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  Character computing

  Character computing is a trans-disciplinary field of research at the intersection of computer science and psychology. It is any computing that incorporates the human character within its context. Character is defined as all features or characteristics defining an individual and guiding their behavior in a specific situation. It consists of stable trait markers (e.g., personality, background, history, socio-economic embeddings, culture,...) and variable state markers (emotions, health, cognitive state, ...). Character computing aims at providing a holistic psychologically driven model of human behavior. It models and predicts behavior based on the relationships between a situation and character. Three main research modules fall under the umbrella of character computing: character sensing and profiling, character-aware adaptive systems, and artificial characters. == Overview == Character computing can be viewed as an extension of the well-established field of affective computing. Based on the foundations of the different psychology branches, it advocates defining behavior as a compound attribute that is not driven by either personality, emotions, situation or cognition alone. It rather defines behavior as a function of everything that makes up an individual i.e., their character and the situation they are in. Affective computing aims at allowing machines to understand and translate the non-verbal cues of individuals into affect. Accordingly, character computing aims at understanding the character attributes of an individual and the situation to translate it to predicted behavior, and vice versa. ''In practical terms, depending on the application context, character computing is a branch of research that deals with the design of systems and interfaces that can observe, sense, predict, adapt to, affect, understand, or simulate the following: character based on behavior and situation, behavior based on character and situation, or situation based on character and behavior.'' The Character-Behavior-Situation (CBS) triad is at the core of character computing and defines each of the three edges based on the other two. Character computing relies on simultaneous development from a computational and psychological perspective and is intended to be used by researchers in both fields. Its main concept is aligning the computational model of character computing with empirical results from in-lab and in-the-wild psychology experiments. The model is to be continuously built and validated through the emergence of new data. Similar to affective and personality computing, the model is to be used as a base for different applications towards improving user experience. == History == Character computing as such was first coined in its first workshop in 2017. Since then it has had 3 international workshops and numerous publications. Despite its young age, it has already drawn some interest in the research community, leading to the publication of the first book under the same title in early 2020 published by Springer Nature. Research that can be categorized under the field dates much older than 2017. The notion of combining several factors towards the explanation of behavior or traits and states has long been investigated in both Psychology and Computer Science, for example. == Character == The word character originates from the Greek word meaning “stamping tool”, referring to distinctive features and traits. Over the years it has been given many different connotations, like the moral character in philosophy, the temperament in psychology, a person in literature or an avatar in various virtual worlds, including video games. According to character computing character is a unification of all the previous definitions, by referring back to the original meaning of the word. Character is defined as the holistic concept representing all interacting trait and state markers that distinguish an individual. Traits are characteristics that mainly remain stable over time. Traits include personality, affect, socio-demographics, and general health. States are characteristics that vary in short periods of time. They include emotions, well-being, health, cognitive state. Each characteristic has many representation methods and psychological models. The different models can be combined or one model can be preset for each characteristic. This depends on the use-case and the design choices. == Areas == Research into character computing can be divided into three areas, which complement each other but can each be investigated separately. The first area is sensing and predicting character states and traits or ensuing behavior. The second area is adapting applications to certain character states or traits and the behavior they predict. It also deals with trying to change or monitor such behavior. The final area deals with creating artificial agents e.g., chatbots or virtual reality avatars that exhibit certain characteristics. The three areas are investigated separately and build on existing findings in the literature. The results of each of the three areas can also be used as a stepping stone for the next area. Each of the three areas has already been investigated on its own in different research fields with focus on different subsets of character. For example, affective computing and personality computing both cover different areas with a focus on some character components without the others to account for human behavior. == The Character-Behavior-Situation triad == Character computing is based on a holistic psychologically driven model of human behavior. Human behavior is modeled and predicted based on the relationships between a situation and a human's character. To further define character in a more formal or holistic manner, we represent it in light of the Character–Behavior–Situation triad. This highlights that character not only determines who we are but how we are, i.e., how we behave. The triad investigated in Personality Psychology is extended through character computing to the Character–Behavior–Situation triad. Any member of the CBS triad is a function of the two other members, e.g., given the situation and personality, the behavior can be predicted. Each of the components in the triad can be further decomposed into smaller units and features that may best represent the human's behavior or character in a particular situation. Character is thus behind a person's behavior in any given situation. While this is a causality relation, the correlation between the three components is often more easily used to predict the components that are most difficult to measure from those measured more easily. There are infinitely many components to include in the representation of any of C, B, and S. The challenge is always to choose the smallest subset needed for prediction of a person's behavior in a particular situation.

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  Vinelink.com

  Vinelink.com (VINE) is a national website in the United States that allows victims of crime, and the general public, to track the movements of prisoners held by the various states and territories. The first four letters in the websites name, "vine", are an acronym for "Victim Information and Notification Everyday". Vinelink.com displays information, based on the information provided by the various states' departments of correction and other law enforcement agencies, on whether an inmate is in custody, has been released, has been granted parole or probation, or has escaped from custody. In some cases, the website will reveal whether a defendant has been granted parole or probation, but then subsequently violated conditions of their release and become a fugitive. Information provided on Vinelink.com represents metadata, in that the website lists a defendant's custody status; but does not list what the individual is charged with, their criminal history, or the amount of their bail, if applicable. Internet users accessing the Vinelink.com website choose from a map of states and provinces within the United States where they wish to perform a search for an inmate. The user may then search for an individual using the inmate's or parolee's name, or by entering the inmate's specific department of corrections inmate number, if known. When the inmate's custody status changes, users who have registered to be notified of such changes will be notified via email, phone or both. This information is currently released upon request, without the website requesting reasons for the users search or requiring payment, as public records available to the general public. Inmate information is available for most states, and for Puerto Rico, on the website. The states of Arizona, Georgia, Massachusetts, Montana, New Hampshire and West Virginia provide very limited information on the site. In March of 2025, The Maine Sheriff's Association entered into a contract to pilot the use of the VINE system in three counties in the state as well as a regional jail, therefore making South Dakota the only state that does not participate in the VINE system to any degree. The website does not provide data on prisoners detained by the Federal Bureau of Prisons which has its own inmate locator web site nor for inmates of the U.S. military prisons.

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  BuildingSMART Data Dictionary

  buildingSMART Data Dictionary (bSDD) is a service provided by buildingSMART which offers free data dictionaries for the international standardization of construction planning. The structure of bSDD was defined by the Nonprofit organization Buildingsmart and is used to describe objects and their attributes in a BIM process. == Aim == The aim of bSDD is to enable architects and planners to exchange and share building data across different specialists and language boundaries and thus avoid misunderstandings caused by different interpretations of terms. The bSDD standard extends the more general IFC. Software developers can access and use the dictionaries. In May 2025 over 300 dictionaries are available, including IFC, extensions to it such as Airport Domain IFC extension module or classification systems like Uniclass. == Structure == The main structural parts of bSDD are: Dictionary: A dictionary is a collection of classes: Class: A class describes the various object types, such as Bag drop or Baggage conveyor in airport planning. A class contains properties: Property: A property describes a part of a class, e.g. color or weight. Related properties are organized in a group: GroupOfProperties: A group organizes related properties, e.g. environmental properties or electrical properties. == Creating and managing a directory == Every dictionary in bSDD must be published in the name of a registered organization. As soon as the content is activated, it receives an unchangeable URI. This means that the content remains permanently in bSDD and cannot be deleted - this ensures stable use of the dictionary. It is only possible to change the status to inactive if it is no longer to be used - however, the dictionary remains permanently.

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  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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  Integrated writing environment

  An integrated writing environment (IWE) is software that provides comprehensive writing and knowledge management functionality for writers and information workers. IWEs enable writers and information workers to perform a variety of tasks related to the document in the IWE in a single environment. This provides a distraction-free workspace and streamlined writing experience. IWEs provide similar efficiency and functionality benefits to writers and information professionals that integrated development environments (IDEs) provide to software developers. == Overview == IWEs are designed to maximize productivity and help improve the quality of written work by integrating together tools that allow users to work effectively in a single application. The IWE features may include integrated content search, reversion management, outlining, note management, and reference management, as may be suitable for the target field of use. == List of IWEs == Celtx This IWE is intended for screenplay writers and has screenplay writing and management tools. Celtex provides tools for the pre-production work phase, story development, storyboarding, script breakdowns, production scheduling, and reports. Scrivener This IWE targets novel, research paper, and script writing. Scrivener provides tools to organize notes and research documents for easy access and referencing. After completing the writing, Scrivener allows the user to export the document to formats supported by common word processors, such as Microsoft Word. TeXstudio This IWE targets LaTeX documents and provides interactive spelling checker, code folding, and syntax highlighting.

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  Non-personal data

  Non-Personal Data (NPD) is electronic data that does not contain any information that can be used to identify a natural person. Thus, it can either be data that has no personal information to begin with (such as weather data, stock prices, data from anonymous IoT sensors); or it is data that had personal data that was subsequently pseudoanonymized (for example, identifiable strings substituted with random strings) or anonymized (such as by irreversibly removing all personal data). NPD is part of the overall Data Governance Strategy of a region or country. While personal data are covered by Data Protection Legislation such as GDPR, other kinds of data would fall under the scope of NPD Regulation. == Importance of non-personal data == It has been pointed out that the future is data-driven. What this means is that much of the present innovation taking place in domains such as Machine Learning and Artificial Intelligence is fueled by data, which is needed for calibrating the complex models (comprising neural network-based as well as other kinds). The larger the volume, diversity and quality of the data, the higher is the quality of the model, leading to better predictions and explanations. However, there is a flip-side to data availability. The newly-emerging awareness of privacy and the consequent need for powerful Data Protection Regulations (such as GDPR) makes it increasingly difficult or impossible to obtain data in the quantities required. This is a contradiction, and the only way out would be to remove all personal data from data sets (either by Data anonymization or Pseudonymization coupled with noise injection, at which point it becomes NPD. Therefore, many innovation-friendly countries are coming out with regulatory regimes that would ensure that personal data is protected, while, at the same time, non-personal data can be extracted from personal data so that innovation is fostered. In other words, NPD 'unlocks' value that was locked away in data sets that have personally-identifiable information. It is expected that multiple NPD data sets will begin to be available on free or commercial basis from different providers once the regulations are in place. == Emerging regulatory frameworks == Non-Personal Data has significant uses that may be economic, social, political or security-related. Several countries and regions are in the process of regulating the use of NPD. In May 2019, the European Union operationalized its Regulation of the Free Flow of NPD. India announced a nine-member expert committee to make recommendations on the regulation of NPD in 2019, which published its first report in mid-2020. The report was opened for public comments, after which it was revised and published in December 2020. == Proposed NPD regulatory framework in India == The following were the objectives of the proposed Indian regulation as per the revised report: Sovereignty: India has rights over the data of India, its people and organisations. Benefit India: Benefits of data must accrue to India and its people. Benefits the world: Innovation, new models and algorithms for the world. Privacy: Misuse, reidentification and harms must be prevented. Simplicity: The regulations should be simple, digital and unambiguous. Innovation and entrepreneurship: The data should be freely available for innovation and entrepreneurship in India. == Concerns == The major concern in the use of NPD is if there are techniques (statistical or AI-based) by which multiple data sets can be used to extract personally-identifiable data.

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  World Congress of Universal Documentation

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

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  HAKMEM

  HAKMEM, alternatively known as AI Memo 239, is a February 1972 "memo" (technical report) of the MIT AI Lab containing a wide variety of hacks, including useful and clever algorithms for mathematical computation, some number theory and schematic diagrams for hardware – in Guy L. Steele's words, "a bizarre and eclectic potpourri of technical trivia". Contributors included about two dozen members and associates of the AI Lab. The title of the report is short for "hacks memo", abbreviated to six upper case characters that would fit in a single PDP-10 machine word (using a six-bit character set). == History == HAKMEM is notable as an early compendium of algorithmic technique, particularly for its practical bent, and as an illustration of the wide-ranging interests of AI Lab people of the time, which included almost anything other than AI research. HAKMEM contains original work in some fields, notably continued fractions. == Introduction == Compiled with the hope that a record of the random things people do around here can save some duplication of effort -- except for fun. Here is some little known data which may be of interest to computer hackers. The items and examples are so sketchy that to decipher them may require more sincerity and curiosity than a non-hacker can muster. Doubtless, little of this is new, but nowadays it's hard to tell. So we must be content to give you an insight, or save you some cycles, and to welcome further contributions of items, new or used.

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  Superintelligence ban

  Superintelligence ban refers to proposed legal, ethical, or policy measures intended to restrict or prohibit the development of artificial superintelligence, AI systems that would surpass human cognitive abilities in nearly all domains. The idea arises from concerns that such systems could become uncontrollable, potentially posing existential threats to humanity or causing severe social and economic disruption. == Background == The concept of limiting or banning superintelligence research has roots in early 21st-century debates on artificial general intelligence (AGI) safety. Thinkers such as Nick Bostrom and Eliezer Yudkowsky warned that self-improving AI could rapidly exceed human oversight. As advanced models like large-scale language models and autonomous agents began demonstrating complex reasoning abilities, policymakers and ethicists increasingly discussed the need for legal constraints on the creation of systems capable of recursive self-improvement. In October 2025, the Future of Life Institute published a statement calling for "a prohibition on the development of superintelligence, not lifted before there is broad scientific consensus that it will be done safely and controllably, and strong public buy-in." This statement was signed by various public personalities, such as Richard Branson and Steve Wozniak, and AI experts, such as Yoshua Bengio and Geoffrey Hinton. == Rationale == Supporters of a superintelligence ban argue that once AI systems surpass human intelligence, traditional containment, alignment, and control methods may fail. They contend that even limited experimentation with such systems could lead to irreversible outcomes, including loss of human decision-making power or unintended global harm. Some propose international treaties modeled after the nuclear non-proliferation framework to prevent a competitive AI arms race. Opponents argue that a ban would be difficult to define and enforce, given the lack of a precise threshold distinguishing advanced AGI from superintelligence. They also warn that excessive restriction could slow scientific progress, hinder beneficial automation, and encourage unregulated underground research. == Global discussion == Although no government has enacted an explicit superintelligence ban, the idea has been debated within the European Union, United Nations, and several independent AI safety organizations. The Future of Life Institute, Center for AI Safety, and other organizations have called for international cooperation to manage risks associated with the pursuit of superintelligent systems. In 2024 and 2025, proposals for a temporary moratorium on frontier AI research were circulated among major technology firms and research institutes, reflecting growing public concern over the trajectory of AI capabilities.

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  Holographic algorithm

  In computer science, a holographic algorithm is an algorithm that uses a holographic reduction. A holographic reduction is a constant-time reduction that maps solution fragments many-to-many such that the sum of the solution fragments remains unchanged. These concepts were introduced by Leslie Valiant, who called them holographic because "their effect can be viewed as that of producing interference patterns among the solution fragments". The algorithms are unrelated to laser holography, except metaphorically. Their power comes from the mutual cancellation of many contributions to a sum, analogous to the interference patterns in a hologram. Holographic algorithms have been used to find polynomial-time solutions to problems without such previously known solutions for special cases of satisfiability, vertex cover, and other graph problems. They have received notable coverage due to speculation that they are relevant to the P versus NP problem and their impact on computational complexity theory. Although some of the general problems are #P-hard problems, the special cases solved are not themselves #P-hard, and thus do not prove FP = #P. Holographic algorithms have some similarities with quantum computation, but are completely classical. == Holant problems == Holographic algorithms exist in the context of Holant problems, which generalize counting constraint satisfaction problems (#CSP). A #CSP instance is a hypergraph G=(V,E) called the constraint graph. Each hyperedge represents a variable and each vertex v {\displaystyle v} is assigned a constraint f v . {\displaystyle f_{v}.} A vertex is connected to an hyperedge if the constraint on the vertex involves the variable on the hyperedge. The counting problem is to compute ∑ σ : E → { 0 , 1 } ∏ v ∈ V f v ( σ | E ( v ) ) , ( 1 ) {\displaystyle \sum _{\sigma :E\to \{0,1\}}\prod _{v\in V}f_{v}(\sigma |_{E(v)}),~~~~~~~~~~(1)} which is a sum over all variable assignments, the product of every constraint, where the inputs to the constraint f v {\displaystyle f_{v}} are the variables on the incident hyperedges of v {\displaystyle v} . A Holant problem is like a #CSP except the input must be a graph, not a hypergraph. Restricting the class of input graphs in this way is indeed a generalization. Given a #CSP instance, replace each hyperedge e of size s with a vertex v of degree s with edges incident to the vertices contained in e. The constraint on v is the equality function of arity s. This identifies all of the variables on the edges incident to v, which is the same effect as the single variable on the hyperedge e. In the context of Holant problems, the expression in (1) is called the Holant after a related exponential sum introduced by Valiant. == Holographic reduction == A standard technique in complexity theory is a many-one reduction, where an instance of one problem is reduced to an instance of another (hopefully simpler) problem. However, holographic reductions between two computational problems preserve the sum of solutions without necessarily preserving correspondences between solutions. For instance, the total number of solutions in both sets can be preserved, even though individual problems do not have matching solutions. The sum can also be weighted, rather than simply counting the number of solutions, using linear basis vectors. === General example === It is convenient to consider holographic reductions on bipartite graphs. A general graph can always be transformed it into a bipartite graph while preserving the Holant value. This is done by replacing each edge in the graph by a path of length 2, which is also known as the 2-stretch of the graph. To keep the same Holant value, each new vertex is assigned the binary equality constraint. Consider a bipartite graph G=(U,V,E) where the constraint assigned to every vertex u ∈ U {\displaystyle u\in U} is f u {\displaystyle f_{u}} and the constraint assigned to every vertex v ∈ V {\displaystyle v\in V} is f v {\displaystyle f_{v}} . Denote this counting problem by Holant ( G , f u , f v ) . {\displaystyle {\text{Holant}}(G,f_{u},f_{v}).} If the vertices in U are viewed as one large vertex of degree |E|, then the constraint of this vertex is the tensor product of f u {\displaystyle f_{u}} with itself |U| times, which is denoted by f u ⊗ | U | . {\displaystyle f_{u}^{\otimes |U|}.} Likewise, if the vertices in V are viewed as one large vertex of degree |E|, then the constraint of this vertex is f v ⊗ | V | . {\displaystyle f_{v}^{\otimes |V|}.} Let the constraint f u {\displaystyle f_{u}} be represented by its weighted truth table as a row vector and the constraint f v {\displaystyle f_{v}} be represented by its weighted truth table as a column vector. Then the Holant of this constraint graph is simply f u ⊗ | U | f v ⊗ | V | . {\displaystyle f_{u}^{\otimes |U|}f_{v}^{\otimes |V|}.} Now for any complex 2-by-2 invertible matrix T (the columns of which are the linear basis vectors mentioned above), there is a holographic reduction between Holant ( G , f u , f v ) {\displaystyle {\text{Holant}}(G,f_{u},f_{v})} and Holant ( G , f u T ⊗ ( deg ⁡ u ) , ( T − 1 ) ⊗ ( deg ⁡ v ) f v ) . {\displaystyle {\text{Holant}}(G,f_{u}T^{\otimes (\deg u)},(T^{-1})^{\otimes (\deg v)}f_{v}).} To see this, insert the identity matrix T ⊗ | E | ( T − 1 ) ⊗ | E | {\displaystyle T^{\otimes |E|}(T^{-1})^{\otimes |E|}} in between f u ⊗ | U | f v ⊗ | V | {\displaystyle f_{u}^{\otimes |U|}f_{v}^{\otimes |V|}} to get f u ⊗ | U | f v ⊗ | V | {\displaystyle f_{u}^{\otimes |U|}f_{v}^{\otimes |V|}} = f u ⊗ | U | T ⊗ | E | ( T − 1 ) ⊗ | E | f v ⊗ | V | {\displaystyle =f_{u}^{\otimes |U|}T^{\otimes |E|}(T^{-1})^{\otimes |E|}f_{v}^{\otimes |V|}} = ( f u T ⊗ ( deg ⁡ u ) ) ⊗ | U | ( f v ( T − 1 ) ⊗ ( deg ⁡ v ) ) ⊗ | V | . {\displaystyle =\left(f_{u}T^{\otimes (\deg u)}\right)^{\otimes |U|}\left(f_{v}(T^{-1})^{\otimes (\deg v)}\right)^{\otimes |V|}.} Thus, Holant ( G , f u , f v ) {\displaystyle {\text{Holant}}(G,f_{u},f_{v})} and Holant ( G , f u T ⊗ ( deg ⁡ u ) , ( T − 1 ) ⊗ ( deg ⁡ v ) f v ) {\displaystyle {\text{Holant}}(G,f_{u}T^{\otimes (\deg u)},(T^{-1})^{\otimes (\deg v)}f_{v})} have exactly the same Holant value for every constraint graph. They essentially define the same counting problem. === Specific examples === ==== Vertex covers and independent sets ==== Let G be a graph. There is a 1-to-1 correspondence between the vertex covers of G and the independent sets of G. For any set S of vertices of G, S is a vertex cover in G if and only if the complement of S is an independent set in G. Thus, the number of vertex covers in G is exactly the same as the number of independent sets in G. The equivalence of these two counting problems can also be proved using a holographic reduction. For simplicity, let G be a 3-regular graph. The 2-stretch of G gives a bipartite graph H=(U,V,E), where U corresponds to the edges in G and V corresponds to the vertices in G. The Holant problem that naturally corresponds to counting the number of vertex covers in G is Holant ( H , OR 2 , EQUAL 3 ) . {\displaystyle {\text{Holant}}(H,{\text{OR}}_{2},{\text{EQUAL}}_{3}).} The truth table of OR2 as a row vector is (0,1,1,1). The truth table of EQUAL3 as a column vector is ( 1 , 0 , 0 , 0 , 0 , 0 , 0 , 1 ) T = [ 1 0 ] ⊗ 3 + [ 0 1 ] ⊗ 3 {\displaystyle (1,0,0,0,0,0,0,1)^{T}={\begin{bmatrix}1\\0\end{bmatrix}}^{\otimes 3}+{\begin{bmatrix}0\\1\end{bmatrix}}^{\otimes 3}} . Then under a holographic transformation by [ 0 1 1 0 ] , {\displaystyle {\begin{bmatrix}0&1\\1&0\end{bmatrix}},} OR 2 ⊗ | U | EQUAL 3 ⊗ | V | {\displaystyle {\text{OR}}_{2}^{\otimes |U|}{\text{EQUAL}}_{3}^{\otimes |V|}} = ( 0 , 1 , 1 , 1 ) ⊗ | U | ( [ 1 0 ] ⊗ 3 + [ 0 1 ] ⊗ 3 ) ⊗ | V | {\displaystyle =(0,1,1,1)^{\otimes |U|}\left({\begin{bmatrix}1\\0\end{bmatrix}}^{\otimes 3}+{\begin{bmatrix}0\\1\end{bmatrix}}^{\otimes 3}\right)^{\otimes |V|}} = ( 0 , 1 , 1 , 1 ) ⊗ | U | [ 0 1 1 0 ] ⊗ | E | [ 0 1 1 0 ] ⊗ | E | ( [ 1 0 ] ⊗ 3 + [ 0 1 ] ⊗ 3 ) ⊗ | V | {\displaystyle =(0,1,1,1)^{\otimes |U|}{\begin{bmatrix}0&1\\1&0\end{bmatrix}}^{\otimes |E|}{\begin{bmatrix}0&1\\1&0\end{bmatrix}}^{\otimes |E|}\left({\begin{bmatrix}1\\0\end{bmatrix}}^{\otimes 3}+{\begin{bmatrix}0\\1\end{bmatrix}}^{\otimes 3}\right)^{\otimes |V|}} = ( ( 0 , 1 , 1 , 1 ) [ 0 1 1 0 ] ⊗ 2 ) ⊗ | U | ( ( [ 0 1 1 0 ] [ 1 0 ] ) ⊗ 3 + ( [ 0 1 1 0 ] [ 0 1 ] ) ⊗ 3 ) ⊗ | V | {\displaystyle =\left((0,1,1,1){\begin{bmatrix}0&1\\1&0\end{bmatrix}}^{\otimes 2}\right)^{\otimes |U|}\left(\left({\begin{bmatrix}0&1\\1&0\end{bmatrix}}{\begin{bmatrix}1\\0\end{bmatrix}}\right)^{\otimes 3}+\left({\begin{bmatrix}0&1\\1&0\end{bmatrix}}{\begin{bmatrix}0\\1\end{bmatrix}}\right)^{\otimes 3}\right)^{\otimes |V|}} = ( 1 , 1 , 1 , 0 ) ⊗ | U | ( [ 0 1 ] ⊗ 3 + [ 1 0 ] ⊗ 3 ) ⊗ | V | {\displaystyle =(1,1,1,0)^{\otimes |U|}\left({\begin{bmatrix}0\\1\end{bmatrix}}^{\otimes 3}+{\begin{bmatrix}1\\0\end{bmatrix}}^{\otimes 3}\right)^{\otimes |V|}} = NAND 2 ⊗ | U | EQUAL 3 ⊗ | V | , {\displaystyle ={\text{NAND}}_{2}^{\otim

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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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  Reverse data management

  Reverse data management describes a branch and set of research questions in relational database theory that aim to reverse the common focus of standard data management. Instead of focusing on the "forward" transformation of an input databases (a set of relational tables) to an output table, which is the main focus of standard query evaluation, reverse data management reverses that focus and studies the possible input database transformations that would achieve a desired output. Usually the objective is to find an intervention (a deletion, addition, or change of tuples) of minimal size, in order to achieve a particular change in the output. The problem has been studied at least since the 1980s, but has received renewed attention due to an influential paper in the early 2000s that made a connection between provenance and view propagation. The term was coined in a VLDB 2011 vision paper. The problem has been receiving significant attention in recent years due to its connection to computational fairness. == Topics in reverse data management problems == Example topics in reverse data management include: Deletion propagation with source side-effects: Find a minimal number of tuples to delete in the database in order to delete a particular tuple in the output. Deletion propagation with view side-effects: Find a set of tuples to delete in the database in order to delete a particular tuple in the output, while removing the minimal number of other output tuples. Causal responsibility: Find a minimal number of tuples to delete in the database in order to make a particular input tuple counterfactual. This notion is inspired by the notions of actual cause and causal responsibility from the work of Halpern and Pearl. Resilience: Find a minimal number of tuples to delete in the database in order to make a Boolean query false. The complexity of this problem is identical to the problem of deletion propagation with source-side effects over a different database. Smallest witness problem: Find a minimal number of tuples to keep in the a database (or equivalently, delete a maximal number of tuples) while keeping a particular tuple in the output. Minimum repair: Given a database that violates certain integrity constraints, find a minimal number of tuples to delete in the database in order to fulfill all constraints (also called to "repair" the database).

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  Fyuse

  Fyuse is a spatial photography app which lets users capture and share interactive 3D images. By tilting or swiping one's smartphone, one can view such "fyuses" from various angles — as if one were walking around an object or subject. The app blends photography and video to create an interactive medium and was first published for iOS in April 2014. The Android version was released at the end of 2014. == The app == Fyuse lets users capture panoramas, selfies, and full 360° views of objects and allows one to view captured moments from different angles. It has its own personal gallery, social network and standalone web integration. With the app, Fyusion also created a social networking platform similar to Instagram. Fyuses can be shared, commented on, liked and re-shared to one's followers (called Echoes). One can build a network of followers and with engagement tracking, one can see how many times an image has been interacted with The images can also be saved for private, offline view, or shared to other social networks, like Facebook or Twitter, or embedded on a website where the images can be interacted with by desktop users via dragging the mouse. Furthermore, in the compass tab other fyuses can be discovered using the app's system of tags and categories. One's Fyuse feed is prepopulated with top users, and one can follow people to see when they post a new fyuse. The app will also find one's friends if one signs up with Facebook or connects it with one's Twitter account. To create a fyuse one moves around a person or object with one's phone's camera in one direction or moving/tilting one's phone around while holding one's finger on the screen. By combining photography and video the app allows one to capture moments that one may not have otherwise been able to capture by recording not one moment in time but stitched together little moments. According to Fyusion CEO Radu Rusu, a photo freezes a moment in time, while a video captures moments in a linear timeline — both still flat, when viewed. A fyuse image captures a moment in space, where one can not only see one side of something, but also around it. When it is done rendering, fyuses can also be edited – one can trim the fyuse for length and edit the brightness, contrast, exposure, saturation and sharpness. One can also add a vignette and apply a filters, with options to adjust their intensity. After editing, one can write a description, add hashtags, and tag parts of the fyuse before one can (voluntarily) publish and share it. Version 1.0 has been described as "alpha prototype" and version 2.0 was released on 17 December 2014. Version 3.0 introduced 3D tagging by which users can layer 3D graphic that animate accordingly with each interaction to add some context to the content. Version 4.0 was released on December 21, 2016 for iOS. Since January 2016 (v3.2) the app allows the export of fyuses as Live Photos. The app has also been described as a more sophisticated version of 3D stickers and flip images. == Applications == The app has many applications for e-commerce such as for fashion designers who want to showcase a garment from every angle, or real estate listings and Airbnb-type sites that want to make their rental properties seem as enticing as possible. The app can also be used for interactive art, 360° panoramas and selfies. == History == San Francisco-based Fyusion Inc.'s three founders — Radu B. Rusu, CTO Stefan Holzer, and VP of Engineering Stephen Miller — worked together at Willow Garage, the robotics research lab started by early Google employee Scott Hassan in the area of "personal robotics" — Hassan decided to turn the lab into more of an incubator, suggesting that the members spin off their technologies into consumer-facing enterprises. Rusu first set out with an open-source 3D perception software startup called Open Perception. Fyusion was officially founded in 2013, and soon after Rusu and his cofounders patented the technology for spatial photography. The company closed a seed funding round at the end of May, raising $3.35 million from investors, including an angel investment from Sun Microsystems cofounder Andreas Bechtolsheim. In 2014 the Fyuse team consisted of 13 employees, mostly engineers and designers, recruited from around the globe. In March 2015 the team displayed their app at Katy Perry's premiere for the movie "Prismatic World Tour on Epix" where Perry also took Fyuse for a test run. == Augmented reality == In September 2016 Fyusion unveiled its platform for creating augmented reality content using ones smartphone. It takes the images from ones smartphone and converts them into 3D holographic images, which one can then view on an AR headset. According to Rusu "by making it easy for people to capture their surroundings on any mobile device, [Fyusion is] revolutionizing the way that people view the world around them" and also states that for "AR to be successful, anyone should be able to create content for it" opposed to the current "small number of content creators and an even smaller number of hardware players". According to him "the applications of [Fyusion's] technology for consumers and businesses are incredibly limitless". The platform uses the company's patented 3D spatio-temporal platform that uses advanced sensor fusion, machine learning and computer vision algorithms and part of the platform is built into the Fyuse app. Before committing to releasing a separate consumer product the company intends to wait until the HoloLens device becomes available to the public. Until then any Fyuse representation created using Fyuse is AR ready and will be able to be shown in HoloLens in the future. == Fyuse - Point of No Return == Fyuse - Point of No Return is a science fiction short advert for Fyuse 3.0 in which Fyuse's digital medium is extrapolated into the future. In the film a woman uses a mini scanning-drone to 3D scan a tree with Fyuse and later recreate it as an augmented reality object at another place.

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  Information and media literacy

  Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.

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  Species distribution modelling

  Species distribution modelling (SDM), also known as environmental (or ecological) niche modelling (ENM), habitat suitability modelling, predictive habitat distribution modelling, and range mapping uses ecological models to predict the distribution of a species across geographic space and time using environmental data. The environmental data are most often climate data (e.g. temperature, precipitation), but can include other variables such as soil type, water depth, and land cover. SDMs are used in several research areas in conservation biology, ecology and evolution. These models can be used to understand how environmental conditions influence the occurrence or abundance of a species, and for predictive purposes (ecological forecasting). Predictions from an SDM may be of a species' future distribution under climate change, a species' past distribution in order to assess evolutionary relationships, or the potential future distribution of an invasive species. Predictions of current and/or future habitat suitability can be useful for management applications (e.g. reintroduction or translocation of vulnerable species, reserve placement in anticipation of climate change). There are two main types of SDMs. Correlative SDMs, also known as climate envelope models, bioclimatic models, or resource selection function models, model the observed distribution of a species as a function of environmental conditions. Mechanistic SDMs, also known as process-based models or biophysical models, use independently derived information about a species' physiology to develop a model of the environmental conditions under which the species can exist. The extent to which such modelled data reflect real-world species distributions will depend on a number of factors, including the nature, complexity, and accuracy of the models used and the quality of the available environmental data layers; the availability of sufficient and reliable species distribution data as model input; and the influence of various factors such as barriers to dispersal, geologic history, or biotic interactions, that increase the difference between the realized niche and the fundamental niche. Environmental niche modelling may be considered a part of the discipline of biodiversity informatics. == History == A. F. W. Schimper used geographical and environmental factors to explain plant distributions in his 1898 Pflanzengeographie auf physiologischer Grundlage (Plant Geography Upon a Physiological Basis) and his 1908 work of the same name. Andrew Murray used the environment to explain the distribution of mammals in his 1866 The Geographical Distribution of Mammals. Robert Whittaker's work with plants and Robert MacArthur's work with birds strongly established the role the environment plays in species distributions. Elgene O. Box constructed environmental envelope models to predict the range of tree species. His computer simulations were among the earliest uses of species distribution modelling. The adoption of more sophisticated generalised linear models (GLMs) made it possible to create more sophisticated and realistic species distribution models. The expansion of remote sensing and the development of GIS-based environmental modelling increase the amount of environmental information available for model-building and made it easier to use. == Correlative vs mechanistic models == === Correlative SDMs === SDMs originated as correlative models. Correlative SDMs model the observed distribution of a species as a function of geographically referenced climatic predictor variables using multiple regression approaches. Given a set of geographically referred observed presences of a species and a set of climate maps, a model defines the most likely environmental ranges within which a species lives. Correlative SDMs assume that species are at equilibrium with their environment and that the relevant environmental variables have been adequately sampled. The models allow for interpolation between a limited number of species occurrences. For these models to be effective, it is required to gather observations not only of species presences, but also of absences, that is, where the species does not live. Records of species absences are typically not as common as records of presences, thus often "random background" or "pseudo-absence" data are used to fit these models. If there are incomplete records of species occurrences, pseudo-absences can introduce bias. Since correlative SDMs are models of a species' observed distribution, they are models of the realized niche (the environments where a species is found), as opposed to the fundamental niche (the environments where a species can be found, or where the abiotic environment is appropriate for the survival). For a given species, the realized and fundamental niches might be the same, but if a species is geographically confined due to dispersal limitation or species interactions, the realized niche will be smaller than the fundamental niche. Correlative SDMs are easier and faster to implement than mechanistic SDMs, and can make ready use of available data. Since they are correlative however, they do not provide much information about causal mechanisms and are not good for extrapolation. They will also be inaccurate if the observed species range is not at equilibrium (e.g. if a species has been recently introduced and is actively expanding its range). In standard SDMs, the distribution of a single species is often modeled, with unique parameters describing how environmental (abiotic) factors influence its occurrence probability. This allows for differentiated responses to environmental drivers among species, but can be problematic for data-deficient species. In contrast, similarities in environmental responses can be accounted for in multi-species SDMs, which model several species jointly using shared or hierarchically related parameters. However, neither approach explicitly accounts for community-level biotic interactions, which can be important in explaining species diversity patterns. Joint species distribution models (joint SDMs or J-SDMs) address this by modeling species co-occurrence patterns directly. The occurrence probability of a given species is thus influenced not only by abiotic drivers but also by inferred biotic associations with other species. This can improve accuracy for rarer taxa and provide insights into community ecology. Both standard SDMs and J-SDMs can be used to generate community-level metrics, such as species richness, by aggregating outputs across multiple species. These can be important for decision-making such as conservation planning. === Mechanistic SDMs === Mechanistic SDMs are more recently developed. In contrast to correlative models, mechanistic SDMs use physiological information about a species (taken from controlled field or laboratory studies) to determine the range of environmental conditions within which the species can persist. These models aim to directly characterize the fundamental niche, and to project it onto the landscape. A simple model may simply identify threshold values outside of which a species can't survive. A more complex model may consist of several sub-models, e.g. micro-climate conditions given macro-climate conditions, body temperature given micro-climate conditions, fitness or other biological rates (e.g. survival, fecundity) given body temperature (thermal performance curves), resource or energy requirements, and population dynamics. Geographically referenced environmental data are used as model inputs. Because the species distribution predictions are independent of the species' known range, these models are especially useful for species whose range is actively shifting and not at equilibrium, such as invasive species. Mechanistic SDMs incorporate causal mechanisms and are better for extrapolation and non-equilibrium situations. However, they are more labor-intensive to create than correlational models and require the collection and validation of a lot of physiological data, which may not be readily available. The models require many assumptions and parameter estimates, and they can become very complicated. Dispersal, biotic interactions, and evolutionary processes present challenges, as they aren't usually incorporated into either correlative or mechanistic models. Correlational and mechanistic models can be used in combination to gain additional insights. For example, a mechanistic model could be used to identify areas that are clearly outside the species' fundamental niche, and these areas can be marked as absences or excluded from analysis. See for a comparison between mechanistic and correlative models. == Niche models (correlative) == There are a variety of mathematical methods that can be used for fitting, selecting, and evaluating correlative SDMs. Models include "profile" methods, which are simple statistical techniques that use e.g. environmental distance to known sites of occurrence such as

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