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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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Conceptualization (information science)

In information science, a conceptualization is an abstract simplified view of some selected parts of the world, containing the objects, concepts, and other entities that are presumed of interest for some particular purpose and the relationships between them. An explicit specification of a conceptualization is an ontology, and it may occur that a conceptualization can be realized by several distinct ontologies. An ontological commitment in describing ontological comparisons is taken to refer to that subset of elements of an ontology shared with all the others. "An ontology is language-dependent", its objects and interrelations described within the language it uses, while a conceptualization is always the same, more general, its concepts existing "independently of the language used to describe it". The relation between these terms is shown in the figure to the right. Not all workers in knowledge engineering use the term "conceptualization", but instead refer to the conceptualization itself, or to the ontological commitment of all its realizations, as an overarching ontology. == Purpose and implementation == As a higher level abstraction, a conceptualization facilitates the discussion and comparison of its various ontologies, facilitating knowledge sharing and reuse. Each ontology based upon the same overarching conceptualization maps the conceptualization into specific elements and their relationships. The question then arises as to how to describe the "conceptualization" in terms that can encompass multiple ontologies. This issue has been called the Tower of Babel problem, that is, how can persons used to one ontology talk with others using a different ontology? This problem is easily grasped, but a general resolution is not at hand. It can be a "bottom-up" or a "top-down" approach, or something in between. However, in more artificial situations, such as information systems, the idea of a "conceptualization" and the "ontological commitment" of various ontologies that realize the "conceptualization" is possible. The formation of a conceptualization and its ontologies involves these steps: specification of the conceptualization ontology concepts: every definition involves the definitions of other terms relationships between the concepts: this step maps conceptual relationships onto the ontology structure groups of concepts: this step may lead to the creation of sub-ontologies formal description of ontology commitments, for example, to make them computer readable An example of moving conception into a language leading to a variety of ontologies is the expression of a process in pseudocode (a strictly structured form of ordinary language) leading to implementation in several different formal computer languages like Lisp or Fortran. The pseudocode makes it easier to understand the instructions and compare implementations, but the formal languages make possible the compilation of the ideas as computer instructions. Another example is mathematics, where a very general formulation (the analog of a conceptualization) is illustrated with "applications" that are more specialized examples. For instance, aspects of a function space can be illustrated using a vector space or a topological space that introduce interpretations of the "elements" of the conceptualization and additional relationships between them but preserve the connections required in the function space.
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Webometrics

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

The International Philosophical Bibliography (IPB), also known in French as Répertoire bibliographique de la philosophie (RBP), is a bibliographic database covering publications on the history of philosophy and continental philosophy. The database comprises records of publications in over 30 languages. Annually, about 12,000 records are added. The indexes include, among other elements, over 84,000 names of authors, editors, translators, reviewers, and collaborators, as well as more than 3,000 commentaries on philosophical works, making it the world's most complete index in Philosophy. Since 1934, the IPB has been developed by the Higher Institute of Philosophy at the University of Louvain (UCLouvain), first in Leuven and since 1978 in Louvain-la-Neuve. The online version was launched by Peeters Publishers in 1997 and continues to be updated quarterly.
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Google Vids

Google Vids (not to be confused with Google Video) is an online timeline-based video editing application included as part of the Google Workspace suite. It is designed to help users create informational videos for work-related purposes. The app uses Google's Gemini technology to enable users to create video storyboards manually or with AI assistance using simple prompts. Features include uploading media, choosing stock videos, images, background music, and a voiceover feature with script generation using AI. The app is currently in testing with select Google Workspace Labs users. Like Kapwing and Capcut, Google Vids is primarily for creating work-related content like sales training, onboarding videos, vendor outreach, and project updates. It offers various styles and templates, collaborative features, and is not limited to videos without the short integration at the moment. Google Vids was announced on April 9, 2024. In September 2025, Google began to roll out a basic version of the application to Google Workspace users.
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Uncertain database

An uncertain database is a kind of database studied in database theory. The goal of uncertain databases is to manage information on which there is some uncertainty. Uncertain databases make it possible to explicitly represent and manage uncertainty on the data, usually in a succinct way. == Formal definition == At the basis of uncertain databases is the notion of possible world. Specifically, a possible world of an uncertain database is a (certain) database which is one of the possible realizations of the uncertain database. A given uncertain database typically has more than one, and potentially infinitely many, possible worlds. A formalism to represent uncertain databases then explains how to succinctly represent a set of possible worlds into one uncertain database. == Types of uncertain databases == Uncertain database models differ in how they represent and quantify these possible worlds: Incomplete databases are a compact representation of the set of possible worlds – the use of NULL in SQL, arguably the most commonplace instantiation of uncertain databases, is an example of incomplete database model. Probabilistic databases are a compact representation of a probability distribution over the set of possible worlds. Fuzzy databases are a compact representation of a fuzzy set of the possible worlds. Though mostly studied in the relational setting, uncertain database models can also be defined in other relational models such as graph databases or XML databases. === Incomplete database === The most common database model is the relational model. Multiple incomplete database models have been defined over the relational model, that form extensions to the relational algebra. These have been called Imieliński–Lipski algebras: Relations with NULL values, also called Codd tables c-tables v-tables === Example === The following table is a relation of an incomplete database, described in the formalism of NULL values: There are infinitely many possible worlds for this incomplete database, obtained by replacing the "NULL" values with concrete values. For instance, the following relation is a possible world:
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Information and media literacy

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

Organizational Information Theory (OIT) is a communication theory, developed by Karl Weick, offering systemic insight into the processing and exchange of information within organizations and among its members. Unlike the past structure-centered theory, OIT focuses on the process of organizing in dynamic, information-rich environments. Given that, it contends that the main activity of organizations is the process of making sense of equivocal information. Organizational members are instrumental to reduce equivocality and achieve sensemaking through some strategies — enactment, selection, and retention of information. With a framework that is interdisciplinary in nature, organizational information theory's desire to eliminate both ambiguity and complexity from workplace messaging builds upon earlier findings from general systems theory and phenomenology. == Inspiration and influence of pre-existing theories == 1. General Systems Theory The General Systems Theory, on its most basic premise, describes the phenomenon of a cohesive group of interrelated parts. When one part of the system is changed or affected, it will affect the system as a whole. Weick uses this theoretical framework from 1950 to influence his organizational information theory. Likewise, organizations can be viewed as a system of related parts that work together towards a common goal or vision. Applying this to Weick's organizational information theory, organizations must work to reduce ambiguity and complexity in the workplace to maximize cohesiveness and efficiency. Weick uses the term, coupling, to describe how organizations, like a system, can be composed of interrelated and dependent parts. Coupling looks at the relationship between people and work. There are two types of coupling: 1. Loose coupling Loose coupling describes that while people within the organization or system are connected and often work together, they do not depend on one another to continue or fully complete individual work. The dependencies are weak and workflow is flexible. For example, "if the whole Science department completely shuts down because all of teachers are sick or for whatsoever reason, the school can still continue to operate because other departments are still present." 2. Tight coupling Tight coupling describes when connections within an organization are strong and dependent. If one part of the organization is not operating correctly, the organization as a whole cannot continue to their fullest potential. " For instance, the format and ink section completely shuts down hence the succeeding steps cannot be continued, so the whole process of the organization will be dropped. Thus, components of a system are directly dependent on one another." 2. Theory of evolution The theory of evolution, by Charles Darwin, is a framework for survival of the fittest. According to Darwin, organisms attempt to adapt and live in an unforgiving environment. Those that are unsuccessful in adaptation do not survive, while the strong organisms continue to thrive and reproduce. Weick invokes inspiration from Darwin, to incorporate a biological perspective to his theory. It is natural for organizations to have to adapt to incoming information that often interfere with the preexisting environment. Organizations that are able to plan and alter strategies in accordance with their constant need of organizing and sense making, will survive and be the most successful. However, there is a notable difference between animal evolution and survival of the fittest in organizations, "A given animal is what it is; variation comes through mutation. But the nature of an organization can change when its members alter their behavior." == Assumptions == 1. Human organizations exist in an information environment Unlike senders and receivers models, OIT stands on the situational perspective. Karl Weick views a human organization as an open social system. People in that system develop a mechanism to establish goals, obtain and process information, or perceive the environment. In this process, people and the environment come to conclusions on "what's going on here?". Colville believes that this attributional process is retrospective. Take an education institution as an example. A university can obtain information regarding students' needs in numerous ways. It might create feedback section in its website. It could organize alumni panels or academic affairs to attract prospective students and collect concrete questions they are interested in. It may also conduct the survey or host focus group to get the information. After that, the staff of the university have to decide how to deal with these information, based on which, it has to set and accomplish its goals for current and prospective students. 2. The information an organization receives differs in terms of equivocality Weick posits that numerous feasible interpretations of reality exist when organizations process information. Their varying levels of understandability lead to different outcomes of information inputs. In other academic works, scholars tend to say that messages are uncertain or ambiguous. While according to OIT, messages are described to be equivocal. believes that people proactively exclude a number of possibilities to perceive what is going on in the environment. Due to OIT's situational perspective, the meanings of messages consist of the messages, the interpretations of receivers, and the interactional context. However, ambiguity and uncertainty can mean that a standard answer - the only one true objective interpretation - exists. Also, Weick emphasizes that "the equivocality is the engine that motivates people to organize". Maitlis and Christianson states that the equivocality trigger sensemaking for three reasons: environment jolts and organizational crises, threats to identity, and planned change interventions. 3. Human organizations engage in information processing to reduce equivocality of information Based upon the first two assumption, OIT proposes that information processing within organizations is a social activity. Sharing is the key feature of organizational information processing. In that particular context, members jointly make sense the reality by reducing equivocality. It other words, the sensemaking is a joint responsibility which includes numerous interdependent people to accomplish. In this process, organizations and its members combine actions and attributions together in order to find the balance between the complexity of thoughts and the simplicity of actions. Weick also proposes that people create their own environment though enactment, which is the action of making sense. This is because people have different perceptual schemas and selective perception, so people create different information environments. In creating different information environments, people can arrive at the same or close to the same understanding or solution through different thought processes and overall understanding. == Key concepts == === The organization === In order to place Weick's vision regarding Organizational Information Theory into proper working context, exploring his view regarding what constitutes the organization and how its individuals embody that construct might yield significant insights. From a fundamental standpoint, he shared a belief that organizational validation is derived---not through bricks and mortar, or locale—but from a series of events which enable entities to "collect, manage and use the information they receive." In elaborating further on what constitutes an organization during early writings outlining OIT, Weick said, "The word organization is a noun and it is also a myth. if one looks for an organization, one will not find it. What will be found is that there are events linked together, that transpire within concrete walls and these sequences, their pathways, their timing, are the forms we erroneously make into substances when we talk about an organization". When viewed in this modular fashion, the organization meets Weick's theoretical vision by encompassing parameters that are less bound by concrete, wood, and structural restraints and more by an ability to serve as a repository where information can be consistently and effectively channeled. Taking these defining characteristics into account, proper channel execution relies on maximization of messaging clarity, context, delivery and evolution through any system. One example as to how these interactions might unfold on a more granular level within these confines can be gleaned through Weick's double interact loop, which he considers the "building blocks of every organization". Simply put, double interacts describe interpersonal exchanges that, inherently, occur across the organizational chain of command and in life, itself. Thus: "An act occurs when you say something (Can I have a Popsicle?). An interact occurs when you say something and I respond ("No, it will spoil your dinner
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Kinematic chain

In mechanical engineering, a kinematic chain is an assembly of rigid bodies connected by joints to provide constrained motion that is the mathematical model for a mechanical system. As the word chain suggests, the rigid bodies, or links, are constrained by their connections to other links. An example is the simple open chain formed by links connected in series, like the usual chain, which is the kinematic model for a typical robot manipulator. Mathematical models of the connections, or joints, between two links are termed kinematic pairs. Kinematic pairs model the hinged and sliding joints fundamental to robotics, often called lower pairs and the surface contact joints critical to cams and gearing, called higher pairs. These joints are generally modeled as holonomic constraints. A kinematic diagram is a schematic of the mechanical system that shows the kinematic chain. The modern use of kinematic chains includes analysis of Linkages (mechanical), compliance that arises from flexure joints in precision mechanisms, link compliance in compliant mechanisms and micro-electro-mechanical systems, and cable compliance in cable robotic and tensegrity systems. == Mobility formula == The degrees of freedom, or mobility, of a kinematic chain is the number of parameters that define the configuration of the chain. A system of n rigid bodies moving in space has 6n degrees of freedom measured relative to a fixed frame. This frame is included in the count of bodies, so that mobility does not depend on link that forms the fixed frame. This means the degree-of-freedom of this system is M = 6(N − 1), where N = n + 1 is the number of moving bodies plus the fixed body. Joints that connect bodies impose constraints. Specifically, hinges and sliders each impose five constraints and therefore remove five degrees of freedom. It is convenient to define the number of constraints c that a joint imposes in terms of the joint's freedom f, where c = 6 − f. In the case of a hinge or slider, which are one-degree-of-freedom joints, have f = 1 and therefore c = 6 − 1 = 5. The result in general where d {\displaystyle d} is the degrees of freedom for the mobility of a kinematic chain formed from n moving links and j joints each with freedom fi, i = 1, 2, …, j, is given by M = d n − ∑ i = 1 j ( d − f i ) = d ( N − 1 − j ) + ∑ i = 1 j f i {\displaystyle M=dn-\sum _{i=1}^{j}(d-f_{i})=d(N-1-j)+\sum _{i=1}^{j}f_{i}} Where N is the total number of links and includes the fixed link. Spacial linkages used d = 6 {\displaystyle d=6} and planar linkages use d = 3 {\displaystyle d=3} . This result is known as the Chebychev–Grübler–Kutzbach criterion. == Analysis of kinematic chains == The constraint equations of a kinematic chain couple the range of movement allowed at each joint to the dimensions of the links in the chain, and form algebraic equations that are solved to determine the configuration of the chain associated with specific values of input parameters, called degrees of freedom. The constraint equations for a kinematic chain are obtained using rigid transformations [Z] to characterize the relative movement allowed at each joint and separate rigid transformations [X] to define the dimensions of each link. In the case of a serial open chain, the result is a sequence of rigid transformations alternating joint and link transformations from the base of the chain to its end link, which is equated to the specified position for the end link. A chain of n links connected in series has the kinematic equations, [ T ] = [ Z 1 ] [ X 1 ] [ Z 2 ] [ X 2 ] ⋯ [ X n − 1 ] [ Z n ] , {\displaystyle [T]=[Z_{1}][X_{1}][Z_{2}][X_{2}]\cdots [X_{n-1}][Z_{n}],\!} where [T] is the transformation locating the end-link—notice that the chain includes a "zeroth" link consisting of the ground frame to which it is attached. These equations are called the forward kinematics equations of the serial chain. Kinematic chains of a wide range of complexity are analyzed by equating the kinematics equations of serial chains that form loops within the kinematic chain. These equations are often called loop equations. The complexity (in terms of calculating the forward and inverse kinematics) of the chain is determined by the following factors: Its topology: a serial chain, a parallel manipulator, a tree structure, or a graph. Its geometrical form: how are neighbouring joints spatially connected to each other? Explanation Two or more rigid bodies in space are collectively called a rigid body system. We can hinder the motion of these independent rigid bodies with kinematic constraints. Kinematic constraints are constraints between rigid bodies that result in the decrease of the degrees of freedom of rigid body system. == Synthesis of kinematic chains == The constraint equations of a kinematic chain can be used in reverse to determine the dimensions of the links from a specification of the desired movement of the system. This is termed kinematic synthesis. Perhaps the most developed formulation of kinematic synthesis is for four-bar linkages, which is known as Burmester theory. Ferdinand Freudenstein is often called the father of modern kinematics for his contributions to the kinematic synthesis of linkages beginning in the 1950s. His use of the newly developed computer to solve Freudenstein's equation became the prototype of computer-aided design systems. This work has been generalized to the synthesis of spherical and spatial mechanisms.
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Secure Electronic Delivery

Secure Electronic Delivery (SED) is a service created in 2003 and provided by the British Library Document Supply Service (BLDSS). Its purpose is to enable faster delivery of digital materials as encrypted, copyright-compliant PDF Documents, to a personal e-mail address. These documents are supplied from the British Library via its On Demand service. When the British Library supplies articles electronically, it sends them securely in order to ensure its usage is permitted (research purposes) and copyright law is observed. == Methods == As the publishing industry, authors and creators become highly protective of their assets and intellectual property, they impose strict rules on delivery methods to prevent copyright infringement. Nowadays, DRM-enabled secure delivery appears to be the most widely used solution to address issues faced by libraries in supplying ebooks and digital materials to their users. SED, one of these solutions, is using Adobe LiveCycle Digital Rights Management (LCDRM) as an encryption method to deliver documents. == Advantages == SED offers convenience, quality and speed as documents are delivered upon request at any location and on any device. Requested articles are scanned for high quality reproduction, opened anywhere on any machine, including mobile devices. == Restrictions == The following are restrictions hold in a SED service implementation: The digital material is accessible only for 14 days via a link sent to a personal message. Due to copyright reasons, the material can be opened only once, saved for 14 days and does not allow a copy-paste action. Upon display, the material must be printed from the same device and reprinted only once. The On Demand encryption technology works best on the default Safari browser although other browsers may accommodate it.
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Online analytical processing

In computing, online analytical processing (OLAP) (), is an approach to quickly answer multi-dimensional analytical (MDA) queries. The term OLAP was created as a slight modification of the traditional database term online transaction processing (OLTP). OLAP is part of the broader category of business intelligence, which also encompasses relational databases, report writing and data mining. Typical applications of OLAP include business reporting for sales, marketing, management reporting, business process management (BPM), budgeting and forecasting, financial reporting and similar areas, with new applications emerging, such as agriculture. OLAP tools enable users to analyse multidimensional data interactively from multiple perspectives. OLAP consists of three basic analytical operations: consolidation (roll-up), drill-down, and slicing and dicing. Consolidation involves the aggregation of data that can be accumulated and computed in one or more dimensions. For example, all sales offices are rolled up to the sales department or sales division to anticipate sales trends. By contrast, the drill-down is a technique that allows users to navigate through the details. For instance, users can view the sales by individual products that make up a region's sales. Slicing and dicing is a feature whereby users can take out (slicing) a specific set of data of the OLAP cube and view (dicing) the slices from different viewpoints. These viewpoints are sometimes called dimensions (such as looking at the same sales by salesperson, or by date, or by customer, or by product, or by region, etc.). Databases configured for OLAP use a multidimensional data model, allowing for complex analytical and ad hoc queries with a rapid execution time. They borrow aspects of navigational databases, hierarchical databases and relational databases. OLAP is typically contrasted to OLTP (online transaction processing), which is generally characterized by much less complex queries, in a larger volume, to process transactions rather than for the purpose of business intelligence or reporting. Whereas OLAP systems are mostly optimized for read, OLTP has to process all kinds of queries (read, insert, update and delete). == Overview of OLAP systems == At the core of any OLAP system is an OLAP cube (also called a 'multidimensional cube' or a hypercube). It consists of numeric facts called measures that are categorized by dimensions. The measures are placed at the intersections of the hypercube, which is spanned by the dimensions as a vector space. The usual interface to manipulate an OLAP cube is a matrix interface, like Pivot tables in a spreadsheet program, which performs projection operations along the dimensions, such as aggregation or averaging. The cube metadata is typically created from a star schema or snowflake schema or fact constellation of tables in a relational database. Measures are derived from the records in the fact table and dimensions are derived from the dimension tables. Each measure can be thought of as having a set of labels, or meta-data associated with it. A dimension is what describes these labels; it provides information about the measure. A simple example would be a cube that contains a store's sales as a measure, and Date/Time as a dimension. Each Sale has a Date/Time label that describes more about that sale. For example: Sales Fact Table +-------------+----------+ | sale_amount | time_id | +-------------+----------+ Time Dimension | 930.10| 1234 |----+ +---------+-------------------+ +-------------+----------+ | | time_id | timestamp | | +---------+-------------------+ +---->| 1234 | 20080902 12:35:43 | +---------+-------------------+ === Multidimensional databases === Multidimensional structure is defined as "a variation of the relational model that uses multidimensional structures to organize data and express the relationships between data". The structure is broken into cubes and the cubes are able to store and access data within the confines of each cube. "Each cell within a multidimensional structure contains aggregated data related to elements along each of its dimensions". Even when data is manipulated it remains easy to access and continues to constitute a compact database format. The data still remains interrelated. Multidimensional structure is quite popular for analytical databases that use online analytical processing (OLAP) applications. Analytical databases use these databases because of their ability to deliver answers to complex business queries swiftly. Data can be viewed from different angles, which gives a broader perspective of a problem unlike other models. === Aggregations === It has been claimed that for complex queries OLAP cubes can produce an answer in around 0.1% of the time required for the same query on OLTP relational data. The most important mechanism in OLAP which allows it to achieve such performance is the use of aggregations. Aggregations are built from the fact table by changing the granularity on specific dimensions and aggregating up data along these dimensions, using an aggregate function (or aggregation function). The number of possible aggregations is determined by every possible combination of dimension granularities. The combination of all possible aggregations and the base data contains the answers to every query which can be answered from the data. Because usually there are many aggregations that can be calculated, often only a predetermined number are fully calculated; the remainder are solved on demand. The problem of deciding which aggregations (views) to calculate is known as the view selection problem. View selection can be constrained by the total size of the selected set of aggregations, the time to update them from changes in the base data, or both. The objective of view selection is typically to minimize the average time to answer OLAP queries, although some studies also minimize the update time. View selection is NP-complete. Many approaches to the problem have been explored, including greedy algorithms, randomized search, genetic algorithms and A search algorithm. Some aggregation functions can be computed for the entire OLAP cube by precomputing values for each cell, and then computing the aggregation for a roll-up of cells by aggregating these aggregates, applying a divide and conquer algorithm to the multidimensional problem to compute them efficiently. For example, the overall sum of a roll-up is just the sum of the sub-sums in each cell. Functions that can be decomposed in this way are called decomposable aggregation functions, and include COUNT, MAX, MIN, and SUM, which can be computed for each cell and then directly aggregated; these are known as self-decomposable aggregation functions. In other cases, the aggregate function can be computed by computing auxiliary numbers for cells, aggregating these auxiliary numbers, and finally computing the overall number at the end; examples include AVERAGE (tracking sum and count, dividing at the end) and RANGE (tracking max and min, subtracting at the end). In other cases, the aggregate function cannot be computed without analyzing the entire set at once, though in some cases approximations can be computed; examples include DISTINCT COUNT, MEDIAN, and MODE; for example, the median of a set is not the median of medians of subsets. These latter are difficult to implement efficiently in OLAP, as they require computing the aggregate function on the base data, either computing them online (slow) or precomputing them for possible rollouts (large space). == Types == OLAP systems have been traditionally categorized using the following taxonomy. === Multidimensional OLAP (MOLAP) === MOLAP (multi-dimensional online analytical processing) is the classic form of OLAP and is sometimes referred to as just OLAP. MOLAP stores this data in an optimized multi-dimensional array storage, rather than in a relational database. Some MOLAP tools require the pre-computation and storage of derived data, such as consolidations – the operation known as processing. Such MOLAP tools generally utilize a pre-calculated data set referred to as a data cube. The data cube contains all the possible answers to a given range of questions. As a result, they have a very fast response to queries. On the other hand, updating can take a long time depending on the degree of pre-computation. Pre-computation can also lead to what is known as data explosion. Other MOLAP tools, particularly those that implement the functional database model do not pre-compute derived data but make all calculations on demand other than those that were previously requested and stored in a cache. Advantages of MOLAP Fast query performance due to optimized storage, multidimensional indexing and caching. Smaller on-disk size of data compared to data stored in relational database due to compression techniques. Automated computation of higher-level aggregates of the data. It is very compact for low dimension data se
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Information professional

The term information professional or information specialist refers to professionals responsible for the collection, documentation, organization, storage, preservation, retrieval, and dissemination of printed and digital information. The service delivered to the client is known as an information service. The term "information professional" is a versatile one, used to describe similar and sometimes overlapping professions, such as librarians, archivists, information managers, information systems specialists, information scientists, records managers, and information consultants. However, terminology differs among sources and organisations. Information professionals are employed in a variety of private, public, and academic institutions, as well as independently. == Skills == Since the term information professional is broad, the skills required for this profession are also varied. A Gartner report in 2011 pointed out that "Professional roles focused on information management will be different to that of established IT roles. An 'information professional' will not be one type of role or skill set, but will in fact have a number of specializations". Thus, an information professional can possess a variety of different skills, depending on the sector in which the person is employed. Some essential cross-sector skills are: IT skills, such as word-processing and spreadsheets, digitisation skills, and conducting Internet searches, together with skills loan systems, databases, content management systems, and specially designed programmes and packages. Customer service. An information professional should have the ability to address the information needs of customers. Language proficiency. This is essential in order to manage the information at hand and deal with customer needs. Soft skills. These include skills such as negotiating, conflict resolution, and time management. Management training. An information professional should be familiar with notions such as strategic planning and project management. Moreover, an information professional should be skilled in planning and using relevant systems, in capturing and securing information, and in accessing it to deliver service whenever the information is required. == Associations == Most countries have a professional association who oversee the professional and academic standards of librarians and other information professionals. There are also international associations related to LIS (library and information science), the most prominent of which is the International Federation of Library Associations and Institutions (IFLA). In many countries, LIS courses are accredited by the relevant professional association, as the American Library Association (ALA) in the USA, the Chartered Institute of Library and Information Professionals (CILIP) in the UK, and the Australian Library and Information Association (ALIA) in Australia. == Qualifications == Educational institutions around the world offer academic degrees, or degrees on related subjects such as Archival Studies, Information Systems, Information Management, and Records Management. Some of the institutions offering information science education refer to themselves as an iSchool, such as the CiSAP (Consortium of iSchools Asia Pacific, founded 2006) in Asia and the iSchool Caucus in the USA. There are also online e-learning resources, some of which offer certification for information professionals. === Africa === Information development in Africa started later than in other continents, mainly due to a lack of internet access, expertise and resources to manage digital infrastructure, and "opportunities for capacity development and knowledge-sharing". Nowadays, academic degrees in information studies are available at many universities of African countries, such as the University of Pretoria (South Africa), University of Nairobi (Kenya), Makerere University (Uganda), University of Botswana (Botswana), and University of Nigeria (Nigeria). === Asia === LIS-related studies are available in more than 30 Asian countries. Some examples listed by iSchools Inc. are the University of Hong Kong, University of Tsukuba, Japan, Yonsei University, South Korea, National Taiwan University and Wuhan University, China. Centre of Library and Information Management Science (CLIMS) at Tata Institute of Social Science in Mumbai, India. In Southeast Asia, the Congress of Southeast Asian Librarians (CONSAL) connects librarians and libraries in more than 10 countries with resources, networking opportunities, and support for growing library systems. === Australasia === The Australian Library and Information Association (ALIA) as of 2021 lists six schools offering undergraduate and postgraduate accredited university courses for "Librarian and Information Specialists" on their website. In New Zealand, the Open Polytechnic of New Zealand and the Victoria University of Wellington offer undergraduate and postgraduate degree courses for information professionals. === Europe === The majority of European countries have universities, colleges, or schools which offer bachelor's degrees in LIS studies. Over 40 universities offer master's degrees in LIS-related fields, and many institutions, such as the Swedish School of Library and Information Science at the University of Borås (Sweden), the University of Barcelona (Spain), Loughborough University (UK), and Aberystwyth University (Wales, UK) also offer PhD degrees. === North America === Information studies and degrees are available at numerous academic institutions throughout the U.S. and Canada. U.S. professional associations, together with their European counterparts, have undertaken many educational initiatives and pioneered many advances in the field of Information studies, such as increased interdisciplinarity and more effective delivery of distance learning. The Association for Intelligent Information Management, based in Silver Spring, Maryland, offers a qualification called Certified Information Professional (CIP), earned upon passing an examination, with certification remaining valid for three years. === South America === There are many schools and colleges in Latin America, which offer courses in Library Science, Archival Studies, and Information Studies, however these subjects are taught completely separately.
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Zesta

Zesta is an online food ordering and delivery platform operating across the African region. Formerly known as Square Eats, the company rebranded to Zesta in 2025. Zesta connects customers with restaurants and stores, offering delivery services for food, groceries, parcel delivery and other essentials. == History == Zesta was originally founded as Square Eats in 2020 by twin brothers Henry Newman and Randall Newman when they were 21 years old. It was launched in Gaborone, Botswana, and quickly gained traction as a leading food delivery service in the country. The company halted operations and took a strategic decision to reinvent the business in 2022. In 2025, the company announced its rebranding to Zesta, highlighting its commitment to evolving beyond food delivery to become a super app. === COVID-19 initiative === During the COVID-19 pandemic, Zesta (then Square Eats) implemented measures to ensure safety and hygiene, including providing free gloves and hand sanitizer to drivers and introducing contactless delivery options. These efforts positioned the platform as a trusted service during the pandemic. == Service == Zesta facilitates delivery from a wide range of merchant partners via a smartphone app, available on iOS and Android platforms, or through its website. Customers can browse their favorite restaurants, place orders, and have meals delivered to their doorstep efficiently.
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Recording format

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

Artificial empathy or computational empathy is the development of AI systems—such as companion robots or virtual agents—that can detect emotions and respond to them in an empathic way. Although such technology can be perceived as scary or threatening, it could also have a significant advantage over humans for roles in which emotional expression can be important, such as in the health care sector. An October 2025 review and meta-analysis in the British Medical Bulletin found that AI chatbots were rated as showing more empathy than human healthcare professionals in 13 of 15 studies that compared them. Care-givers who perform emotional labor above and beyond the requirements of paid labor can experience chronic stress or burnout, and can become desensitized to patients. Artificial empathy could also help the socialization of care-givers, or serve as role model for emotional detachment. A broader definition of artificial empathy is "the ability of nonhuman models to predict a person's internal state (e.g., cognitive, affective, physical) given the signals (s)he emits (e.g., facial expression, voice, gesture) or to predict a person's reaction (including, but not limited to internal states) when he or she is exposed to a given set of stimuli (e.g., facial expression, voice, gesture, graphics, music, etc.)". A 2025 study reported that some multimodal large language models can recognize basic facial expressions with human-level accuracy on a commonly used research dataset of posed facial expressions. == Areas of research == There are a variety of philosophical, theoretical, and applicative questions related to artificial empathy. For example: Which conditions would have to be met for a robot to respond competently to a human emotion? What models of empathy can or should be applied to Social and Assistive Robotics? Must the interaction of humans with robots imitate affective interaction between humans? Can a robot help science learn about affective development of humans? Would robots create unforeseen categories of inauthentic relations? What relations with robots can be considered authentic? How can we assess artificial empathy in AI systems? == Examples of artificial empathy research and practice == People often communicate and make decisions based on inferences about each other's internal states (e.g., emotional, cognitive, and physical states) that are in turn based on signals emitted by the person such as facial expression, body gesture, voice, and words. Broadly speaking, artificial empathy focuses on developing non-human models that achieve similar objectives using similar data. === Streams of artificial empathy research === Artificial empathy has been applied in various research disciplines, including artificial intelligence and business. Two main streams of research in this domain are: the use of nonhuman models to predict a person's internal state (e.g., cognitive, affective, physical) given the signals he or she emits (e.g., facial expression, voice, gesture) the use of nonhuman models to predict a person's reaction when he or she is exposed to a given set of stimuli (e.g., facial expression, voice, gesture, graphics, music, etc.). Research on affective computing, such as emotional speech recognition and facial expression detection, falls within the first stream of artificial empathy. Contexts that have been studied include oral interviews, call centers, human-computer interaction, sales pitches, and financial reporting. The second stream of artificial empathy has been researched more in marketing contexts, such as advertising, branding, customer reviews, in-store recommendation systems, movies, and online dating. === Artificial empathy applications in practice === With the increasing volume of visual, audio, and text data in commerce, many business applications for artificial empathy have followed. For example, Affectiva analyses viewers' facial expressions from video recordings while they are watching video advertisements in order to optimize the content design of video ads. Software like HireVue, BarRaiser, a hiring intelligence firm, helps firms make recruitment decisions by analyzing audio and video information from candidates' video interviews. Lapetus Solutions develops a model to estimate an individual's longevity, health status, and disease susceptibility from a face photo. Their technology has been applied in the insurance industry. == Artificial empathy and human services == Although artificial intelligence cannot yet replace social workers themselves, the technology has been deployed in that field. Florida State University published a study about Artificial Intelligence being used in the human services field. The research used computer algorithms to analyze health records for combinations of risk factors that could predict a future suicide attempt. The article reports, "machine learning—a future frontier for artificial intelligence—can predict with 80% to 90% accuracy whether someone will attempt suicide as far off as two years into the future. The algorithms become even more accurate as a person's suicide attempt gets closer. For example, the accuracy climbs to 92% one week before a suicide attempt when artificial intelligence focuses on general hospital patients". Such algorithmic machines can help social workers. Social work operates on a cycle of engagement, assessment, intervention, and evaluation with clients. Earlier assessment for risk of suicide can lead to earlier interventions and prevention, therefore saving lives. The system would learn, analyze, and detect risk factors, alerting the clinician of a patient's suicide risk score (analogous to a patient's cardiovascular risk score). Then, social workers could step in for further assessment and preventive intervention.
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