AI Content Understanding

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  Elements (toolchain)

  RemObjects Elements is a toolchain for software development, comprising six programming languages: C#, Swift, Go, Java, Oxygene (a form of modern Object Pascal), and Visual Basic .NET. All languages interoperate, meaning a single project can use any combination of languages, and they can all be compiled to .NET, the JVM, native, or WebAssembly. Elements supports Microsoft Windows, all Apple Inc. platforms (including iOS, visionOS and watchOS), Android, and Linux. Elements also supports language conversion, allowing source code in one language to be rewritten in another. Elements is supported in Visual Studio, but RemObjects also makes their own IDEs, Fire (on MacOS) and Water (on Windows.) == Background == RemObjects began in 2002, creating software for Delphi, but in 2005 in response to the growth of .NET and that Delphi was targeting only native Windows, they released Oxygene (known as Chrome at the time) as a new version of Object Pascal, with more modern syntax as well as being .NET-native. Since then, five other languages have been added to the suite, as well as compiling for the web via WebAssembly and to native architectures (eg Intel 32/64 or ARM64). Elements is primarily intended for developers who want to pull together libraries and codebases written in multiple languages, including legacy codebases in older languages while modernizing either with newer syntax and features or by adding in the use of newer or more popular languages. Because of the Oxygene flavour of Object Pascal, supporting Delphi apps is a primary focus, including allowing Pascal to be compiled for other architectures or providing language features that match other prominent languages. == Approach == New versions of the Elements come out approximately every week. RemObjects names its programming languages after chemical elements, sometimes with poetic or musical spelling, rather than referring to them directly. They are: C#: Hydrogene Object Pascal: Oxygene Java: Iodine Visual Basic: Mercury Go: Gold Swift: Silver == History == The Elements compiler was first introduced with version 1.0 in 2005 under the name "Chrome", with support for only the Oxygene language on the .NET platform, primarily as a response to the then-new and not well-received Delphi .NET compiler from Embarcadero. Chrome saw updates to version 1.5 'Floorshow' and Chrome 2.0 'Joyride' over the next few years, moving in parallel with major advancements on the .NET platform for .NET 2.0 (Generics) and .NET 3.x (LINQ), respectively. With the release of version 3.0 (code-named Oxygène after the Jean-Michel Jarre album of the same name) Chrome was rebranded to Oxygene in 2008, and also shipped co-branded by Embarcadero as Delphi Prism (later just Prism) as part of RAD Studio, replacing Embarcadero's own and now-defunct Delphi.NET compiler. 2010 saw the release of Oxygene 4 ("Echoes"), the last version to focus on just a single language and platform. With Oxygene 5 in 2011 and Oxygene 6 in 2013, RemObjects introduced new platform support for Java/Android (code-name "Cooper") and then Cocoa, the Apple development platform (code-name "Toffee"). Elements 7.0 was released at the beginning of 2014, adding the second programming language, C# to the compiler, and delegating Oxygene from the product name to merely branding the Object Pascal-based language. Over the subsequent years, Elements gained support for additional languages, with Apple Swift in 2015, Java in 2017, and subsequently Google's Go and Mercury, a revitalized Visual Basic.NET. Elements also gained support for its fourth target platform, "Island", for CPU-native compilation for Windows, Linux, and WebAssembly. In addition to the chemical elements-based names for the different languages, the "Elements" concept was carried on with the introduction of dedicated development environments alchemically named Fire (for the Mac, in 2015) and Water (for Windows, in 2018). == Fire and Water (IDEs) == Fire and Water are integrated development environments developed by RemObjects Software. They are designed specifically for use with the Elements Compiler. Fire is the version developed for macOS, while Water is intended for Microsoft Windows. Both IDEs are designed to work closely with the Elements compiler and are primarily intended for developers using the RemObjects language ecosystem. They support software development across multiple platforms, including .NET, Android, iOS, macOS, Windows, Linux, and WebAssembly. The IDEs include standard development tools such as syntax highlighting, code completion, debugging, and project navigation. Build operations are managed using a custom system known as EBuild, which is part of the broader Elements toolchain. The IDEs are distributed as part of the RemObjects Elements package and are updated in coordination with the compiler itself. == In media == Oxygene has been mentioned several times by Verity Stob in their Chronicles of Delphi series, currently living at The Register.

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  Token-based replay

  Token-based replay technique is a conformance checking algorithm that checks how well a process conforms with its model by replaying each trace on the model (in Petri net notation ). Using the four counters produced tokens, consumed tokens, missing tokens, and remaining tokens, it records the situations where a transition is forced to fire and the remaining tokens after the replay ends. Based on the count at each counter, we can compute the fitness value between the trace and the model. == The algorithm == Source: The token-replay technique uses four counters to keep track of a trace during the replaying: p: Produced tokens c: Consumed tokens m: Missing tokens (consumed while not there) r: Remaining tokens (produced but not consumed) Invariants: At any time: p + m ≥ c ≥ m {\displaystyle p+m\geq c\geq m} At the end: r = p + m − c {\displaystyle r=p+m-c} At the beginning, a token is produced for the source place (p = 1) and at the end, a token is consumed from the sink place (c' = c + 1). When the replay ends, the fitness value can be computed as follows: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})} == Example == Suppose there is a process model in Petri net notation as follows: === Example 1: Replay the trace (a, b, c, d) on the model M === Step 1: A token is initiated. There is one produced token ( p = 1 {\displaystyle p=1} ). Step 2: The activity a {\displaystyle \mathbf {a} } consumes 1 token to be fired and produces 2 tokens ( p = 1 + 2 = 3 {\displaystyle p=1+2=3} and c = 1 {\displaystyle c=1} ). Step 3: The activity b {\displaystyle \mathbf {b} } consumes 1 token and produces 1 token ( p = 3 + 1 = 4 {\displaystyle p=3+1=4} and c = 1 + 1 = 2 {\displaystyle c=1+1=2} ). Step 4: The activity c {\displaystyle \mathbf {c} } consumes 1 token and produces 1 token ( p = 4 + 1 = 5 {\displaystyle p=4+1=5} and c = 2 + 1 = 3 {\displaystyle c=2+1=3} ). Step 5: The activity d {\displaystyle \mathbf {d} } consumes 2 tokens and produces 1 token ( p = 5 + 1 = 6 {\displaystyle p=5+1=6} , c = 3 + 2 = 5 {\displaystyle c=3+2=5} ). Step 6: The token at the end place is consumed ( c = 5 + 1 = 6 {\displaystyle c=5+1=6} ). The trace is complete. The fitness of the trace ( a , b , c , d {\displaystyle \mathbf {a,b,c,d} } ) on the model M {\displaystyle \mathbf {M} } is: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) = 1 2 ( 1 − 0 6 ) + 1 2 ( 1 − 0 6 ) = 1 {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})={\frac {1}{2}}(1-{\frac {0}{6}})+{\frac {1}{2}}(1-{\frac {0}{6}})=1} === Example 2: Replay the trace (a, b, d) on the model M === Step 1: A token is initiated. There is one produced token ( p = 1 {\displaystyle p=1} ). Step 2: The activity a {\displaystyle \mathbf {a} } consumes 1 token to be fired and produces 2 tokens ( p = 1 + 2 = 3 {\displaystyle p=1+2=3} and c = 1 {\displaystyle c=1} ). Step 3: The activity b {\displaystyle \mathbf {b} } consumes 1 token and produces 1 token ( p = 3 + 1 = 4 {\displaystyle p=3+1=4} and c = 1 + 1 = 2 {\displaystyle c=1+1=2} ). Step 4: The activity d {\displaystyle \mathbf {d} } needs to be fired but there are not enough tokens. One artificial token was produced and the missing token counter is increased by one ( m = 1 {\displaystyle m=1} ). The artificial token and the token at place [ b , d ] {\displaystyle [\mathbf {b,d} ]} are consumed ( c = 2 + 2 = 4 {\displaystyle c=2+2=4} ) and one token is produced at place end ( p = 4 + 1 = 5 {\displaystyle p=4+1=5} ). Step 5: The token in the end place is consumed ( c = 4 + 1 = 5 {\displaystyle c=4+1=5} ). The trace is complete. There is one remaining token at place [ a , c ] {\displaystyle [\mathbf {a,c} ]} ( r = 1 {\displaystyle r=1} ). The fitness of the trace ( a , b , d {\displaystyle \mathbf {a,b,d} } ) on the model M {\displaystyle \mathbf {M} } is: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) = 1 2 ( 1 − 1 5 ) + 1 2 ( 1 − 1 5 ) = 0.8 {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})={\frac {1}{2}}(1-{\frac {1}{5}})+{\frac {1}{2}}(1-{\frac {1}{5}})=0.8}

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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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  Information literacy

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

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  LakeFS

  lakeFS is an open-source data version control system for managing data stored in object storage. It provides Git-like operations such as branching, committing, merging, and reverting for large-scale data stored in systems including Amazon S3, Azure Blob Storage, and Google Cloud Storage, as well as other S3-compatible object storage platforms. lakeFS is used in data engineering and machine learning workflows to manage changes to data, support reproducibility, and enable data governance across data lakes. The software is available as an open-source project, as well as in enterprise and managed service offerings, including lakeFS Cloud. == History == lakeFS was created in 2020 by Einat Orr and Oz Katz at Treeverse. Its first public release, version 0.8.1, appeared in August 2020 and introduced Git-style operations with support for Amazon S3. In 2021, Treeverse raised $23 million in a Series A funding round led by Dell Technologies Capital, Norwest Venture Partners, and Zeev Ventures. The same year, lakeFS was included in InfoWorld’s Best of Open Source Software (Bossie) awards. In June 2022, Treeverse introduced lakeFS Cloud, a managed service providing hosted lakeFS deployments for cloud-based data lakes. Version 1.0 was released in October 2023, adding integrations with platforms such as Databricks and Apache Iceberg, as well as support for orchestration tools including Apache Airflow. Public case studies and conference materials have described usage of lakeFS by organizations such as Microsoft, Volvo, and NASA. In July 2025, Treeverse announced an additional $20 million in growth funding to support further development of lakeFS. In November 2025, Treeverse announced the acquisition of the open-source data version control project DVC. == Software == === Overview === lakeFS provides Git-like operations such as branching, committing, merging, and reverting for datasets stored in object storage. These operations are used to manage changes to data, test modifications in isolation, reproduce specific data states, and recover from errors or unintended updates. === Architecture === lakeFS operates as a metadata layer on top of object storage systems such as Amazon S3, Azure Blob Storage, and Google Cloud Storage. It stores repository metadata describing commits, branches, and tags, enabling versioned views of data without copying underlying objects. The system provides access through multiple interfaces, including a web user interface, command-line tools, a REST API, and software development kits. It is designed to integrate with existing data engineering and machine learning workflows, and can be deployed either in self-hosted environments or as a managed service. === Functions === lakeFS provides version control functionality for data stored in object storage–based data lakes. Core features include: Atomic commits and version tracking for datasets, supporting reproducibility and auditability. Branching and merging mechanisms that allow isolated development and testing without duplicating data. Configurable hooks that can validate data or trigger external processes during commit and merge operations. The ability to revert repositories to earlier states to recover from data errors or failed changes. Recording of commit history and associated metadata for lineage tracking. Support for managing data across multiple object storage systems, including Amazon S3, Azure Blob Storage, Google Cloud Storage, and MinIO. Use of fixed data versions to reproduce experiments and machine learning model training. === Integrations === Coverage of lakeFS has described integrations with platforms such as Databricks and Apache Iceberg, as well as support for environments including Red Hat OpenShift. Additional materials describe its use with Trino, including validation of data changes prior to merging in versioned data workflows, as well as compatibility with orchestration tools such as Apache Airflow.

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  Information scientist

  The term information scientist developed in the latter part of the twentieth century by Wm. Hovey Smith to describe an individual, usually with a relevant subject degree (such as one in Information and Computer Science - CIS) or high level of subject knowledge, providing focused information to scientific and technical research staff in industry. It is a role quite distinct from and complementary to that of a librarian. Developments in end-user searching, together with some convergence between the roles of librarian and information scientist, have led to a diminution in its use in this context, and the term information officer or information professional (information specialist) are also now used. The term was, and is, also used for an individual carrying out research in information science. Brian C. Vickery mentions that the Institute of Information Scientists (IIS) was established in London during 1958 and lists the criteria put forward by this institute "Criteria for Information Science" (appendix 1) as well as his own "Areas of study in information science" (appendix 2). The IIS merged with the Library Association in 2002 to form the Chartered Institute of Library and Information Professionals (CILIP). == Notable Information Scientists == See also Award of Merit - Association for Information Science and Technology Marcia Bates David Blair (information technologist) Samuel C. Bradford Michael Buckland John M. Carroll Blaise Cronin Emilia Currás Brenda Dervin Eugene Garfield Paul B. Kantor Frederick Wilfrid Lancaster Calvin Mooers Tefko Saracevic Linda C. Smith Robert Saxton Taylor Brian Campbell Vickery Thomas D. Wilson == Additional reading == Ellis, David and Merete Haugan. (1997) "Modelling the information seeking patterns of engineers and research scientists in an industrial environment" (Journal of Documentation, Volume 53(4): pp. 384–403) Poole, Alex H. (2024). "'There's a big difference between going through life with the wind at your back, and going through life leaning into the wind': Feminism in Post-World War II Information Science". Proceedings of the Association for Information Science and Technology. 61: 300–313. doi:10.1002/pra2.1029. Vickery, Brian Campbell (1988) "Essays presented to B. C. Vickery" (Journal of Documentation, Volume 44, pp. 199–283). Vickery, B. & Vickery, A. (1987) Information Science in theory and practice (London: Bowker-Saur, pp. 361–369)

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  Informedia Digital Library

  The Informedia Digital Library is an ongoing research program at Carnegie Mellon University to build search engines and information visualization technology for many types of media. The program has carried out research on spoken document retrieval, video information retrieval, video segmentation, face recognition, and cross-language information retrieval. The Lycos search engine was an early product of the Informedia Digital Library Project. The project is led by Howard Wactlar. Researchers on the project have included: Michael Mauldin, Alex Hauptmann, Michael Christel, Michael Witbrock, Raj Reddy, Takeo Kanade and Scott Stevens.

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  Mobile content management system

  A mobile content management system (MCMs) is a type of content management system (CMS) capable of storing and delivering content and services to mobile devices, such as mobile phones, smart phones, and PDAs. Mobile content management systems may be discrete systems, or may exist as features, modules or add-ons of larger content management systems capable of multi-channel content delivery. Mobile content delivery has unique, specific constraints including widely variable device capacities, small screen size, limitations on wireless bandwidth, sometimes small storage capacity, and (for some devices) comparatively weak device processors. Demand for mobile content management increased as mobile devices became increasingly ubiquitous and sophisticated. MCMS technology initially focused on the business to consumer (B2C) mobile market place with ringtones, games, text-messaging, news, and other related content. Since, mobile content management systems have also taken root in business-to-business (B2B) and business-to-employee (B2E) situations, allowing companies to provide more timely information and functionality to business partners and mobile workforces in an increasingly efficient manner. A 2008 estimate put global revenue for mobile content management at US$8 billion. == Key features == === Multi-channel content delivery === Multi-channel content delivery capabilities allow users not to manage a central content repository while simultaneously delivering that content to mobile devices such as mobile phones, smartphones, tablets and other mobile devices. Content can be stored in a raw format (such as Microsoft Word, Excel, PowerPoint, PDF, Text, HTML etc.) to which device-specific presentation styles can be applied. === Content access control === Access control includes authorization, authentication, access approval to each content. In many cases the access control also includes download control, wipe-out for specific user, time specific access. For the authentication, MCM shall have basic authentication which has user ID and password. For higher security many MCM supports IP authentication and mobile device authentication. === Specialized templating system === While traditional web content management systems handle templates for only a handful of web browsers, mobile CMS templates must be adapted to the very wide range of target devices with different capacities and limitations. There are two approaches to adapting templates: multi-client and multi-site. The multi-client approach makes it possible to see all versions of a site at the same domain (e.g. sitename.com), and templates are presented based on the device client used for viewing. The multi-site approach displays the mobile site on a targeted sub-domain (e.g. mobile.sitename.com). === Location-based content delivery === Location-based content delivery provides targeted content, such as information, advertisements, maps, directions, and news, to mobile devices based on current physical location. Currently, GPS (global positioning system) navigation systems offer the most popular location-based services. Navigation systems are specialized systems, but incorporating mobile phone functionality makes greater exploitation of location-aware content delivery possible.

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  Write or Die

  Write or Die is an online web application designed to combat writer's block by letting users of the application punish themselves if they slow down or stop typing in the application's window. How severe the punishments are depends on the mode the user chooses, which ranges from "Gentle" to "Kamikaze". It was reviewed by publications PCWorld, the Los Angeles Times and The Guardian, and it was most notably used by writers Helen Oyeyemi and David Nicholls. The creator, Jeff Printy, explained that he wrote the application because he wants "to be published and make a living as a writer."

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  Enterprise information system

  An Enterprise Information System (EIS) is any kind of information system which improves the functions of enterprise business processes through integration. This means typically offering high quality service, dealing with large volumes of data and capable of supporting some large and possibly complex organization or enterprise. An EIS must be able to be used by all parts and all levels of an enterprise. The word enterprise can have various connotations. Frequently the term is used only to refer to very large organizations such as multi-national companies or public-sector organizations. However, the term may be used to mean virtually anything, by virtue of it having become a corporate-speak buzzword. == Purpose == Enterprise information systems provide a technology platform that enables organizations to integrate and coordinate their business processes on a robust foundation. An EIS is currently used in conjunction with customer relationship management and supply chain management to automate business processes. An enterprise information system provides a single system that is central to the organization that ensuring information can be shared across all functional levels and management hierarchies. An EIS can be used to increase business productivity and reduce service cycles, product development cycles and marketing life cycles. It may be used to amalgamate existing applications. Other outcomes include higher operational efficiency and cost savings. Financial value is not usually a direct outcome from the implementation of an enterprise information system. == Design stage == At the design stage the main characteristic of EIS efficiency evaluation is the probability of timely delivery of various messages such as command, service, etc. == Information systems == Enterprise systems create a standard data structure and are invaluable in eliminating the problem of information fragmentation caused by multiple information systems within an organization. An EIS differentiates itself from legacy systems in that it is self-transactional, self-helping and adaptable to general and specialist conditions. Unlike an enterprise information system, legacy systems are limited to department-wide communications. A typical enterprise information system would be housed in one or more data centers, would run enterprise software, and could include applications that typically cross organizational borders such as content management systems.

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  Terminology extraction

  Terminology extraction (also known as term extraction, glossary extraction, term recognition, or terminology mining) is a subtask of information extraction. The goal of terminology extraction is to automatically extract relevant terms from a given corpus. In the semantic web era, a growing number of communities and networked enterprises started to access and interoperate through the internet. Modeling these communities and their information needs is important for several web applications, like topic-driven web crawlers, web services, recommender systems, etc. The development of terminology extraction is also essential to the language industry. One of the first steps to model a knowledge domain is to collect a vocabulary of domain-relevant terms, constituting the linguistic surface manifestation of domain concepts. Several methods to automatically extract technical terms from domain-specific document warehouses have been described in the literature. Typically, approaches to automatic term extraction make use of linguistic processors (part of speech tagging, phrase chunking) to extract terminological candidates, i.e. syntactically plausible terminological noun phrases. Noun phrases include compounds (e.g. "credit card"), adjective noun phrases (e.g. "local tourist information office"), and prepositional noun phrases (e.g. "board of directors"). In English, the first two (compounds and adjective noun phrases) are the most frequent. Terminological entries are then filtered from the candidate list using statistical and machine learning methods. Once filtered, because of their low ambiguity and high specificity, these terms are particularly useful for conceptualizing a knowledge domain or for supporting the creation of a domain ontology or a terminology base. Furthermore, terminology extraction is a very useful starting point for semantic similarity, knowledge management, human translation and machine translation, etc. == Bilingual terminology extraction == The methods for terminology extraction can be applied to parallel corpora. Combined with e.g. co-occurrence statistics, candidates for term translations can be obtained. Bilingual terminology can be extracted also from comparable corpora (corpora containing texts within the same text type, domain but not translations of documents between each other).

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  Artificial intelligence in Brazilian industry

  In 2022, 16.9% (1,620) of the 9,586 Brazilian industrial companies with 100 or more employees used artificial intelligence in their operations Among the companies that used AI, the areas of administration (73.8%), product project development (65.9%), processes, services and marketing (65.1%) were those that used it the most, followed by the areas of production (56.4%) and logistics (48.4%). == Current scenario == === Adoption in Brazilian industrial sectors === In senior management, the majority (56%) of executives have a long-term vision for its use. The study also shows that IT, Innovation, and Marketing are the areas where AI use is most widespread, and that 43% of companies are developing or adapting the algorithms they use. The majority of large institutions that reported some type of AI use purchased these solutions from other companies (76%). Some factors for the adoption of artificial intelligence in companies include the establishment of an autonomous strategy by the company (87.0%), and the influence of suppliers and/or customers (63.0%) and the main difficulties in using technologies were high costs (80.8%), lack of qualified personnel in the company (54.6%) and excessive economic risks (49.5%). Three variables are considered the most relevant to explain the option to use AI: the implementation of a digital security policy, the size of companies with 250 or more employees and the characteristics of the company related to information and communication. When analyzing AI use by company size in Brazil, large companies have the highest proportion of AI use, mainly due to their investment capacity and technology experimentation. However, when comparing Brazil and Europe, indicators show an acceleration in AI use among large European companies, while in Brazil the situation remains stable. In 2023, 30% of large companies in the European bloc used some type of AI, a figure that rose to 41% in 2024, while in Brazil these proportions were 41% in 2023 and 38% in 2024. === Workforce === The challenge of upskilling begins with employees who are capable of understanding recent technological changes. Similarly, companies must create the environment and conditions for workforce development conducive to innovation, and universities must be prepared to provide knowledge aligned with the transition process, which in turn must be supported by public policies. The concern with training a specialized workforce in AI can be seen in the low number of graduates and PhDs in computer science and computer engineering in Brazil, compared to the number shown in other countries. As recorded in the document Recommendations for the Advancement of Artificial Intelligence in Brazil, 2019 data from the Coordination for the Improvement of Higher Education Personnel (CAPES) indicate that "the number of PhDs graduated annually in computing remained below 400 in 2016, and is not expected to have increased during the Covid-19 pandemic" (ABC, 2023). In the United States, by contrast, the number of PhDs graduated in these two areas has remained around 1,800 for the past 11 years, and during this period, the number of PhDs specializing in AI jumped from 10% to 19%. Based on data from the CNPq Lattes Platform (October 2019), it is possible to observe that the number of professionals in the AI field in Brazil is 4,429 specialists. This is still a small number compared to the 415,166 IT jobs in the country's business sector alone. === R&D, scientific production and integration with industry === China and the United States lead in the number of publications. These two countries are followed by the G7 members: India, Austria, South Korea, and Spain. Brazil appears in the next group, alongside the Netherlands, Russia, Indonesia, and Ireland. Regarding the promotion of research and technologies related to AI, public entities such as the Coordination for the Improvement of Higher Education Personnel (Capes) and the National Council for Scientific and Technological Development (CNPq) stood out as the main funders. Currently, different countries and territories have been promoting the development of Artificial Intelligence (AI). In the Brazilian case, one of the main initiatives is the creation of Engineering Research Centers/Applied Research Centers (CPE/CPA) in AI by the São Paulo Research Foundation (FAPESP), in collaboration with the Ministry of Science, Technology and Innovation (MCTI), the Ministry of Communications (MC) and the Brazilian Internet Steering Committee (CGI.br). In terms of the number of patents filed and the volume of investments, the leading nations in AI are the United States, China, France, Germany, the United Kingdom, Russia, India, Switzerland, Japan, South Korea, the Netherlands, Sweden, Finland, Ireland, Singapore, Canada, Israel, and Italy. Brazil appears among the top twenty countries in some rankings, mainly due to its good number of publications (approximately 10% of the number of articles published by the United States). The US is home to approximately 60% of the world's top AI researchers, followed by China (11%), Europe (10%), and Canada (6%). To change this scenario, in August 2024, the Brazilian government announced an investment of R$23 billion until 2028 in artificial intelligence, seeking to “transform the country into a global reference in innovation”. == Future challenges == The Organization for Economic Cooperation and Development (2020) report highlighted three factors that hinder the digital transformation journey and application of AI in Brazil: insufficient infrastructure, high costs due to the tax system, and financial limitations, such as limited access to financing. The costs of adopting technology, its incompatibility with the business, and the lack of training also represent obstacles that Brazilian industry must overcome. There are also inherent obstacles for companies. A McKinsey review emphasizes that once a company chooses one or more sectors to focus on, it must select specific applications. Buyers aren't interested in artificial intelligence simply because it's a breakthrough technology; they want AI to generate a good return on investment, whether by solving specific problems, saving money, or increasing sales. If an AI vendor tried to offer a horizontal solution, the value proposition might not be as compelling. Part of the solution to Brazil's technological backwardness involves building an ecosystem fueled by private institutions, universities, and governments.

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  Frameserver

  A frameserver is any program that acts as a media source in the process called frameserving, which transfers digital video data from one computer program to another without intermediate files. The program that receives the data – the frameclient – could be any type of video application. The process is controlled by the frameclient: the frameclient requests audio/video frames and the frameserver serves them. The client can request frames in any order, allowing it to pause or jump to an arbitrary frame, just as a media player does with a file on disk. The client is most commonly a media encoder, a non-linear editing system, or a media player. == Frameservers == AviSynth VirtualDub VapourSynth Debugmode FrameServer

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  List of information schools

  This list of information schools, sometimes abbreviated to iSchools, includes members of the iSchools organization. The iSchools organization reflects a consortium of over 130 information schools across the globe. == History == The first iSchools Caucus was formed in 1988 by Syracuse, Pittsburgh, and Drexel and was called the Gang of Three (sometimes gang of four with Rutgers). Syracuse renamed the School of Library Science as the School of Information Studies in 1974, and is considered as the first “iSchool” in history. The group was formally named "the iSchools Caucus" or more casually, the iCaucus. By 2003, the group expanded to include the Universities of Michigan, Washington, Illinois, UNC, Florida State, Indiana, and Texas, and was called the Gang of Ten. The current iSchools Caucus organization was formalized by 2005, with additions of UC Berkeley, UC Irvine, UCLA, Penn State, Georgia Tech, Maryland, Toronto, Carnegie Mellon and Singapore Management University. == iSchools organization == The iSchools promote an interdisciplinary approach to understanding the opportunities and challenges of information management, with a core commitment to concepts like universal access and user-centered organization of information. The field is concerned broadly with questions of design and preservation across information spaces, from digital and virtual spaces such as online communities, social networking, the World Wide Web, and databases to physical spaces such as libraries, museums, collections, and other repositories. "School of Information", "Department of Information Studies", or "Information Department" are often the names of the participating organizations. Degree programs at iSchools include course offerings in areas such as information architecture, design, policy, and economics; knowledge management, user experience design, and usability; preservation and conservation; librarianship and library administration; the sociology of information; and human-computer interaction and computer science. === Leadership === The executive committee of the iSchools is made up of the current chair (Ina Fourie, University of Pretoria, South Africa), past chair (Gillian Oliver, Monash University, Australia) and the chair elect (Javed Mostafa, University of Toronto Canada), plus representatives from the three regions (North America, Europe, and Asia-Pacific). The current executive director is Slava Sterzer. == Member institutions == Between 2010 and 2026, the organization expanded globally beyond North America, growing to 133 member schools as of March 2026. For an updated and complete list of member schools, please visit the member database of the iSchools. == iConferences == Members of the iSchools organize a regular academic conference, known as the iConference, hosted by a different member institution each year. September 2005: Pennsylvania State University October 2006: University of Michigan February 2008: University of California, Los Angeles February 2009: University of North Carolina February 2010: University of Illinois at Urbana-Champaign February 2011: University of Washington, Seattle February 2012: University of Toronto February 2013: University of North Texas March 2014: Humboldt-Universität zu Berlin March 2015: University of California, Irvine March 2016: Drexel University March 2017: Wuhan University March 2018: University of Sheffield and Northumbria University March 2019: University of Maryland March 2020: University of Borås (virtual only) March 2021: Renmin University of China (virtual only) February/March 2022: University of Texas at Austin, University College Dublin & Kyushu University (virtual only) March 2023: Universitat Oberta de Catalunya March 2024: Jilin University March 2025: Indiana University March/April 2026: Edinburgh Napier University 2027: Victoria University of Wellington == Other schools of information == Other information schools and programs include: Documentation Research and Training Centre, Indian Statistical Institute, Bangalore San Jose State University, School of Information University of Southern California Library Science Degree Ankara University, Department of Information and Records Management, Ankara/Turkey Marmara University, Department of Information and Records Management, Istanbul/Turkey University of Kelaniya, Department of Library and Information Science, Kelaniya/Sri Lanka University of Colombo, National Institute of Library and Information Science (NILIS), Colombo/Sri Lanka Chicago State University, Department of Information Studies

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  Algorithm characterizations

  Algorithm characterizations are attempts to formalize the word algorithm. Algorithm does not have a generally accepted formal definition. Researchers are actively working on this problem. This article will present some of the "characterizations" of the notion of "algorithm" in more detail. == The problem of definition == Over the last 200 years, the definition of the algorithm has become more complicated and detailed as researchers have tried to pin down the term. Indeed, there may be more than one type of "algorithm". But most agree that algorithm has something to do with defining generalized processes for the creation of "output" integers from other "input" integers – "input parameters" arbitrary and infinite in extent, or limited in extent but still variable—by the manipulation of distinguishable symbols (counting numbers) with finite collections of rules that a person can perform with paper and pencil. The most common number-manipulation schemes—both in formal mathematics and in routine life—are: (1) the recursive functions calculated by a person with paper and pencil, and (2) the Turing machine or its Turing equivalents—the primitive register-machine or "counter-machine" model, the random-access machine model (RAM), the random-access stored-program machine model (RASP) and its functional equivalent "the computer". When we are doing "arithmetic" we are really calculating by the use of "recursive functions" in the shorthand algorithms we learned in grade school, for example, adding and subtracting. The proofs that every "recursive function" we can calculate by hand we can compute by machine and vice versa—note the usage of the words calculate versus compute—is remarkable. But this equivalence together with the thesis (unproven assertion) that this includes every calculation/computation indicates why so much emphasis has been placed upon the use of Turing-equivalent machines in the definition of specific algorithms, and why the definition of "algorithm" itself often refers back to "the Turing machine". This is discussed in more detail under Stephen Kleene's characterization. The following are summaries of the more famous characterizations (Kleene, Markov, Knuth) together with those that introduce novel elements—elements that further expand the definition or contribute to a more precise definition. [ A mathematical problem and its result can be considered as two points in a space, and the solution consists of a sequence of steps or a path linking them. Quality of the solution is a function of the path. There might be more than one attribute defined for the path, e.g. length, complexity of shape, an ease of generalizing, difficulty, and so on. ] == Chomsky hierarchy == There is more consensus on the "characterization" of the notion of "simple algorithm". All algorithms need to be specified in a formal language, and the "simplicity notion" arises from the simplicity of the language. The Chomsky (1956) hierarchy is a containment hierarchy of classes of formal grammars that generate formal languages. It is used for classifying of programming languages and abstract machines. From the Chomsky hierarchy perspective, if the algorithm can be specified on a simpler language (than unrestricted), it can be characterized by this kind of language, else it is a typical "unrestricted algorithm". Examples: a "general purpose" macro language, like M4 is unrestricted (Turing complete), but the C preprocessor macro language is not, so any algorithm expressed in C preprocessor is a "simple algorithm". See also Relationships between complexity classes. == Features of a good algorithm == The following are desirable features of a well-defined algorithm, as discussed in Scheider and Gersting (1995): Unambiguous Operations: an algorithm must have specific, outlined steps. The steps should be exact enough to precisely specify what to do at each step. Well-Ordered: The exact order of operations performed in an algorithm should be concretely defined. Feasibility: All steps of an algorithm should be possible (also known as effectively computable). Input: an algorithm should be able to accept a well-defined set of inputs. Output: an algorithm should produce some result as an output, so that its correctness can be reasoned about. Finiteness: an algorithm should terminate after a finite number of instructions. Properties of specific algorithms that may be desirable include space and time efficiency, generality (i.e. being able to handle many inputs), or determinism. == 1881 John Venn's negative reaction to W. Stanley Jevons's Logical Machine of 1870 == In early 1870 W. Stanley Jevons presented a "Logical Machine" (Jevons 1880:200) for analyzing a syllogism or other logical form e.g. an argument reduced to a Boolean equation. By means of what Couturat (1914) called a "sort of logical piano [,] ... the equalities which represent the premises ... are "played" on a keyboard like that of a typewriter. ... When all the premises have been "played", the panel shows only those constituents whose sum is equal to 1, that is, ... its logical whole. This mechanical method has the advantage over VENN's geometrical method..." (Couturat 1914:75). For his part John Venn, a logician contemporary to Jevons, was less than thrilled, opining that "it does not seem to me that any contrivances at present known or likely to be discovered really deserve the name of logical machines" (italics added, Venn 1881:120). But of historical use to the developing notion of "algorithm" is his explanation for his negative reaction with respect to a machine that "may subserve a really valuable purpose by enabling us to avoid otherwise inevitable labor": (1) "There is, first, the statement of our data in accurate logical language", (2) "Then secondly, we have to throw these statements into a form fit for the engine to work with – in this case the reduction of each proposition to its elementary denials", (3) "Thirdly, there is the combination or further treatment of our premises after such reduction," (4) "Finally, the results have to be interpreted or read off. This last generally gives rise to much opening for skill and sagacity." He concludes that "I cannot see that any machine can hope to help us except in the third of these steps; so that it seems very doubtful whether any thing of this sort really deserves the name of a logical engine."(Venn 1881:119–121). == 1943, 1952 Stephen Kleene's characterization == This section is longer and more detailed than the others because of its importance to the topic: Kleene was the first to propose that all calculations/computations—of every sort, the totality of—can equivalently be (i) calculated by use of five "primitive recursive operators" plus one special operator called the mu-operator, or be (ii) computed by the actions of a Turing machine or an equivalent model. Furthermore, he opined that either of these would stand as a definition of algorithm. A reader first confronting the words that follow may well be confused, so a brief explanation is in order. Calculation means done by hand, computation means done by Turing machine (or equivalent). (Sometimes an author slips and interchanges the words). A "function" can be thought of as an "input-output box" into which a person puts natural numbers called "arguments" or "parameters" (but only the counting numbers including 0—the nonnegative integers) and gets out a single nonnegative integer (conventionally called "the answer"). Think of the "function-box" as a little man either calculating by hand using "general recursion" or computing by Turing machine (or an equivalent machine). "Effectively calculable/computable" is more generic and means "calculable/computable by some procedure, method, technique ... whatever...". "General recursive" was Kleene's way of writing what today is called just "recursion"; however, "primitive recursion"—calculation by use of the five recursive operators—is a lesser form of recursion that lacks access to the sixth, additional, mu-operator that is needed only in rare instances. Thus most of life goes on requiring only the "primitive recursive functions." === 1943 "Thesis I", 1952 "Church's Thesis" === In 1943 Kleene proposed what has come to be known as Church's thesis: "Thesis I. Every effectively calculable function (effectively decidable predicate) is general recursive" (First stated by Kleene in 1943 (reprinted page 274 in Davis, ed. The Undecidable; appears also verbatim in Kleene (1952) p.300) In a nutshell: to calculate any function the only operations a person needs (technically, formally) are the 6 primitive operators of "general" recursion (nowadays called the operators of the mu recursive functions). Kleene's first statement of this was under the section title "12. Algorithmic theories". He would later amplify it in his text (1952) as follows: "Thesis I and its converse provide the exact definition of the notion of a calculation (decision) procedure or algorithm, for the

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