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  • Artificial psychology

    Artificial psychology

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

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  • Algorithmic transparency

    Algorithmic transparency

    Algorithmic transparency is the principle that the factors that influence the decisions made by algorithms should be visible, or transparent, to the people who use, regulate, and are affected by systems that employ those algorithms. Although the phrase was coined in 2016 by Nicholas Diakopoulos and Michael Koliska about the role of algorithms in deciding the content of digital journalism services, the underlying principle dates back to the 1970s and the rise of automated systems for scoring consumer credit. The phrases "algorithmic transparency" and "algorithmic accountability" are sometimes used interchangeably – especially since they were coined by the same people – but they have subtly different meanings. Specifically, "algorithmic transparency" states that the inputs to the algorithm and the algorithm's use itself must be known, but they need not be fair. "Algorithmic accountability" implies that the organizations that use algorithms must be accountable for the decisions made by those algorithms, even though the decisions are being made by a machine, and not by a human being. Current research around algorithmic transparency interested in both societal effects of accessing remote services running algorithms, as well as mathematical and computer science approaches that can be used to achieve algorithmic transparency. In the United States, the Federal Trade Commission's Bureau of Consumer Protection studies how algorithms are used by consumers by conducting its own research on algorithmic transparency and by funding external research. In the European Union, the data protection laws that came into effect in May 2018 include a "right to explanation" of decisions made by algorithms, though it is unclear what this means. Furthermore, the European Union founded The European Center for Algorithmic Transparency (ECAT).

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  • Metadirectory

    Metadirectory

    A metadirectory system provides for the flow of data between one or more directory services and databases in order to maintain synchronization of that data. It is an important part of identity management systems. The data being synchronized typically are collections of entries that contain user profiles and possibly authentication or policy information. Most metadirectory deployments synchronize data into at least one LDAP-based directory server, to ensure that LDAP-based applications such as single sign-on and portal servers have access to recent data, even if the data is mastered in a non-LDAP data source. Metadirectory products support filtering and transformation of data in transit. Most identity management suites from commercial vendors include a metadirectory product, or a user provisioning product.

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  • Certifying algorithm

    Certifying algorithm

    In theoretical computer science, a certifying algorithm is an algorithm that outputs, together with a solution to the problem it solves, a proof that the solution is correct. A certifying algorithm is said to be efficient if the combined runtime of the algorithm and a proof checker is slower by at most a constant factor than the best known non-certifying algorithm for the same problem. The proof produced by a certifying algorithm should be in some sense simpler than the algorithm itself, for otherwise any algorithm could be considered certifying (with its output verified by running the same algorithm again). Sometimes this is formalized by requiring that a verification of the proof take less time than the original algorithm, while for other problems (in particular those for which the solution can be found in linear time) simplicity of the output proof is considered in a less formal sense. For instance, the validity of the output proof may be more apparent to human users than the correctness of the algorithm, or a checker for the proof may be more amenable to formal verification. Implementations of certifying algorithms that also include a checker for the proof generated by the algorithm may be considered to be more reliable than non-certifying algorithms. For, whenever the algorithm is run, one of three things happens: it produces a correct output (the desired case), it detects a bug in the algorithm or its implication (undesired, but generally preferable to continuing without detecting the bug), or both the algorithm and the checker are faulty in a way that masks the bug and prevents it from being detected (undesired, but unlikely as it depends on the existence of two independent bugs). == Examples == Many examples of problems with checkable algorithms come from graph theory. For instance, a classical algorithm for testing whether a graph is bipartite would simply output a Boolean value: true if the graph is bipartite, false otherwise. In contrast, a certifying algorithm might output a 2-coloring of the graph in the case that it is bipartite, or a cycle of odd length if it is not. Any graph is bipartite if and only if it can be 2-colored, and non-bipartite if and only if it contains an odd cycle. Both checking whether a 2-coloring is valid and checking whether a given odd-length sequence of vertices is a cycle may be performed more simply than testing bipartiteness. Analogously, it is possible to test whether a given directed graph is acyclic by a certifying algorithm that outputs either a topological order or a directed cycle. It is possible to test whether an undirected graph is a chordal graph by a certifying algorithm that outputs either an elimination ordering (an ordering of all vertices such that, for every vertex, the neighbors that are later in the ordering form a clique) or a chordless cycle. And it is possible to test whether a graph is planar by a certifying algorithm that outputs either a planar embedding or a Kuratowski subgraph. The extended Euclidean algorithm for the greatest common divisor of two integers x and y is certifying: it outputs three integers g (the divisor), a, and b, such that ax + by = g. This equation can only be true of multiples of the greatest common divisor, so testing that g is the greatest common divisor may be performed by checking that g divides both x and y and that this equation is correct.

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  • International Clinical Trials Registry Platform

    International Clinical Trials Registry Platform

    The International Clinical Trials Registry Platform (ICTRP) is a platform for the registration of clinical trials operated by the World Health Organization. The ICTRP combines data from multiple cooperating clinical trials registries to generate a global view of clinical trials worldwide, with a search portal that allows access to the entire dataset. It requires a minimum standard set of database fields, the WHO Trial Registration Data Set, to be present for a trial to be registered. All entries are given a Universal Trial Number (UTN) that identifies them uniquely. The organization has sought to assist various national governments in establishing their own clinical trials databases. It combines data from the following primary registries and data providers: Australian New Zealand Clinical Trials Registry (ANZCTR) Brazilian Clinical Trials Registry (ReBec) Chinese Clinical Trial Registry (ChiCTR) Clinical Research Information Service (CRiS), Republic of Korea ClinicalTrials.gov Clinical Trials Information System (CTIS), European Medicines Agency Clinical Trials Registry - India (CTRI) Cuban Public Registry of Clinical Trials (RPCEC) EU Clinical Trials Register (EU-CTR) German Clinical Trials Register (DRKS) Iranian Registry of Clinical Trials (IRCT) ISRCTN (UK) International Traditional Medicine Clinical Trial Registry (ITMCTR) Japan Registry of Clinical Trials (jRCT) Japan Primary Registries Network (JPRN) Lebanese Clinical Trials Registry (LBCTR) Overview of Medical Research in the Netherlands (OMON) Thai Clinical Trials Registry (TCTR) Pan African Clinical Trial Registry (PACTR) Peruvian Clinical Trial Registry (REPEC) Sri Lanka Clinical Trials Registry (SLCTR)

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  • Unrestricted algorithm

    Unrestricted algorithm

    An unrestricted algorithm is an algorithm for the computation of a mathematical function that puts no restrictions on the range of the argument or on the precision that may be demanded in the result. The idea of such an algorithm was put forward by C. W. Clenshaw and F. W. J. Olver in a paper published in 1980. In the problem of developing algorithms for computing, as regards the values of a real-valued function of a real variable (e.g., g[x] in "restricted" algorithms), the error that can be tolerated in the result is specified in advance. An interval on the real line would also be specified for values when the values of a function are to be evaluated. Different algorithms may have to be applied for evaluating functions outside the interval. An unrestricted algorithm envisages a situation in which a user may stipulate the value of x and also the precision required in g(x) quite arbitrarily. The algorithm should then produce an acceptable result without failure.

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  • CENDI

    CENDI

    CENDI (Commerce, Energy, NASA, Defense Information Managers Group) is an interagency group of senior Scientific and Technical Information (STI) managers from 14 United States federal agencies. CENDI managers cooperate by exchanging information and ideas, collaborating to address common issues, and undertaking joint initiatives. CENDI's accomplishments range from impacting federal information policy to educating a broad spectrum of stakeholders on all aspects of federal STI systems, including its value to research and the taxpayer, and to operational improvements in agency and interagency STI operations. == History == CENDI traces its roots to the Committee on Scientific and Technical Information (COSATI) of the Federal Council on Science and Technology. COSATI was established in the early 1960s to coordinate the management of the results from the U.S. government's increasing commitment to scientific research and technology development. The scientific and technical information (STI) managers of the government's major research and development (R&D) agencies worked within COSATI to standardize guidelines for cataloging and indexing technical reports. COSATI ceased formal operations in the early 1970s. To continue the cooperation begun under COSATI, managers of agency STI programs from Commerce (National Technical Information Service), Energy (Office of Scientific and Technical Information), NASA (HQ/STI Division), and Defense (Defense Technical Information Center) began meeting periodically to discuss common topics and stimulate more effective cooperation. In 1985, a Memorandum of Understanding was signed by the four charter agencies and CENDI was established. From this small core of STI managers, CENDI has grown to its current membership, which represents the major science agencies, the national libraries, and agencies involved in the dissemination and long-term management of scientific and technical information. The vision of CENDI is to facilitate cooperative enterprise where capabilities are shared and challenges are faced together so that the sum of the accomplishments is greater than each individual agency can achieve on its own amongst federal STI agencies. The abbreviation CENDI refers to the "Commerce, Energy, NASA, Defense Information Managers Group". == Membership == New members from other federal R&D information organizations may be admitted by unanimous agreement of the members. However, it is the intent of the group that membership in CENDI should remain small and focus on organizations with STI or supporting responsibilities. Each agency provides funding to CENDI. == Members == The members of CENDI are: Defense Technical Information Center (United States Department of Defense) Office of Research and Development and Office of Environmental Information (United States Environmental Protection Agency) Government Printing Office Library of Congress NASA Scientific and Technical Information Program National Agricultural Library (United States Department of Agriculture) National Archives and Records Administration National Library of Education (United States Department of Education) National Library of Medicine (United States Department of Health and Human Services) National Science Foundation National Technical Information Service (United States Department of Commerce) National Transportation Library (United States Department of Transportation) Office of Scientific and Technical Information (United States Department of Energy) USGS/Biological Resources Discipline (United States Department of the Interior) == Mission and operation == CENDI's mission is to help improve the productivity of federal science- and technology-based programs through effective scientific, technical, and related information support systems. In fulfilling its mission, CENDI agencies play an important role in addressing science- and technology-based national priorities and strengthening U.S. competitiveness. === Goals === STI Coordination and Leadership: Provide coordination and leadership for information exchange on important STI policy issues. Improvement of STI Systems: Promote the development of improved STI systems through the productive interrelationship of content and technology. STI Understanding: Promote better understanding of STI and STI management. === Principals and Alternates === CENDI is made up of senior federal STI managers and each organization appoints a Principal representative. This person is the point of contact for that organization within CENDI. Each Principal has an Alternate. The Principals and Alternates comprise the main group that meets on a regular basis, usually every other month. === Secretariat === A Tennessee-based information management company, -- Information International Associates, Inc., currently serves as the CENDI Secretariat. The Secretariat provides day-to-day operations to CENDI. The Secretariat prepares the necessary materials for the Principals' meetings, provides support for the working group and task group meetings, assists in developing papers, and maintains the CENDI files and outreach tools. === Task Groups and Working Groups === The chair(s) of a working group is appointed by the Principals and has the overall responsibility for the group's activities. The Secretariat provides support at the request of the Working Group chair(s). The Working Groups and Task Groups that are currently operating are: Copyright and Intellectual Property Working Group Distribution Markings Task Group Digital Preservation Task Group Digitization Specifications Task Group Image Metadata Task Group Science.gov (see below) STI Policy Working Group Terminology Resources Task Group === Science.gov and Worldwidescience.org === In 2001, in response to the April 2001 workshop on "Strengthening the Public Information Infrastructure for Science", and taking into consideration a request from Firstgov (now USA.gov) to develop specialized topical portals, CENDI formed an alliance to develop an interagency website for access to STI. This website, called Science.gov, is a one-stop source of STI, including both selected, authoritative government websites and deep Web databases of technical reports, journal articles, conference proceedings, and other published materials. Through the volunteer efforts of members and involving over 100 staff, content and architecture is developed for the site. The Science.gov website is hosted by the Department of Energy (DOE) Office of Scientific and Technical Information (OSTI). The site was formally launched in December 2002. As a result of the success of Science.gov, under DOE leadership and in cooperation with the International Council of Scientific and Technical Information, a worldwide coordination across national portals called WorldWideScience was launched in 2008. === Work with non-member organizations === CENDI works with several cooperating non-member organizations on a regular basis. These agencies are in academia, federal government, legal and policy analysis, international, non-governmental, and private organizations.

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  • Information flow

    Information flow

    In discourse-based grammatical theory, information flow is any tracking of referential information by speakers. Information may be new, i.e., just introduced into the conversation; given, i.e., already active in the speakers' consciousness; or old, i.e., no longer active. The various types of activation, and how these are defined, are model-dependent. Information flow affects grammatical structures such as: Word order (topic, focus, and afterthought constructions). Active, passive, or middle voice. Choice of deixis, such as articles; "medial" deictics such as Spanish ese and Japanese sore are generally determined by the familiarity of a referent rather than by physical distance. Overtness of information, such as whether an argument of a verb is indicated by a lexical noun phrase, a pronoun, or not mentioned at all. Clefting: Splitting a single clause into two clauses, each with its own verb, e.g. ‘The chicken turtles tasted like chicken.’ becomes ‘It was the chicken turtle | that tasted like chicken.’ In this case, clefting is used to shift the focus of the sentence to the subject, the chicken turtle. Front focus: Placing at the start (front) of a sentence information that would normally occur later in the sentence, to give it extra prominence. For example, in pop culture, Yoda's speech often utilizes such syntactic construction, such as when he says 'much to learn you still have' to Luke Skywalker. End focus (or end weight): Given or familiar information followed by new information. This gives prominence to the final part of the sentences and can enable suspense to build, e.g. ‘Through the door came a gigantic wolf’.(Umer Prince)

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  • Softwarp

    Softwarp

    Softwarp is a software technique to warp an image so that it can be projected on a curved screen. This can be done in real time by inserting the softwarp as a last step in the rendering cycle. The problem is to know how the image should be warped to look correct on the curved screen. There are several techniques to auto calibrate the warping by projecting a pattern and using cameras and/or sensors. The information from the sensors is sent to the software so that it can analyze the data and calculate the curvature of the projection screen. == Usage == The softwarp can be used to project virtual views on curved walls and domes. These are usually used in vehicle simulators, for instance boat-, car- and airplane simulators. To make it possible to cover a dome with a 360 degree view you need to use several projectors. A problem with using several projectors on the same screen is that the edges between the projected images get about twice the amount of light. This is solved by using a technique called edge blending. With this technique a “filter” is inserted on the edge that fades the image from 100% light strength (luminance) to 0% (the lowest luminance depends on the contrast ratio of the projector). == History == The first warping technologies used a hardware image processing unit to warp the image. This processing unit was inserted between the graphics card and the projector. The problem with this technique is that it depends on the type of signal and the quality of the signal from the graphics card to warp it correctly. The process unit also needs several lines of image information before it can start sending out the warped image. This adds a latency to the display system that could be a problem in simulators that need fast response time, for instance fighter jet simulators. Softwarping eliminates the latency.

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  • Tuple

    Tuple

    In mathematics, a tuple is a finite sequence (or ordered list) of numbers. More generally, it is a sequence of mathematical objects, called the elements of the tuple. An n-tuple is a tuple of n elements, where n is a non-negative integer. There is only one 0-tuple, called the empty tuple. A 1-tuple and a 2-tuple are commonly called a singleton and an ordered pair, respectively. The term "infinite tuple" is occasionally used for "infinite sequences". Tuples are usually written by listing the elements within parentheses "( )" and separated by commas; for example, (2, 7, 4, 1, 7) denotes a 5-tuple. Other types of brackets are sometimes used, although they may have a different meaning. An n-tuple can be formally defined as the image of a function that has the set of the first n natural numbers as its domain (1, 2, ..., n). Tuples may be also defined from ordered pairs by a recurrence starting from an ordered pair; indeed, an n-tuple can be identified with the ordered pair of its (n − 1) first elements and its nth element, for example, ( ( ( 1 , 2 ) , 3 ) , 4 ) = ( 1 , 2 , 3 , 4 ) {\displaystyle \left(\left(\left(1,2\right),3\right),4\right)=\left(1,2,3,4\right)} . In computer science, tuples come in many forms. Most typed functional programming languages implement tuples directly as product types, tightly associated with algebraic data types, pattern matching, and destructuring assignment. Many programming languages offer an alternative to tuples, known as record types, featuring unordered elements accessed by label. A few programming languages combine ordered tuple product types and unordered record types into a single construct, as in C structs and Haskell records. Relational databases may formally identify their rows (records) as tuples. Tuples also occur in relational algebra; when programming the semantic web with the Resource Description Framework (RDF); in linguistics; and in philosophy. == Etymology == The term originated as an abstraction of the sequence: single, couple/double, triple, quadruple, quintuple, sextuple, septuple, octuple, ..., n‑tuple, ..., where the prefixes are taken from the Latin names of the numerals. The unique 0-tuple is called the null tuple or empty tuple. A 1‑tuple is called a single (or singleton), a 2‑tuple is called an ordered pair or couple, and a 3‑tuple is called a triple (or triplet). The number n can be any nonnegative integer. For example, a complex number can be represented as a 2‑tuple of reals, a quaternion can be represented as a 4‑tuple, an octonion can be represented as an 8‑tuple, and a sedenion can be represented as a 16‑tuple. Although these uses treat ‑tuple as the suffix, the original suffix was ‑ple as in "triple" (three-fold) or "decuple" (ten‑fold). This originates from medieval Latin plus (meaning "more") related to Greek ‑πλοῦς, which replaced the classical and late antique ‑plex (meaning "folded"), as in "duplex". == Properties == The general rule for the identity of two n-tuples is ( a 1 , a 2 , … , a n ) = ( b 1 , b 2 , … , b n ) {\displaystyle (a_{1},a_{2},\ldots ,a_{n})=(b_{1},b_{2},\ldots ,b_{n})} if and only if a 1 = b 1 , a 2 = b 2 , … , a n = b n {\displaystyle a_{1}=b_{1},{\text{ }}a_{2}=b_{2},{\text{ }}\ldots ,{\text{ }}a_{n}=b_{n}} . Thus a tuple has properties that distinguish it from a set: A tuple may contain multiple instances of the same element, so tuple ( 1 , 2 , 2 , 3 ) ≠ ( 1 , 2 , 3 ) {\displaystyle (1,2,2,3)\neq (1,2,3)} ; but set { 1 , 2 , 2 , 3 } = { 1 , 2 , 3 } {\displaystyle \{1,2,2,3\}=\{1,2,3\}} . Tuple elements are ordered: tuple ( 1 , 2 , 3 ) ≠ ( 3 , 2 , 1 ) {\displaystyle (1,2,3)\neq (3,2,1)} , but set { 1 , 2 , 3 } = { 3 , 2 , 1 } {\displaystyle \{1,2,3\}=\{3,2,1\}} . A tuple has a finite number of elements, while a set or a multiset may have an infinite number of elements. == Definitions == There are several definitions of tuples that give them the properties described in the previous section. === Tuples as functions === The 0 {\displaystyle 0} -tuple may be identified as the empty function. For n ≥ 1 , {\displaystyle n\geq 1,} the n {\displaystyle n} -tuple ( a 1 , … , a n ) {\displaystyle \left(a_{1},\ldots ,a_{n}\right)} may be identified with the surjective function F : { 1 , … , n } → { a 1 , … , a n } {\displaystyle F~:~\left\{1,\ldots ,n\right\}~\to ~\left\{a_{1},\ldots ,a_{n}\right\}} with domain domain ⁡ F = { 1 , … , n } = { i ∈ N : 1 ≤ i ≤ n } {\displaystyle \operatorname {domain} F=\left\{1,\ldots ,n\right\}=\left\{i\in \mathbb {N} :1\leq i\leq n\right\}} and with codomain codomain ⁡ F = { a 1 , … , a n } , {\displaystyle \operatorname {codomain} F=\left\{a_{1},\ldots ,a_{n}\right\},} that is defined at i ∈ domain ⁡ F = { 1 , … , n } {\displaystyle i\in \operatorname {domain} F=\left\{1,\ldots ,n\right\}} by F ( i ) := a i . {\displaystyle F(i):=a_{i}.} That is, F {\displaystyle F} is the function defined by 1 ↦ a 1 ⋮ n ↦ a n {\displaystyle {\begin{alignedat}{3}1\;&\mapsto &&\;a_{1}\\\;&\;\;\vdots &&\;\\n\;&\mapsto &&\;a_{n}\\\end{alignedat}}} in which case the equality ( a 1 , a 2 , … , a n ) = ( F ( 1 ) , F ( 2 ) , … , F ( n ) ) {\displaystyle \left(a_{1},a_{2},\dots ,a_{n}\right)=\left(F(1),F(2),\dots ,F(n)\right)} necessarily holds. Tuples as sets of ordered pairs Functions are commonly identified with their graphs, which is a certain set of ordered pairs. Indeed, many authors use graphs as the definition of a function. Using this definition of "function", the above function F {\displaystyle F} can be defined as: F := { ( 1 , a 1 ) , … , ( n , a n ) } . {\displaystyle F~:=~\left\{\left(1,a_{1}\right),\ldots ,\left(n,a_{n}\right)\right\}.} === Tuples as nested ordered pairs === Another way of modeling tuples in set theory is as nested ordered pairs. This approach assumes that the notion of ordered pair has already been defined. The 0-tuple (i.e. the empty tuple) is represented by the empty set ∅ {\displaystyle \emptyset } . An n-tuple, with n > 0, can be defined as an ordered pair of its first entry and an (n − 1)-tuple (which contains the remaining entries when n > 1): ( a 1 , a 2 , a 3 , … , a n ) = ( a 1 , ( a 2 , a 3 , … , a n ) ) {\displaystyle (a_{1},a_{2},a_{3},\ldots ,a_{n})=(a_{1},(a_{2},a_{3},\ldots ,a_{n}))} This definition can be applied recursively to the (n − 1)-tuple: ( a 1 , a 2 , a 3 , … , a n ) = ( a 1 , ( a 2 , ( a 3 , ( … , ( a n , ∅ ) … ) ) ) ) {\displaystyle (a_{1},a_{2},a_{3},\ldots ,a_{n})=(a_{1},(a_{2},(a_{3},(\ldots ,(a_{n},\emptyset )\ldots ))))} Thus, for example: ( 1 , 2 , 3 ) = ( 1 , ( 2 , ( 3 , ∅ ) ) ) ( 1 , 2 , 3 , 4 ) = ( 1 , ( 2 , ( 3 , ( 4 , ∅ ) ) ) ) {\displaystyle {\begin{aligned}(1,2,3)&=(1,(2,(3,\emptyset )))\\(1,2,3,4)&=(1,(2,(3,(4,\emptyset ))))\\\end{aligned}}} A variant of this definition starts "peeling off" elements from the other end: The 0-tuple is the empty set ∅ {\displaystyle \emptyset } . For n > 0: ( a 1 , a 2 , a 3 , … , a n ) = ( ( a 1 , a 2 , a 3 , … , a n − 1 ) , a n ) {\displaystyle (a_{1},a_{2},a_{3},\ldots ,a_{n})=((a_{1},a_{2},a_{3},\ldots ,a_{n-1}),a_{n})} This definition can be applied recursively: ( a 1 , a 2 , a 3 , … , a n ) = ( ( … ( ( ( ∅ , a 1 ) , a 2 ) , a 3 ) , … ) , a n ) {\displaystyle (a_{1},a_{2},a_{3},\ldots ,a_{n})=((\ldots (((\emptyset ,a_{1}),a_{2}),a_{3}),\ldots ),a_{n})} Thus, for example: ( 1 , 2 , 3 ) = ( ( ( ∅ , 1 ) , 2 ) , 3 ) ( 1 , 2 , 3 , 4 ) = ( ( ( ( ∅ , 1 ) , 2 ) , 3 ) , 4 ) {\displaystyle {\begin{aligned}(1,2,3)&=(((\emptyset ,1),2),3)\\(1,2,3,4)&=((((\emptyset ,1),2),3),4)\\\end{aligned}}} === Tuples as nested sets === Using Kuratowski's representation for an ordered pair, the second definition above can be reformulated in terms of pure set theory: The 0-tuple (i.e. the empty tuple) is represented by the empty set ∅ {\displaystyle \emptyset } ; Let x {\displaystyle x} be an n-tuple ( a 1 , a 2 , … , a n ) {\displaystyle (a_{1},a_{2},\ldots ,a_{n})} , and let x → b ≡ ( a 1 , a 2 , … , a n , b ) {\displaystyle x\rightarrow b\equiv (a_{1},a_{2},\ldots ,a_{n},b)} . Then, x → b ≡ { { x } , { x , b } } {\displaystyle x\rightarrow b\equiv \{\{x\},\{x,b\}\}} . (The right arrow, → {\displaystyle \rightarrow } , could be read as "adjoined with".) In this formulation: ( ) = ∅ ( 1 ) = ( ) → 1 = { { ( ) } , { ( ) , 1 } } = { { ∅ } , { ∅ , 1 } } ( 1 , 2 ) = ( 1 ) → 2 = { { ( 1 ) } , { ( 1 ) , 2 } } = { { { { ∅ } , { ∅ , 1 } } } , { { { ∅ } , { ∅ , 1 } } , 2 } } ( 1 , 2 , 3 ) = ( 1 , 2 ) → 3 = { { ( 1 , 2 ) } , { ( 1 , 2 ) , 3 } } = { { { { { { ∅ } , { ∅ , 1 } } } , { { { ∅ } , { ∅ , 1 } } , 2 } } } , { { { { { ∅ } , { ∅ , 1 } } } , { { { ∅ } , { ∅ , 1 } } , 2 } } , 3 } } {\displaystyle {\begin{array}{lclcl}()&&&=&\emptyset \\&&&&\\(1)&=&()\rightarrow 1&=&\{\{()\},\{(),1\}\}\\&&&=&\{\{\emptyset \},\{\emptyset ,1\}\}\\&&&&\\(1,2)&=&(1)\rightarrow 2&=&\{\{(1)\},\{(1),2\}\}\\&&&=&\{\{\{\{\emptyset \},\{\emptyset ,1\}\}\},\\&&&&\{\{\{\emptyset \},\{\emptyset ,1\}\},2\}\}\\&&&&\\(1,2,3)&=&(1,2)\rightarrow 3&=&\{\{(1,2)\},\{(1,2),3\}\}\\&&&=&\{\{\{\{\{\{\empty

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  • Information and media literacy

    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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  • E-Science librarianship

    E-Science librarianship

    E-Science librarianship refers to a role for librarians in e-Science. == Early scholars == Early references to e-Science and librarianship involve information studies scholars researching cyberinfrastructure and emerging networked information and knowledge communities. Notably Christine Borgman, Professor and Presidential Chair in Information Studies at the University of California, Los Angeles (UCLA) was a key player in bringing e-Science, and the idea of networked knowledge communities, to the attention of the library profession. In 2004, as a visiting fellow at the Oxford Internet Institute, she conducted research and lectured publicly on e-Science, Digital Libraries, and Knowledge Communities. In 2007 Anna K. Gold, formerly of MIT and Cal Poly, San Luis Obispo, authored a series of articles in D-Lib Magazine that opened the door for academic libraries to begin exploring roles, skills, and strategies for engaging in e-Science: Cyberinfrastructure, Data, and Libraries, Part 1: A Cyberinfrastructure Primer for Librarians and Cyberinfrastructure, Data, and Libraries, Part 2: Libraries and the Data Challenge: Roles and Actions for Libraries. == Academic research and health sciences libraries == In 2007, the Association of Research Libraries (ARL) e-Science task force issued its report on e-Science and librarianship. The ARL's report encouraged its member libraries to position themselves to engage with researchers involved in e-Science (eScience) by cultivating new research support strategies and developing their digital scholarship infrastructure. E-Science has multiple attributes; Tony and Jessie Hey framed e-Science for the library community by characterizing it as a research methodology: "e-Science is not a new scientific discipline in its own right: e-Science is shorthand for the set of tools and technologies required to support collaborative, networked science". In addition to academic libraries' interests in providing support for their researchers engaging in e-Science, the health sciences library community also emerged as a major proponent for creating librarian positions for supporting the information needs of large-scale, networked, research collaborations on their campuses. Neil Rambo, current director of NYU's Health Sciences Library and former director of University of Washington Health Sciences Library, was the first to use the term in the Journal of the Medical Library Association, in his 2009 editorial e-Science and the Biomedical Library. Rambo's definition of e-Science highlighted the potential e-Science held for creating data as a research product: "E-science is a new research methodology, fueled by networked capabilities and the practical possibility of gathering and storing vast amounts of data." In response to this article the University of Massachusetts Medical School Lamar Soutter Library and National Network of Libraries of Medicine, New England Region encouraged health sciences libraries to cooperate to identify skills and develop a program for training e-Science Librarians. Then, in 2013, Shannon Bohle, an archivist who was employed in the library at Cold Spring Harbor Laboratory, an NCI-designated basic cancer research facility, used experience gained there and previous papers and presentations about preserving scientific archival materials to expand the traditional definition of e-Science by including the terms, principles, and practices used in archival science. These included in the definition the "long-term storage and accessibility of all materials generated through the scientific process," as well as examples of material types traditionally preserved in archives, like "electronic/digitized laboratory notebooks, raw and fitted data sets, manuscript production and draft versions, pre-prints," as well as library materials ("print and/or electronic publications"). == Roles == Many areas of science are about to be transformed by the availability of vast amounts of new scientific data that can potentially provide insights at a level of detail never before envisaged. However, this new data dominant era brings new challenges for the scientists and they will need the skills and technologies both of computer scientists and of the library community to manage, search and curate these new data resources. Libraries will not be immune from change in this new world of research. Karen Williams identifies roles in the following areas for librarians in the developing world of e-Science. Campus Engagement Content/Collection Development and Management Teaching and Learning Scholarly Communication E-Scholarship and Digital Tools Reference/Help Services Outreach Fund Raising Exhibit and Event Planning Leadership == Challenges for research libraries == E-science tends toward inter- and multidisciplinary approaches that depend on computation and computer science. Research libraries have traditionally been discipline focused and, although increasingly technologically sophisticated, do not have systems of the scale or complexity of the e-science environment. E-science is data intensive, but research libraries have not typically been responsible for scientific data. E-science is frequently conducted in a team context, often distributed across multiple institutions and on a global scale. The primary constituency of libraries generally comprises those affiliated with the local institution. Licenses for electronic content are typically restricted to a particular institutional community, and the infrastructure to move institutional licenses into a multi-institutional environment is not well developed. E-science challenges all these traditional paradigms of research library organization and services. == Skills == Garritano & Carlson were among the first to outline a skill set for librarians seeking to support the data needs of e-Science; they identified five skill categories librarians new to this area should expect to adapt or develop when participating on such projects: Library and information science expertise Subject expertise Partnerships and outreach (both internal and external) Participating in sponsored research Balancing workload An example of librarians reconfiguring traditional librarian skills to meet the needs of researchers engaging in e-Science is Witt & Carlson's adaptation of the traditional reference interview into a "data interview" in order to provide effective data management and e-Science services. This interview consists of ten practical queries necessary for understanding the provenance and expectations for the preservation of datasets typical of e-Science that also help illustrate some of the educational tools and skills needed by a librarian new to e-Science. "What is the story of the data? What form and format are the data in? What is the expected lifespan of the dataset? How could the data be used, reused, and repurposed? How large is the dataset, and what is its rate of growth? Who are the potential audiences for the data? Who owns the data? Does the dataset include any sensitive information? What publications or discoveries have resulted from the data? How should the data be made accessible?" == Resources == In 2009 the Lamar Soutter Library at the University of Massachusetts Medical School (UMMS) and the National Network of Libraries of Medicine, New England Region (NN/LM NER) funded an e-Science program for building the skills highlighted above for librarians. Elaine Russo Martin, Director of Library Services at the Lamar Soutter Library and Director of the NN/LM NER developed this comprehensive e-Science program to build librarians' subject expertise in the sciences, developing their data management skills, and their familiarity with cyberinfrastructure and e-Science. Three major products of this program are the e-Science web portal for librarians, the E-Science Symposium, and the New England Collaborative Data Management Curriculum (NECDMC). This portal includes educational resources for specific tools and subject/discipline tutorials and modules to assist librarians new to e-Science. UMMS and NN/LM NER also publish an open access journal called the Journal of eScience Librarianship.

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  • Label noise

    Label noise

    Label noise refers to errors or inaccuracies in the class labels of data instances. This is a widespread issue in machine learning datasets, arising from human annotator mistakes, unclear labeling instructions, automated labeling methods, or adversarial attacks in supervised learning. Label noise can be roughly divided into random noise, where labels are flipped independently of input features, and systematic noise, where mislabeling is dependent on certain patterns or biases in the data. Label noise can be damaging to model performance, especially for complex models that may overfit to noisy labels rather than generalizable patterns. Many approaches have been proposed to deal with the effects of label noise, including robust loss functions, noise-tolerant algorithms, data cleaning methods, and semi-supervised learning approaches. To reduce the impact of wrong labels during training, techniques like label smoothing, sample reweighting and using trusted validation sets are used. The role of noise-robust training paradigms and curriculum learning strategies to improve resilience against mislabeled data is also explored in recent research.

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  • ArchiMate

    ArchiMate

    ArchiMate ( AR-ki-mayt) is an open and independent enterprise architecture modeling language to support the description, analysis and visualization of architecture within and across business domains in an unambiguous way. ArchiMate is a technical standard from The Open Group and is based on concepts from the now superseded IEEE 1471 standard. It is supported by various tool vendors and consulting firms. ArchiMate is also a registered trademark of The Open Group. The Open Group has a certification program for ArchiMate users, software tools and courses. ArchiMate distinguishes itself from other languages such as Unified Modeling Language (UML) and Business Process Modeling and Notation (BPMN) by its enterprise modelling scope. Also, UML and BPMN are meant for a specific use and they are quite heavy – containing about 150 (UML) and 250 (BPMN) modeling concepts whereas ArchiMate works with just about 50 (in version 2.0). The goal of ArchiMate is to be ”as small as possible”, not to cover every edge scenario imaginable. To be easy to learn and apply, ArchiMate was intentionally restricted “to the concepts that suffice for modeling the proverbial 80% of practical cases". == Overview == ArchiMate offers a common language for describing the construction and operation of business processes, organizational structures, information flows, IT systems, and technical infrastructure. This insight helps the different stakeholders to design, assess, and communicate the consequences of decisions and changes within and between these business domains. The main concepts and relationships of the ArchiMate language can be seen as a framework, the so-called Archimate Framework: It divides the enterprise architecture into a business, application and technology layer. In each layer, three aspects are considered: active elements, an internal structure and elements that define use or communicate information. One of the objectives of the ArchiMate language is to define the relationships between concepts in different architecture domains. The concepts of this language therefore hold the middle between the detailed concepts, which are used for modeling individual domains (for example, the Unified Modeling Language (UML) for modeling software products), and Business Process Model and Notation (BPMN), which is used for business process modeling. == History == ArchiMate is partly based on the now superseded IEEE 1471 standard. It was developed in the Netherlands by a project team from the Telematica Instituut in cooperation with several Dutch partners from government, industry and academia. Among the partners were Ordina NV, Radboud Universiteit Nijmegen, the Leiden Institute for Advanced Computer Science (LIACS) and the Centrum Wiskunde & Informatica (CWI). Later, tests were performed in organizations such as ABN AMRO, the Dutch Tax and Customs Administration and the ABP. The development process lasted from July 2002 to December 2004, and took about 35 person years and approximately 4 million euros. The development was funded by the Dutch government (Dutch Tax and Customs Administration), and business partners, including ABN AMRO and the ABP Pension Fund. In 2008 the ownership and stewardship of ArchiMate was transferred to The Open Group. It is now managed by the ArchiMate Forum within The Open Group. In February 2009 The Open Group published the ArchiMate 1.0 standard as a formal technical standard. In January 2012 the ArchiMate 2.0 standard, and in 2013 the ArchiMate 2.1 standard was released. In June 2016, the Open Group released version 3.0 of the ArchiMate Specification. An update to Archimate 3.0.1 came out in August 2017. Archimate 3.1 was published 5 November 2019. The latest version of the ArchiMate Specification is version 3.2 released October 2022. Version 3.0 adds enhanced support for capability-oriented strategic modelling, new entities representing physical resources (for modelling the ingredients, equipment and transport resources used in the physical world) and a generic metamodel showing the entity types and the relationships between them. == ArchiMate framework == === Core framework === The main concepts and elements of the ArchiMate language are being presented as ArchiMate core framework. It consists of three layers and three aspects. This creates a matrix of combinations. Every layer has its passive structure, behavior and active structure aspects. ==== Layers ==== ArchiMate has a layered and service-oriented look on architectural models. The higher layers make use of services that are provided by the lower layers. Although, at an abstract level, the concepts that are used within each layer are similar, we define more concrete concepts that are specific for a certain layer. In this context, we distinguish three main layers: The business layer is about business processes, services, functions and events of business units. This layer "offers products and services to external customers, which are realized in the organization by business processes performed by business actors and roles". The application layer is about software applications that "support the components in the business with application services". The technology layer deals "with the hardware and communication infrastructure to support the application layer. This layer offers infrastructural services needed to run applications, realized by computer and communication hardware and system software". Each of these main layers can be further divided in sub-layers. For example, in the business layer, the primary business processes realising the products of a company may make use of a layer of secondary (supporting) business processes; in the application layer, the end-user applications may make use of generic services offered by supporting applications. On top of the business layer, a separate environment layer may be added, modelling the external customers that make use of the services of the organisation (although these may also be considered part of the business layer). In line with service orientation, the most important relation between layers is formed by use relations, which show how the higher layers make use of the services of lower layers. However, a second type of link is formed by realisation relations: elements in lower layers may realise comparable elements in higher layers; e.g., a ‘data object’ (application layer) may realise a ‘business object’ (business layer); or an ‘artifact’ (technology layer) may realise either a ‘data object’ or an ‘application component’ (application layer). ==== Aspects ==== Passive structure is the set of entities on which actions are conducted. In the business layer the example would be information objects, in the application layer data objects and in the technology layer, they could include physical objects. Behavior refers to the processes and functions performed by the actors. "Structural elements are assigned to behavioral elements, to show who or what displays the behavior". Active structure is the set of entities that display some behavior, e.g. business actors, devices, or application components. === Full framework === The Full ArchiMate framework is enriched by the physical layer, which was added to allow modeling of “physical equipment, materials, and distribution networks” and was not present in the previous version. The implementation and migration layer adds elements that allow architects to model a state of transition, to mark parts of the architecture that are temporary for the purpose, as the name says, of implementation and migration. Strategy layer adds three elements: resource, capability and course of action. These elements help to incorporate strategic dimension to the ArchiMate language by allowing it to depict the usage of resources and capabilities in order to achieve some strategic goals. Finally, there is a motivation aspect that allows different stakeholders to describe the motivation of specific actors or domains, which can be quite important when looking at one thing from several different angles. It adds several elements like stakeholder, value, driver, goal, meaning etc. == ArchiMate language == The ArchiMate language is formed as a top-level and is hierarchical. On the top, there is a model. A model is a collection of concepts. A concept can be either an element or a relationship. An element can be either of behavior type, structure, motivation or a so-called composite element (which means that it does not fit just one aspect of the framework, but two or more). The functionality of all concepts without a dependency on a specific layer is described by the generic metamodel. This layer-independent description of concepts is useful when trying to understand the mechanics of the Archimate language. === Concepts === ==== Elements ==== The generic elements are distributed into the same categories as the layers: Active structure elements Behavior elements Passive structure elements Motivation elements Active structure e

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  • Tagsistant

    Tagsistant

    Tagsistant is a semantic file system for the Linux kernel, written in C and based on FUSE. Unlike traditional file systems that use hierarchies of directories to locate objects, Tagsistant introduces the concept of tags. == Design and differences with hierarchical file systems == In computing, a file system is a type of data store which could be used to store, retrieve and update files. Each file can be uniquely located by its path. The user must know the path in advance to access a file and the path does not necessarily include any information about the content of the file. Tagsistant uses a complementary approach based on tags. The user can create a set of tags and apply those tags to files, directories and other objects (devices, pipes, ...). The user can then search all the objects that match a subset of tags, called a query. This kind of approach is well suited for managing user contents like pictures, audio recordings, movies and text documents but is incompatible with system files (like libraries, commands and configurations) where the univocity of the path is a security requirement to prevent the access to a wrong content. == The tags/ directory == A Tagsistant file system features four main directories: archive/ relations/ stats/ tags/ Tags are created as sub directories of the tags/ directory and can be used in queries complying to this syntax: tags/subquery/[+/subquery/[+/subquery/]]/@/ where a subquery is an unlimited list of tags, concatenated as directories: tag1/tag2/tag3/.../tagN/ The portion of a path delimited by tags/ and @/ is the actual query. The +/ operator joins the results of different sub-queries in one single list. The @/ operator ends the query. To be returned as a result of the following query: tags/t1/t2/+/t1/t4/@/ an object must be tagged as both t1/ and t2/ or as both t1/ and t4/. Any object tagged as t2/ or t4/, but not as t1/ will not be retrieved. The query syntax deliberately violates the POSIX file system semantics by allowing a path token to be a descendant of itself, like in tags/t1/t2/+/t1/t4/@ where t1/ appears twice. As a consequence a recursive scan of a Tagsistant file system will exit with an error or endlessly loop, as done by Unix find: This drawback is balanced by the possibility to list the tags inside a query in any order. The query tags/t1/t2/@/ is completely equivalent to tags/t2/t1/@/ and tags/t1/+/t2/t3/@/ is equivalent to tags/t2/t3/+/t1/@/. The @/ element has the precise purpose of restoring the POSIX semantics: the path tags/t1/@/directory/ refers to a traditional directory and a recursive scan of this path will properly perform. == The reasoner and the relations/ directory == Tagsistant features a simple reasoner which expands the results of a query by including objects tagged with related tags. A relation between two tags can be established inside the relations/ directory following a three level pattern: relations/tag1/rel/tag2/ The rel element can be includes or is_equivalent. To include the rock tag in the music tag, the Unix command mkdir can be used: mkdir -p relations/music/includes/rock The reasoner can recursively resolve relations, allowing the creation of complex structures: mkdir -p relations/music/includes/rock mkdir -p relations/rock/includes/hard_rock mkdir -p relations/rock/includes/grunge mkdir -p relations/rock/includes/heavy_metal mkdir -p relations/heavy_metal/includes/speed_metal The web of relations created inside the relations/ directory constitutes a basic form of ontology. == Autotagging plugins == Tagsistant features an autotagging plugin stack which gets called when a file or a symlink is written. Each plugin is called if its declared MIME type matches The list of working plugins released with Tagsistant 0.6 is limited to: text/html: tags the file with each word in and <keywords> elements and with document, webpage and html too image/jpeg: tags the file with each Exif tag == The repository == Each Tagsistant file system has a corresponding repository containing an archive/ directory where the objects are actually saved and a tags.sql file holding tagging information as an SQLite database. If the MySQL database engine was specified with the --db argument, the tags.sql file will be empty. Another file named repository.ini is a GLib ini store with the repository configuration. Tagsistant 0.6 is compatible with the MySQL and Sqlite dialects of SQL for tag reasoning and tagging resolution. While porting its logic to other SQL dialects is possible, differences in basic constructs (especially the INTERSECT SQL keyword) must be considered. == The archive/ and stats/ directories == The archive/ directory has been introduced to provide a quick way to access objects without using tags. Objects are listed with their inode number prefixed. The stats/ directory features some read-only files containing usage statistics. A file configuration holds both compile time information and current repository configuration. == Main criticisms == It has been highlighted that relying on an external database to store tags and tagging information could cause the complete loss of metadata if the database gets corrupted. It has been highlighted that using a flat namespace tends to overcrowd the tags/ directory. This could be mitigated introducing triple tags.</p> <a href="https://bbs.aizhi.co/news/60b799932.html" class="read-more" title="Tagsistant">Read more →</a> </div> </article> </li> </ul> <nav class="pagination" aria-label="Pagination"> <a href="https://bbs.aizhi.co/aicontentimprover/30/" class="page-num">1</a><a href="https://bbs.aizhi.co/aicontentimprover/31/" class="page-num">2</a><a href="https://bbs.aizhi.co/aicontentimprover/32/" class="page-num">3</a><a href="https://bbs.aizhi.co/aicontentimprover/33/" class="page-num">4</a><a href="https://bbs.aizhi.co/aicontentimprover/34/" class="page-num">5</a><a href="https://bbs.aizhi.co/aicontentimprover/35/" class="page-num">6</a><a href="https://bbs.aizhi.co/aicontentimprover/36/" class="page-num">7</a><a href="https://bbs.aizhi.co/aicontentimprover/37/" class="page-num">8</a><a href="https://bbs.aizhi.co/aicontentimprover/38/" class="page-num">9</a><a href="https://bbs.aizhi.co/aicontentimprover/39/" class="page-num">10</a> </nav> </main> <aside class="sidebar"> <section class="sidebar-section"> <h2>All Categories</h2> <ul> <li><a href="https://bbs.aizhi.co/aiwritingtools/">AI Writing Tools</a></li><li><a href="https://bbs.aizhi.co/aichatbotsandassistants/">AI Chatbots and Assistants</a></li><li><a href="https://bbs.aizhi.co/aiforbusiness/">AI for Business</a></li><li><a href="https://bbs.aizhi.co/aicodingtools/">AI Coding Tools</a></li><li><a href="https://bbs.aizhi.co/ainewsandguides/">AI News and Guides</a></li><li><a href="https://bbs.aizhi.co/aivideotools/">AI Video Tools</a></li><li><a href="https://bbs.aizhi.co/aiimagegenerators/">AI Image Generators</a></li> </ul> </section> <section class="sidebar-section"> <h2>Trending Guides</h2> <ul> <li><a href="https://bbs.aizhi.co/news/243f099756.html" title="Language-Theoretic Security">Language-Theoretic Security</a></li><li><a href="https://bbs.aizhi.co/news/246d799746.html" title="Shapiro–Senapathy algorithm">Shapiro–Senapathy algorithm</a></li><li><a href="https://bbs.aizhi.co/news/481e799511.html" title="Information school">Information school</a></li><li><a href="https://bbs.aizhi.co/news/452f799540.html" title="Vector-field consistency">Vector-field consistency</a></li><li><a href="https://bbs.aizhi.co/news/71f099928.html" title="TowIt">TowIt</a></li><li><a href="https://bbs.aizhi.co/news/258a799734.html" title="Regulation of algorithms">Regulation of algorithms</a></li><li><a href="https://bbs.aizhi.co/news/68b799924.html" title="Transaction data">Transaction data</a></li><li><a href="https://bbs.aizhi.co/news/15b799977.html" title="Operational database">Operational database</a></li><li><a href="https://bbs.aizhi.co/news/389b199609.html" title="Comparison of raster graphics editors">Comparison of raster graphics editors</a></li><li><a href="https://bbs.aizhi.co/news/214a799778.html" title="Affectiva">Affectiva</a></li> </ul> </section> </aside> </div> </div> </div> <footer class="site-footer"> <div class="container"> <div class="footer-cols"> <div class="footer-col footer-about"> <a class="brand" href="https://bbs.aizhi.co/" aria-label="Aizhi"> <span class="brand-mark" aria-hidden="true">✦</span> <span class="brand-text">Aizhi</span> </a> <p class="footer-tagline">Hand-picked AI tools, generators and practical how-to guides — independent reviews, updated for 2026.</p> </div> <nav class="footer-col" aria-label="Categories"> <h2 class="footer-h">Categories</h2> <ul> <li><a href="https://bbs.aizhi.co/aiforbusiness/">AI for Business</a></li><li><a href="https://bbs.aizhi.co/aicodingtools/">AI Coding Tools</a></li><li><a href="https://bbs.aizhi.co/aiimagegenerators/">AI Image Generators</a></li><li><a href="https://bbs.aizhi.co/aivideotools/">AI Video Tools</a></li><li><a href="https://bbs.aizhi.co/ainewsandguides/">AI News and Guides</a></li><li><a href="https://bbs.aizhi.co/aichatbotsandassistants/">AI Chatbots and Assistants</a></li><li><a href="https://bbs.aizhi.co/aiwritingtools/">AI Writing Tools</a></li> </ul> </nav> <nav class="footer-col" aria-label="Site"> <h2 class="footer-h">Site</h2> <ul> <li><a href="https://bbs.aizhi.co/">Home</a></li> <li><a href="/sitemap.xml">XML Sitemap</a></li> </ul> </nav> </div> <div class="partner-links" aria-label="Network"> </div> <p class="footer-copy"> © Aizhi. 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