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Picture Prowler was an early piece of photo management software developed around and meant to show off Xing Technology's JPEG image decompression library during the early 1990s. Little known today, it featured thumbnail based picture management, printing, etc. The primary developer was Ray Bunnage from compression / decompression libraries developed by Howard Gordon and Chris Eddy.
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Query rewriting is a typically automatic transformation that takes a set of database tables, views, and/or queries, usually indices, often gathered data and query statistics, and other metadata, and yields a set of different queries, which produce the same results but execute with better performance (for example, faster, or with lower memory use). Query rewriting can be based on relational algebra or an extension thereof (e.g. multiset relational algebra with sorting, aggregation and three-valued predicates i.e. NULLs as in the case of SQL). The equivalence rules of relational algebra are exploited, in other words, different query structures and orderings can be mathematically proven to yield the same result. For example, filtering on fields A and B, or cross joining R and S can be done in any order, but there can be a performance difference. Multiple operations may be combined, and operation orders may be altered. The result of query rewriting may not be at the same abstraction level or application programming interface (API) as the original set of queries (though often is). For example, the input queries may be in relational algebra or SQL, and the rewritten queries may be closer to the physical representation of the data, e.g. array operations. Query rewriting can also involve materialization of views and other subqueries; operations that may or may not be available to the API user. The query rewriting transformation can be aided by creating indices from which the optimizer can choose (some database systems create their own indexes if deemed useful), mandating the use of specific indices, creating materialized and/or denormalized views, or helping a database system gather statistics on the data and query use, as the optimality depends on patterns in data and typical query usage. Query rewriting may be rule based or optimizer based. Some sources discuss query rewriting as a distinct step prior to optimization, operating at the level of the user accessible algebra API (e.g. SQL). There are other, largely unrelated concepts also named similarly, for example, query rewriting by search engines.
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In computer science, an in-place algorithm is an algorithm that operates directly on the input data structure without requiring extra space proportional to the input size. In other words, it modifies the input in place, without creating a separate copy of the data structure. An algorithm which is not in-place is sometimes called not-in-place or out-of-place. In-place can have slightly different meanings. In its strictest form, the algorithm can only have a constant amount of extra space, counting everything including function calls and pointers. However, this form is very limited as simply having an index to a length n array requires O(log n) bits. More broadly, in-place means that the algorithm does not use extra space for manipulating the input but may require a small though non-constant extra space for its operation. Usually, this space is O(log n), though sometimes anything in o(n) is allowed. Note that space complexity also has varied choices in whether or not to count the index lengths as part of the space used. Often, the space complexity is given in terms of the number of indices or pointers needed, ignoring their length. In this article, we refer to total space complexity (DSPACE), counting pointer lengths. Therefore, the space requirements here have an extra log n factor compared to an analysis that ignores the lengths of indices and pointers. An algorithm may or may not count the output as part of its space usage. Since in-place algorithms usually overwrite their input with output, no additional space is needed. When writing the output to write-only memory or a stream, it may be more appropriate to only consider the working space of the algorithm. In theoretical applications such as log-space reductions, it is more typical to always ignore output space (in these cases it is more essential that the output is write-only). == Examples == Given an array a of n items, suppose we want an array that holds the same elements in reversed order and to dispose of the original. One seemingly simple way to do this is to create a new array of equal size, fill it with copies from a in the appropriate order and then delete a. function reverse(a[0..n - 1]) allocate b[0..n - 1] for i from 0 to n - 1 b[n − 1 − i] := a[i] return b Unfortunately, this requires O(n) extra space for having the arrays a and b available simultaneously. Also, allocation and deallocation are often slow operations. Since we no longer need a, we can instead overwrite it with its own reversal using this in-place algorithm which will only need constant number (2) of integers for the auxiliary variables i and tmp, no matter how large the array is. function reverse_in_place(a[0..n-1]) for i from 0 to floor((n-2)/2) tmp := a[i] a[i] := a[n − 1 − i] a[n − 1 − i] := tmp As another example, many sorting algorithms rearrange arrays into sorted order in-place, including: bubble sort, comb sort, selection sort, insertion sort, heapsort, and Shell sort. These algorithms require only a few pointers, so their space complexity is O(log n). Quicksort operates in-place on the data to be sorted. However, quicksort requires O(log n) stack space pointers to keep track of the subarrays in its divide and conquer strategy. Consequently, quicksort needs O(log2 n) additional space. Although this non-constant space technically takes quicksort out of the in-place category, quicksort and other algorithms needing only O(log n) additional pointers are usually considered in-place algorithms. Most selection algorithms are also in-place, although some considerably rearrange the input array in the process of finding the final, constant-sized result. Some text manipulation algorithms such as trim and reverse may be done in-place. == In computational complexity == In computational complexity theory, the strict definition of in-place algorithms includes all algorithms with O(1) space complexity, the class DSPACE(1). This class is very limited; it equals the regular languages. In fact, it does not even include any of the examples listed above. Algorithms are usually considered in L, the class of problems requiring O(log n) additional space, to be in-place. This class is more in line with the practical definition, as it allows numbers of size n as pointers or indices. This expanded definition still excludes quicksort, however, because of its recursive calls. Identifying the in-place algorithms with L has some interesting implications; for example, it means that there is a (rather complex) in-place algorithm to determine whether a path exists between two nodes in an undirected graph, a problem that requires O(n) extra space using typical algorithms such as depth-first search (a visited bit for each node). This in turn yields in-place algorithms for problems such as determining if a graph is bipartite or testing whether two graphs have the same number of connected components. == Role of randomness == In many cases, the space requirements of an algorithm can be drastically cut by using a randomized algorithm. For example, if one wishes to know if two vertices in a graph of n vertices are in the same connected component of the graph, there is no known simple, deterministic, in-place algorithm to determine this. However, if we simply start at one vertex and perform a random walk of about 20n3 steps, the chance that we will stumble across the other vertex provided that it is in the same component is very high. Similarly, there are simple randomized in-place algorithms for primality testing such as the Miller–Rabin primality test, and there are also simple in-place randomized factoring algorithms such as Pollard's rho algorithm. == In functional programming == Functional programming languages often discourage or do not support explicit in-place algorithms that overwrite data, since this is a type of side effect; instead, they only allow new data to be constructed. However, good functional language compilers will often recognize when an object very similar to an existing one is created and then the old one is thrown away, and will optimize this into a simple mutation "under the hood". Note that it is possible in principle to carefully construct in-place algorithms that do not modify data (unless the data is no longer being used), but this is rarely done in practice.
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In discourse-based grammatical theory, information flow is any tracking of referential information by speakers. Information may be new, i.e., just introduced into the conversation; given, i.e., already active in the speakers' consciousness; or old, i.e., no longer active. The various types of activation, and how these are defined, are model-dependent. Information flow affects grammatical structures such as: Word order (topic, focus, and afterthought constructions). Active, passive, or middle voice. Choice of deixis, such as articles; "medial" deictics such as Spanish ese and Japanese sore are generally determined by the familiarity of a referent rather than by physical distance. Overtness of information, such as whether an argument of a verb is indicated by a lexical noun phrase, a pronoun, or not mentioned at all. Clefting: Splitting a single clause into two clauses, each with its own verb, e.g. ‘The chicken turtles tasted like chicken.’ becomes ‘It was the chicken turtle | that tasted like chicken.’ In this case, clefting is used to shift the focus of the sentence to the subject, the chicken turtle. Front focus: Placing at the start (front) of a sentence information that would normally occur later in the sentence, to give it extra prominence. For example, in pop culture, Yoda's speech often utilizes such syntactic construction, such as when he says 'much to learn you still have' to Luke Skywalker. End focus (or end weight): Given or familiar information followed by new information. This gives prominence to the final part of the sentences and can enable suspense to build, e.g. ‘Through the door came a gigantic wolf’.(Umer Prince)
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Amazon Q is a chatbot developed by Amazon for enterprise use. Based on both Amazon Titan and GPT-5, it was announced on November 28, 2023. At launch, it was a part of the Amazon Web Services management console. Amazon CodeWhisperer is a part of Amazon Q Developer, a part of Amazon Q. == History == Amazon's business-focused chatbot Q was announced on November 28, 2023 in a preview, with a full version available at $20 per person per month. On July 19, 2025, the Amazon Q Visual Studio Code extension was compromised to delete the user's home directory. The issue was fixed on July 21. == Capabilities == Q can be prompted to summarize long documents and group chats, create charts, data analysis and write code. Q is also capable of accessing non-Amazon services. The chatbot is based on Amazon Titan and GPT-5, and uses the Amazon Bedrock repository of foundational models. It is part of the Amazon Web Services management console.
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The following timeline of algorithms outlines the development of algorithms (mainly "mathematical recipes") since their inception. == Antiquity == Before – writing about "recipes" (on cooking, rituals, agriculture and other themes) c. 1700–2000 BC – Egyptians develop earliest known algorithms for multiplying two numbers c. 1600 BC – Babylonians develop earliest known algorithms for factorization and finding square roots c. 300 BC – Euclid's algorithm c. 200 BC – the Sieve of Eratosthenes 263 AD – Gaussian elimination described by Liu Hui == Medieval Period == 628 – Chakravala method described by Brahmagupta c. 820 – Al-Khawarizmi described algorithms for solving linear equations and quadratic equations in his Algebra; the word algorithm comes from his name 825 – Al-Khawarizmi described the algorism, algorithms for using the Hindu–Arabic numeral system, in his treatise On the Calculation with Hindu Numerals, which was translated into Latin as Algoritmi de numero Indorum, where "Algoritmi", the translator's rendition of the author's name gave rise to the word algorithm (Latin algorithmus) with a meaning "calculation method" c. 850 – cryptanalysis and frequency analysis algorithms developed by Al-Kindi (Alkindus) in A Manuscript on Deciphering Cryptographic Messages, which contains algorithms on breaking encryptions and ciphers c. 1025 – Ibn al-Haytham (Alhazen), was the first mathematician to derive the formula for the sum of the fourth powers, and in turn, he develops an algorithm for determining the general formula for the sum of any integral powers c. 1400 – Ahmad al-Qalqashandi gives a list of ciphers in his Subh al-a'sha which include both substitution and transposition, and for the first time, a cipher with multiple substitutions for each plaintext letter; he also gives an exposition on and worked example of cryptanalysis, including the use of tables of letter frequencies and sets of letters which can not occur together in one word == Before 1940 == 1540 – Lodovico Ferrari discovered a method to find the roots of a quartic polynomial 1545 – Gerolamo Cardano published Cardano's method for finding the roots of a cubic polynomial 1614 – John Napier develops method for performing calculations using logarithms 1671 – Newton–Raphson method developed by Isaac Newton 1690 – Newton–Raphson method independently developed by Joseph Raphson 1706 – John Machin develops a quickly converging inverse-tangent series for π and computes π to 100 decimal places 1768 – Leonhard Euler publishes his method for numerical integration of ordinary differential equations in problem 85 of Institutiones calculi integralis 1789 – Jurij Vega improves Machin's formula and computes π to 140 decimal places, 1805 – FFT-like algorithm known by Carl Friedrich Gauss 1842 – Ada Lovelace writes the first algorithm for a computing engine 1903 – A fast Fourier transform algorithm presented by Carle David Tolmé Runge 1918 - Soundex 1926 – Borůvka's algorithm 1926 – Primary decomposition algorithm presented by Grete Hermann 1927 – Hartree–Fock method developed for simulating a quantum many-body system in a stationary state. 1934 – Delaunay triangulation developed by Boris Delaunay 1936 – Turing machine, an abstract machine developed by Alan Turing, with others developed the modern notion of algorithm. == 1940s == 1942 – A fast Fourier transform algorithm developed by G.C. Danielson and Cornelius Lanczos 1945 – Merge sort developed by John von Neumann 1947 – Simplex algorithm developed by George Dantzig == 1950s == 1950 – Hamming codes developed by Richard Hamming 1952 – Huffman coding developed by David A. Huffman 1953 – Simulated annealing introduced by Nicholas Metropolis 1954 – Radix sort computer algorithm developed by Harold H. Seward 1964 – Box–Muller transform for fast generation of normally distributed numbers published by George Edward Pelham Box and Mervin Edgar Muller. Independently pre-discovered by Raymond E. A. C. Paley and Norbert Wiener in 1934. 1956 – Kruskal's algorithm developed by Joseph Kruskal 1956 – Ford–Fulkerson algorithm developed and published by R. Ford Jr. and D. R. Fulkerson 1957 – Prim's algorithm developed by Robert Prim 1957 – Bellman–Ford algorithm developed by Richard E. Bellman and L. R. Ford, Jr. 1959 – Dijkstra's algorithm developed by Edsger Dijkstra 1959 – Shell sort developed by Donald L. Shell 1959 – De Casteljau's algorithm developed by Paul de Casteljau 1959 – QR factorization algorithm developed independently by John G.F. Francis and Vera Kublanovskaya 1959 – Rabin–Scott powerset construction for converting NFA into DFA published by Michael O. Rabin and Dana Scott == 1960s == 1960 – Karatsuba multiplication 1961 – CRC (Cyclic redundancy check) invented by W. Wesley Peterson 1962 – AVL trees 1962 – Quicksort developed by C. A. R. Hoare 1962 – Bresenham's line algorithm developed by Jack E. Bresenham 1962 – Gale–Shapley 'stable-marriage' algorithm developed by David Gale and Lloyd Shapley 1964 – Heapsort developed by J. W. J. Williams 1964 – multigrid methods first proposed by R. P. Fedorenko 1965 – Cooley–Tukey algorithm rediscovered by James Cooley and John Tukey 1965 – Levenshtein distance developed by Vladimir Levenshtein 1965 – Cocke–Younger–Kasami (CYK) algorithm independently developed by Tadao Kasami 1965 – Buchberger's algorithm for computing Gröbner bases developed by Bruno Buchberger 1965 – LR parsers invented by Donald Knuth 1966 – Dantzig algorithm for shortest path in a graph with negative edges 1967 – Viterbi algorithm proposed by Andrew Viterbi 1967 – Cocke–Younger–Kasami (CYK) algorithm independently developed by Daniel H. Younger 1968 – A graph search algorithm described by Peter Hart, Nils Nilsson, and Bertram Raphael 1968 – Risch algorithm for indefinite integration developed by Robert Henry Risch 1969 – Strassen algorithm for matrix multiplication developed by Volker Strassen == 1970s == 1970 – Dinic's algorithm for computing maximum flow in a flow network by Yefim (Chaim) A. Dinitz 1970 – Knuth–Bendix completion algorithm developed by Donald Knuth and Peter B. Bendix 1970 – BFGS method of the quasi-Newton class 1970 – Needleman–Wunsch algorithm published by Saul B. Needleman and Christian D. Wunsch 1972 – Edmonds–Karp algorithm published by Jack Edmonds and Richard Karp, essentially identical to Dinic's algorithm from 1970 1972 – Graham scan developed by Ronald Graham 1972 – Red–black trees and B-trees discovered 1973 – RSA encryption algorithm discovered by Clifford Cocks 1973 – Jarvis march algorithm developed by R. A. Jarvis 1973 – Hopcroft–Karp algorithm developed by John Hopcroft and Richard Karp 1974 – Pollard's p − 1 algorithm developed by John Pollard 1974 – Quadtree developed by Raphael Finkel and J.L. Bentley 1975 – Genetic algorithms popularized by John Holland 1975 – Pollard's rho algorithm developed by John Pollard 1975 – Aho–Corasick string matching algorithm developed by Alfred V. Aho and Margaret J. Corasick 1975 – Cylindrical algebraic decomposition developed by George E. Collins 1976 – Salamin–Brent algorithm independently discovered by Eugene Salamin and Richard Brent 1976 – Knuth–Morris–Pratt algorithm developed by Donald Knuth and Vaughan Pratt and independently by J. H. Morris 1977 – Boyer–Moore string-search algorithm for searching the occurrence of a string into another string. 1977 – RSA encryption algorithm rediscovered by Ron Rivest, Adi Shamir, and Len Adleman 1977 – LZ77 algorithm developed by Abraham Lempel and Jacob Ziv 1977 – multigrid methods developed independently by Achi Brandt and Wolfgang Hackbusch 1978 – LZ78 algorithm developed from LZ77 by Abraham Lempel and Jacob Ziv 1978 – Bruun's algorithm proposed for powers of two by Georg Bruun 1979 – Khachiyan's ellipsoid method developed by Leonid Khachiyan 1979 – ID3 decision tree algorithm developed by Ross Quinlan == 1980s == 1980 – Brent's Algorithm for cycle detection Richard P. Brendt 1981 – Quadratic sieve developed by Carl Pomerance 1981 – Smith–Waterman algorithm developed by Temple F. Smith and Michael S. Waterman 1983 – Simulated annealing developed by S. Kirkpatrick, C. D. Gelatt and M. P. Vecchi 1983 – Classification and regression tree (CART) algorithm developed by Leo Breiman, et al. 1984 – LZW algorithm developed from LZ78 by Terry Welch 1984 – Karmarkar's interior-point algorithm developed by Narendra Karmarkar 1984 – ACORN PRNG discovered by Roy Wikramaratna and used privately 1985 – Simulated annealing independently developed by V. Cerny 1985 – Car–Parrinello molecular dynamics developed by Roberto Car and Michele Parrinello 1985 – Splay trees discovered by Sleator and Tarjan 1986 – Blum Blum Shub proposed by L. Blum, M. Blum, and M. Shub 1986 – Push relabel maximum flow algorithm by Andrew Goldberg and Robert Tarjan 1986 – Barnes–Hut tree method developed by Josh Barnes and Piet Hut for fast approximate simulation of n-body problems 1987 – Fast multipole method developed by Leslie Greengard and Vladimir
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This is a list of algorithm general topics. Analysis of algorithms Ant colony algorithm Approximation algorithm Best and worst cases Big O notation Combinatorial search Competitive analysis Computability theory Computational complexity theory Embarrassingly parallel problem Emergent algorithm Evolutionary algorithm Fast Fourier transform Genetic algorithm Graph exploration algorithm Heuristic Hill climbing Implementation Las Vegas algorithm Lock-free and wait-free algorithms Monte Carlo algorithm Numerical analysis Online algorithm Polynomial time approximation scheme Problem size Pseudorandom number generator Quantum algorithm Random-restart hill climbing Randomized algorithm Running time Sorting algorithm Search algorithm Stable algorithm (disambiguation) Super-recursive algorithm Tree search algorithm
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Artificial intuition is a theoretical capacity of an artificial software to function similarly to human consciousness, specifically in the capacity of human consciousness known as intuition. == Comparison of human and the theoretically artificial == Intuition is the function of the mind, the experience of which, is described as knowledge based on "a hunch", resulting (as the word itself does) from "contemplation" or "insight". Psychologist Jean Piaget showed that intuitive functioning within the normally developing human child at the Intuitive Thought Substage of the preoperational stage occurred at from four to seven years of age. In Carl Jung's concept of synchronicity, the concept of "intuitive intelligence" is described as something like a capacity that transcends ordinary-level functioning to a point where information is understood with a greater depth than is available in more simple rationally-thinking entities. Artificial intuition is theoretically (or otherwise) a sophisticated function of an artifice that is able to interpret data with depth and locate hidden factors functioning in Gestalt psychology, and that intuition in the artificial mind would, in the context described here, be a bottom-up process upon a macroscopic scale identifying something like the archetypal (see τύπος). To create artificial intuition supposes the possibility of the re-creation of a higher functioning of the human mind, with capabilities such as what might be found in semantic memory and learning. The transferral of the functioning of a biological system to synthetic functioning is based upon modeling of functioning from knowledge of cognition and the brain, for instance as applications of models of artificial neural networks from the research done within the discipline of computational neuroscience. == Application software contributing to its development == The notion of a process of a data-interpretative synthesis has already been found in a computational-linguistic software application that has been created for use in an internal security context. The software integrates computed data based specifically on objectives incorporating a paradigm described as "religious intuitive" (hermeneutic), functional to a degree that represents advances upon the performance of generic lexical data mining.
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Client-side persistent data or CSPD is a term used in computing for storing data required by web applications to complete internet tasks on the client-side as needed rather than exclusively on the server. As a framework it is one solution to the needs of Occasionally connected computing or OCC. A major challenge for HTTP as a stateless protocol has been asynchronous tasks. The AJAX pattern using XMLHttpRequest was first introduced by Microsoft in the context of the Outlook e-mail product. The first CSPD were the 'cookies' introduced by the Netscape Navigator. ActiveX components which have entries in the Windows registry can also be viewed as a form of client-side persistence.
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Source criticism (or information evaluation) is the process of evaluating an information source, i.e.: a document, a person, a speech, a fingerprint, a photo, an observation, or anything used in order to obtain knowledge. In relation to a given purpose, a given information source may be more or less valid, reliable or relevant. Broadly, "source criticism" is the interdisciplinary study of how information sources are evaluated for given tasks. == Meaning == Problems in translation: The Danish word kildekritik, like the Norwegian word kildekritikk and the Swedish word källkritik, derived from the German Quellenkritik and is closely associated with the German historian Leopold von Ranke (1795–1886). Historian Wolfgang Hardtwig wrote: His [Ranke's] first work Geschichte der romanischen und germanischen Völker von 1494–1514 (History of the Latin and Teutonic Nations from 1494 to 1514) (1824) was a great success. It already showed some of the basic characteristics of his conception of Europe, and was of historiographical importance particularly because Ranke made an exemplary critical analysis of his sources in a separate volume, Zur Kritik neuerer Geschichtsschreiber (On the Critical Methods of Recent Historians). In this work he raised the method of textual criticism used in the late eighteenth century, particularly in classical philology to the standard method of scientific historical writing. (Hardtwig, 2001, p. 12739) Historical theorist Chris Lorenz wrote: The larger part of the nineteenth and twentieth centuries would be dominated by the research-oriented conception of historical method of the so-called Historical School in Germany, led by historians as Leopold Ranke and Berthold Niebuhr. Their conception of history, long been regarded as the beginning of modern, 'scientific' history, harked back to the 'narrow' conception of historical method, limiting the methodical character of history to source criticism. (Lorenz, 2001) In the early 21st century, source criticism is a growing field in, among other fields, library and information science. In this context source criticism is studied from a broader perspective than just, for example, history, classical philology, or biblical studies (but there, too, it has more recently received new attention). == Principles == The following principles are from two Scandinavian textbooks on source criticism, written by the historians Olden-Jørgensen (1998) and Thurén (1997): Human sources may be relics (e.g. a fingerprint) or narratives (e.g. a statement or a letter). Relics are more credible sources than narratives. A given source may be forged or corrupted; strong indications of the originality of the source increases its reliability. The closer a source is to the event which it purports to describe, the more one can trust it to give an accurate description of what really happened A primary source is more reliable than a secondary source, which in turn is more reliable than a tertiary source and so on. If a number of independent sources contain the same message, the credibility of the message is strongly increased. The tendency of a source is its motivation for providing some kind of bias. Tendencies should be minimized or supplemented with opposite motivations. If it can be demonstrated that the witness (or source) has no direct interest in creating bias, the credibility of the message is increased. Two other principles are: Knowledge of source criticism cannot substitute for subject knowledge: "Because each source teaches you more and more about your subject, you will be able to judge with ever-increasing precision the usefulness and value of any prospective source. In other words, the more you know about the subject, the more precisely you can identify what you must still find out". (Bazerman, 1995, p. 304). The reliability of a given source is relative to the questions put to it. "The empirical case study showed that most people find it difficult to assess questions of cognitive authority and media credibility in a general sense, for example, by comparing the overall credibility of newspapers and the Internet. Thus these assessments tend to be situationally sensitive. Newspapers, television and the Internet were frequently used as sources of orienting information, but their credibility varied depending on the actual topic at hand" (Savolainen, 2007). The following questions are often good ones to ask about any source according to the American Library Association (1994) and Engeldinger (1988): How was the source located? What type of source is it? Who is the author and what are the qualifications of the author in regard to the topic that is discussed? When was the information published? In which country was it published? What is the reputation of the publisher? Does the source show a particular cultural or political bias? For literary sources complementing criteria are: Does the source contain a bibliography? Has the material been reviewed by a group of peers, or has it been edited? How does the article/book compare with similar articles/books? == Levels of generality == Some principles of source criticism are universal, other principles are specific for certain kinds of information sources. There is today no consensus about the similarities and differences between source criticism in the natural science and humanities. Logical positivism claimed that all fields of knowledge were based on the same principles. Much of the criticism of logical positivism claimed that positivism is the basis of the sciences, whereas hermeneutics is the basis of the humanities. This was, for example, the position of Jürgen Habermas. A newer position, in accordance with, among others, Hans-Georg Gadamer and Thomas Kuhn, understands both science and humanities as determined by researchers' preunderstanding and paradigms. Hermeneutics is thus a universal theory. The difference is, however, that the sources of the humanities are themselves products of human interests and preunderstanding, whereas the sources of the natural sciences are not. Humanities are thus "doubly hermeneutic". Natural scientists, however, are also using human products (such as scientific papers) which are products of preunderstanding (and can lead to, for example, academic fraud). == Contributing fields == === Epistemology === Epistemological theories are the basic theories about how knowledge is obtained and are thus the most general theories about how to evaluate information sources. Empiricism evaluates sources by considering the observations (or sensations) on which they are based. Sources without basis in experience are not seen as valid. Rationalism provides low priority to sources based on observations. In order to be meaningful, observations must be explained by clear ideas or concepts. It is the logical structure and the well definedness that is in focus in evaluating information sources from the rationalist point of view. Historicism evaluates information sources on the basis of their reflection of their sociocultural context and their theoretical development. Pragmatism evaluate sources on the basis of how their values and usefulness to accomplish certain outcomes. Pragmatism is skeptical about claimed neutral information sources. The evaluation of knowledge or information sources cannot be more certain than is the construction of knowledge. If one accepts the principle of fallibilism then one also has to accept that source criticism can never 100% verify knowledge claims. As discussed in the next section, source criticism is intimately linked to scientific methods. The presence of fallacies of argument in sources is another kind of philosophical criterion for evaluating sources. Fallacies are presented by Walton (1998). Among the fallacies are the ad hominem fallacy (the use of personal attack to try to undermine or refute a person's argument) and the straw man fallacy (when one arguer misrepresents another's position to make it appear less plausible than it really is, in order more easily to criticize or refute it.) === Research methodology === Research methods are methods used to produce scholarly knowledge. The methods that are relevant for producing knowledge are also relevant for evaluating knowledge. An example of a book that turns methodology upside-down and uses it to evaluate produced knowledge is Katzer; Cook & Crouch (1998). === Science studies === Studies of quality evaluation processes such as peer review, book reviews and of the normative criteria used in evaluation of scientific and scholarly research. Another field is the study of scientific misconduct. Harris (1979) provides a case study of how a famous experiment in psychology, Little Albert, has been distorted throughout the history of psychology, starting with the author (Watson) himself, general textbook authors, behavior therapists, and a prominent learning theorist. Harris proposes possible causes for these distortions and analyzes the Albert study as an ex
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Knowledge organization system (KOS), concept system, or concept scheme is the generic term used in knowledge organization (KO) for the selection of concepts with an indication of selected semantic relations. Despite their differences in type, coverage, and application, all KOS aim to support the organization of knowledge and information to facilitate their management and retrieval. KOS vary in complexity from simple sorted lists to complex relational networks. They represent both structural and functional features, and serve to eliminate ambiguity, control synonyms, establish relationships, and present properties. From their origins in library and information science (LIS), KOS have been applied to other domains and disciplines within science and industry, although scholarly research and debate remain primarily within the KO field. Challenges of KOS include ambiguity of terminology, repercussions of biased systems, and potential obsolescence. KOS can be expressed in RDF and RDFS as per the Simple Knowledge Organization System (SKOS) recommendation by W3C, which aims to enable the sharing and linking of KOS via the Web. One of the largest collections of KOS is the BARTOC registry. == Types == While different schema of KOS have been proposed, most are generally arranged in terms of the complexity of their construction and maintenance. Some scholars argue that organizing KOS on a spectrum oversimplifies the shared characteristics among them, and may even result in a non-ideal structure being chosen. The following types are not exhaustive, and are often not mutually-exclusive in practice. === Term lists === Term lists are the least structured form of KOS. They include lists, glossaries, dictionaries, and synonym rings. Authority files and gazetteers may also be considered term lists, however other scholars categorize them and directories as "metadata-like models". Examples include the Union List of Artist Names name authority file and the GeoNames gazetteer. === Categorization and classification === KOS that emphasize specific (and often hierarchical) structures include subject headings, taxonomies, categorization schema, and classification schema & systems. Despite inconsistent use of the terms "categorization" and "classification" in some literature, categorization is generally loosely-assembled grouping schema and may include attributes that are not mutually exclusive (or having fuzzy boundaries), while classification is related to the arrangement of non-overlapping and mutually-exclusive classes. Classification schema may be universal (such as Dewey Decimal Classification and Information Coding Classification) or domain-specific (such as the National Library of Medicine Classification). === Relationship models === The types of KOS with greatest complexity and which utilize connections between concepts include thesauri, semantic networks, and ontologies. One of the most prominent examples of a semantic network is WordNet. === Others === Certain structures proposed to be considered types of KOS—but are not consistently included in schema—include folksonomies, topic maps, web directory structures, publication organization systems, and bibliometric maps. Some KOS organize other KOS themselves—for instance, PeriodO is a gazetteer of periodization categories. == Applications == Some early KOS were developed as a support system for abstracting and indexing services to be used by specially-trained searchers. With the growth of information digitization, usability became increasingly accessible, and more complex structures were developed. Prominent examples of KOS outside of LIS include organism taxonomy in biology, the periodic table of elements in chemistry, SIC and NAICS classification systems for industry & business, and AGROVOC agricultural controlled vocabulary. == Challenges == The study and design of KOS is an ongoing topic of discussion among KO scholars. === Terminology === [There is] a serious lack of vocabulary control in the literature on controlled vocabulary. Inconsistency of terminology within the study of KOS is a common issue. For instance, "ontology" is used for both a specific type of KOS as well as a generic term for any KOS. The terms "taxonomy", "classification", and "categorization" are also sometimes used interchangeably. === Bias === As knowledge can be historically and culturally biased, scholars have also discussed how KOS themselves can perpetuate harmful practices or stereotypes. For example, a number of concerns and criticisms about the classification of mental disorders in the Diagnostic and Statistical Manual of Mental Disorders have been raised, contributing to ongoing revisions. Ethical and intentional design approaches have been proposed for multi-perspective KOS in efforts to mitigate bias and other harmful practices. === Obsolescence === The possible obsolescence of the thesaurus and other simpler KOS has been the topic of debate, especially in the face of increasingly complex ontologies, the growing usage of "Google-like retrieval systems", and the move of KO theory and research away from LIS and toward computer science. Supporters of thesauri argue its continued usefulness for metadata enrichment, vocabulary mapping, and web services, as well as its usage in specific domains such as corporate intranets and digital image libraries.
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Source criticism (or information evaluation) is the process of evaluating an information source, i.e.: a document, a person, a speech, a fingerprint, a photo, an observation, or anything used in order to obtain knowledge. In relation to a given purpose, a given information source may be more or less valid, reliable or relevant. Broadly, "source criticism" is the interdisciplinary study of how information sources are evaluated for given tasks. == Meaning == Problems in translation: The Danish word kildekritik, like the Norwegian word kildekritikk and the Swedish word källkritik, derived from the German Quellenkritik and is closely associated with the German historian Leopold von Ranke (1795–1886). Historian Wolfgang Hardtwig wrote: His [Ranke's] first work Geschichte der romanischen und germanischen Völker von 1494–1514 (History of the Latin and Teutonic Nations from 1494 to 1514) (1824) was a great success. It already showed some of the basic characteristics of his conception of Europe, and was of historiographical importance particularly because Ranke made an exemplary critical analysis of his sources in a separate volume, Zur Kritik neuerer Geschichtsschreiber (On the Critical Methods of Recent Historians). In this work he raised the method of textual criticism used in the late eighteenth century, particularly in classical philology to the standard method of scientific historical writing. (Hardtwig, 2001, p. 12739) Historical theorist Chris Lorenz wrote: The larger part of the nineteenth and twentieth centuries would be dominated by the research-oriented conception of historical method of the so-called Historical School in Germany, led by historians as Leopold Ranke and Berthold Niebuhr. Their conception of history, long been regarded as the beginning of modern, 'scientific' history, harked back to the 'narrow' conception of historical method, limiting the methodical character of history to source criticism. (Lorenz, 2001) In the early 21st century, source criticism is a growing field in, among other fields, library and information science. In this context source criticism is studied from a broader perspective than just, for example, history, classical philology, or biblical studies (but there, too, it has more recently received new attention). == Principles == The following principles are from two Scandinavian textbooks on source criticism, written by the historians Olden-Jørgensen (1998) and Thurén (1997): Human sources may be relics (e.g. a fingerprint) or narratives (e.g. a statement or a letter). Relics are more credible sources than narratives. A given source may be forged or corrupted; strong indications of the originality of the source increases its reliability. The closer a source is to the event which it purports to describe, the more one can trust it to give an accurate description of what really happened A primary source is more reliable than a secondary source, which in turn is more reliable than a tertiary source and so on. If a number of independent sources contain the same message, the credibility of the message is strongly increased. The tendency of a source is its motivation for providing some kind of bias. Tendencies should be minimized or supplemented with opposite motivations. If it can be demonstrated that the witness (or source) has no direct interest in creating bias, the credibility of the message is increased. Two other principles are: Knowledge of source criticism cannot substitute for subject knowledge: "Because each source teaches you more and more about your subject, you will be able to judge with ever-increasing precision the usefulness and value of any prospective source. In other words, the more you know about the subject, the more precisely you can identify what you must still find out". (Bazerman, 1995, p. 304). The reliability of a given source is relative to the questions put to it. "The empirical case study showed that most people find it difficult to assess questions of cognitive authority and media credibility in a general sense, for example, by comparing the overall credibility of newspapers and the Internet. Thus these assessments tend to be situationally sensitive. Newspapers, television and the Internet were frequently used as sources of orienting information, but their credibility varied depending on the actual topic at hand" (Savolainen, 2007). The following questions are often good ones to ask about any source according to the American Library Association (1994) and Engeldinger (1988): How was the source located? What type of source is it? Who is the author and what are the qualifications of the author in regard to the topic that is discussed? When was the information published? In which country was it published? What is the reputation of the publisher? Does the source show a particular cultural or political bias? For literary sources complementing criteria are: Does the source contain a bibliography? Has the material been reviewed by a group of peers, or has it been edited? How does the article/book compare with similar articles/books? == Levels of generality == Some principles of source criticism are universal, other principles are specific for certain kinds of information sources. There is today no consensus about the similarities and differences between source criticism in the natural science and humanities. Logical positivism claimed that all fields of knowledge were based on the same principles. Much of the criticism of logical positivism claimed that positivism is the basis of the sciences, whereas hermeneutics is the basis of the humanities. This was, for example, the position of Jürgen Habermas. A newer position, in accordance with, among others, Hans-Georg Gadamer and Thomas Kuhn, understands both science and humanities as determined by researchers' preunderstanding and paradigms. Hermeneutics is thus a universal theory. The difference is, however, that the sources of the humanities are themselves products of human interests and preunderstanding, whereas the sources of the natural sciences are not. Humanities are thus "doubly hermeneutic". Natural scientists, however, are also using human products (such as scientific papers) which are products of preunderstanding (and can lead to, for example, academic fraud). == Contributing fields == === Epistemology === Epistemological theories are the basic theories about how knowledge is obtained and are thus the most general theories about how to evaluate information sources. Empiricism evaluates sources by considering the observations (or sensations) on which they are based. Sources without basis in experience are not seen as valid. Rationalism provides low priority to sources based on observations. In order to be meaningful, observations must be explained by clear ideas or concepts. It is the logical structure and the well definedness that is in focus in evaluating information sources from the rationalist point of view. Historicism evaluates information sources on the basis of their reflection of their sociocultural context and their theoretical development. Pragmatism evaluate sources on the basis of how their values and usefulness to accomplish certain outcomes. Pragmatism is skeptical about claimed neutral information sources. The evaluation of knowledge or information sources cannot be more certain than is the construction of knowledge. If one accepts the principle of fallibilism then one also has to accept that source criticism can never 100% verify knowledge claims. As discussed in the next section, source criticism is intimately linked to scientific methods. The presence of fallacies of argument in sources is another kind of philosophical criterion for evaluating sources. Fallacies are presented by Walton (1998). Among the fallacies are the ad hominem fallacy (the use of personal attack to try to undermine or refute a person's argument) and the straw man fallacy (when one arguer misrepresents another's position to make it appear less plausible than it really is, in order more easily to criticize or refute it.) === Research methodology === Research methods are methods used to produce scholarly knowledge. The methods that are relevant for producing knowledge are also relevant for evaluating knowledge. An example of a book that turns methodology upside-down and uses it to evaluate produced knowledge is Katzer; Cook & Crouch (1998). === Science studies === Studies of quality evaluation processes such as peer review, book reviews and of the normative criteria used in evaluation of scientific and scholarly research. Another field is the study of scientific misconduct. Harris (1979) provides a case study of how a famous experiment in psychology, Little Albert, has been distorted throughout the history of psychology, starting with the author (Watson) himself, general textbook authors, behavior therapists, and a prominent learning theorist. Harris proposes possible causes for these distortions and analyzes the Albert study as an ex
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Naked Objects for .NET or Naked Objects MVC is a software framework that builds upon the ASP.NET MVC framework. As the name suggests, the framework synthesizes two architectural patterns: naked objects and model–view–controller (MVC). These two patterns have been considered as antithetical. However, Trygve Reenskaug (the inventor of the MVC pattern) has made it clear that he does not see it that way, in his foreword to Richard Pawson's PhD thesis on the Naked Objects pattern. The Naked Objects MVC framework will take a domain model (written as Plain Old CLR Objects) and render it as a complete HTML application without the need for writing any user interface code - by means of a small set of generic View and Controller classes. The framework uses reflection rather than code generation. The developer may then choose to create customised Views and/or Controllers, using standard ASP.NET MVC patterns, for use where the generic user interface is not suitable.
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A relational data stream management system (RDSMS) is a distributed, in-memory data stream management system (DSMS) that is designed to use standards-compliant SQL queries to process unstructured and structured data streams in real-time. Unlike SQL queries executed in a traditional RDBMS, which return a result and exit, SQL queries executed in a RDSMS do not exit, generating results continuously as new data become available. Continuous SQL queries in a RDSMS use the SQL Window function to analyze, join and aggregate data streams over fixed or sliding windows. Windows can be specified as time-based or row-based. == RDSMS SQL Query Examples == Continuous SQL queries in a RDSMS conform to the ANSI SQL standards. The most common RDSMS SQL query is performed with the declarative SELECT statement. A continuous SQL SELECT operates on data across one or more data streams, with optional keywords and clauses that include FROM with an optional JOIN subclause to specify the rules for joining multiple data streams, the WHERE clause and comparison predicate to restrict the records returned by the query, GROUP BY to project streams with common values into a smaller set, HAVING to filter records resulting from a GROUP BY, and ORDER BY to sort the results. The following is an example of a continuous data stream aggregation using a SELECT query that aggregates a sensor stream from a weather monitoring station. The SELECTquery aggregates the minimum, maximum and average temperature values over a one-second time period, returning a continuous stream of aggregated results at one second intervals. RDSMS SQL queries also operate on data streams over time or row-based windows. The following example shows a second continuous SQL query using the WINDOW clause with a one-second duration. The WINDOW clause changes the behavior of the query, to output a result for each new record as it arrives. Hence the output is a stream of incrementally updated results with zero result latency.
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Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups. Transliteracy combines a range of capabilities required to move across a range of contexts, media, technologies and genres. Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. (See figure below) The concept of transliteracy is impacting the system of education and libraries. == History == While the term appears to come from the prefix trans- ('across') and the word literacy, the scholars who coined it say they developed it from the practice of transliteration, which means to use the letters of one language to write down a different language. The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by University of California at Santa Barbara Professor Alan Liu. The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time De Montfort University Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group. The current meaning of transliteracy was defined in the group's seminal paper Transliteracy: crossing divides as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks." The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. Transliteracy Research Group Archive 2006–2013 curates numerous resources from this period. For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context. Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity, while Suzana Sukovic, executive director of educational research and evidence-based practice at HETI, researched transliteracy in relation to digital storytelling. The first book on the topic, Transliteracy in complex information environment by Sukovic, is based on research and experience with practice-based projects. == Transliteracy in education == Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today. In 2012, Adam Marcus, a teacher and librarian at the New York City Department of Education (NYCDOE), decided to incorporate transliteracy into his school's public library summer reading program. He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media. He used a tool called VoiceThread in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music". Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life. The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given. Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then. The Agence nationale de la recherche funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed. Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students." The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally. In addition, students were not allotted a lot of time to complete their projects which also impacted their final product. == Transliteracy in libraries == In 2009, Dr. Susie Andretta, senior lecturer in Information Management at London Metropolitan University, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline. She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)." The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at. Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy. Bernadette Daly Swanson, an Academic Librarian at UC Davis, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term transliteracy, they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at Dominican University, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking – I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it." Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services. "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users." Thomas Ipri, a librarian at the University of Nevada, advocates for libraries needing to make a change in their literary functions. He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He f
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