AI Chat Exporter Chrome Extension

AI Chat Exporter Chrome Extension — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

DaVinci (software)

DaVinci was a development tool produced by Incross, which aimed at creating HTML5 mobile applications and media content. It included a jQuery framework and a JavaScript library that enabled developers and designers to craft web applications designed for mobile devices with a user experience similar to native applications. Business applications, games, rich media content, such as HTML5 multi-media magazines, advertisements, and animation, may be produced with the tool. DaVinci was based on standard web technology – including HTML5, CSS3, and JavaScript. == Features == DaVinci comprised DaVinci Studio and DaVinci Animator, which handled application programming and UI design. The tool had a WYSIWYG authoring environment. Open-source libraries, such as KnockOut, JsRender/JsViews, Impress.js, and turn.js, were included in the tool. Other open-source frameworks could also be integrated. The Model View Controller (MVC) and Data Binding in JavaScript could be handled through DaVinci's Data-Set Editor. In this mode, view components and model data could be visually bound, which allowed users to create web applications with server-integrated UI components without coding. Additionally, DaVinci included an N-Screen editor, which automatically adjusted designs and functionalities to fit the screen sizes of various devices, including smartphones, tablet PCs, and TVs. == DaVinci and jQuery == In collaboration with the jQuery Foundation, DaVinci played a significant role in hosting the first jQuery conference in an Asian district, which took place on November 12, 2012, in Seoul, South Korea. The conference showcased how DaVinci could be utilized in application development demonstrations.
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Emotion Markup Language

An Emotion Markup Language (EML or EmotionML) has first been defined by the W3C Emotion Incubator Group (EmoXG) as a general-purpose emotion annotation and representation language, which should be usable in a large variety of technological contexts where emotions need to be represented. Emotion-oriented computing (or "affective computing") is gaining importance as interactive technological systems become more sophisticated. Representing the emotional states of a user or the emotional states to be simulated by a user interface requires a suitable representation format; in this case a markup language is used. EmotionML version 1.0 was published by the group in May 2014. == Example == Here is an example of an EmotionML document describing emotions expressed in a video recording of the interaction between a teacher, Alice, and a student, Bob. == History == In 2006, a first W3C Incubator Group, the Emotion Incubator Group (EmoXG), was set up "to investigate a language to represent the emotional states of users and the emotional states simulated by user interfaces" with the final Report published on 10 July 2007. In 2007, the Emotion Markup Language Incubator Group (EmotionML XG) was set up as a follow-up to the Emotion Incubator Group, "to propose a specification draft for an Emotion Markup Language, to document it in a way accessible to non-experts, and to illustrate its use in conjunction with a number of existing markups." The final report of the Emotion Markup Language Incubator Group, Elements of an EmotionML 1.0, was published on 20 November 2008. The work then was continued in 2009 in the frame of the W3C's Multimodal Interaction Activity, with the First Public Working Draft of "Emotion Markup Language (EmotionML) 1.0" being published on 29 October 2009. The Last Call Working Draft of "Emotion Markup Language 1.0", was published on 7 April 2011. The Last Call Working Draft addressed all open issues that arose from feedback of the community on the First Call Working Draft as well as results of a workshop held in Paris in October 2010. Along with the Last Call Working Draft, a list of vocabularies for EmotionML has been published to aid developers using common vocabularies for annotating or representing emotions. Annual draft updates were published until the 1.0 version was finished in 2014. == Reasons for defining an emotion markup language == A standard for an emotion markup language would be useful for the following purposes: To enhance computer-mediated human-human or human-machine communication. Emotions are a basic part of human communication and should therefore be taken into account, e.g. in emotional Chat systems or emphatic voice boxes. This involves specification, analysis and display of emotion related states. To enhance systems' processing efficiency. Emotion and intelligence are strongly interconnected. The modeling of human emotions in computer processing can help to build more efficient systems, e.g. using emotional models for time-critical decision enforcement. To allow the analysis of non-verbal behavior, emotion, mental states that can be provided using web services to enable data collection, analysis, and reporting. Concrete examples of existing technology that could apply EmotionML include: Opinion mining / sentiment analysis in Web 2.0, to automatically track customer's attitude regarding a product across blogs; Affective monitoring, such as ambient assisted living applications, fear detection for surveillance purposes, or using wearable sensors to test customer satisfaction; Wellness technologies that provide assistance according to a person's emotional state with the goal to improve the person's well-being; Character design and control for games and virtual worlds; Building web services to capture, analysis, and report data of non-verbal behavior, emotion and mental states of an individual or group across the internet using standard web technologies such as HTML5 and JSON. Social robots, such as guide robots engaging with visitors; Expressive speech synthesis, generating synthetic speech with different emotions, such as happy or sad, friendly or apologetic; expressive synthetic speech would for example make more information available to blind and partially sighted people, and enrich their experience of the content; Emotion recognition (e.g., for spotting angry customers in speech dialog systems, to improve computer games or e-Learning applications); Support for people with disabilities, such as educational programs for people with autism. EmotionML can be used to make the emotional intent of content explicit. This would enable people with learning disabilities (such as Asperger syndrome) to realise the emotional context of the content; EmotionML can be used for media transcripts and captions. Where emotions are marked up to help deaf or hearing impaired people who cannot hear the soundtrack, more information is made available to enrich their experience of the content. The Emotion Incubator Group has listed 39 individual use cases for an Emotion markup language. A standardised way to mark up the data needed by such "emotion-oriented systems" has the potential to boost development primarily because data that was annotated in a standardised way can be interchanged between systems more easily, thereby simplifying a market for emotional databases, and the standard can be used to ease a market of providers for sub-modules of emotion processing systems, e.g. a web service for the recognition of emotion from text, speech or multi-modal input. == The challenge of defining a generally usable emotion markup language == Any attempt to standardize the description of emotions using a finite set of fixed descriptors is doomed to failure, as there is no consensus on the number of relevant emotions, on the names that should be given to them or how else best to describe them. For example, the difference between ":)" and "(:" is small, but using a standardized markup it would make one invalid. Even more basically, the list of emotion-related states that should be distinguished varies depending on the application domain and the aspect of emotions to be focused. Basically, the vocabulary needed depends on the context of use. On the other hand, the basic structure of concepts is less controversial: it is generally agreed that emotions involve triggers, appraisals, feelings, expressive behavior including physiological changes, and action tendencies; emotions in their entirety can be described in terms of categories or a small number of dimensions; emotions have an intensity, and so on. For details, see the Scientific Descriptions of Emotions in the Final Report of the Emotion Incubator Group. Given this lack of agreement on descriptors in the field, the only practical way of defining an emotion markup language is the definition of possible structural elements and to allow users to "plug in" vocabularies that they consider appropriate for their work. An additional challenge lies in the aim to provide a markup language that is generally usable. The requirements that arise from different use cases are rather different. Whereas manual annotation tends to require all the fine-grained distinctions considered in the scientific literature, automatic recognition systems can usually distinguish only a very small number of different states and affective avatars need yet another level of detail for expressing emotions in an appropriate way. For the reasons outlined here, it is clear that there is an inevitable tension between flexibility and interoperability, which need to be weighed in the formulation of an EmotionML. The guiding principle in the following specification has been to provide a choice only where it is needed, and to propose reasonable default options for every choice. == Applications and web services benefiting from an emotion markup language == There are a range of existing projects and applications to which an emotion markup language will enable the building of webservices to measure capture data of individuals non-verbal behavior, mental states, and emotions and allowing results to be reported and rendered in a standardized format using standard web technologies such as JSON and HTML5. One such project is measuring affect data across the Internet using EyesWeb.
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Social information architecture

Social information architecture, also known as social iA, is a sub-domain of information architecture which deals with the social aspects of conceptualizing, modeling and organizing information. It has become more relevant because of the rise of social media and Web 2.0 in recent times. == Approach == There are different approaches to the explanation of social information architecture. === Architecture model (internal space) === Architects designing a physical community space, have to consider how the architecture will shape social interactions. A long hallway of offices creates an utterly different dynamic than desks with arranged in an open space. One might foster individuality, privacy, propriety; the other: collaboration, distraction, communalism. Still, physical spaces can be flexibly repurposed and worked around if the inhabitants desire a social dynamic not instantly afforded by the space. Office doors can be left open to invite easier interaction. Partitions can be raised between adjacent desks to limit distraction and increase privacy. That's physical architecture. The information architectures of online communities are far more deterministic and far less flexible. They literally define the social architecture by pre-specifying in immutable computer code what information you have access to, who you can talk to, where you can go. In the online world, information architecture = social architecture. === Social dialogue and information model (external space) === All major brands use information architecture to market their products online, it is then commonly wrapped under the umbrella phrase 'digital strategy'. Information architecture used for strategic purposes encompasses brand SEO, strategic placement of virals, social media presence etc. Charities, news outlets and social dialogue forums can make a much more specific use of the same tools for positive and important social purposes. Social Information Architecture is perceived as the socially conscious wing of commercial information architecture and function to exchange information and ideas between people and groups. Social iA can pick up on conflicting issues that are treated with misunderstanding between cultures and leaves individuals and societies vulnerable to exploitation and manipulation. Since the net has such a far reach it is obvious to use it for meaningful and coordinated social dialogue. Example of such issues are faith, environment, politics, climate change, war, injustice and other social challenges. Information architecture can help create frameworks in which sharing information brings people together, inspires and encourages them to participate in a forward thinking and unfragmented way. One of its core activities is to spread messages that bring people from opposite sites of social and cultural spectrums together and to confront uncomfortable subject head on. == How does social information architecture work? == Social iA utilizes a variety of Web2.0 applications to filter relevant or valuable information and weave them in appropriate information repository or provide feedback to interesting channels. Social iA makes strategic use of Search Engines, Social Media, Google Algorithms, as well as websites, video & news channels. It ‘reads’ or 'listens' to social conversations and search engine queries and engages with the net actively to gather clues about the world's pulse on the internet. It assesses data, social & political trends, and respond with targeted campaigns to give people ideas, as well as help people with making sense of information. == Principals == Dan Brown in his paper 8 Principals of Social Information Architecture enlists the following principals: 1. The principle of objects: Treat content as a living, breathing thing, with a lifecycle, behaviors and attributes. 2. The principle of choices: Create pages that offer meaningful choices to users, keeping the range of choices available focused on a particular task. 3. The principle of disclosure: Show only enough information to help people understand what kinds of information they'll find as they dig deeper. 4. The principle of exemplars: Describe the contents of categories by showing examples of the contents. 5. The principle of front doors: Assume at least half of the website's visitors will come through some page other than the home page. 6. The principle of multiple classification: Offer users several different classification schemes to browse the site's content. 7. The principle of focused navigation: Don't mix apples and oranges in your navigation scheme. 8. The principle of growth: Assume the content you have today is a small fraction of the content you will have tomorrow. == What can social information architecture achieve? == Social information architecture has many potentials in terms of fostering social connections and how information is shared in social spaces on the web.
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Microsoft Office PerformancePoint Server

Microsoft Office PerformancePoint Server is a business intelligence software product released in 2007 by Microsoft. The product was generally an integration of the acquisitions from ProClarity - the Planning Server and Monitoring Server - into Microsoft's SharePoint server product line. Although discontinued in 2009, the dashboard, scorecard, and analytics capabilities of PerformancePoint Server were incorporated into SharePoint 2010 and later versions. PerformancePoint Server also provided a planning and budgeting component directly integrated with Excel. == History == Microsoft offered preview releases of PerformancePoint Server starting in mid-2006. Previews of the product were formed from Business Scorecard Manager 2005 and the Planning Server component. Acquisitions ProClarity and Great Plains brought additional analytics and planning/reporting capabilities, as well as companion products ProClarity 6.3 and FRx. PerformancePoint Server was officially released in November 2007. Microsoft discontinued PerformancePoint Server as an independent product in 2009 and folded its dashboard, scorecard and analytics capabilities into PerformancePoint Services in SharePoint Server 2010. == Monitoring Server Component == Business monitoring capabilities, including dashboards, scorecards & key performance indicators, navigable reports for deeper analysis, strategy maps, and linked filtering, are provided by PerformancePoint's Monitoring Server component. A Dashboard Designer application that is distributed from Monitoring Server enables business analysts or IT Administrators to: create & test data source connections create views that use those data connections assemble the views into a dashboard deploy the dashboard as a SharePoint page Dashboard Designer saved content and security information back to the Monitoring Server. Data source connections, such as OLAP cubes or relational tables, were also made through Monitoring Server. After a dashboard has been published to the Monitoring Server database, it would be deployed as a SharePoint page and shared with other users as such. When the pages were opened in a web browser, Monitoring Server updated the data in the views by connecting back to the original data sources. == Planning Server Component == PerformancePoint's Planning Server component supported maintenance of logical business models, budget & approval workflows, enterprise data sources, and it followed Generally Accepted Accounting Principles. Planning Server made use of Excel for input and line-of-business reporting, as well as SQL Server for storing and processing business models. == Management Reporter Component == The Management Reporter component was designed to perform financial reporting and can read PerformancePoint Planning models directly. A development kit was also available to allow this component to read other models.
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System integrity

In telecommunications, the term system integrity has the following meanings: That condition of a system wherein its mandated operational and technical parameters are within the prescribed limits. The quality of an AIS when it performs its intended function in an unimpaired manner, free from deliberate or inadvertent unauthorized manipulation of the system. The state that exists when there is complete assurance that under all conditions an IT system is based on the logical correctness and reliability of the operating system, the logical completeness of the hardware and software that implement the protection mechanisms, and data integrity.
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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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Overcategorization

Overcategorization or category clutter is a phenomenon during classification where too many categories or classes are assigned to a document, record, or item. Overcategorization is related to the library and information science (LIS) concepts of document classification and subject indexing. It is also related to online shopping where excessive product categories can overwhelm users with too many choices or make it more difficult for customers to find the products they need. Although these categories are intended to improve organization and ease of navigation when shipping online, too many categories can lower customer satisfaction, increase difficulty navigating the online store, and reduce future shopping intentions. In LIS, the ideal number of terms that should be assigned to classify an item are measured by the variables precision and recall. Assigning few category labels that are most closely related to the content of the item being classified will result in searches that have high precision, I.e., where a high proportion of the results are closely related to the query. Assigning more category labels to each item will reduce the precision of each search, but increase the recall, retrieving more relevant results. Related LIS concepts include exhaustivity of indexing and information overload. == Basic principles == If too many categories are assigned to a given document, the implications for users depend on how informative the links are. If the user is able to distinguish between useful and not useful links, the damage is limited: The user only wastes time selecting links. In many cases, however, the user cannot judge whether or not a given link will turn out to be fruitful. In that case he or she has to follow the link and to read or skim another document. The worst case scenario is, of course, that even after reading the new document the user is unable to decide whether or not it might be useful if its subject matter is not thoroughly investigated. Overcategorization also has another unpleasant implication: It makes the system (for example in Wikipedia) difficult to maintain in a consistent way. If the system is inconsistent, it means that when the user considers the links in a given category, he or she will not find all documents relevant to that category. Basically, the problem of overcategorization should be understood from the perspective of relevance and the traditional measures of recall and precision. If too few relevant categories are assigned to a document, recall may decrease. If too many non-relevant categories are assigned, precision becomes lower. The hard job is to say which categories are fruitful or relevant for future use of the document.
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Dependency network (graphical model)

Dependency networks (DNs) are graphical models, similar to Markov networks, wherein each vertex (node) corresponds to a random variable and each edge captures dependencies among variables. Unlike Bayesian networks, DNs may contain cycles. Each node is associated to a conditional probability table, which determines the realization of the random variable given its parents. == Markov blanket == In a Bayesian network, the Markov blanket of a node is the set of parents and children of that node, together with the children's parents. The values of the parents and children of a node evidently give information about that node. However, its children's parents also have to be included in the Markov blanket, because they can be used to explain away the node in question. In a Markov random field, the Markov blanket for a node is simply its adjacent (or neighboring) nodes. In a dependency network, the Markov blanket for a node is simply the set of its parents. == Dependency network versus Bayesian networks == Dependency networks have advantages and disadvantages with respect to Bayesian networks. In particular, they are easier to parameterize from data, as there are efficient algorithms for learning both the structure and probabilities of a dependency network from data. Such algorithms are not available for Bayesian networks, for which the problem of determining the optimal structure is NP-hard. Nonetheless, a dependency network may be more difficult to construct using a knowledge-based approach driven by expert-knowledge. == Dependency networks versus Markov networks == Consistent dependency networks and Markov networks have the same representational power. Nonetheless, it is possible to construct non-consistent dependency networks, i.e., dependency networks for which there is no compatible valid joint probability distribution. Markov networks, in contrast, are always consistent. == Definition == A consistent dependency network for a set of random variables X = ( X 1 , … , X n ) {\textstyle \mathbf {X} =(X_{1},\ldots ,X_{n})} with joint distribution p ( x ) {\displaystyle p(\mathbf {x} )} is a pair ( G , P ) {\displaystyle (G,P)} where G {\displaystyle G} is a cyclic directed graph, where each of its nodes corresponds to a variable in X {\displaystyle \mathbf {X} } , and P {\displaystyle P} is a set of conditional probability distributions. The parents of node X i {\displaystyle X_{i}} , denoted P a i {\displaystyle \mathbf {Pa_{i}} } , correspond to those variables P a i ⊆ ( X 1 , … , X i − 1 , X i + 1 , … , X n ) {\displaystyle \mathbf {Pa_{i}} \subseteq (X_{1},\ldots ,X_{i-1},X_{i+1},\ldots ,X_{n})} that satisfy the following independence relationships p ( x i ∣ p a i ) = p ( x i ∣ x 1 , … , x i − 1 , x i + 1 , … , x n ) = p ( x i ∣ x − x i ) . {\displaystyle p(x_{i}\mid \mathbf {pa_{i}} )=p(x_{i}\mid x_{1},\ldots ,x_{i-1},x_{i+1},\ldots ,x_{n})=p(x_{i}\mid \mathbf {x} -{x_{i}}).} The dependency network is consistent in the sense that each local distribution can be obtained from the joint distribution p ( x ) {\displaystyle p(\mathbf {x} )} . Dependency networks learned using large data sets with large sample sizes will almost always be consistent. A non-consistent network is a network for which there is no joint probability distribution compatible with the pair ( G , P ) {\displaystyle (G,P)} . In that case, there is no joint probability distribution that satisfies the independence relationships subsumed by that pair. == Structure and parameters learning == Two important tasks in a dependency network are to learn its structure and probabilities from data. Essentially, the learning algorithm consists of independently performing a probabilistic regression or classification for each variable in the domain. It comes from observation that the local distribution for variable X i {\displaystyle X_{i}} in a dependency network is the conditional distribution p ( x i | x − x i ) {\displaystyle p(x_{i}|\mathbf {x} -{x_{i}})} , which can be estimated by any number of classification or regression techniques, such as methods using a probabilistic decision tree, a neural network or a probabilistic support-vector machine. Hence, for each variable X i {\displaystyle X_{i}} in domain X {\displaystyle X} , we independently estimate its local distribution from data using a classification algorithm, even though it is a distinct method for each variable. Here, we will briefly show how probabilistic decision trees are used to estimate the local distributions. For each variable X i {\displaystyle X_{i}} in X {\displaystyle \mathbf {X} } , a probabilistic decision tree is learned where X i {\displaystyle X_{i}} is the target variable and X − X i {\displaystyle \mathbf {X} -X_{i}} are the input variables. To learn a decision tree structure for X i {\displaystyle X_{i}} , the search algorithm begins with a singleton root node without children. Then, each leaf node in the tree is replaced with a binary split on some variable X j {\displaystyle X_{j}} in X − X i {\displaystyle \mathbf {X} -X_{i}} , until no more replacements increase the score of the tree. == Probabilistic Inference == A probabilistic inference is the task in which we wish to answer probabilistic queries of the form p ( y ∣ z ) {\displaystyle p(\mathbf {y\mid z} )} , given a graphical model for X {\displaystyle \mathbf {X} } , where Y {\displaystyle \mathbf {Y} } (the 'target' variables) Z {\displaystyle \mathbf {Z} } (the 'input' variables) are disjoint subsets of X {\displaystyle \mathbf {X} } . One of the alternatives for performing probabilistic inference is using Gibbs sampling. A naive approach for this uses an ordered Gibbs sampler, an important difficulty of which is that if either p ( y ∣ z ) {\displaystyle p(\mathbf {y\mid z} )} or p ( z ) {\displaystyle p(\mathbf {z} )} is small, then many iterations are required for an accurate probability estimate. Another approach for estimating p ( y ∣ z ) {\displaystyle p(\mathbf {y\mid z} )} when p ( z ) {\displaystyle p(\mathbf {z} )} is small is to use modified ordered Gibbs sampler, where Z = z {\displaystyle \mathbf {Z=z} } is fixed during Gibbs sampling. It may also happen that y {\displaystyle \mathbf {y} } is rare, e.g. when Y {\displaystyle \mathbf {Y} } has many variables. So, the law of total probability along with the independencies encoded in a dependency network can be used to decompose the inference task into a set of inference tasks on single variables. This approach comes with the advantage that some terms may be obtained by direct lookup, thereby avoiding some Gibbs sampling. You can see below an algorithm that can be used for obtain p ( y | z ) {\displaystyle p(\mathbf {y|z} )} for a particular instance of y ∈ Y {\displaystyle \mathbf {y} \in \mathbf {Y} } and z ∈ Z {\displaystyle \mathbf {z} \in \mathbf {Z} } , where Y {\displaystyle \mathbf {Y} } and Z {\displaystyle \mathbf {Z} } are disjoint subsets. Algorithm 1: U := Y {\displaystyle \mathbf {U:=Y} } ( the unprocessed variables ) P := Z {\displaystyle \mathbf {P:=Z} } ( the processed and conditioning variables ) p := z {\displaystyle \mathbf {p:=z} } ( the values for P {\displaystyle \mathbf {P} } ) While U ≠ ∅ {\displaystyle \mathbf {U} \neq \emptyset } : Choose X i ∈ U {\displaystyle X_{i}\in \mathbf {U} } such that X i {\displaystyle X_{i}} has no more parents in U {\displaystyle U} than any variable in U {\displaystyle U} If all the parents of X {\displaystyle X} are in P {\displaystyle \mathbf {P} } p ( x i | p ) := p ( x i | p a i ) {\displaystyle p(x_{i}|\mathbf {p} ):=p(x_{i}|\mathbf {pa_{i}} )} Else Use a modified ordered Gibbs sampler to determine p ( x i | p ) {\displaystyle p(x_{i}|\mathbf {p} )} U := U − X i {\displaystyle \mathbf {U:=U} -X_{i}} P := P + X i {\displaystyle \mathbf {P:=P} +X_{i}} p := p + x i {\displaystyle \mathbf {p:=p} +x_{i}} Returns the product of the conditionals p ( x i | p ) {\displaystyle p(x_{i}|\mathbf {p} )} == Applications == In addition to the applications to probabilistic inference, the following applications are in the category of Collaborative Filtering (CF), which is the task of predicting preferences. Dependency networks are a natural model class on which to base CF predictions, once an algorithm for this task only needs estimation of p ( x i = 1 | x − x i = 0 ) {\displaystyle p(x_{i}=1|\mathbf {x} -{x_{i}}=0)} to produce recommendations. In particular, these estimates may be obtained by a direct lookup in a dependency network. Predicting what movies a person will like based on his or her ratings of movies seen; Predicting what web pages a person will access based on his or her history on the site; Predicting what news stories a person is interested in based on other stories he or she read; Predicting what product a person will buy based on products he or she has already purchased and/or dropped into his or her shopping basket. Another class of useful applications for dependency networks is related to data visualization, that is
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Stanza Living

Stanza Living is the common brand name for Dtwelve Spaces Private Limited. It provides fully-managed shared living accommodations to students and young professionals. Founded by Anindya Dutta and Sandeep Dalmia, the company is present across 23 cities including Delhi, NCR, Bangalore, Visakhapatnam, Hyderabad, Chennai, Coimbatore, Indore, Pune, Baroda, Vijayawada, and Dehradun, Kota in India, with a capacity of 70,000 beds. Stanza Living is a technology-enabled housing concept which provides fully-furnished residences with amenities like meals, internet, laundry services, housekeeping, security and community engagement programmes. The company has an asset-light business model under which it engages in long-term lease agreements with property owners/developers, who convert their assets into shared living residences as per company guidelines. These assets are subsequently operated by Stanza Living. == Industry background == A report by Cushman & Wakefield (C&W) titled 'Exploring the Student Housing Universe in India City Insights', estimates that there were over 9.08 million migrant student enrolments in India's higher educational institutions (HEIs) for the year 2018-19 who need quality accommodation facilities. According to the report, Delhi-NCR, Mumbai, and Pune are the three biggest markets for student housing in the country, and these cities require an additional 4.75 lakh beds from organized co-living operators to meet the current demand. == History == Stanza Living provides tech-enabled, fully managed community living facilities for students and working professionals. The company was launched as a student housing business in Delhi NCR with a capacity of 100 beds, and grew to 14 cities by 2019. By early 2020, the company began catering to working professionals as well. The company has a combined inventory of 70,000 beds under management for both students and working professionals. Stanza Living is currently valued at $300 million. It has raised a capital of about $70 million from leading global investors like Falcon Edge Capital, Sequoia Capital, Matrix Partners and Accel Partners. November 2017 – Seed funding, September 2018 – Series A, March 2019 – Debt financing, July 2019 – Series C round, December 2019 - Debt financing. The company has invested in building technology products for business efficiency and consumer experience, like the Stanza Resident App and Stanza Real Estate App. Stanza Living has close to 1,500 employees across India. It is recognized among Top Real Estate Tech Startups of 2020 across the globe by research and analysis company Tracxn. The company has been shortlisted among Top 25 Start-ups of India in 2019 by LinkedIn == Founders == Stanza Living was co-founded by Anindya Dutta and Sandeep Dalmia. Sandeep Dalmia is an alumnus of Delhi College of Engineering and IIM Ahmedabad. Prior to Stanza, he was a Principal at Boston Consulting Group, working across India, US and South East Asia markets. Anindya Dutta was previously a Real Estate investor with Oaktree Capital and prior to that, he worked at Goldman Sachs in London. He is an alumnus of IIT Kharagpur and IIM Ahmedabad.
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AI: When a Robot Writes a Play

AI: When a Robot Writes a Play (in Czech: AI: Když robot píše hru) is a 2021 experimental theatre play, where 90% of its script was automatically generated by artificial intelligence (the GPT-2 language model). The play is in Czech language, but an English version of the script also exists. == Creation == The play is the first result of the THEaiTRE research project, aiming to commemorate the centenary of the R.U.R. play by Karel Čapek by investigating to what extent artificial intelligence could be used to create theatre play scripts. The script of the play was created using the THEaiTRobot tool, based on the GPT-2 language model. First, the play dramaturge, David Košťák, described the initial setting of each scene in a few sentences, and wrote the first line for each character. Next, THEaiTRobot suggested a continuation of the script, which the dramaturge could use, reject, or use part of it and let the tool generate a new continuation. Another option was to manually insert another line or a scenic remark. The script was generated in English and was automatically translated to Czech by the state-of-the-art CUBBITT machine translation tool. The resulting script was then further post-edited by the dramaturge. The resulting script was made freely available for non-commercial use both in English and in Czech, with marked manually inserted texts and manual edits. The analysis shows that 90% of the English script is automatically generated, with 10% manually written or manually post-edited. In the Czech script, a larger amount of edits were made, but the analysis claims that these additional edits are corrections of errors of the automated translation and stylistic corrections which do not change the meaning of the lines as represented by the English script, but rather bring the Czech script closer to the English one. == Characters == The play contains 9 characters. The Robot appears in all the scenes, while each of the other characters appears in only one scene. Robot – The lead character, a male humanoid robot. Master – An old man, the creator of the Robot. Boy – A schoolboy. Masseuse – A sex worker in a brothel. Stranger – An engineer. Man. Psychologist. Administrator – A female clerk at an employment agency. Actress – A film actress and a model in a robot-like costume. == Plot == The play is composed of 8 scenes. It tells the story of a humanoid robot, who encounters 8 other characters and engages into various typically human situations and activities, related to death, love, sex, violence, etc. The individual scenes are not tightly linked, but there are some linking points, such as the central character of the robot or some repeated and developing themes, such as the robot's search for love. The scenes often contain some absurd turns and it is often hard to find sense in them. It is therefore a very complicated piece interpretationally, requiring the director and the actors to invest a lot of effort and creativity in finding a meaningful interpretation which would not deviate from the script. In the interpretation by Švanda theatre, who premiered the play and who also participated on the creation of the script, the scenes typically contain non-verbally expressed content which can add a lot to the meaning of the scene compared to what is contained in the actual script (as the script only contains the lines said by the characters). === Scene 1: Death === The play opens by the Robot parting with his dying Master. The Master gives the Robot several last lessons and talks with him about death, soul, and love. === Scene 2: Sense of Humour === In the second scene, the Robot meets a sad and angry Boy, who complains that he wants to go to school, that his girlfriend is crazy, that he wants to buy a car, etc. The Robot tries to help the Boy by giving him advice, but the Boy's reactions are quite negative and irritated. The Boy then repeatedly asks the Robot to tell him a joke; the Robot keeps refusing, but ultimately tells the following joke: When you are dead. When your children are dead. When your grandchildren are dead, I will be still alive. === Scene 3: Nightclub === The Robot wants to feel pleasure, so he goes to a "night club" (a brothel), where he meets a "Masseuse" (a prostitute). The Robot is initially "a bit cold", but eventually manages to enjoy the experience and falls in love with the Masseuse. In the Švanda theatre performance, the Robot and the Masseuse seem to have a sort of virtual sex without touching each other, reminiscent of the sex scene in Demolition Man. === Scene 4: Fear of the Dark === It is the night. The Robot is standing under a lamp, unable to move away from the light as he finds that he is afraid of the dark. He meets a Stranger, an engineer who tells him that robots don't have feelings and that people cannot be trusted, and keeps hurting him. In the Švanda theatre performance, the Man repeatedly zaps the Robot with some kind of electric pulse. === Scene 5: Killer Robot === A Man approaches the Robot and repeatedly asks him to kill him. Instead, the Robot sticks a finger into the Man's anus, which leads to an argument between the Man and the Robot. === Scene 6: Burn Out === The Robot meets a Psychologist, who keeps asking him lots of questions regarding his life, burnout feeling, love, relationships, and emotions. They also talk about the Robot using a device called emotion machine which helps him to get rid of stress. === Scene 7: Search for Job === The Robot comes to an employment agency. He meets an Administrator and asks her to help him find a job. He expresses the wish to become an actor, and talks about his experience as a clown. He reveals his name to be Troy McClure, which is a character from The Simpsons who is an actor. In the Švanda theatre performance, the Administrator starts to seduce the Robot once his name is revealed, which he keeps ignoring; the Administrator then becomes irritated. === Scene 8: Love at First Sight === The Robot meets a human Actress in a robotic costume and falls in love with her immediately. The Actress is first reluctant, but the Robot manages to seduce her and she also falls in love with him. The Robot tells her about a binary world, in which he lives and where he will also take her. Ultimately, the Actress agrees, and the whole play concludes by the Robot and the Actress promising each to other to always be together. In the Švanda theatre performance, the Robot does not have a physical body in this scene, we can only hear his voice and see a pulsating light (based on the line in the script where the Robot says: "I have no body. So I don't need to wear clothes. You can't see me, you only hear me."), and the Actress eventually also agrees to lose her physical body so that she can be with the Robot forever. == Theatrical performances == The play premiered on 26 February 2021 in Švanda Theatre in Prague, Czech Republic, directed by Daniel Hrbek. Due to the COVID-19 pandemic, the play was not played in front of a live audience, but it was broadcast online, in Czech language with English subtitles. The play was followed by a panel discussion by the project members and experts on artificial intelligence. The premiere was viewed by 13,498 spectators worldwide. A short trailer of the premiere is available on YouTube. In 2021, after the opening of the theatres in the Czech Republic to spectators, the play can be viewed at Švanda Theatre. The performance takes approximately 60 minutes, and is followed by a discussion of the creators with the audience. The derniere is planned for 4 February 2023. == Reception == The play received a number of reviews, both in its country of origin as well as internationally. It is praised as first of its kind, although some reviewers note the similarity to previous works, such as the musical Beyond the Fence, the play Lifestyle of the Richard and Family, or the short movie Sunspring; however, these works used less advanced technology, and either were very short (Sunspring) or necessitated a larger amount of human interventions. The reviewers note that the script is far from perfect, with many inconsistencies and nonsensical parts, and conclude that the technology is definitely not yet ready to replace human authors; however, some find some parts of the script frighteningly human-like. The amount of human intervention is a somewhat controversial topic, with some reviewers finding the human influence too large (especially in interpreting the script and putting the play on scene), while others feel that a greater amount of human intervention would have been favorable as this could greatly improve the quality of the play. The reviews also frequently comment on the amount of sex, violence and strong language in the play; this can be attributed to the method used for creating the script, where the GPT-2 language model reflects topics and language common in the human-written articles on the internet that were used to train the model. Furthermore, some r
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Collaborative diffusion

Collaborative Diffusion is a type of pathfinding algorithm which uses the concept of antiobjects, objects within a computer program that function opposite to what would be conventionally expected. Collaborative Diffusion is typically used in video games, when multiple agents must path towards a single target agent. For example, the ghosts in Pac-Man. In this case, the background tiles serve as antiobjects, carrying out the necessary calculations for creating a path and having the foreground objects react accordingly, whereas having foreground objects be responsible for their own pathing would be conventionally expected. Collaborative Diffusion is favored for its efficiency over other pathfinding algorithms, such as A, when handling multiple agents. Also, this method allows elements of competition and teamwork to easily be incorporated between tracking agents. Notably, the time taken to calculate paths remains constant as the number of agents increases.
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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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Princh

Princh is a Danish software company, which is headquartered in Aarhus, Denmark. Founded in 2015, Princh develops cloud printing and electronic payment products. The company is headquartered in the city of Aarhus. While utilizing a smartphone or web app, users can locate a nearby printer to their current location, get directions to access said printer, and/or authorize a print and pay for the print job in question. The product is available as a native mobile apps for Android and iOS, as well as on web and desktop products for businesses and libraries. The app connects a network of printer owners and users around the world. Princh supports an array of printable files. == History == The company was founded in 2015. The company is currently based in the southern part of Aarhus. The Princh printing service was officially launched on June 23, 2015. Currently, Princh is available as a service in a multitude of locations such as print shops, libraries, hotels, or universities. Princh is a popular printing and payment product among libraries and can among other places be found in Denmark, Sweden, Norway, Germany, United Kingdom, United States, and Canada. == How it works == With the Princh app, users will be able to locate their nearest printer. Once the user is at the printer, the user chooses the document to be printed out and shares it with the Princh app. The user then selects the desired nearby printer entering the printer ID number or scanning the QR-code located on top of the printer, pays electronically and the print job is processed by the printer. Printer owners get access to a personal control panel where they can set printing prices and monitor all Princh activity for their business. == Notes and references ==
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Skyline operator

The skyline operator is the subject of an optimization problem and computes the Pareto optimum on tuples with multiple dimensions. This operator is an extension to SQL proposed by Börzsönyi et al. to filter results from a database to keep only those objects that are not dominated by any other point on all dimensions. The name skyline comes from the view on Manhattan from the Hudson River, where those buildings can be seen that are not hidden by any other. A building is visible if it is not dominated by a building that is taller or closer to the river (two dimensions, distance to the river minimized, height maximized). Another application of the skyline operator involves selecting a hotel for a holiday. The user wants the hotel to be both cheap and close to the beach. However, hotels that are close to the beach may also be expensive. In this case, the skyline operator would only present those hotels that are not worse than any other hotel in both price and distance to the beach. == Formal specification == The skyline operator returns tuples that are not dominated by any other tuple. A tuple dominates another if it is at least as good in all dimensions and better in at least one dimension. Formally, we can think of each tuple as a vector p , q ∈ R n {\displaystyle p,q\in \mathbb {R} ^{n}} . p {\displaystyle p} dominates q {\displaystyle q} (written: p ≻ q {\displaystyle p\succ q} ) if p {\displaystyle p} is at least as good as q {\displaystyle q} in every dimension, and superior in at least one: p ≻ q ⇔ ∀ i ∈ [ n ] . p [ i ] ⪰ q [ i ] ∧ ∃ j ∈ [ n ] . p [ j ] ≻ q [ j ] . {\displaystyle p\succ q\Leftrightarrow \forall i\in [n].p[i]\succeq q[i]\wedge \exists j\in [n].p[j]\succ q[j].} Dominance ( p ≻ q {\displaystyle p\succ q} ) can be defined as any strict partial ordering, for example greater (with ≻:=> {\displaystyle \succ :=>} and ⪰:=≥ {\displaystyle \succeq :=\geq } ) or less (with ≻:=< {\displaystyle \succ :=<} and ⪰:=≤ {\displaystyle \succeq :=\leq } ). Assuming two dimensions and defining dominance in both dimensions as greater, we can compute the skyline in SQL-92 as follows: == Proposed syntax == As an extension to SQL, Börzsönyi et al. proposed the following syntax for the skyline operator: where d1, ... dm denote the dimensions of the skyline and MIN, MAX and DIFF specify whether the value in that dimension should be minimised, maximised or simply be different. Without an SQL extension, the SQL query requires an antijoin with not exists: == Implementation == The skyline operator can be implemented directly in SQL using current SQL constructs, but this has been shown to be very slow in disk-based database systems. Other algorithms have been proposed that make use of divide and conquer, indices, MapReduce and general-purpose computing on graphics cards. Skyline queries on data streams (i.e. continuous skyline queries) have been studied in the context of parallel query processing on multicores, owing to their wide diffusion in real-time decision making problems and data streaming analytics. Exasol features a native implementation.
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Recording format

A recording format is a format for encoding data for storage on a storage medium. The format can be container information such as sectors on a disk, or user/audience information (content) such as analog stereo audio. Multiple levels of encoding may be achieved in one format. For example, a text encoded page may contain HTML and XML encoding, combined in a plain text file format, using either EBCDIC or ASCII character encoding, on a UDF digitally formatted disk. In electronic media, the primary format is the encoding that requires hardware to interpret (decode) data; while secondary encoding is interpreted by secondary signal processing methods, usually computer software. == Recording container formats == A container format is a system for dividing physical storage space or virtual space for data. Data space can be divided evenly by a system of measurement, or divided unevenly with meta data. A grid may divide physical or virtual space with physical or virtual (dividers) borders, evenly or unevenly. Just as a physical container (such as a file cabinet) is divided by physical borders (such as drawers and file folders), data space is divided by virtual borders. Meta data such as a unit of measurement, address, or meta tags act as virtual borders in a container format. A template may be considered an abstract format for containing a solution as well as the content itself. Systems of measurement Metric system Geographic coordinate system Page grid Film formats Audio data format Video tape format Disk format File format Meta data Text formatting Template Data structure == Raw content formats == A raw content format is a system of converting data to displayable information. Raw content formats may either be recorded in secondary signal processing methods such as a software container format (e.g. digital audio, digital video) or recorded in the primary format. A primary raw content format may be directly observable (e.g. image, sound, motion, smell, sensation) or physical data which only requires hardware to display it, such as a phonographic needle and diaphragm or a projector lamp and magnifying glass.
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