-term process study. We differentiate these based on their particular affordances and treatment of two key methodological considerations: historical evidence and temporality. We demonstrate the specific value these approaches represent to organizational wrongdoing research with several exemplars showing how they have been used in related fields of research.

We examined how high school students demonstrated historical empathy through conducting local history place-based research to create an exhibit and companion book about the impact of the COVID-19 pandemic on their community. The majority of existing historical empathy scholarship focuses on classroom-based inquiry of historical events, people and time periods. We contend that broader examination of how historical empathy can be promoted beyond school-based instruction can contribute to the field by examining how student analyses of historical contexts and perspectives, and making affective connections to historical topics of study are needed when engaging in placed-based local history projects.

Qualitative case study methodology was implemented for this study. A Likert-scale survey with a questionnaire was distributed to 30 high school study participants. Thirteen students gave follow-up interviews. Students’ responses on the surveys, interviews and questionnaires were organized into three categories that aligned to the theoretical framework – identification of historical contexts of the sources that students collected, analysis of how contexts shaped the perspectives expressed in the collected sources and expression of reasoned connections between the students’ emotions and experiences during the pandemic. A rubric was used to examine how students’ writing samples and reflections reflected demonstration of historical empathy.

Students responded that their local history research about the pandemic contributed to their displays of historical empathy. Students displayed weaker evidence of historical empathy while examining archival resources to explain the historical contexts of the pandemic. Student demonstration of historical empathy was stronger when analyzing community-sourced documents for perspectives and making reasoned affective connections to what they learned about the historical significance of the pandemic. The place-based aspects of this project were strongly connected to the students’ engagement in historical empathy because the sources they analyzed were relevant to their experiences and identities as citizens in their community.

Documenting the diverse human experiences during the COVID-19 pandemic is crucial to preserving the history of this extraordinary time. Every person around the globe experienced the pandemic differently, hence riding out the same storm in different boats. At some point, the pandemic will appear in historical narratives of the social studies curriculum. Therefore, now is an opportune time to ascertain whether place-based local history research about the contexts, perspectives and experiences of community members and children themselves, during the pandemic can foster historical empathy.

Historical empathy, also referred to as perspective taking, is an important skill for students to learn. Students need to have historical empathy in order to understand the complexity of how historians explain past events. Historical empathy, defined by Downey (1995), is the ability to recognize how the past was different from the present, to distinguish between multiple perspectives from the past, to explain the author’s perspective, and to defend it with historical evidence. In this action research study, a teacher used historical debate to foster the development of perspective taking in her fifth-grade class. Through debate, students took on the perspectives of people from the past and gained a better understanding of past events. Debates increased students’ understanding of historical contexts and differences between different viewpoints in the past, both important aspects of perspective taking. Students, however, had trouble demonstrating that the past is different from the present.

Common Core State Standards Initiative mandates increased readings of informational texts within English Language Arts starting in elementary school. Accurate, age-appropriate, and engaging content is at the center of effective social studies teaching. Textbooks and children’s literature—both literary and informational—are prominent in elementary classrooms because of the esoteric nature of primary source material. Many research projects have investigated historical accuracy and representation within textbooks, but few have done so with children’s trade books. We examined children’s trade books centered on three historical figures frequently incorporated within elementary school curricula: Eleanor Roosevelt, Rosa Parks, and Helen Keller. Findings revealed various forms of historical misrepresentation and differing levels of historicity. Reporting such lacunae is important for those involved in curricular decisions. We believe children’s books, even those with historical omissions and misrepresentations, provide an unique opportunity for students to incorporate and scrutinize diverse perspectives as they actively assemble historical understandings. All secondary narratives, even historically representative children’s books, can benefit from primary source supplementation. We guide teachers interested in employing relevant and rich primary source material.

The purpose of this paper is to help industrial managers monitor and analyze critical performance indicators in real time during the execution of business processes by proposing a visualization technique using an extended formal concept analysis (FCA). The proposed approach monitors the current progress of ongoing processes and periodically predicts their probable routes and performances.

FCA is utilized to analyze relations among patterns of events in historical process logs, and this method of data analysis visualizes the relations in a concept lattice. To apply FCA to real‐time business process monitoring, the authors extended the conventional concept lattice into a reachability lattice, which enables managers to recognize reachable patterns of events in specific instances of business processes.

By using a reachability lattice, expected values of a target key performance indicator are predicted and traced along with probable outcomes. Analysis is conducted periodically as the monitoring time elapses over the course of business processes.

The proposed approach focuses on the visualization of probable event occurrences on the basis of historical data. Such visualization can be utilized by industrial managers to evaluate the status of any given instance during business processes and to easily predict possible subsequent states for purposes of effective and efficient decision making. The proposed method was developed in a prototype system for proof of concept and has been illustrated using a simplified real‐world example of a business process in a telecommunications company.

The main contribution of this paper lies in the development of a real‐time monitoring approach of ongoing processes. The authors have provided a new data structure, namely a reachability lattice, which visualizes real‐time progress of ongoing business processes. As a result, current and probable next states can be predicted graphically using periodically conducted analysis during the processes.

The purpose of this paper is to find the event memory characteristics hidden in trade data.

First, historical trade data are analyzed to define the events described by multi‐dimensional characteristic variables. The variables containing information are employed to build the event description patterns. Furthermore, a search engine is developed for calendar events, which can search for events in historical data and produce a collection of events. The search engine also extracts relevant system reaction phenomena described by trend distribution for each event pattern. Finally, both event patterns and system reactions construct the episodic memory model.

The event patterns and the system reactions are used to define the episodic memory model. The search methods for the episodic memory model obtained from trade data set are given.

Accessibility and availability of data are the main limitations affecting where the method can be applied.

The method is helpful for traders when judging the current trade situation from historical memory.

The paper presents a new episodic memory modeling method based on trade data.

This chapter sets forth a plan designed to encourage and enable teachers to engage in first-person characterization in their classrooms. The author draws on his extensive background in social studies teaching, administration, and consulting to argue for the value of historical interpretation within the context of today's curricular emphasis on science, technology, engineering, and mathematics (STEM). This chapter then explores and explains historical interpretation from a classroom perspective, focusing on pedagogical best practices. In a first-person presentation, the presenter assumes the identity of a historical figure. The first question to be asked then is, Who is the individual I wish to represent, and why? This person should be selected from subject matter being studied in your class. Be aware that it is necessary to anticipate some element of controversy when you undertake this activity. With rare exceptions, any historical figure selected for portrayal will have something questionable in their background, and you will have to contend with this. So, the next question to ask is, Why engage in first-person interpretation in the first place? In this chapter, experienced teachers provide reasons for doing so, and consider necessary preparations for effectively implementing such a characterization. That discussion leads to examining ways to ensure successful presentations that achieve established lesson goals, followed by suggestions for debriefing and effectively bringing closure to the exercise. As the accompanying lesson extension demonstrates, a characterization can ground further study of an issue associated with the individual being depicted.

This is a comparative case study of how three high school history teachers in the U.S.A. use art in their practice. The following research question was investigated: How do secondary history teachers incorporate the arts—paintings, music, poems, novels, and films—in their teaching of history and why? Data were collected from three sources: interviews, observations, and classroom materials. Grounded theory was utilized to analyze the data. Findings suggest these teachers use the arts as historical evidence roughly for three purposes: First, to teach the spirit of an age; second, to teach the history of ordinary people invisible in official historical records; and third, to teach, both with and without art, the process of writing history. Two of the three teachers, however, failed to teach historical thinking skills through art.