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  • Model-based clustering

    Model-based clustering

    In statistics, cluster analysis is the algorithmic grouping of objects into homogeneous groups based on numerical measurements. Model-based clustering based on a statistical model for the data, usually a mixture model. This has several advantages, including a principled statistical basis for clustering, and ways to choose the number of clusters, to choose the best clustering model, to assess the uncertainty of the clustering, and to identify outliers that do not belong to any group. == Model-based clustering == Suppose that for each of n {\displaystyle n} observations we have data on d {\displaystyle d} variables, denoted by y i = ( y i , 1 , … , y i , d ) {\displaystyle y_{i}=(y_{i,1},\ldots ,y_{i,d})} for observation i {\displaystyle i} . Then model-based clustering expresses the probability density function of y i {\displaystyle y_{i}} as a finite mixture, or weighted average of G {\displaystyle G} component probability density functions: p ( y i ) = ∑ g = 1 G τ g f g ( y i ∣ θ g ) , {\displaystyle p(y_{i})=\sum _{g=1}^{G}\tau _{g}f_{g}(y_{i}\mid \theta _{g}),} where f g {\displaystyle f_{g}} is a probability density function with parameter θ g {\displaystyle \theta _{g}} , τ g {\displaystyle \tau _{g}} is the corresponding mixture probability where ∑ g = 1 G τ g = 1 {\displaystyle \sum _{g=1}^{G}\tau _{g}=1} . Then in its simplest form, model-based clustering views each component of the mixture model as a cluster, estimates the model parameters, and assigns each observation to cluster corresponding to its most likely mixture component. === Gaussian mixture model === The most common model for continuous data is that f g {\displaystyle f_{g}} is a multivariate normal distribution with mean vector μ g {\displaystyle \mu _{g}} and covariance matrix Σ g {\displaystyle \Sigma _{g}} , so that θ g = ( μ g , Σ g ) {\displaystyle \theta _{g}=(\mu _{g},\Sigma _{g})} . This defines a Gaussian mixture model. The parameters of the model, τ g {\displaystyle \tau _{g}} and θ g {\displaystyle \theta _{g}} for g = 1 , … , G {\displaystyle g=1,\ldots ,G} , are typically estimated by maximum likelihood estimation using the expectation-maximization algorithm (EM); see also EM algorithm and GMM model. Bayesian inference is also often used for inference about finite mixture models. The Bayesian approach also allows for the case where the number of components, G {\displaystyle G} , is infinite, using a Dirichlet process prior, yielding a Dirichlet process mixture model for clustering. === Choosing the number of clusters === An advantage of model-based clustering is that it provides statistically principled ways to choose the number of clusters. Each different choice of the number of groups G {\displaystyle G} corresponds to a different mixture model. Then standard statistical model selection criteria such as the Bayesian information criterion (BIC) can be used to choose G {\displaystyle G} . The integrated completed likelihood (ICL) is a different criterion designed to choose the number of clusters rather than the number of mixture components in the model; these will often be different if highly non-Gaussian clusters are present. === Parsimonious Gaussian mixture model === For data with high dimension, d {\displaystyle d} , using a full covariance matrix for each mixture component requires estimation of many parameters, which can result in a loss of precision, generalizabity and interpretability. Thus it is common to use more parsimonious component covariance matrices exploiting their geometric interpretation. Gaussian clusters are ellipsoidal, with their volume, shape and orientation determined by the covariance matrix. Consider the eigendecomposition of a matrix Σ g = λ g D g A g D g T , {\displaystyle \Sigma _{g}=\lambda _{g}D_{g}A_{g}D_{g}^{T},} where D g {\displaystyle D_{g}} is the matrix of eigenvectors of Σ g {\displaystyle \Sigma _{g}} , A g = diag { A 1 , g , … , A d , g } {\displaystyle A_{g}={\mbox{diag}}\{A_{1,g},\ldots ,A_{d,g}\}} is a diagonal matrix whose elements are proportional to the eigenvalues of Σ g {\displaystyle \Sigma _{g}} in descending order, and λ g {\displaystyle \lambda _{g}} is the associated constant of proportionality. Then λ g {\displaystyle \lambda _{g}} controls the volume of the ellipsoid, A g {\displaystyle A_{g}} its shape, and D g {\displaystyle D_{g}} its orientation. Each of the volume, shape and orientation of the clusters can be constrained to be equal (E) or allowed to vary (V); the orientation can also be spherical, with identical eigenvalues (I). This yields 14 possible clustering models, shown in this table: It can be seen that many of these models are more parsimonious, with far fewer parameters than the unconstrained model that has 90 parameters when G = 4 {\displaystyle G=4} and d = 9 {\displaystyle d=9} . Several of these models correspond to well-known heuristic clustering methods. For example, k-means clustering is equivalent to estimation of the EII clustering model using the classification EM algorithm. The Bayesian information criterion (BIC) can be used to choose the best clustering model as well as the number of clusters. It can also be used as the basis for a method to choose the variables in the clustering model, eliminating variables that are not useful for clustering. Different Gaussian model-based clustering methods have been developed with an eye to handling high-dimensional data. These include the pgmm method, which is based on the mixture of factor analyzers model, and the HDclassif method, based on the idea of subspace clustering. The mixture-of-experts framework extends model-based clustering to include covariates. == Example == We illustrate the method with a dateset consisting of three measurements (glucose, insulin, sspg) on 145 subjects for the purpose of diagnosing diabetes and the type of diabetes present. The subjects were clinically classified into three groups: normal, chemical diabetes and overt diabetes, but we use this information only for evaluating clustering methods, not for classifying subjects. The BIC plot shows the BIC values for each combination of the number of clusters, G {\displaystyle G} , and the clustering model from the Table. Each curve corresponds to a different clustering model. The BIC favors 3 groups, which corresponds to the clinical assessment. It also favors the unconstrained covariance model, VVV. This fits the data well, because the normal patients have low values of both sspg and insulin, while the distributions of the chemical and overt diabetes groups are elongated, but in different directions. Thus the volumes, shapes and orientations of the three groups are clearly different, and so the unconstrained model is appropriate, as selected by the model-based clustering method. The classification plot shows the classification of the subjects by model-based clustering. The classification was quite accurate, with a 12% error rate as defined by the clinical classification. Other well-known clustering methods performed worse with higher error rates, such as single-linkage clustering with 46%, average link clustering with 30%, complete-linkage clustering also with 30%, and k-means clustering with 28%. == Outliers in clustering == An outlier in clustering is a data point that does not belong to any of the clusters. One way of modeling outliers in model-based clustering is to include an additional mixture component that is very dispersed, with for example a uniform distribution. Another approach is to replace the multivariate normal densities by t {\displaystyle t} -distributions, with the idea that the long tails of the t {\displaystyle t} -distribution would ensure robustness to outliers. However, this is not breakdown-robust. A third approach is the "tclust" or data trimming approach which excludes observations identified as outliers when estimating the model parameters. == Non-Gaussian clusters and merging == Sometimes one or more clusters deviate strongly from the Gaussian assumption. If a Gaussian mixture is fitted to such data, a strongly non-Gaussian cluster will often be represented by several mixture components rather than a single one. In that case, cluster merging can be used to find a better clustering. A different approach is to use mixtures of complex component densities to represent non-Gaussian clusters. == Non-continuous data == === Categorical data === Clustering multivariate categorical data is most often done using the latent class model. This assumes that the data arise from a finite mixture model, where within each cluster the variables are independent. === Mixed data === These arise when variables are of different types, such as continuous, categorical or ordinal data. A latent class model for mixed data assumes local independence between the variable. The location model relaxes the local independence assumption. The clustMD approach assumes that the observed variables are manifestations of underlying continuous Gaussian latent

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  • Web data integration

    Web data integration

    Web data integration (WDI) is the process of aggregating and managing data from different websites into a single, homogeneous workflow. This process includes data access, transformation, mapping, quality assurance and fusion of data. Data that is sourced and structured from websites is referred to as "web data". WDI is an extension and specialization of data integration that views the web as a collection of heterogeneous databases. Data integration techniques in the context of the web, forms the foundation for businesses taking advantage of data available on the ever-increasing number of publicly-accessible websites. Corporate spending on this area amounted to about USD 2.5bn in 2017, and it is expected that by 2020 the market will reach almost USD 7bn.

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  • Information explosion

    Information explosion

    Information explosion is the rapid increase in the amount of published information or data and the effects of this abundance. As the amount of available data grows, the problem of managing the information becomes more difficult, which can lead to information overload. The Online Oxford English Dictionary indicates use of the phrase in a March 1964 New Statesman article. The New York Times first used the phrase in its editorial content in an article by Walter Sullivan on June 7, 1964, in which he described the phrase as "much discussed". The earliest known use of the phrase was in a speech about television by NBC president Pat Weaver at the Institute of Practitioners of Advertising in London on September 27, 1955. The speech was rebroadcast on radio station WSUI in Iowa City and excerpted in the Daily Iowan newspaper two months later. Many sectors are seeing this rapid increase in the amount of information available such as healthcare, supermarkets, and governments. Another sector that is being affected by this phenomenon is journalism. Such a profession, which in the past was responsible for the dissemination of information, may be suppressed by the overabundance of information today. Techniques to gather knowledge from an overabundance of electronic information (e.g., data fusion may help in data mining) have existed since the 1970s. Another common technique to deal with such amount of information is qualitative research. Such approaches aim to organize the information, synthesizing, categorizing and systematizing in order to be more usable and easier to search. == Growth patterns == The world's technological capacity to store information grew from, optimally compressed, 2.6 exabytes in 1986 to 15.7 in 1993, over 54.5 in 2000, and to 295 exabytes in 2007. The world's technological capacity to receive information through one-way broadcast networks was 432 exabytes of (optimally compressed) information in 1986, 715 (optimally compressed) exabytes in 1993, 1,200 (optimally compressed) exabytes in 2000, and 1,900 in 2007. The world's effective capacity to exchange information through two-way telecommunications networks was 0.281 exabytes of (optimally compressed) information in 1986, 0.471 in 1993, 2.2 in 2000, and 65 (optimally compressed) exabytes in 2007. A new metric that is being used in an attempt to characterize the growth in person-specific information, is the disk storage per person (DSP), which is measured in megabytes/person (where megabytes is 106 bytes and is abbreviated MB). Global DSP (GDSP) is the total rigid disk drive space (in MB) of new units sold in a year divided by the world population in that year. The GDSP metric is a crude measure of how much disk storage could possibly be used to collect person-specific data on the world population. In 1983, one million fixed drives with an estimated total of 90 terabytes were sold worldwide; 30MB drives had the largest market segment. In 1996, 105 million drives, totaling 160,623 terabytes were sold with 1 and 2 gigabyte drives leading the industry. By the year 2000, with 20GB drive leading the industry, rigid drives sold for the year are projected to total 2,829,288 terabytes Rigid disk drive sales to top $34 billion in 1997. According to Latanya Sweeney, there are three trends in data gathering today: Type 1. Expansion of the number of fields being collected, known as the “collect more” trend. Type 2. Replace an existing aggregate data collection with a person-specific one, known as the “collect specifically” trend. Type 3. Gather information by starting a new person-specific data collection, known as the “collect it if you can” trend. == Related terms == Since "information" in electronic media is often used synonymously with "data", the term information explosion is closely related to the concept of data flood (also dubbed data deluge). Sometimes the term information flood is used as well. All of those basically boil down to the ever-increasing amount of electronic data exchanged per time unit. A term that covers the potential negative effects of information explosion is information inflation. The awareness about non-manageable amounts of data grew along with the advent of ever more powerful data processing since the mid-1960s. == Challenges == Even though the abundance of information can be beneficial in several levels, some problems may be of concern such as privacy, legal and ethical guidelines, filtering and data accuracy. Filtering refers to finding useful information in the middle of so much data, which relates to the job of data scientists. A typical example of a necessity of data filtering (data mining) is in healthcare since in the next years is due to have EHRs (Electronic Health Records) of patients available. With so much information available, the doctors will need to be able to identify patterns and select important data for the diagnosis of the patient. On the other hand, according to some experts, having so much public data available makes it difficult to provide data that is actually anonymous. Another point to take into account is the legal and ethical guidelines, which relates to who will be the owner of the data and how frequently he/she is obliged to the release this and for how long. With so many sources of data, another problem will be accuracy of such. An untrusted source may be challenged by others, by ordering a new set of data, causing a repetition in the information. According to Edward Huth, another concern is the accessibility and cost of such information. The accessibility rate could be improved by either reducing the costs or increasing the utility of the information. The reduction of costs according to the author, could be done by associations, which should assess which information was relevant and gather it in a more organized fashion. == Web servers == As of August 2005, there were over 70 million web servers. As of September 2007 there were over 135 million web servers. == Blogs == According to Technorati, the number of blogs doubles about every 6 months with a total of 35.3 million blogs as of April 2006. This is an example of the early stages of logistic growth, where growth is approximately exponential, since blogs are a recent innovation. As the number of blogs approaches the number of possible producers (humans), saturation occurs, growth declines, and the number of blogs eventually stabilizes.

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  • PL/Perl

    PL/Perl

    PL/Perl (Procedural Language/Perl) is a procedural language supported by the PostgreSQL RDBMS. PL/Perl, as an imperative programming language, allows more control than the relational algebra of SQL. Programs created in the PL/Perl language are called functions and can use most of the features that the Perl programming language provides, including common flow control structures and syntax that has incorporated regular expressions directly. These functions can be evaluated as part of a SQL statement, or in response to a trigger or rule. The design goals of PL/Perl were to create a loadable procedural language that: can be used to create functions and trigger procedures, adds control structures to the SQL language, can perform complex computations, can be defined to be either trusted or untrusted by the server, is easy to use. PL/Perl is one of many "PL" languages available for PostgreSQL PL/pgSQL PL/Java, plPHP, PL/Python, PL/R, PL/Ruby, PL/sh, and PL/Tcl.

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  • Pedagogical agent

    Pedagogical agent

    A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.

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  • Best arm identification

    Best arm identification

    Best arm identification (BAI) is a sequential one-player game where the player has to find the best action (arm) among a list of actions (arms) by collecting information in the most efficient way. It is a multi-armed bandit game as a player only gets information about an arm by playing it. The most common objective in multi-armed bandit games is to minimize the regret (i.e., play the best action as much as possible), but in BAI, the goal is to find the best arm as efficiently as possible. This problem naturally arises in scenarios such as adaptive clinical trials where the number of patients is limited and the quantification of the confidence in a treatment is important. It also arises in hyperparameter optimization where the goal is to find the optimal choice of hyperparameters for an algorithm with the smallest possible number of experiments, as it can be costly in terms of time, energy, or money. == Stochastic multi-armed bandit == The stochastic multi-armed bandit (MAB) is a sequential game with one player and K {\displaystyle K} actions (arms). Each arm has an unknown probability distribution associated with it. At each turn, the player has to choose one action and receive an observation from the probability distribution associated with the arm. The more you play an arm, the more you get information on its probability distribution. === Best arm identification === In BAI the goal is to find the arm that has the probability distribution with the highest mean. BAI may be either fixed confidence or fixed horizon. In a fixed-confidence game, a confidence level δ {\displaystyle \delta } is fixed at the beginning of the game and the goal is to find the best arm with this confidence level in as few turns as possible. In a fixed horizon game, the number of turns T {\displaystyle T} is fixed, and the goal is to find the best arm with the highest possible confidence in T {\displaystyle T} turns. === Math formalisation === We have one player and K {\displaystyle K} actions (arms). Behind each arm k ∈ { 1 , … , K } {\displaystyle k\in \{1,\ldots ,K\}} lies an unknown distribution ν k {\displaystyle \nu _{k}} with mean μ k {\displaystyle \mu _{k}} . Each distribution ν k {\displaystyle \nu _{k}} belongs to a known family D {\displaystyle {\mathcal {D}}} (such as the set of Gaussian distributions or Bernoulli distributions). At each time step t {\displaystyle t} , the player selects an arm a t {\displaystyle a_{t}} and observes an independent sample X t ∼ ν a t {\displaystyle X_{t}\sim \nu _{a_{t}}} from the corresponding distribution. We will note μ ∗ := max μ a {\displaystyle \mu ^{}:=\max \mu _{a}} the highest mean. An arm a {\displaystyle a} that satisfies μ a = μ ∗ {\displaystyle \mu _{a}=\mu ^{}} is called an optimal arm; otherwise it is called suboptimal arm. In best arm identification (BAI) the objective is to identify an optimal arm. Two main settings for BAI appear in the literature: Fixed confidence: In this setting, one typically assumes that there exists a unique optimal arm. A confidence level δ ∈ ( 0 , 1 ) {\displaystyle \delta \in (0,1)} is specified at the beginning. The algorithm must stop at some finite stopping time τ δ < + ∞ {\displaystyle \tau _{\delta }<+\infty } and return an arm a ^ τ δ {\displaystyle {\hat {a}}_{\tau _{\delta }}} such that the probability of error is bounded: P ( a ^ τ δ ≠ a ∗ ) ≤ δ {\displaystyle \mathbb {P} ({\hat {a}}_{\tau _{\delta }}\neq a^{})\leq \delta } . The objective is to minimize the expected sample complexity E [ τ δ ] {\displaystyle \mathbb {E} [\tau _{\delta }]} . Such a setting appears, for example, when a constraint on the confidence is required (for example, if we require a confidence level of 95%, so δ = 1 − 0.95 = 0.05 {\displaystyle \delta =1-0.95=0.05} ). Fixed horizon: In this setting, the number of samples T {\displaystyle T} is fixed in advance. The goal is to design an algorithm that minimizes the probability of misidentifying the optimal arm: P ( a ^ T ≠ a ∗ ) {\displaystyle \mathbb {P} ({\hat {a}}_{T}\neq a^{})} . This setting appears when the number of experiments is limited (for drug tests, the number of patients can be fixed in advance). === Example of simple modelling === In the case where we have K {\displaystyle K} treatments and we want to be sure with a confidence level of 95% which treatment is the best to heal a specific disease. Each treatment heals or does not heal the disease with a probability μ k {\displaystyle \mu _{k}} , which means that each distribution is a Bernoulli distribution, so D {\displaystyle {\mathcal {D}}} is the set of Bernoulli distributions. We can use a BAI algorithm to minimize E [ τ 0.05 ] {\displaystyle \mathbb {E} [\tau _{0.05}]} , the number of patients required to find the best treatment with probability 95%. == Applications == Best arm identification naturally arises in several practical domains: Adaptive clinical trials: The objective is to identify the most effective treatment based on sequentially collected patient data. Each treatment can be modeled as having an underlying distribution of outcomes. The goal is to identify the treatment with the highest expected outcome with high confidence (fixed confidence setting δ {\displaystyle \delta } ) while minimizing the number of drug test patients (minimise E [ τ δ ] {\displaystyle \mathbb {E} [\tau _{\delta }]} ), as it costs to pay patients for this and we would like to use as little as possible less effective drugs. Hyperparameter tuning: Selecting the best configuration for machine learning models efficiently by treating each hyperparameter setting as an arm. The goal is to find the best hyperparameter with as few experiments possible as experiments are costly in time and in energy == Fixed confidence level == In the fixed-confidence setting, the goal is to design an algorithm that identifies the best arm with a prescribed confidence level δ {\displaystyle \delta } while minimizing the expected number of samples. Any such algorithm requires two key components: Stopping rule: A decision criterion that determines when to stop sampling. Formally, this defines a stopping time τ δ {\displaystyle \tau _{\delta }} and returns an arm a ^ τ δ {\displaystyle {\hat {a}}_{\tau _{\delta }}} such that P ( a ^ τ δ ≠ a ⋆ ) ≤ δ {\displaystyle \mathbb {P} ({\hat {a}}_{\tau _{\delta }}\neq a^{\star })\leq \delta } and P ( τ δ < + ∞ ) = 1 {\displaystyle \mathbb {P} (\tau _{\delta }<+\infty )=1} . Sampling rule: A policy π {\displaystyle \pi } that, at each round t {\displaystyle t} , selects the next arm to sample a t {\displaystyle a_{t}} based on all previous observations ( a s , X s ) s < t {\displaystyle (a_{s},X_{s})_{s Read more →

  • Webometrics

    Webometrics

    The science of webometrics (also referred to as cybermetrics) aims to quantify the World Wide Web to get knowledge about the number and types of hyperlinks, the structure of the World Wide Web, and using patterns. According to Björneborn and Ingwersen, the definition of webometrics is "the study of the quantitative aspects of the construction and use of information resources, structures and technologies on the Web drawing on bibliometric and informetric approaches." The term webometrics was coined by Almind and Ingwersen (1997). A second definition of webometrics has also been introduced, "the study of web-based content with primarily quantitative methods for social science research goals using techniques that are not specific to one field of study", which emphasizes the development of applied methods for use in the wider social sciences. The purpose of this alternative definition was to help publicize appropriate methods outside the information-science discipline rather than to replace the original definition within information science. Similar scientific fields are: bibliometrics, informetrics, scientometrics, virtual ethnography, and web mining. One relatively straightforward measure is the "web impact factor" (WIF) introduced by Ingwersen (1998). The WIF measure may be defined as the number of web pages in a web site receiving links from other web sites, divided by the number of web pages published in the site that are accessible to the crawler. However, the use of WIF has been disregarded due to the mathematical artifacts derived from power law distributions of these variables. Other similar indicators using size of the institution instead of number of webpages have been proved more useful.

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  • Sieve of Pritchard

    Sieve of Pritchard

    In mathematics, the sieve of Pritchard is an algorithm for finding all prime numbers up to a specified bound. Like the ancient sieve of Eratosthenes, it has a simple conceptual basis in number theory. It is especially suited to quick hand computation for small bounds. Whereas the sieve of Eratosthenes marks off each non-prime for each of its prime factors, the sieve of Pritchard avoids considering almost all non-prime numbers by building progressively larger wheels, which represent the pattern of numbers not divisible by any of the primes processed thus far. It thereby achieves a better asymptotic complexity, and was the first sieve with a running time sublinear in the specified bound. Its asymptotic running-time has not been improved on, and it deletes fewer composites than any other known sieve. It was created in 1979 by Paul Pritchard. Since Pritchard has created a number of other sieve algorithms for finding prime numbers, the sieve of Pritchard is sometimes singled out by being called the wheel sieve (by Pritchard himself) or the dynamic wheel sieve. == Overview == A prime number is a natural number that has no natural number divisors other than the number 1 and itself. To find all the prime numbers less than or equal to a given integer N, a sieve algorithm examines a set of candidates in the range 2, 3, …, N, and eliminates those that are not prime, leaving the primes at the end. The sieve of Eratosthenes examines all of the range, first removing all multiples of the first prime 2, then of the next prime 3, and so on. The sieve of Pritchard instead examines a subset of the range consisting of numbers that occur on successive wheels, which represent the pattern of numbers left after each successive prime is processed by the sieve of Eratosthenes. For i > 0, the ith wheel Wi represents this pattern. It is the set of numbers between 1 and the product Pi = p1 · p2 ⋯ pi of the first i prime numbers that are not divisible by any of these prime numbers (and is said to have an associated length Pi). This is because adding Pi to a number does not change whether it is divisible by one of the first i prime numbers, since the remainder on division by any one of these primes is unchanged. So W1 = {1} with length P1 = 2 represents the pattern of odd numbers; W2 = {1,5} with length P2 = 6 represents the pattern of numbers not divisible by 2 or 3; etc. Wheels are so-called because Wi can be usefully visualized as a circle of circumference Pi with its members marked at their corresponding distances from an origin. Then rolling the wheel along the number line marks points corresponding to successive numbers not divisible by one of the first i prime numbers. The animation shows W2 being rolled up to 30. It is useful to define Wi → n for n > 0 to be the result of rolling Wi up to n. Then the animation generates W2 → 30 = {1,5,7,11,13,17,19,23,25,29}. Note that up to 52 − 1 = 24, this consists only of 1 and the primes between 5 and 25. The sieve of Pritchard is derived from the observation that this holds generally: for all i > 0, the values in Wi → (p2i+1 − 1) are 1 and the primes between pi+1 and p2i+1. It even holds for i = 0, where the wheel has length 1 and contains just 1 (representing all the natural numbers). So the sieve of Pritchard starts with the trivial wheel W0 and builds successive wheels until the square of the wheel's first member after 1 is at least N. Wheels grow very quickly, but only their values up to N are needed and generated. It remains to find a method for generating the next wheel. Note in the animation that W3 = {1,5,7,11,13,17,19,23,25,29} − {5 · 1 , 5 · 5} can be obtained by rolling W2 up to 30 and then removing 5 times each member of W2.This also holds generally: for all i ≥ 0, Wi+1 = (Wi → Pi+1) − {pi+1 · w | w ∈ Wi}. Rolling Wi past Pi just adds values to Wi, so the current wheel is first extended by getting each successive member starting with w = 1, adding Pi to it, and inserting the result in the set. Then the multiples of pi+1 are deleted. Care must be taken to avoid a number being deleted that itself needs to be multiplied by pi+1. The sieve of Pritchard as originally presented does so by first skipping past successive members until finding the maximum one needed, and then doing the deletions in reverse order by working back through the set. This is the method used in the first animation above. A simpler approach is just to gather the multiples of pi+1 in a list, and then delete them. Another approach is given by Gries and Misra. If the main loop terminates with a wheel whose length is less than N, it is extended up to N to generate the remaining primes. The algorithm, for finding all primes up to N, is therefore as follows: Start with a set W = {1} and length = 1 representing wheel 0, and prime p = 2. As long as p2 ≤ N, do the following: if length < N, then extend W by repeatedly getting successive members w of W starting with 1 and inserting length + w into W as long as it does not exceed p · length or N; increase length to the minimum of p · length and N. repeatedly delete p times each member of W by first finding the largest ≤ length and then working backwards. note the prime p, then set p to the next member of W after 1 (or 3 if p was 2). if length < N, then extend W to N by repeatedly getting successive members w of W starting with 1 and inserting length + w into W as long as it does not exceed N; On termination, the rest of the primes up to N are the members of W after 1. === Example === To find all the prime numbers less than or equal to 150, proceed as follows. Start with wheel 0 with length 1, representing all natural numbers 1, 2, 3...: 1 The first number after 1 for wheel 0 (when rolled) is 2; note it as a prime. Now form wheel 1 with length 2 × 1 = 2 by first extending wheel 0 up to 2 and then deleting 2 times each number in wheel 0, to get: 1 2 The first number after 1 for wheel 1 (when rolled) is 3; note it as a prime. Now form wheel 2 with length 3 × 2 = 6 by first extending wheel 1 up to 6 and then deleting 3 times each number in wheel 1, to get 1 2 3 5 The first number after 1 for wheel 2 is 5; note it as a prime. Now form wheel 3 with length 5 × 6 = 30 by first extending wheel 2 up to 30 and then deleting 5 times each number in wheel 2 (in reverse order), to get 1 2 3 5 7 11 13 17 19 23 25 29 The first number after 1 for wheel 3 is 7; note it as a prime. Now wheel 4 has length 7 × 30 = 210, so we only extend wheel 3 up to our limit 150. (No further extending will be done now that the limit has been reached.) We then delete 7 times each number in wheel 3 until we exceed our limit 150, to get the elements in wheel 4 up to 150: 1 2 3 5 7 11 13 17 19 23 25 29 31 37 41 43 47 49 53 59 61 67 71 73 77 79 83 89 91 97 101 103 107 109 113 119 121 127 131 133 137 139 143 149 The first number after 1 for this partial wheel 4 is 11; note it as a prime. Since we have finished with rolling, we delete 11 times each number in the partial wheel 4 until we exceed our limit 150, to get the elements in wheel 5 up to 150: 1 2 3 5 7 11 13 17 19 23 25 29 31 37 41 43 47 49 53 59 61 67 71 73 77 79 83 89 91 97 101 103 107 109 113 119 121 127 131 133 137 139 143 149 The first number after 1 for this partial wheel 5 is 13. Since 13 squared is at least our limit 150, we stop. The remaining numbers (other than 1) are the rest of the primes up to our limit 150. Just 8 composite numbers are removed, once each. The rest of the numbers considered (other than 1) are prime. In comparison, the natural version of Eratosthenes sieve (stopping at the same point) removes composite numbers 184 times. == Pseudocode == The sieve of Pritchard can be expressed in pseudocode, as follows: algorithm Sieve of Pritchard is input: an integer N >= 2. output: the set of prime numbers in {1,2,...,N}. let W and Pr be sets of integer values, and all other variables integer values. k, W, length, p, Pr := 1, {1}, 2, 3, {2}; {invariant: p = pk+1 and W = Wk ∩ {\displaystyle \cap } {1,2,...,N} and length = minimum of Pk,N and Pr = the primes up to pk} while p2 <= N do if (length < N) then Extend W,length to minimum of plength,N; Delete multiples of p from W; Insert p into Pr; k, p := k+1, next(W, 1) if (length < N) then Extend W,length to N; return Pr ∪ {\displaystyle \cup } W - {1}; where next(W, w) is the next value in the ordered set W after w. procedure Extend W,length to n is {in: W = Wk and length = Pk and n > length} {out: W = Wk → {\displaystyle \rightarrow } n and length = n} integer w, x; w, x := 1, length+1; while x <= n do Insert x into W; w := next(W,w); x := length + w; length := n; procedure Delete multiples of p from W,length is integer w; w := p; while pw <= length do w := next(W,w); while w > 1 do w := prev(W,w); Remove pw from W; where prev(W, w) is the previous value in the ordered set W before w. The algorithm can be initialized with W0 instead of W1 at the minor complication of making next(W, 1) a special case when k = 0. This a

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  • Language model benchmark

    Language model benchmark

    A language model benchmark is a standardized test designed to evaluate the performance of language models on various natural language processing tasks. These tests are intended for comparing different models' capabilities in areas such as language understanding, generation, and reasoning. Benchmarks generally consist of a dataset and corresponding evaluation metrics. The dataset provides text samples and annotations, while the metrics measure a model's performance on tasks like answering questions, text classification, and machine translation. These benchmarks are developed and maintained by academic institutions, research organizations, and industry players to track progress in the field. In addition to accuracy, the metrics can include throughput, energy efficiency, bias, trust, and sustainability. == Overview == === Types === Benchmarks may be described by the following adjectives, not mutually exclusive: Classical: These tasks are studied in natural language processing, even before the advent of deep learning. Examples include the Penn Treebank for testing syntactic and semantic parsing, as well as bilingual translation benchmarked by BLEU scores. Question answering: These tasks have a text question and a text answer, often multiple-choice. They can be open-book or closed-book. Open-book QA resembles reading comprehension questions, with relevant passages included as annotation in the question, in which the answer appears. Closed-book QA includes no relevant passages. Closed-book QA is also called open-domain question-answering. Before the era of large language models, open-book QA was more common, and understood as testing information retrieval methods. Closed-book QA became common since GPT-2 as a method to measure knowledge stored within model parameters. Omnibus: An omnibus benchmark combines many benchmarks, often previously published. It is intended as an all-in-one benchmarking solution. Reasoning: These tasks are usually in the question-answering format, but are intended to be more difficult than standard question answering. Multimodal: These tasks require processing not only text, but also other modalities, such as images and sound. Examples include OCR and transcription. Agency: These tasks are for a language-model–based software agent that operates a computer for a user, such as editing images, browsing the web, etc. Adversarial: A benchmark is "adversarial" if the items in the benchmark are picked specifically so that certain models do badly on them. Adversarial benchmarks are often constructed after state of the art (SOTA) models have saturated (achieved 100% performance) a benchmark, to renew the benchmark. A benchmark is "adversarial" only at a certain moment in time, since what is adversarial may cease to be adversarial as newer SOTA models appear. Public/Private: A benchmark might be partly or entirely private, meaning that some or all of the questions are not publicly available. The idea is that if a question is publicly available, then it might be used for training, which would be "training on the test set" and invalidate the result of the benchmark. Usually, only the guardians of the benchmark have access to the private subsets, and to score a model on such a benchmark, one must send the model weights, or provide API access, to the guardians. The boundary between a benchmark and a dataset is not sharp. Generally, a dataset contains three "splits": training, test, and validation. Both the test and validation splits are essentially benchmarks. In general, a benchmark is distinguished from a test/validation dataset in that a benchmark is typically intended to be used to measure the performance of many different models that are not trained specifically for doing well on the benchmark, while a test/validation set is intended to be used to measure the performance of models trained specifically on the corresponding training set. In other words, a benchmark may be thought of as a test/validation set without a corresponding training set. Conversely, certain benchmarks may be used as a training set, such as the English Gigaword or the One Billion Word Benchmark, which in modern language is just the negative log-likelihood loss on a pretraining set with 1 billion words. Indeed, the distinction between benchmark and dataset in language models became sharper after the rise of the pretraining paradigm, whereby a model is first trained on massive, unlabeled datasets to learn general language patterns, syntax, and knowledge (pretraining), and the base model is then adapted to specific, downstream tasks using smaller, labeled datasets (fine-tuning). === Lifecycle === Generally, the life cycle of a benchmark consists of the following steps: Inception: A benchmark is published. It can be simply given as a demonstration of the power of a new model (implicitly) that others then picked up as a benchmark, or as a benchmark that others are encouraged to use (explicitly). Growth: More papers and models use the benchmark, and the performance on the benchmark grows. Maturity, degeneration or deprecation: A benchmark may be saturated, after which researchers move on to other benchmarks. Progress on the benchmark may also be neglected as the field moves to focus on other benchmarks. Renewal: A saturated benchmark can be upgraded to make it no longer saturated, allowing further progress. === Construction === Like datasets, benchmarks are typically constructed by several methods, individually or in combination: Web scraping: Ready-made question-answer pairs may be scraped online, such as from websites that teach mathematics and programming. Conversion: Items may be constructed programmatically from scraped web content, such as by blanking out named entities from sentences, and asking the model to fill in the blank. This was used for making the CNN/Daily Mail Reading Comprehension Task. Crowd sourcing: Items may be constructed by paying people to write them, such as on Amazon Mechanical Turk. This was used for making the MCTest. === Evaluation === Generally, benchmarks are fully automated. This limits the questions that can be asked. For example, with mathematical questions, "proving a claim" would be difficult to automatically check, while "calculate an answer with a unique integer answer" would be automatically checkable. With programming tasks, the answer can generally be checked by running unit tests, with an upper limit on runtime. The benchmark scores are of the following kinds: For multiple choice or cloze questions, common scores are accuracy (frequency of correct answer), precision, recall, F1 score, etc. pass@n: The model is given n {\displaystyle n} attempts to solve each problem. If any attempt is correct, the model earns a point. The pass@n score is the model's average score over all problems. k@n: The model makes n {\displaystyle n} attempts to solve each problem, but only k {\displaystyle k} attempts out of them are selected for submission. If any submission is correct, the model earns a point. The k@n score is the model's average score over all problems. cons@n: The model is given n {\displaystyle n} attempts to solve each problem. If the most common answer is correct, the model earns a point. The cons@n score is the model's average score over all problems. Here "cons" stands for "consensus" or "majority voting". The pass@n score can be estimated more accurately by making N > n {\displaystyle N>n} attempts, and use the unbiased estimator 1 − ( N − c n ) ( N n ) {\displaystyle 1-{\frac {\binom {N-c}{n}}{\binom {N}{n}}}} , where c {\displaystyle c} is the number of correct attempts. For less well-formed tasks, where the output can be any sentence, there are the following commonly used scores including BLEU ROUGE, METEOR, NIST, word error rate, LEPOR, CIDEr, and SPICE. === Issues === error: Some benchmark answers may be wrong. ambiguity: Some benchmark questions may be ambiguously worded. subjective: Some benchmark questions may not have an objective answer at all. This problem generally prevents creative writing benchmarks. Similarly, this prevents benchmarking writing proofs in natural language, though benchmarking proofs in a formal language is possible. open-ended: Some benchmark questions may not have a single answer of a fixed size. This problem generally prevents programming benchmarks from using more natural tasks such as "write a program for X", and instead uses tasks such as "write a function that implements specification X". inter-annotator agreement: Some benchmark questions may be not fully objective, such that even people would not agree with 100% on what the answer should be. This is common in natural language processing tasks, such as syntactic annotation. shortcut: Some benchmark questions may be easily solved by an "unintended" shortcut. For example, in the SNLI benchmark, having a negative word like "not" in the second sentence is a strong signal for the "Contradiction" category, regardless of what the se

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  • Virtual data room

    Virtual data room

    A virtual data room (sometimes called a VDR or Deal Room) is an online repository of information that is used for the storing and distribution of documents. In many cases, a virtual data room is used to facilitate the due diligence process during an M&A transaction, loan syndication, or private equity and venture capital transactions. This due diligence process has traditionally used a physical data room to accomplish the disclosure of documents. For reasons of cost, efficiency and security, virtual data rooms have widely replaced the more traditional physical data room. A virtual data room is an extranet to which the bidders and their advisers are given access via the internet. An extranet is essentially a website with limited controlled access, using a secure log-on supplied by the vendor, which can be disabled at any time, by the vendor, if a bidder withdraws. Much of the information released is confidential and restrictions are applied to the viewer's ability to release this to third parties (by means of forwarding, copying or printing). This can be effectively applied to protect the data using digital rights management. The virtual data room provides access to secure documents for authorized users through a dedicated web site, or through secure agent applications. In the process of mergers and acquisitions the data room is set up as part of the central repository of data relating to companies or divisions being acquired or sold. The data room enables the interested parties to view information relating to the business in a controlled environment where confidentiality can be preserved. Conventionally this was achieved by establishing a supervised, physical data room in secure premises with controlled access. In most cases, with a physical data room, only one bidder team can access the room at a time. A virtual data room is designed to have the same advantages as a conventional data room (controlling access, viewing, copying and printing, etc.) with fewer disadvantages. Due to their increased efficiency, many businesses and industries have moved to using virtual data rooms instead of physical data rooms. In 2006, a spokesperson for a company which sets up virtual deal rooms was reported claiming that the process reduced the bidding process by about thirty days compared to physical data rooms. In the process of startup fundraising, a virtual data room is set up to be a central location for key data, documents, and financials. These are shared with venture capital and angel investors and allows them to streamline due diligence. == Application == Any business dealing with private data can apply VDRs when secure transaction processing is required. This includes financial institutions that need to negotiate confidential customer information without involving third parties. VDRs have traditionally been used for IPOs and real estate asset management. Technology companies may use them to exchange and review code or confidential data needed for operations. The same is true for clients, who entrust their valuable code only to the most qualified people in the organisation. The code is not something that can be printed out and brought in a folder. It resides on a computer and must be used together. VDR can find application in any business that manages data in the form of documents, especially law firms, financial advisers or the B2B sector. The latter work with documents that must always be handled and controlled confidentially, and it is difficult to store them securely when they are on a server that other people can access. In addition, in B2B, it is important to close the deal as quickly as possible: the average sales cycle is one to three months. VDR can be compared to a locked filing cabinet where all those folders and documents are kept. It automates the mathematics of pricing to prevent revenue leakage, and initially integrates CRM to ensure accurate synchronisation of all account data, which is important for B2B in particular and sales in general. While virtual data rooms offer many advantages, they are not suitable for every industry. For example, some governments may decide to continue using physical data rooms for highly confidential information sharing. The damage from potential cyberattacks and data breaches exceeds the benefits offered by virtual data rooms. In such cases, the use of VDRs is not considered. Data breaches have particularly affected the US healthcare system from March 2021 to March 2022 - according to IBM Security the cost of the breach was a record high of $10.1 million.

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  • Very large database

    Very large database

    A very large database, (originally written very large data base) or VLDB, is a database that contains a very large amount of data, so much that it can require specialized architectural, management, processing and maintenance methodologies. == Definition == The vague adjectives of very and large allow for a broad and subjective interpretation, but attempts at defining a metric and threshold have been made. Early metrics were the size of the database in a canonical form via database normalization or the time for a full database operation like a backup. Technology improvements have continually changed what is considered very large. One definition has suggested that a database has become a VLDB when it is "too large to be maintained within the window of opportunity… the time when the database is quiet". == Sizes of a VLDB database == There is no absolute amount of data that can be cited. For example, one cannot say that any database with more than 1 TB of data is considered a VLDB. This absolute amount of data has varied over time as computer processing, storage and backup methods have become better able to handle larger amounts of data. That said, VLDB issues may start to appear when 1 TB is approached, and are more than likely to have appeared as 30 TB or so is exceeded. == VLDB challenges == Key areas where a VLDB may present challenges include configuration, storage, performance, maintenance, administration, availability and server resources. === Configuration === Careful configuration of databases that lie in the VLDB realm is necessary to alleviate or reduce issues raised by VLDB databases. === Administration === The complexities of managing a VLDB can increase exponentially for the database administrator as database size increases. === Availability and maintenance === When dealing with VLDB operations relating to maintenance and recovery such as database reorganizations and file copies which were quite practical on a non-VLDB take very significant amounts of time and resources for a VLDB database. In particular it typically infeasible to meet a typical recovery time objective (RTO), the maximum expected time a database is expected to be unavailable due to interruption, by methods which involve copying files from disk or other storage archives. To overcome these issues techniques such as clustering, cloned/replicated/standby databases, file-snapshots, storage snapshots or a backup manager may help achieve the RTO and availability, although individual methods may have limitations, caveats, license, and infrastructure requirements while some may risk data loss and not meet the recovery point objective (RPO). For many systems only geographically remote solutions may be acceptable. ==== Backup and recovery ==== Best practice is for backup and recovery to be architectured in terms of the overall availability and business continuity solution. === Performance === Given the same infrastructure there may typically be a decrease in performance, that is increase in response time as database size increases. Some accesses will simply have more data to process (scan) which will take proportionally longer (linear time); while the indexes used to access data may grow slightly in height requiring perhaps an extra storage access to reach the data (sub-linear time). Other effects can be caching becoming less efficient because proportionally less data can be cached and while some indexes such as the B+ automatically sustain well with growth others such as a hash table may need to be rebuilt. Should an increase in database size cause the number of accessors of the database to increase then more server and network resources may be consumed, and the risk of contention will increase. Some solutions to regaining performance include partitioning, clustering, possibly with sharding, or use of a database machine. ==== Partitioning ==== Partitioning may be able assist the performance of bulk operations on a VLDB including backup and recovery., bulk movements due to information lifecycle management (ILM), reducing contention as well as allowing optimization of some query processing. === Storage === In order to satisfy needs of a VLDB the database storage needs to have low access latency and contention, high throughput, and high availability. === Server resources === The increasing size of a VLDB may put pressure on server and network resources and a bottleneck may appear that may require infrastructure investment to resolve. == Relationship to big data == VLDB is not the same as big data, but the storage aspect of big data may involve a VLDB database. That said some of the storage solutions supporting big data were designed from the start to support large volumes of data, so database administrators may not encounter VLDB issues that older versions of traditional RDBMS's might encounter.

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  • Ontology (information science)

    Ontology (information science)

    In information science, an ontology encompasses a representation, formal naming, and definitions of the categories, properties, and relations between the concepts, data, or entities that pertain to one, many, or all domains of discourse. More simply, an ontology is a way of showing the properties of a subject area and how they are related, by defining a set of terms and relational expressions that represent the entities in that subject area. The field which studies ontologies so conceived is sometimes referred to as applied ontology. Every academic discipline or field, in creating its terminology, thereby lays the groundwork for an ontology. Each uses ontological assumptions to frame explicit theories, research and applications. Improved ontologies may improve problem solving within that domain, interoperability of data systems, and discoverability of data. Translating research papers within every field is a problem made easier when experts from different countries maintain a controlled vocabulary of jargon between each of their languages. For instance, the definition and ontology of economics is a primary concern in Marxist economics, but also in other subfields of economics. An example of economics relying on information science occurs in cases where a simulation or model is intended to enable economic decisions, such as determining what capital assets are at risk and by how much (see risk management). What ontologies in both information science and philosophy have in common is the attempt to represent entities, including both objects and events, with all their interdependent properties and relations, according to a system of categories. In both fields, there is considerable work on problems of ontology engineering (e.g., Quine and Kripke in philosophy, Sowa and Guarino in information science), and debates concerning to what extent normative ontology is possible (e.g., foundationalism and coherentism in philosophy, BFO and Cyc in artificial intelligence). Applied ontology is considered by some as a successor to prior work in philosophy. However many current efforts are more concerned with establishing controlled vocabularies of narrow domains than with philosophical first principles, or with questions such as the mode of existence of fixed essences or whether enduring objects (e.g., perdurantism and endurantism) may be ontologically more primary than processes. Artificial intelligence has retained considerable attention regarding applied ontology in subfields like natural language processing within machine translation and knowledge representation, but ontology editors are being used often in a range of fields, including biomedical informatics and industry. Such efforts often use ontology editing tools such as Protégé. == Ontology in philosophy == Ontology is a branch of philosophy and intersects areas such as metaphysics, epistemology, and philosophy of language, as it considers how knowledge, language, and perception relate to the nature of reality. Metaphysics deals with questions like "what exists?" and "what is the nature of reality?". One of five traditional branches of philosophy, metaphysics is concerned with exploring existence through properties, entities and relations such as those between particulars and universals, intrinsic and extrinsic properties, or essence and existence. Metaphysics has been an ongoing topic of discussion since recorded history. == Etymology == The compound word ontology combines onto-, from the Greek ὄν, on (gen. ὄντος, ontos), i.e. "being; that which is", which is the present participle of the verb εἰμί, eimí, i.e. "to be, I am", and -λογία, -logia, i.e. "logical discourse", see classical compounds for this type of word formation. While the etymology is Greek, the oldest extant record of the word itself, the Neo-Latin form ontologia, appeared in 1606 in the work Ogdoas Scholastica by Jacob Lorhard (Lorhardus) and in 1613 in the Lexicon philosophicum by Rudolf Göckel (Goclenius). The first occurrence in English of ontology as recorded by the OED (Oxford English Dictionary, online edition, 2008) came in Archeologia Philosophica Nova or New Principles of Philosophy (1663) by Gideon Harvey. == Formal ontology == Since the mid-1970s, researchers in the field of artificial intelligence (AI) have recognized that knowledge engineering is the key to building large and powerful AI systems. AI researchers argued that they could create new ontologies as computational models that enable certain kinds of automated reasoning, which was only marginally successful. In the 1980s, the AI community began to use the term ontology to refer to both a theory of a modeled world and a component of knowledge-based systems. In particular, David Powers introduced the word ontology to AI to refer to real world or robotic grounding, publishing in 1990 literature reviews emphasizing grounded ontology in association with the call for papers for a AAAI Summer Symposium Machine Learning of Natural Language and Ontology, with an expanded version published in SIGART Bulletin and included as a preface to the proceedings. Some researchers, drawing inspiration from philosophical ontologies, viewed computational ontology as a kind of applied philosophy. In 1993, the widely cited web page and paper "Toward Principles for the Design of Ontologies Used for Knowledge Sharing" by Tom Gruber used ontology as a technical term in computer science closely related to earlier idea of semantic networks and taxonomies. Gruber introduced the term as a specification of a conceptualization: An ontology is a description (like a formal specification of a program) of the concepts and relationships that can formally exist for an agent or a community of agents. This definition is consistent with the usage of ontology as set of concept definitions, but more general. And it is a different sense of the word than its use in philosophy. Attempting to distance ontologies from taxonomies and similar efforts in knowledge modeling that rely on classes and inheritance, Gruber stated (1993): Ontologies are often equated with taxonomic hierarchies of classes, class definitions, and the subsumption relation, but ontologies need not be limited to these forms. Ontologies are also not limited to conservative definitions, that is, definitions in the traditional logic sense that only introduce terminology and do not add any knowledge about the world (Enderton, 1972). To specify a conceptualization, one needs to state axioms that do constrain the possible interpretations for the defined terms. Recent experimental ontology frameworks have also explored resonance-based AI-human co-evolution structures, such as IAMF (Illumination AI Matrix Framework), OntoMotoOS (a meta-operating system concept for ethical and ontological AI–human co-evolution), and PSRT (Phase-Structural Reality Theory across multi-scale ontological layers). Though not yet widely adopted in academic discourse, such models propose phased approaches to ethical harmonization and structural emergence. As refinement of Gruber's definition Feilmayr and Wöß (2016) stated: "An ontology is a formal, explicit specification of a shared conceptualization that is characterized by high semantic expressiveness required for increased complexity." == Formal ontology components == Contemporary ontologies share many structural similarities, regardless of the language in which they are expressed. Most ontologies describe individuals (instances), classes (concepts), attributes and relations. === Types === ==== Domain ontology ==== A domain ontology (or domain-specific ontology) represents concepts which belong to a realm of the world, such as biology or politics. Each domain ontology typically models domain-specific definitions of terms. For example, the word card has many different meanings. An ontology about the domain of poker would model the "playing card" meaning of the word, while an ontology about the domain of computer hardware would model the "punched card" and "video card" meanings. Since domain ontologies are written by different people, they represent concepts in very specific and unique ways, and are often incompatible within the same project. As systems that rely on domain ontologies expand, they often need to merge domain ontologies by hand-tuning each entity or using a combination of software merging and hand-tuning. This presents a challenge to the ontology designer. Different ontologies in the same domain arise due to different languages, different intended usage of the ontologies, and different perceptions of the domain (based on cultural background, education, ideology, etc.). At present, merging ontologies that are not developed from a common upper ontology is a largely manual process and therefore time-consuming and expensive. Domain ontologies that use the same upper ontology to provide a set of basic elements with which to specify the meanings of the domain ontology entities can be merged with less effo

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  • Artificial psychology

    Artificial psychology

    Artificial psychology (AP) has had multiple meanings dating back to 19th century, with recent usage related to artificial intelligence (AI).Artificial psychology is a theoretical field related to artificial intelligence, cognitive science, and psychology, which explores how advanced AI systems may develop human-like decision-making processes. In 1999, Zhiliang Wang and Lun Xie presented a theory of artificial psychology based on artificial intelligence. They analyze human psychology using information science research methods and artificial intelligence research to probe deeper into the human mind. == Main Theory == Dan Curtis (b. 1963) proposed AP is a theoretical discipline. The theory considers the situation when an artificial intelligence approaches the level of complexity where the intelligence meets two conditions: Condition I A: Makes all of its decisions autonomously B: Is capable of making decisions based on information that is New Abstract Incomplete C: The artificial intelligence is capable of reprogramming itself based on the new data, allowing it to evolve. D: And is capable of resolving its own programming conflicts, even in the presence of incomplete data. This means that the intelligence autonomously makes value-based decisions, referring to values that the intelligence has created for itself. Condition II All four criteria are met in situations that are not part of the original operating program When both conditions are met, then, according to this theory, the possibility exists that the intelligence will reach irrational conclusions based on real or created information. At this point, the criteria are met for intervention which will not necessarily be resolved by simple re-coding of processes due to extraordinarily complex nature of the codebase itself; but rather a discussion with the intelligence in a format which more closely resembles classical (human) psychology. If the intelligence cannot be reprogrammed by directly inputting new code, but requires the intelligence to reprogram itself through a process of analysis and decision based on information provided by a human, in order for it to overcome behavior which is inconsistent with the machines purpose or ability to function normally, then artificial psychology is by definition, what is required. The level of complexity that is required before these thresholds are met is currently a subject of extensive debate. The theory of artificial psychology does not address the specifics of what those levels may be, but only that the level is sufficiently complex that the intelligence cannot simply be recoded by a software developer, and therefore dysfunctionality must be addressed through the same processes that humans must go through to address their own dysfunctionalities. Along the same lines, artificial psychology does not address the question of whether or not the intelligence is conscious. As of 2022, the level of artificial intelligence does not approach any threshold where any of the theories or principles of artificial psychology can even be tested, and therefore, artificial psychology remains a largely theoretical discipline. Even at a theoretical level, artificial psychology remains an advanced stage of artificial intelligence.

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  • Literature review

    Literature review

    A literature review is an overview of previously published works on a particular topic. The term can refer to a full scholarly paper or a section of a scholarly work such as books or articles. Either way, a literature review provides the researcher/author and the audiences with general information of an existing knowledge of a particular topic. A good literature review has a proper research question, a proper theoretical framework, and/or a chosen research method. It serves to situate the current study within the body of the relevant literature and provides context for the reader. In such cases, the review usually precedes the methodology and results sections of the work. Producing a literature review is often part of a graduate and post-graduate requirement, included in the preparation of a thesis, dissertation, or a journal article. Literature reviews are also common in a research proposal or prospectus (the document approved before a student formally begins a dissertation or thesis). A literature review can be a type of a review article. In this sense, it is a scholarly paper that presents the current knowledge including substantive findings as well as theoretical and methodological contributions to a particular topic. Literature reviews are secondary sources and do not report new or original experimental work. Most often associated with academic-oriented literature, such reviews are found in academic journals and are not to be confused with book reviews, which may also appear in the same publication. Literature reviews are a basis for research in nearly every academic field. == Types == Since the concept of a systematic review was formalized in the 1970s, a basic division among types of reviews is the dichotomy of narrative reviews versus systematic reviews. The main types of narrative reviews are evaluative, exploratory, and instrumental. A fourth type of review of literature (the scientific literature) is the systematic review but it is not called a literature review, which absent further specification, conventionally refers to narrative reviews. A systematic review focuses on a specific research question to identify, appraise, select, and synthesize all high-quality research evidence and arguments relevant to that question. A meta-analysis is typically a systematic review using statistical methods to effectively combine the data used on all selected studies to produce a more reliable result. Torraco (2016) describes an integrative literature review. The purpose of an integrative literature review is to generate new knowledge on a topic through the process of review, critique, and synthesis of the literature under investigation. George et al (2023) offer an extensive overview of review approaches. They also propose a model for selecting an approach by looking at the purpose, object, subject, community, and practices of the review. They describe six different types of review, each with their own unique purposes: Exploratory or scoping reviews focus on breadth as opposed to depth Systematic or integrative reviews integrate empirical studies on a topic Meta-narrative reviews are qualitative and use literature to compare research or practice communities Problematizing or critical reviews propose new perspectives on a concept by association with other literature Meta-analyses and meta-regressions integrate quantitative studies and identify moderators Mixed research syntheses combine other review approaches in the same paper == Process and product == Shields and Rangarajan (2013) distinguish between the process of reviewing the literature and a finished work or product known as a literature review. The process of reviewing the literature is often ongoing and informs many aspects of the empirical research project. The process of reviewing the literature requires different kinds of activities and ways of thinking. Shields and Rangarajan (2013) and Granello (2001) link the activities of doing a literature review with Benjamin Bloom's revised taxonomy of the cognitive domain (ways of thinking: remembering, understanding, applying, analyzing, evaluating, and creating). === Use of artificial intelligence in a literature review === Artificial intelligence (AI) is reshaping traditional literature reviews across various disciplines. Generative pre-trained transformers, such as ChatGPT, are often used by students and academics for review purposes. Since 2023, an increasing number of tools powered by large language models and other artificial intelligence technologies have been developed to assist, automate, or generate literature reviews. Nevertheless, the employment of ChatGPT in academic reviews is problematic due to ChatGPT's propensity to "hallucinate". In response, efforts are being made to mitigate these hallucinations through the integration of plugins. For instance, Rad et al. (2023) used ScholarAI for review in cardiothoracic surgery.

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  • Information literacy

    Information literacy

    The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed. The 1989 American Library Association (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information". In 1990, academic Lori Arp published a paper asking, "Are information literacy instruction and bibliographic instruction the same?" Arp argued that neither term was particularly well defined by theoreticians or practitioners in the field. Further studies were needed to lessen the confusion and continue to articulate the parameters of the question. The Alexandria Proclamation of 2005 defined the term as a human rights issue: "Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations." The United States National Forum on Information Literacy defined information literacy as "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand." Meanwhile, in the UK, the library professional body CILIP, define information literacy as "the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society." A number of other efforts have been made to better define the concept and its relationship to other skills and forms of literacy. Other pedagogical outcomes related to information literacy include traditional literacy, computer literacy, research skills and critical thinking skills. Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the prevalence of misinformation, fake news, and disinformation. Scholars have argued that in order to maximize people's contributions to a democratic and pluralistic society, educators should be challenging governments and the business sector to support and fund educational initiatives in information literacy. == History == The phrase "information literacy" first appeared in print in a 1974 report written on behalf of the National Commission on Libraries and Information Science by Paul G. Zurkowski, who was at the time president of the Information Industry Association (now the Software and Information Industry Association). Zurkowski used the phrase to describe the "techniques and skills" learned by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems" and drew a relatively firm line between the "literates" and "information illiterates." The concept of information literacy appeared again in a 1976 paper by Lee Burchina presented at the Texas A&M University library's symposium. Burchina identified a set of skills needed to locate and use information for problem solving and decision making. In another 1976 article in Library Journal, M.R. Owens applied the concept to political information literacy and civic responsibility, stating, "All [people] are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates. The application of information resources to the process of decision-making to fulfill civic responsibilities is a vital necessity." In a literature review published in an academic journal in 2020, Oral Roberts University professor Angela Sample cites several conceptual waves of information literacy definitions as defining information as a way of thinking, a set of skills, and a social practice. The introduction of these concepts led to the adoption of a mechanism called metaliteracy and the creation of threshold concepts and knowledge dispositions, which led to the creation of the ALA's Information Literacy Framework. The American Library Association's Presidential Committee on Information Literacy released a report on January 10, 1989. Titled as the Presidential Committee on Information Literacy: Final Report, the article outlines the importance of information literacy, opportunities to develop it, and the idea of an Information Age School. The recommendations of the Committee led to establishment of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations. In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published Information Power: Building Partnerships for Learning, which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy," "independent learning," and "social responsibility." Also in 1998, the Presidential Committee on Information Literacy updated its final report. The report outlined six recommendations from the original report, and examined areas of challenge and progress. In 1999, the Society of College, National and University Libraries (SCONUL) in the UK published The Seven Pillars of Information Literacy to model the relationship between information skills and IT skills, and the idea of the progression of information literacy into the curriculum of higher education. In 2003, the National Forum on Information Literacy, along with UNESCO and the National Commission on Libraries and Information Science, sponsored an international conference in Prague. Representatives from twenty-three countries gathered to discuss the importance of information literacy in a global context. The resulting Prague Declaration described information literacy as a "key to social, cultural, and economic development of nations and communities, institutions and individuals in the 21st century" and declared its acquisition as "part of the basic human right of lifelong learning". In the United States specifically, information literacy was prioritized in 2009 during President Barack Obama's first term. In effort to stress the value information literacy has on everyday communication, he designated October as National Information Literacy Awareness Month in his released proclamation. In 2015, the Association of College and Research Libraries (ACRL) adopted the Framework for Information Literacy for Higher Education, which defines information literacy as "the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning".Association of College and Research Libraries (2015-02-09). "Framework for Information Literacy for Higher Education". Association of College and Research Libraries. American Library Association. Retrieved 2026-02-17. == Presidential Committee on Information Literacy == The American Library Association's Presidential Committee on Information Literacy defined information literacy as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" and highlighted information literacy as a skill essential for lifelong learning and the production of an informed and prosperous citizenry. The committee outlined six principal recommendations. Included were recommendations like "Reconsider the ways we have organized information institutionally, structured information access, and defined information's role in our lives at home in the community, and in the work place"; to promote "public awareness of the problems created by information illiteracy"; to develop a national research agenda related to information and its use; to ensure the existence of "a climate conducive to students' becoming information literate"; to include information literacy concerns in teacher education democracy. In the updated report, the committee ended with an invitation, asking the National Forum and regular citizens to recognize that "the result of these combined efforts will be a citizenry which is made up of effective lifelong learners who can always find the information needed for the issue or decision at hand. This new

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