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Comparison of raster graphics editors

Raster graphics editors can be compared by many variables, including availability. == List == == General information == Basic general information about the editor: creator, company, license, etc. == Operating system support == The operating systems on which the editors can run natively, that is, without emulation, virtual machines or compatibility layers. In other words, the software must be specifically coded for the operation system; for example, Adobe Photoshop for Windows running on Linux with Wine does not fit. == Features == == Color spaces == == File support ==
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Algorithmic logic

Algorithmic logic is a calculus of programs that allows the expression of semantic properties of programs by appropriate logical formulas. It provides a framework that enables proving the formulas from the axioms of program constructs such as assignment, iteration and composition instructions and from the axioms of the data structures in question see Mirkowska & Salwicki (1987), Banachowski et al. (1977). The following diagram helps to locate algorithmic logic among other logics. [ P r o p o s i t i o n a l l o g i c o r S e n t e n t i a l c a l c u l u s ] ⊂ [ P r e d i c a t e c a l c u l u s o r F i r s t o r d e r l o g i c ] ⊂ [ C a l c u l u s o f p r o g r a m s o r Algorithmic logic ] {\displaystyle \qquad \left[{\begin{array}{l}\mathrm {Propositional\ logic} \\or\\\mathrm {Sentential\ calculus} \end{array}}\right]\subset \left[{\begin{array}{l}\mathrm {Predicate\ calculus} \\or\\\mathrm {First\ order\ logic} \end{array}}\right]\subset \left[{\begin{array}{l}\mathrm {Calculus\ of\ programs} \\or\\{\mbox{Algorithmic logic}}\end{array}}\right]} The formalized language of algorithmic logic (and of algorithmic theories of various data structures) contains three types of well formed expressions: Terms - i.e. expressions denoting operations on elements of data structures, formulas - i.e. expressions denoting the relations among elements of data structures, programs - i.e. algorithms - these expressions describe the computations. For semantics of terms and formulas consult pages on first-order logic and Tarski's semantics. The meaning of a program K {\displaystyle K} is the set of possible computations of the program. Algorithmic logic is one of many logics of programs. Another logic of programs is dynamic logic, see dynamic logic, Harel, Kozen & Tiuryn (2000).
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Secure Electronic Delivery

Secure Electronic Delivery (SED) is a service created in 2003 and provided by the British Library Document Supply Service (BLDSS). Its purpose is to enable faster delivery of digital materials as encrypted, copyright-compliant PDF Documents, to a personal e-mail address. These documents are supplied from the British Library via its On Demand service. When the British Library supplies articles electronically, it sends them securely in order to ensure its usage is permitted (research purposes) and copyright law is observed. == Methods == As the publishing industry, authors and creators become highly protective of their assets and intellectual property, they impose strict rules on delivery methods to prevent copyright infringement. Nowadays, DRM-enabled secure delivery appears to be the most widely used solution to address issues faced by libraries in supplying ebooks and digital materials to their users. SED, one of these solutions, is using Adobe LiveCycle Digital Rights Management (LCDRM) as an encryption method to deliver documents. == Advantages == SED offers convenience, quality and speed as documents are delivered upon request at any location and on any device. Requested articles are scanned for high quality reproduction, opened anywhere on any machine, including mobile devices. == Restrictions == The following are restrictions hold in a SED service implementation: The digital material is accessible only for 14 days via a link sent to a personal message. Due to copyright reasons, the material can be opened only once, saved for 14 days and does not allow a copy-paste action. Upon display, the material must be printed from the same device and reprinted only once. The On Demand encryption technology works best on the default Safari browser although other browsers may accommodate it.
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Transliteracy

Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups. Transliteracy combines a range of capabilities required to move across a range of contexts, media, technologies and genres. Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. (See figure below) The concept of transliteracy is impacting the system of education and libraries. == History == While the term appears to come from the prefix trans- ('across') and the word literacy, the scholars who coined it say they developed it from the practice of transliteration, which means to use the letters of one language to write down a different language. The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by University of California at Santa Barbara Professor Alan Liu. The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time De Montfort University Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group. The current meaning of transliteracy was defined in the group's seminal paper Transliteracy: crossing divides as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks." The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. Transliteracy Research Group Archive 2006–2013 curates numerous resources from this period. For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context. Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity, while Suzana Sukovic, executive director of educational research and evidence-based practice at HETI, researched transliteracy in relation to digital storytelling. The first book on the topic, Transliteracy in complex information environment by Sukovic, is based on research and experience with practice-based projects. == Transliteracy in education == Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today. In 2012, Adam Marcus, a teacher and librarian at the New York City Department of Education (NYCDOE), decided to incorporate transliteracy into his school's public library summer reading program. He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media. He used a tool called VoiceThread in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music". Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life. The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given. Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then. The Agence nationale de la recherche funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed. Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students." The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally. In addition, students were not allotted a lot of time to complete their projects which also impacted their final product. == Transliteracy in libraries == In 2009, Dr. Susie Andretta, senior lecturer in Information Management at London Metropolitan University, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline. She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)." The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at. Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy. Bernadette Daly Swanson, an Academic Librarian at UC Davis, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term transliteracy, they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at Dominican University, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking – I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it." Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services. "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users." Thomas Ipri, a librarian at the University of Nevada, advocates for libraries needing to make a change in their literary functions. He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He f
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Manual override

A manual override (MO) or manual analog override (MAO) is a mechanism where control is taken from an automated system and given to the user. For example, a manual override in photography refers to the ability for the human photographer to turn off the automatic aperture sizing, automatic focusing, or any other automated system on the camera. Some manual overrides can be used to veto an automated system's judgment when the system is in error. An example of this is a printer's ink level detection: in one case, a researcher found that when he overrode the system, up to 38% more pages could be printed at good quality by the printer than the automated system would have allowed. Automated systems are becoming increasingly common and integrated into everyday objects such as automobiles and domestic appliances. This development of ubiquitous computing raises general issues of policy and law about the need for manual overrides for matters of great importance such as life-threatening situations and major economic decisions. The loyalty of such autonomous devices then becomes an issue. If they follow rules installed by the manufacturer or required by law and refuse to cede control in some situations then the owners of the devices may feel disempowered, alienated and lacking true ownership. == Major incidents == China Airlines Flight 140 crashed, causing many deaths, due to a misunderstanding about the manual overrides for the autopilot. The Take-Off/Go Around system had been activated to abort a landing. It was programmed to ignore manual controls in this situation but the human pilots tried to continue the landing. The conflicting control signals from the pilots and autopilot then resulted in the aircraft stalling and crashing. The autopilot for this aircraft type was then reprogrammed so that it would never ignore a manual override.
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Transliteracy

Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups. Transliteracy combines a range of capabilities required to move across a range of contexts, media, technologies and genres. Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. (See figure below) The concept of transliteracy is impacting the system of education and libraries. == History == While the term appears to come from the prefix trans- ('across') and the word literacy, the scholars who coined it say they developed it from the practice of transliteration, which means to use the letters of one language to write down a different language. The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by University of California at Santa Barbara Professor Alan Liu. The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time De Montfort University Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group. The current meaning of transliteracy was defined in the group's seminal paper Transliteracy: crossing divides as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks." The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. Transliteracy Research Group Archive 2006–2013 curates numerous resources from this period. For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context. Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity, while Suzana Sukovic, executive director of educational research and evidence-based practice at HETI, researched transliteracy in relation to digital storytelling. The first book on the topic, Transliteracy in complex information environment by Sukovic, is based on research and experience with practice-based projects. == Transliteracy in education == Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today. In 2012, Adam Marcus, a teacher and librarian at the New York City Department of Education (NYCDOE), decided to incorporate transliteracy into his school's public library summer reading program. He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media. He used a tool called VoiceThread in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music". Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life. The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given. Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then. The Agence nationale de la recherche funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed. Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students." The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally. In addition, students were not allotted a lot of time to complete their projects which also impacted their final product. == Transliteracy in libraries == In 2009, Dr. Susie Andretta, senior lecturer in Information Management at London Metropolitan University, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline. She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)." The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at. Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy. Bernadette Daly Swanson, an Academic Librarian at UC Davis, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term transliteracy, they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at Dominican University, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking – I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it." Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services. "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users." Thomas Ipri, a librarian at the University of Nevada, advocates for libraries needing to make a change in their literary functions. He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He f
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Evidence-based library and information practice

Evidence-based library and information practice (EBLIP) or evidence-based librarianship (EBL) is the use of evidence-based practices (EBP) in the field of library and information science (LIS). This means that all practical decisions made within LIS should 1) be based on research studies and 2) that these research studies are selected and interpreted according to some specific norms characteristic for EBP. Typically such norms disregard theoretical studies and qualitative studies and consider quantitative studies according to a narrow set of criteria of what counts as evidence. If such a narrow set of methodological criteria are not applied, it is better instead to speak of research based library and information practice. == Characteristics == Evidence-based practice in general has been characterised as a positivist approach; EBLIP is therefore also a positivist approach to LIS. As such, EBLIP is an approach in contrast to other approaches to LIS. The use of statistical approaches known as meta-analysis to conclude what evidence has been reported in the literature is one among other methods which is typical for the evidence-based approach. In 2002, Booth noted the three schools of EBILP had some commonalities, including the context of day-to-day decision-making, an emphasis on improving the quality of professional practice, a pragmatic focus on the 'best available evidence', incorporation of the user perspective, the acceptance of a broad range of quantitative and qualitative research designs, and access, either first-hand or second-hand, to the (process of) evidence-based practice and its products. He added one more, that EBILP is concerned with getting the best value for money. == The role of library and information science in EBP == Evidence-based practice in general is based on a very thorough search of the scientific literature and a very thorough selection and analysis of the retrieved literature. A close familiarity with database searching is needed, and library and information professionals have important roles to play in this respect. Therefore LIS professionals should be well suited to help professionals in other disciplines doing EBP. EBLIP is the application of this approach on LIS itself. It should be mentioned, however, that EBP started in medicine as evidence-based medicine (EBM) from which it spread to other fields. Only slowly and to a limited extent has EBP moved on to LIS. The EBLIP process can be applied to a variety of scenarios in LIS, including customer service, collection development, library management and information literacy instruction. In general, quantitative methods are used in LIS research. A 2010 study revealed five categories that capture the different ways library and information professionals experience evidence-based practice: Evidence-based practice is experienced as irrelevant; Evidence-based practice is experienced as learning from published research; Evidence-based practice is experienced as service improvement; Evidence-based practice is experienced as a way of being; Evidence-based practice is experienced as a weapon.
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The Citation Project

The Citation Project is a series of studies that measure and analyze first-year college writing students' source use and their ability to understand and implement sources within their own writing. The Citation Project reveals students' source-use habits and the issues that can be seen based on their lack of proper citation skills, such as the prevalence of plagiarism, institution policies, and the results of current writing pedagogy. The Citation Project's central findings were first presented at the Conference on College Composition and Communication in 2012. Although The Citation Project originally referred to this single 2012 study, the feedback received led to the conception of the Project as a broader initiative and as a place to gather and publish studies and data relating to student writing habits for the usage of other researches. == Method == The Citation Project's data comes from the work of 20 researchers analyzing 174 first-year composition students' research papers. The student papers studied originated from 16 institutions across the United States of America, including community colleges, public and private universities, denominational colleges, and Ivy Leagues. Researchers used bibliographic coding to aggregate data regarding the type, length, reading level, and usage of students' sources. == Findings == === Student source assessment and use === This study found that students were capable of identifying, locating, and accessing librarian-approved academic sources, most commonly accessing them with the internet. Despite students demonstrating their ability to find appropriate sources, they tend to exclusively cite the first few pages of their sources. Students' use and analysis of their citations are often limited, frequently resorting to patchwriting, directly restating their source's points, and omitting their own interpretations of their reference's ideas. The Citation Project also highlights students' struggle to accurately determine, address, and value their sources' bias, authority, and credibility. According to the Project's researchers' analysis, these habits demonstrate that first-year college writing students minimally engage with their sources and the academic conversations between them. One researcher from the Citation Project, Rebecca Moore Howard, believes these findings do not point towards students being lazy, but is rather a result of a writing pedagogy that prioritizes efficient, product-focused writing. Another interpretation offered by Sandra Jamieson, another researcher from the Citation Project explains their findings as a result of a lack of adherence to Information Learning (IL) Standards. === Pedagogy === A significant focus of The Citation Project is the development of pedagogical practices intended to equip students with writing and research techniques that will set them up for future success. Writers associated with The Citation Project, such as Tricia Serviss, believe that the practices of teachers surrounding academic integrity and writing practices are what form the foundation of how students think about writing and how to engage with assignments throughout their academic career. They also stress the importance of teaching students to effectively engage with sources rather than simply how to correctly cite them. The Citation Project asserts that endowing students with the ability to read, understand, and synthesize a variety of sources in their writing is a skill that will benefit them throughout their academic careers, and that the surface level typographical focus that many writing programs utilize is inadequate. == Plagiarism == One of the areas that The Citation Project also looks at is how students commit plagiarism throughout their writing. Plagiarism tends to be a checkpoint that gives instructors a sense where students' citation skills stand. Findings from The Citation Project reveal that the most common type of plagiarism is patchwriting which is the act of using the same sentence with only changing a couple of words. These types of issues can be seen as a learning curve due to lack of proper training. Student's that commit plagiarism are often unaware. === Policies === Another issue found is that academic plagiarism policies may not benefit a student's growth but may instead obstruct it. Policies against plagiarism tend to be harsh on the student that committed of offense. Even though student plagiarism is often unintentional academic institutions see this behavior as intentional. Student may then face harsh consequences as a result from their lack of citation knowledge. Additionally, higher level institutions assume that new students already have the skill set to avoid plagiarism which may be an unrealistic expectation. == Legacy == === Inspired studies === ==== Parrott and Napier ==== In one study, "Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach," Jill Parrot and Trenia Napier quoted the Citation Project's findings as evidence that current collegiate writing curriculums are an ineffective means of teaching students how to properly write academic research papers. The researchers accredited current writing pedagogy's lack of emphasis on teaching critical reading skills. Parrott and Napier tested their thesis by seeing if students would produce more academic writing if they partook in a writing course that taught critical reading. Their results mostly went against this hypothesis, finding students who received additional critical reading training only significantly improved in how they integrated their sources. ==== Kocatepe ==== In May Mehtap Kocatep's study, "Reconceptualising the notion of finding information: How undergraduate students construct information as they read-to-write in an academic writing class," Kocatep expresses that she believes current conversations around writing pedagogy, including the Citation Project, operate with the underlying misconception that information is an easily discoverable static entity and its retrieval is an objective, unbiased decision. Kocatepe instead offers the analysis of what students view as valuable information and if it is worth using is influenced by the socially constructed meanings available to writers at the moment. To further examine students' source engagement, Kocatepe did a study on how female university students from the United Arab Emirates find, retrieve, use, and value sources. Kocatepe's results mainly noted students' almost exclusive reliance on using Google to find sources, as well as how students' navigated mainly English-speaking academic conversations as non-native English speakers. ==== Dahlen, Nordstrom-Sanchez, and Graff ==== Dahlen, Nordstrom-Sanchez, and Graff built their study off The Citation Project research in order to explore the attitudes and practices of students in an undergraduate writing course. As the researchers acknowledge, data collected by the Citation Project was the subject of the bulk of their analysis. This study sought to examine undergraduate writing practices tied to source-usage and elucidate any relevant trends. Dahlen, Nordstrom-Sanchez and Graff found that undergraduate writing students were not engaging with outside sources properly. Key issues discussed include lack of engagement with broad source ideas (in favor of picking out quotes), lack of paraphrasing, and inability to link information between multiple sources. ==== Davis ==== Phillip M. Davis based much of the analysis in his study on data gathered by the Citation Project. This study aimed to examine the particular effects web-based research and study had on undergraduate's papers and the replicability of their bibliographies. Davis sought to see how the shift from physical in-person library based research to online, often at-home research changed the function and usability of the bibliography as a form of documenting source usage in a given work. The primary method of analysis involved examining students' bibliographies to see where they were finding information online and how these sources were accessed. A main issue Davis found was "persistency" of URLs used for online citations. He found that only 18% of URL-based citations continued to function (the others either no longer pointing to the correct document or ceasing to exist altogether) within 3 years of their usage by students, and more than half of claimed online citations could not be found in any form. He suggests that this result brings up questions about how web-based citations should be dealt with in a university context.
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BeReal

BeReal (stylized on the app logo as BeReal.) is a French social-networking app released in 2020, developed by Alexis Barreyat and Kévin Perreau. Currently, it is owned by Voodoo. Its main feature is a daily notification that encourages users to share photos of themselves in their day-to-day life, on any randomly selected two-minute window every day. Critics noted its emphasis on authenticity, which some felt crossed the line into the mundane. The primary reference of its name relates to its focus on users uploading unpolished photos, with it being a pun of the term B-reel. According to the app's description on Apple's App Store, BeReal encourages its users to "show their friends who they really are, for once," by removing filters and opportunities to stage or edit photos. After a couple of years of relative obscurity, it rapidly gained popularity in early and mid-2022 growing from 21.6 million to 73.5 million users between July and August, before experiencing a decrease in use in 2023 and continuing to decline to 23 million users at the beginning of 2024. == History == The app was developed by Alexis Barreyat, a former employee at GoPro, and Kévin Perreau, a graduate from 42 in Paris. Initially released in 2020, it first gained widespread popularity in early 2022. It first spread widely on college campuses, partially due to a paid ambassador program. In late August 2022, the application had over 10 million active daily users and 21.6 million active monthly users. As of February 2023, the app has grown to 13 million active daily users and 47.8 million active monthly users. In June 2021, BeReal received a $30 million funding round led by Andreessen Horowitz and Accel. In May 2022, BeReal secured $85 million in a funding round led by Yuri Milner's DST Global, increasing its valuation to about $600 million. On July 25, 2022, BeReal topped Apple's free app list in the iOS App Store, and remained until September 2022. BeReal also received Apple's iPhone App of the Year in 2022. By late spring 2023, the app's momentum was waning, as daily users dropped to about 6 million, from 15 million in October 2022. In August 2024, there was a resurgence after a campaign at the Paris Olympics 2024, with the app reportedly gaining 1000 users. In June 2024, BeReal was acquired by the French company Voodoo for a reported €500 million. Alexis Barreyat is set to step down after a transition period. == Features == Once per day, BeReal notifies all users that a two-minute window to post is open. It asks users to create a post (known eponymously as a "BeReal") which, using mandatory simultaneous photos and now short videos from both the front and back cameras, provides a visual depiction of what they are doing at that moment, with an option to caption their post. The given window varies from day to day, and is not known to users before the notification is received. Once the daily notification is sent, users lose the ability to see others' BeReals from the previous day. Furthermore, users cannot see any of the current day's BeReals until they upload their own. On-time BeReals show the time it was uploaded, meanwhile, late BeReals uploaded after the two-minute window shows how late the BeReal was taken, but the user has to long-press the BeReal to reveal the time it was uploaded. Other users can also see how many attempts the poster took to take the BeReal, as well as their location when the BeReal was taken. Users only get one chance to delete their BeReal and post another one, and they used to not be able to post more than one at any time. However, in 2023, a feature was added that allowed users to post up to two extra BeReals on days when they posted their first BeReal within the 2-minute window. In July 2024, the number of bonus BeReals was increased to 5. [1] BeReal also features a "Discovery" section, wherein users are given the option to share to a much wider, public audience. This feature, however, is limited, as users are not able to interact with the posts through commenting—unlike the "My Friends" feature. In August 2023, in an attempt to make BeReal more social, another feature was added so that users are now able to see their friends of friends' BeReal. The app reportedly uses HiveAI to automate its image moderation process. However, there is also a report function that allows users to report a photo or another user if they are posting inappropriate content. === Comparison to other platforms === Because of its daily cycle of engagement, it has been compared to Wordle, which gained popularity earlier in 2022. It also supports a platform similar to Snapchat with a theme of impermanence and brevity. BeReal has been described as designed to compete with Instagram while simultaneously de-emphasising social media addiction and overuse. The app does not allow any photo filters or other editing, and has no follower counts. Marketing material from the company said that the app "can be addictive" and that "BeReal won't make you famous." Jacob Arnott, managing director of social agency We the People, describes BeReal as "an anti-Instagram" due to its raw and unedited nature. The app's foundation on friends rather than followers resembles Facebook's platform of adding friends, which comprise the content of a user's feed. This also resembles Instagram's "close friends" story feature. Further, rather than "liking" posts, BeReal uses "RealMojis" which involves taking a photo to interact with other posts. With the popularity of BeReal, other providers have launched similar features. In July 2022, Instagram launched a "Dual Camera" feature similar to BeReal, and in August 2022 it began testing a feature called "IG Candid Challenges", where users are prompted to post once a day within two minutes. As of September 2022, TikTok has also launched a feature called TikTok Now, following the same concept. In December 2022, similar to Spotify's "Wrapped," BeReal launched a feature involving a video of a compilation of users' BeReal posts of 2022. == User characteristics == BeReal is considered to be targeted towards Generation Z users, and attempts to minimise "social media fatigue", a feeling of numbness and disconnection from reality caused by constant interaction with an idealised version of others. This is a "core generational value" that this demographic holds compared to Millennials. Further, BeReal's users have been particularly strong across universities and university-aged students, and the majority of users are in the United States, the United Kingdom, and Germany. In 2022, the majority of users were female, with 43.2% of users falling within the age range of 16 to 25 and 55.1% of users being 26 to 44 years old. BeReal, the platform encourages users to share their real time moments by sending a daily notification that gives a least two minutes to post a unedited photo using bot the front and back camera, although users can post later and retake photos from when the notification happens, this action are still visible to friends, reinforcing transparency and genuine in the moment sharing. == Reception == Jason Koebler, a writer for Vice, wrote that in contrast to Instagram, which presents an unattainable view of people's lives, BeReal instead "makes everyone look extremely boring". Niklas Myhr, a professor of social media at Chapman University, argued that depth of engagement may determine whether the app is a passing trend or has "staying power". Kelsey Weekman, a reporter for BuzzFeed News, noted that the app's unwillingness to "glamorise the banality of life" made it feel "humbling" in its emphasis on authenticity. Niloufar Haidari for The Guardian comments similarly that where the app succeeds in being "drab" in perhaps a positive way, it fails in potentially "un-inspiring" users. Likewise, Dr. Brad Ridout, a behavioral psychologist at the University of Sydney, emphasizes that the "boring" experience is what the creators are targeting for the app and, in response to Instagram's platform of flawlessness, that "perfection is the enemy of happiness". === Criticisms === Some people regularly post after the two-minute notification expires, leading to some criticism of the app, as the ability to post late undermines its aims of authenticity. In addition, BeReal's daily two-minute window has been argued to contribute to social media fatigue and a need for self-exposure, as well as constant access to phones.
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FAIR data

FAIR data is data which meets the 2016 FAIR principles of findability, accessibility, interoperability, and reusability (FAIR). The FAIR principles emphasize machine-actionability (i.e., the capacity of computational systems to find, access, interoperate, and reuse data with none or minimal human intervention) because humans increasingly rely on computational support to deal with data as a result of the increase in the volume, complexity, and rate of production of data. The abbreviation FAIR/O data is sometimes used to indicate that the dataset or database in question complies with the FAIR principles and also carries an explicit data‑capable open license. == FAIR principles published by GO FAIR == Findable The first step in (re)using data is to find them. Metadata and data should be easy to find for both humans and computers. Machine-readable metadata are essential for automatic discovery of datasets and services, so this is an essential component of the FAIRification process. F1. (Meta)data are assigned a globally unique and persistent identifier F2. Data are described with rich metadata (defined by R1 below) F3. Metadata clearly and explicitly include the identifier of the data they describe F4. (Meta)data are registered or indexed in a searchable resource Accessible Once the user finds the required data, they need to know how they can be accessed, possibly including authentication and authorisation. A1. (Meta)data are retrievable by their identifier using a standardised communications protocol A1.1 The protocol is open, free, and universally implementable A1.2 The protocol allows for an authentication and authorisation procedure, where necessary A2. Metadata are accessible, even when the data are no longer available Interoperable The data usually need to be integrated with other data. In addition, the data need to interoperate with applications or workflows for analysis, storage, and processing. I1. (Meta)data use a formal, accessible, shared, and broadly applicable language for knowledge representation I2. (Meta)data use vocabularies that follow FAIR principles I3. (Meta)data include qualified references to other (meta)data Reusable The ultimate goal of FAIR is to optimise the reuse of data. To achieve this, metadata and data should be well-described so that they can be replicated and/or combined in different settings. R1. (Meta)data are richly described with a plurality of accurate and relevant attributes R1.1. (Meta)data are released with a clear and accessible data usage license R1.2. (Meta)data are associated with detailed provenance R1.3. (Meta)data meet domain-relevant community standards The principles refer to three types of entities: data (or any digital object), metadata (information about that digital object), and infrastructure. For instance, principle F4 defines that both metadata and data are registered or indexed in a searchable resource (the infrastructure component). === Acceptance and implementation === Before FAIR, a 2007 OECD report was the most influential paper discussing similar ideas related to data accessibility. In January 2014, the Lorentz Centre at Leiden University hosted a workshop entitled "Jointly designing a data FAIRPORT" where the participants first formulated the FAIR principles. After further discussions, they were published in the March 2016 issue of Scientific Data. At the 2016 G20 Hangzhou summit, the G20 leaders issued a statement endorsing the application of FAIR principles to research. Also in 2016, a group of Australian organisations developed a Statement on FAIR Access to Australia's Research Outputs, which aimed to extend the principles to research outputs more generally. In 2017, Germany, Netherlands and France agreed to establish an international office to support the FAIR initiative, the GO FAIR International Support and Coordination Office. Other international organisations active in the research data ecosystem, such as CODATA or Research Data Alliance (RDA) also support FAIR implementations by their communities. FAIR principles implementation assessment is being explored by FAIR Data Maturity Model Working Group of RDA, CODATA's strategic Decadal Programme "Data for Planet: Making data work for cross-domain challenges" mentions FAIR data principles as a fundamental enabler of data driven science. The Association of European Research Libraries recommends the use of FAIR principles. A 2017 paper by advocates of FAIR data reported that awareness of the FAIR concept was increasing among various researchers and institutes, but also, understanding of the concept was becoming confused as different people apply their own differing perspectives to it. Guides on implementing FAIR data practices state that the cost of a data management plan in compliance with FAIR data practices should be 5% of the total research budget. In 2019 the Global Indigenous Data Alliance (GIDA) released the CARE Principles for Indigenous Data Governance as a complementary guide. The CARE principles extend principles outlined in FAIR data to include Collective benefit, Authority to control, Responsibility, and Ethics to ensure data guidelines address historical contexts and power differentials. The CARE Principles for Indigenous Data Governance were drafted at the International Data Week and Research Data Alliance Plenary co-hosted event, "Indigenous Data Sovereignty Principles for the Governance of Indigenous Data Workshop", held 8 November 2018, in Gaborone, Botswana. The lack of information on how to implement the guidelines have led to inconsistent interpretations of them. In January 2020, representatives of nine groups of universities around the world produced the Sorbonne declaration on research data rights, which included a commitment to FAIR data, and called on governments to provide support to enable it. In 2021, researchers identified the FAIR principles as a conceptual component of data catalog software tools, with the other components being metadata management, business context and data responsibility roles. In April 2022, Matthias Scheffler and colleagues argued in Nature that FAIR principles are "a must" so that data mining and artificial intelligence can extract useful scientific information from the data. There have been moves in the geosciences to establish FAIR data by use of decimal georeferencing However, making data (and research outcomes) FAIR is a challenging task, and it is challenging to assess the FAIRness. In 2020, the FAIR Data Maturity Model Working Group published a set of guidelines for assessing "FAIRness".
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Scriptella

Scriptella is an open source extract transform load (ETL) and script execution tool written in Java. It allows the use of SQL or another scripting language suitable for the data source to perform required transformations. Scriptella does not offer any graphical user interface. == Typical use == Database migration. Database creation/update scripts. Cross-database ETL operations, import/export. Alternative for Ant task. Automated database schema upgrade. == Features == Simple XML syntax for scripts. Add dynamics to your existing SQL scripts by creating a thin wrapper XML file: Support for multiple datasources (or multiple connections to a single database) in an ETL file. Support for many useful JDBC features, e.g. parameters in SQL including file blobs and JDBC escaping. Performance and low memory usage are one of the primary goals. Support for evaluated expressions and properties (JEXL syntax) Support for cross-database ETL scripts by using elements Transactional execution Error handling via elements Conditional scripts/queries execution (similar to Ant if/unless attributes but more powerful) Easy-to-Use as a standalone tool or Ant task, without deployment or installation. Easy-To-Run ETL files directly from Java code. Built-in adapters for popular databases for a tight integration. Support for any database with JDBC/ODBC compliant driver. Service Provider Interface (SPI) for interoperability with non-JDBC DataSources and integration with scripting languages. Out of the box support for JSR 223 (Scripting for the Java Platform) compatible languages. Built-in CSV, TEXT, XML, LDAP, Lucene, Velocity, JEXL and Janino providers. Integration with Java EE, Spring Framework, JMX and JNDI for enterprise ready scripts.
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Semantic integration

Semantic integration is the process of interrelating information from diverse sources, for example calendars and to do lists, email archives, presence information (physical, psychological, and social), documents of all sorts, contacts (including social graphs), search results, and advertising and marketing relevance derived from them. In this regard, semantics focuses on the organization of and action upon information by acting as an intermediary between heterogeneous data sources, which may conflict not only by structure but also context or value. == Applications and methods == In enterprise application integration (EAI), semantic integration can facilitate or even automate the communication between computer systems using metadata publishing. Metadata publishing potentially offers the ability to automatically link ontologies. One approach to (semi-)automated ontology mapping requires the definition of a semantic distance or its inverse, semantic similarity and appropriate rules. Other approaches include so-called lexical methods, as well as methodologies that rely on exploiting the structures of the ontologies. For explicitly stating similarity/equality, there exist special properties or relationships in most ontology languages. OWL, for example has "owl:equivalentClass", "owl:equivalentProperty" and "owl:sameAs". Eventually system designs may see the advent of composable architectures where published semantic-based interfaces are joined together to enable new and meaningful capabilities. These could predominately be described by means of design-time declarative specifications, that could ultimately be rendered and executed at run-time. Semantic integration can also be used to facilitate design-time activities of interface design and mapping. In this model, semantics are only explicitly applied to design and the run-time systems work at the syntax level. This "early semantic binding" approach can improve overall system performance while retaining the benefits of semantic driven design. == Semantic integration situations == From the industry use case, it has been observed that the semantic mappings were performed only within the scope of the ontology class or the datatype property. These identified semantic integrations are (1) integration of ontology class instances into another ontology class without any constraint, (2) integration of selected instances in one ontology class into another ontology class by the range constraint of the property value and (3) integration of ontology class instances into another ontology class with the value transformation of the instance property. Each of them requires a particular mapping relationship, which is respectively: (1) equivalent or subsumption mapping relationship, (2) conditional mapping relationship that constraints the value of property (data range) and (3) transformation mapping relationship that transforms the value of property (unit transformation). Each identified mapping relationship can be defined as either (1) direct mapping type, (2) data range mapping type or (3) unit transformation mapping type. == KG vs. RDB approaches == In the case of integrating supplemental data source, KG(Knowledge graph) formally represents the meaning involved in information by describing concepts, relationships between things, and categories of things. These embedded semantics with the data offer significant advantages such as reasoning over data and dealing with heterogeneous data sources. The rules can be applied on KG more efficiently using graph query. For example, the graph query does the data inference through the connected relations, instead of repeated full search of the tables in relational database. KG facilitates the integration of new heterogeneous data by just adding new relationships between existing information and new entities. This facilitation is emphasized for the integration with existing popular linked open data source such as Wikidata.org. SQL query is tightly coupled and rigidly constrained by datatype within the specific database and can join tables and extract data from tables, and the result is generally a table, and a query can join tables by any columns which match by datatype. SPARQL query is the standard query language and protocol for Linked Open Data on the web and loosely coupled with the database so that it facilitates the reusability and can extract data through the relations free from the datatype, and not only extract but also generate additional knowledge graph with more sophisticated operations(logic: transitive/symmetric/inverseOf/functional). The inference based query (query on the existing asserted facts without the generation of new facts by logic) can be fast comparing to the reasoning based query (query on the existing plus the generated/discovered facts based on logic). The information integration of heterogeneous data sources in traditional database is intricate, which requires the redesign of the database table such as changing the structure and/or addition of new data. In the case of semantic query, SPARQL query reflects the relationships between entities in a way that aligned with human's understanding of the domain, so the semantic intention of the query can be seen on the query itself. Unlike SPARQL, SQL query, which reflects the specific structure of the database and derived from matching the relevant primary and foreign keys of tables, loses the semantics of the query by missing the relationships between entities. Below is the example that compares SPARQL and SQL queries for medications that treats "TB of vertebra". SELECT ?medication WHERE { ?diagnosis a example:Diagnosis . ?diagnosis example:name “TB of vertebra” . ?medication example:canTreat ?diagnosis . } SELECT DRUG.medID FROM DIAGNOSIS, DRUG, DRUG_DIAGNOSIS WHERE DIAGNOSIS.diagnosisID=DRUG_DIAGNOSIS.diagnosisID AND DRUG.medID=DRUG_DIAGNOSIS.medID AND DIAGNOSIS.name=”TB of vertebra” == Examples == The Pacific Symposium on Biocomputing has been a venue for the popularization of the ontology mapping task in the biomedical domain, and a number of papers on the subject can be found in its proceedings.
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Situated approach (artificial intelligence)

In artificial intelligence research, the situated approach builds agents that are designed to behave effectively successfully in their environment. This requires designing AI "from the bottom-up" by focussing on the basic perceptual and motor skills required to survive. The situated approach gives a much lower priority to abstract reasoning or problem-solving skills. The approach was originally proposed as an alternative to traditional approaches (that is, approaches popular before 1985 or so). After several decades, classical AI technologies started to face intractable issues (e.g. combinatorial explosion) when confronted with real-world modeling problems. All approaches to address these issues focus on modeling intelligences situated in an environment. They have become known as the situated approach to AI. == Emergence of a concept == === From traditional AI to Nouvelle AI === During the late 1980s, the approach now known as Nouvelle AI (Nouvelle means new in French) was pioneered at the MIT Artificial Intelligence Laboratory by Rodney Brooks. As opposed to classical or traditional artificial intelligence, Nouvelle AI purposely avoided the traditional goal of modeling human-level performance, but rather tries to create systems with intelligence at the level of insects, closer to real-world robots. But eventually, at least at MIT new AI did lead to an attempt for humanoid AI in the Cog Project. === From Nouvelle AI to behavior-based and situated AI === The conceptual shift introduced by nouvelle AI flourished in the robotics area, given way to behavior-based robotics (BBR), a methodology for developing AI based on a modular decomposition of intelligence. It was made famous by Rodney Brooks: his subsumption architecture was one of the earliest attempts to describe a mechanism for developing BBAI. It is extremely popular in robotics and to a lesser extent to implement intelligent virtual agents because it allows the successful creation of real-time dynamic systems that can run in complex environments. For example, it underlies the intelligence of the Sony Aibo and many RoboCup robot teams. Realizing that in fact all these approaches were aiming at building not an abstract intelligence, but rather an intelligence situated in a given environment, they have come to be known as the situated approach. In fact, this approach stems out from early insights of Alan Turing, describing the need to build machines equipped with sense organs to learn directly from the real-world instead of focusing on abstract activities, such as playing chess. == Definitions == Classically, a software entity is defined as a simulated element, able to act on itself and on its environment, and which has an internal representation of itself and of the outside world. An entity can communicate with other entities, and its behavior is the consequence of its perceptions, its representations, and its interactions with the other entities. === AI loop === Simulating entities in a virtual environment requires simulating the entire process that goes from a perception of the environment, or more generally from a stimulus, to an action on the environment. This process is called the AI loop and technology used to simulate it can be subdivided in two categories. Sensorimotor or low-level AI deals with either the perception problem (what is perceived?) or the animation problem (how are actions executed?). Decisional or high-level AI deals with the action selection problem (what is the most appropriate action in response to a given perception, i.e. what is the most appropriate behavior?). === Traditional or symbolic AI === There are two main approaches in decisional AI. The vast majority of the technologies available on the market, such as planning algorithms, finite-state machines (FSA), or expert systems, are based on the traditional or symbolic AI approach. Its main characteristics are: It is top-down: it subdivides, in a recursive manner, a given problem into a series of sub-problems that are supposedly easier to solve. It is knowledge-based: it relies on a symbolic description of the world, such as a set of rules. However, the limits of traditional AI, which goal is to build systems that mimic human intelligence, are well-known: inevitably, a combinatorial explosion of the number of rules occurs due to the complexity of the environment. In fact, it is impossible to predict all the situations that will be encountered by an autonomous entity. === Situated or behavioral AI === In order to address these issues, another approach to decisional AI, also known as situated or behavioral AI, has been proposed. It does not attempt to model systems that produce deductive reasoning processes, but rather systems that behave realistically in their environment. The main characteristics of this approach are the following: It is bottom-up: it relies on elementary behaviors, which can be combined to implement more complex behaviors. It is behavior-based: it does not rely on a symbolic description of the environment, but rather on a model of the interactions of the entities with their environment. The goal of situated AI is to model entities that are autonomous in their environment. This is achieved thanks to both the intrinsic robustness of the control architecture, and its adaptation capabilities to unforeseen situations. === Situated agents === In artificial intelligence and cognitive science, the term situated refers to an agent which is embedded in an environment. The term situated is commonly used to refer to robots, but some researchers argue that software agents can also be situated if: they exist in a dynamic (rapidly changing) environment, which they can manipulate or change through their actions, and which they can sense or perceive. Examples might include web-based agents, which can alter data or trigger processes (such as purchases) over the Internet, or virtual-reality bots which inhabit and change virtual worlds, such as Second Life. Being situated is generally considered to be part of being embodied, but it is useful to consider each perspective individually. The situated perspective emphasizes that intelligent behavior derives from the environment and the agent's interactions with it. The nature of these interactions are defined by an agent's embodiment. == Implementation principles == === Modular decomposition === The most important attribute of a system driven by situated AI is that the intelligence is controlled by a set of independent semi-autonomous modules. In the original systems, each module was actually a separate device or was at least conceived of as running on its own processing thread. Generally, though, the modules are just abstractions. In this respect, situated AI may be seen as a software engineering approach to AI, perhaps akin to object oriented design. Situated AI is often associated with reactive planning, but the two are not synonymous. Brooks advocated an extreme version of cognitive minimalism which required initially that the behavior modules were finite-state machines and thus contained no conventional memory or learning. This is associated with reactive AI because reactive AI requires reacting to the current state of the world, not to an agent's memory or preconception of that world. However, learning is obviously key to realistic strong AI, so this constraint has been relaxed, though not entirely abandoned. === Action selection mechanism === The situated AI community has presented several solutions to modeling decision-making processes, also known as action selection mechanisms. The first attempt to solve this problem goes back to subsumption architectures, which were in fact more an implementation technique than an algorithm. However, this attempt paved the way to several others, in particular the free-flow hierarchies and activation networks. A comparison of the structure and performances of these two mechanisms demonstrated the advantage of using free-flow hierarchies in solving the action selection problem. However, motor schemas and process description languages are two other approaches that have been used with success for autonomous robots. == Notes and references == Arsenio, Artur M. (2004) Towards an embodied and situated AI, In: Proceedings of the International FLAIRS conference, 2004. (online) The Artificial Life Route To Artificial Intelligence: Building Embodied, Situated Agents, Luc Steels and Rodney Brooks Eds., Lawrence Erlbaum Publishing, 1995. (ISBN 978-0805815184) Rodney A. Brooks Cambrian Intelligence (MIT Press, 1999) ISBN 0-262-52263-2; collection of early papers including "Intelligence without representation" and "Intelligence without reason", from 1986 & 1991 respectively. Ronald C. Arkin Behavior-Based Robotics (MIT Press, 1998) ISBN 0-262-01165-4 Hendriks-Jansen, Horst (1996) Catching Ourselves in the Act: Situated Activity, Interactive Emergence, Evolution, and Human Thought. Cambridge, Mass.: MIT Press.
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Driver scheduling problem

The driver scheduling problem (DSP) is type of problem in operations research and theoretical computer science. The DSP consists of selecting a set of duties (assignments) for the drivers or pilots of vehicles (e.g., buses, trains, boats, or planes) involved in the transportation of passengers or goods, within the constraints of various legislative and logistical criteria. == Criteria and modelling == This very complex problem involves several constraints related to labour and company rules and also different evaluation criteria and objectives. Being able to solve this problem efficiently can have a great impact on costs and quality of service for public transportation companies. There is a large number of different rules that a feasible duty might be required to satisfy, such as Minimum and maximum stretch duration Minimum and maximum break duration Minimum and maximum work duration Minimum and maximum total duration Maximum extra work duration Maximum number of vehicle changes Minimum driving duration of a particular vehicle Operations research has provided optimization models and algorithms that lead to efficient solutions for this problem. Among the most common models proposed to solve the DSP are the Set Covering and Set Partitioning Models (SPP/SCP). In the SPP model, each work piece (task) is covered by only one duty. In the SCP model, it is possible to have more than one duty covering a given work piece. In both models, the set of work pieces that needs to be covered is laid out in rows, and the set of previously defined feasible duties available for covering specific work pieces is arranged in columns. The DSP resolution, based on either of these models, is the selection of the set of feasible duties that guarantees that there is one (SPP) or more (SCP) duties covering each work piece while minimizing the total cost of the final schedule.
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World Congress of Universal Documentation

The World Congress of Universal Documentation was held from 16 to 21 August 1937 in Paris, France. Delegates from 45 countries met to discuss means by which all of the world's information, in print, in manuscript, and in other forms, could be efficiently organized and made accessible. == The Congress in the history of information science == The Congress, held at the Trocadéro under "the auspices" of the Institut International de Bibliographie, was "the apotheosis" of a general movement in the 1930s towards the classification of the growing mass of information and the improvement of access to that information. For the first time in the history of information science, technological means were beginning to catch up with theoretical ends, and the discussions at the conference reflected that fact. Its participation in the Congress was one of the first projects of the American Documentation Institute (ADI). Participants in the conference discussed what has been more recently called "a continuously updated hypertext encyclopedia." Joseph Reagle sees many of the ideas considered at the conference as forerunners of some of the key goals and norms of Wikipedia. == Microfilm == The main resolution adopted by the congress proposed that microfilm be used to make information universally available. Watson Davis, chairman of the American delegation and president of the ADI, stated that the volume of information being produced created difficult problems of access and preservation, but that these could be solved by the use of microfilm. In his address to the Congress, Davis said: Most immediate and practical to put into operation is the microfilming of material in libraries upon demand. It will become fashionable and economical to send a potential book borrower a little strip of microfilm for his permanent possession instead of the book and then badgering him to return it before he has had a chance to use it effectively. I believe that reading machines for microfilm will become as common as typewriters in studies and laboratories. If the principal libraries and information centers of the world will cooperate in such "bibliofilm services," as they are called, if they exchange orders and have essentially uniform methods, forms for ordering, standard microfilm format and production methods and comparable if not uniform prices, the resources of any library will be placed at the disposal of any scholar or scientist anywhere in the world. All the libraries cooperating will merge into one world library without loss of identity or individuality. The world's documentation will become available to even the most isolated and individualistic scholar. The Congress included two separate exhibits on microfilm. One was of the equipment used at the Bibliothèque nationale de France and the other, coordinated by Herman H. Fussler of the University of Chicago, consisting of "an entire microfilm laboratory," complete with cameras, a darkroom, and various kinds of reading machines. Emanuel Goldberg presented a paper on an early copying camera he had invented. Other resolutions passed by the Congress concerned uniform standards for the preparation of articles, for classifying books and other documents, for indexing newspapers and periodicals, and for cooperation between libraries. == H. G. Wells == In his address to the Congress, H. G. Wells said that he thought that his idea of the "world brain" was a precursor to the ideas other delegates were proposing, and explicitly linked the projects being discussed to the work of the encyclopédistes: I am speaking of a process of mental organization throughout the world which I believe to be as inevitable as anything can be in human affairs. All the distresses and horrors of the present time are fundamentally intellectual. The world has to pull its mind together, and this [Congress] is the beginning of its efforts. Civilization is a Phoenix. It perishes in flames and even as it dies it is born again. This synthesis of knowledge upon which you are working is the necessary beginning of a new world. It is good to be meeting here in Paris where the first encyclopedia of power was made. It would be impossible to overrate our debt to Diderot and his associates. == Other participants == Participants in the Congress included authors, librarians, scholars, archivists, scientists, and editors. Some of the notable people in attendance not mentioned above were:
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