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  Color space

  A color space is a specific organization of colors. In combination with color profiling supported by various physical devices, it supports reproducible representations of color – whether such representation entails an analog or a digital representation. A color space may be arbitrary, i.e. with physically realized colors assigned to a set of physical color swatches with corresponding assigned color names (including discrete numbers in – for example – the Pantone collection), or structured with mathematical rigor (as with the NCS System, Adobe RGB and sRGB). A "color space" is a useful conceptual tool for understanding the color capabilities of a particular device or digital file. When trying to reproduce color on another device, color spaces can show whether shadow/highlight detail and color saturation can be retained, and by how much either will be compromised. A "color model" is an abstract mathematical model describing the way colors can be represented as tuples of numbers (e.g. triples in RGB or quadruples in CMYK); however, a color model with no associated mapping function to an absolute color space is a more or less arbitrary color system with no connection to any globally understood system of color interpretation. Adding a specific mapping function between a color model and a reference color space establishes within the reference color space a definite "footprint", known as a gamut, and for a given color model, this defines a color space. For example, Adobe RGB and sRGB are two different absolute color spaces, both based on the RGB color model. When defining a color space, the usual reference standard is the CIELAB or CIEXYZ color spaces, which were specifically designed to encompass all colors the average human can see. Since "color space" identifies a particular combination of the color model and the mapping function, the word is often used informally to identify a color model. However, even though identifying a color space automatically identifies the associated color model, this usage is incorrect in a strict sense. For example, although several specific color spaces are based on the RGB color model, there is no such thing as the singular RGB color space. == History == In 1802, Thomas Young postulated the existence of three types of photoreceptors (now known as cone cells) in the eye, each of which was sensitive to a particular range of visible light. Hermann von Helmholtz developed the Young–Helmholtz theory further in 1850: that the three types of cone photoreceptors could be classified as short-preferring (blue), middle-preferring (green), and long-preferring (red), according to their response to the wavelengths of light striking the retina. The relative strengths of the signals detected by the three types of cones are interpreted by the brain as a visible color. But it is not clear that they thought of colors as being points in color space. The color-space concept was likely due to Hermann Grassmann, who developed it in two stages. First, he developed the idea of vector space, which allowed the algebraic representation of geometric concepts in n-dimensional space. Fearnley-Sander (1979) describes Grassmann's foundation of linear algebra as follows: The definition of a linear space (vector space)... became widely known around 1920, when Hermann Weyl and others published formal definitions. In fact, such a definition had been given thirty years previously by Peano, who was thoroughly acquainted with Grassmann's mathematical work. Grassmann did not put down a formal definition—the language was not available—but there is no doubt that he had the concept. With this conceptual background, in 1853, Grassmann published a theory of how colors mix; it and its three color laws are still taught, as Grassmann's law. As noted first by Grassmann... the light set has the structure of a cone in the infinite-dimensional linear space. As a result, a quotient set (with respect to metamerism) of the light cone inherits the conical structure, which allows color to be represented as a convex cone in the 3- D linear space, which is referred to as the color cone. == Examples == Colors can be created in printing with color spaces based on the CMYK color model, using the subtractive primary colors of pigment (cyan, magenta, yellow, and key [black]). To create a three-dimensional representation of a given color space, we can assign the amount of magenta color to the representation's X axis, the amount of cyan to its Y axis, and the amount of yellow to its Z axis. The resulting 3-D space provides a unique position for every possible color that can be created by combining those three pigments. Colors can be created on computer monitors with color spaces based on the RGB color model, using the additive primary colors (red, green, and blue). A three-dimensional representation would assign each of the three colors to the X, Y, and Z axes. Colors generated on a given monitor will be limited by the reproduction medium, such as the phosphor (in a CRT monitor) or filters and backlight (LCD monitor). Another way of creating colors on a monitor is with an HSL or HSV color model, based on hue, saturation, brightness (value/lightness). With such a model, the variables are assigned to cylindrical coordinates. Many color spaces can be represented as three-dimensional values in this manner, but some have more, or fewer dimensions, and some, such as Pantone, cannot be represented in this way at all. == Conversion == Color space conversion is the translation of the representation of a color from one basis to another. This typically occurs in the context of converting an image that is represented in one color space to another color space, the goal being to make the translated image look as similar as possible to the original. == RGB density == The RGB color model is implemented in different ways, depending on the capabilities of the system used. The most common incarnation in general use as of 2021 is the 24-bit implementation, with 8 bits, or 256 discrete levels of color per channel. Any color space based on such a 24-bit RGB model is thus limited to a range of 256×256×256 ≈ 16.7 million colors. Some implementations use 16 bits per component for 48 bits total, resulting in the same gamut with a larger number of distinct colors. This is especially important when working with wide-gamut color spaces (where most of the more common colors are located relatively close together), or when a large number of digital filtering algorithms are used consecutively. The same principle applies for any color space based on the same color model, but implemented at different bit depths. == Lists == CIE 1931 XYZ color space was one of the first attempts to produce a color space based on measurements of human color perception (earlier efforts were by James Clerk Maxwell, König & Dieterici, and Abney at Imperial College) and it is the basis for almost all other color spaces. The CIERGB color space is a linearly-related companion of CIE XYZ. Additional derivatives of CIE XYZ include the CIELUV, CIEUVW, and CIELAB. === Generic === RGB uses additive color mixing, because it describes what kind of light needs to be emitted to produce a given color. RGB stores individual values for red, green and blue. RGBA is RGB with an additional channel, alpha, to indicate transparency. Common color spaces based on the RGB model include sRGB, Adobe RGB, ProPhoto RGB, scRGB, and CIE RGB. CMYK uses subtractive color mixing used in the printing process, because it describes what kind of inks need to be applied so the light reflected from the substrate and through the inks produces a given color. One starts with a white substrate (canvas, page, etc.), and uses ink to subtract color from white to create an image. CMYK stores ink values for cyan, magenta, yellow and black. There are many CMYK color spaces for different sets of inks, substrates, and press characteristics (which change the dot gain or transfer function for each ink and thus change the appearance). YIQ was formerly used in NTSC (North America, Japan and elsewhere) television broadcasts for historical reasons. This system stores a luma value roughly analogous to (and sometimes incorrectly identified as) luminance, along with two chroma values as approximate representations of the relative amounts of blue and red in the color. It is similar to the YUV scheme used in most video capture systems and in PAL (Australia, Europe, except France, which uses SECAM) television, except that the YIQ color space is rotated 33° with respect to the YUV color space and the color axes are swapped. The YDbDr scheme used by SECAM television is rotated in another way. YPbPr is a scaled version of YUV. It is most commonly seen in its digital form, YCbCr, used widely in video and image compression schemes such as MPEG and JPEG. xvYCC is an international digital video color space standard published by the IEC (IEC 61966-2-4). It is based on the ITU BT.601 and BT.709

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  Ontology merging

  Ontology merging defines the act of bringing together two conceptually divergent ontologies or the instance data associated to two ontologies. This is similar to work in database merging (schema matching). This merging process can be performed in a number of ways, manually, semi automatically, or automatically. Manual ontology merging although ideal is extremely labour-intensive and current research attempts to find semi or entirely automated techniques to merge ontologies. These techniques are statistically driven often taking into account similarity of concepts and raw similarity of instances through textual string metrics and semantic knowledge. These techniques are similar to those used in information integration employing string metrics from open source similarity libraries.

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  Metadirectory

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

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  Manufacture Modules Technologies

  Manufacture Modules Technologies Sarl (MMT) is a Swiss company established in Geneva in 2015 which originally specialised in the development and commercialization of "Horological Smartwatch modules", firmware, apps and cloud. Located at Geneva's Skylab high-tech hub, it expanded into the development and manufacturing of "E-Straps" operated with a mobile application. Philippe Fraboulet is the CEO. == History == In June 2015, Fullpower Technologies and Union Horlogère Suisse (Swiss Watchmakers Corporation) formed MMT as a joint venture, which then launched the MotionX Horological Smartwatch Open Platform for the Swiss watch industry. The initial licensees were Frederique Constant, Alpina and Mondaine, brands owned by Union Horlogère Suisse. Fullpower created and managed the circuit design, firmware, smartphone applications (including sleep activity), as well as the cloud Infrastructure. MMT managed the Swiss watch movement development and production as well as licensing and support. In July 2016, Union Horlogere Holding and MMT were spun-out of the Frédérique Constant Group. Fullpower Technologies' 19.99% share was acquired by Union Horlogere Holding BV, giving it 100% of MMT's shares. == Business == The company offers firmware, a cloud, manufacturing, service and over-the-air facilities for upgrades. The company also offers its own apps, which bear the label “Swiss Made software”.

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  Natural language understanding

  Natural language understanding (NLU) or natural language interpretation (NLI) is a subset of natural language processing in artificial intelligence that deals with machine reading comprehension. NLU has been considered an AI-hard problem. There is considerable commercial interest in the field because of its application to automated reasoning, machine translation, question answering, news-gathering, text categorization, voice-activation, archiving, and large-scale content analysis. == History == The program STUDENT, written in 1964 by Daniel Bobrow for his PhD dissertation at MIT, is one of the earliest known attempts at NLU by a computer. Eight years after John McCarthy coined the term artificial intelligence, Bobrow's dissertation (titled Natural Language Input for a Computer Problem Solving System) showed how a computer could understand simple natural language input to solve algebra word problems. A year later, in 1965, Joseph Weizenbaum at MIT wrote ELIZA, an interactive program that carried on a dialogue in English on any topic, the most popular being psychotherapy. ELIZA worked by simple parsing and substitution of key words into canned phrases and Weizenbaum sidestepped the problem of giving the program a database of real-world knowledge or a rich lexicon. Yet ELIZA gained surprising popularity as a toy project and can be seen as a very early precursor to current commercial systems such as those used by Ask.com. In 1969, Roger Schank at Stanford University introduced the conceptual dependency theory for NLU. This model, partially influenced by the work of Sydney Lamb, was extensively used by Schank's students at Yale University, such as Robert Wilensky, Wendy Lehnert, and Janet Kolodner. In 1970, William A. Woods introduced the augmented transition network (ATN) to represent natural language input. Instead of phrase structure rules ATNs used an equivalent set of finite-state automata that were called recursively. ATNs and their more general format called "generalized ATNs" continued to be used for a number of years. In 1971, Terry Winograd finished writing SHRDLU for his PhD thesis at MIT. SHRDLU could understand simple English sentences in a restricted world of children's blocks to direct a robotic arm to move items. The successful demonstration of SHRDLU provided significant momentum for continued research in the field. Winograd continued to be a major influence in the field with the publication of his book Language as a Cognitive Process. At Stanford, Winograd would later advise Larry Page, who co-founded Google. In the 1970s and 1980s, the natural language processing group at SRI International continued research and development in the field. A number of commercial efforts based on the research were undertaken, e.g., in 1982 Gary Hendrix formed Symantec Corporation originally as a company for developing a natural language interface for database queries on personal computers. However, with the advent of mouse-driven graphical user interfaces, Symantec changed direction. A number of other commercial efforts were started around the same time, e.g., Larry R. Harris at the Artificial Intelligence Corporation and Roger Schank and his students at Cognitive Systems Corp. In 1983, Michael Dyer developed the BORIS system at Yale which bore similarities to the work of Roger Schank and W. G. Lehnert. The third millennium saw the introduction of systems using machine learning for text classification, such as the IBM Watson. However, experts debate how much "understanding" such systems demonstrate: e.g., according to John Searle, Watson did not even understand the questions. John Ball, cognitive scientist and inventor of the Patom Theory, supports this assessment. Natural language processing has made inroads for applications to support human productivity in service and e-commerce, but this has largely been made possible by narrowing the scope of the application. There are thousands of ways to request something in a human language that still defies conventional natural language processing. According to Wibe Wagemans, "To have a meaningful conversation with machines is only possible when we match every word to the correct meaning based on the meanings of the other words in the sentence – just like a 3-year-old does without guesswork." == Scope and context == The umbrella term "natural language understanding" can be applied to a diverse set of computer applications, ranging from small, relatively simple tasks such as short commands issued to robots, to highly complex endeavors such as the full comprehension of newspaper articles or poetry passages. Many real-world applications fall between the two extremes, for instance text classification for the automatic analysis of emails and their routing to a suitable department in a corporation does not require an in-depth understanding of the text, but needs to deal with a much larger vocabulary and more diverse syntax than the management of simple queries to database tables with fixed schemata. Throughout the years various attempts at processing natural language or English-like sentences presented to computers have taken place at varying degrees of complexity. Some attempts have not resulted in systems with deep understanding, but have helped overall system usability. For example, Wayne Ratliff originally developed the Vulcan program with an English-like syntax to mimic the English speaking computer in Star Trek. Vulcan later became the dBase system whose easy-to-use syntax effectively launched the personal computer database industry. Systems with an easy-to-use or English-like syntax are, however, quite distinct from systems that use a rich lexicon and include an internal representation (often as first order logic) of the semantics of natural language sentences. Hence the breadth and depth of "understanding" aimed at by a system determine both the complexity of the system (and the implied challenges) and the types of applications it can deal with. The "breadth" of a system is measured by the sizes of its vocabulary and grammar. The "depth" is measured by the degree to which its understanding approximates that of a fluent native speaker. At the narrowest and shallowest, English-like command interpreters require minimal complexity, but have a small range of applications. Narrow but deep systems explore and model mechanisms of understanding, but they still have limited application. Systems that attempt to understand the contents of a document such as a news release beyond simple keyword matching and to judge its suitability for a user are broader and require significant complexity, but they are still somewhat shallow. Systems that are both very broad and very deep are beyond the current state of the art. == Components and architecture == Regardless of the approach used, most NLU systems share some common components. The system needs a lexicon of the language and a parser and grammar rules to break sentences into an internal representation. The construction of a rich lexicon with a suitable ontology requires significant effort, e.g., the Wordnet lexicon required many person-years of effort. The system also needs theory from semantics to guide the comprehension. The interpretation capabilities of a language-understanding system depend on the semantic theory it uses. Competing semantic theories of language have specific trade-offs in their suitability as the basis of computer-automated semantic interpretation. These range from naive semantics or stochastic semantic analysis to the use of pragmatics to derive meaning from context. Semantic parsers convert natural-language texts into formal meaning representations. Advanced applications of NLU also attempt to incorporate logical inference within their framework. This is generally achieved by mapping the derived meaning into a set of assertions in predicate logic, then using logical deduction to arrive at conclusions. Therefore, systems based on functional languages such as Lisp need to include a subsystem to represent logical assertions, while logic-oriented systems such as those using the language Prolog generally rely on an extension of the built-in logical representation framework. The management of context in NLU can present special challenges. A large variety of examples and counter examples have resulted in multiple approaches to the formal modeling of context, each with specific strengths and weaknesses.

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  Berlekamp–Rabin algorithm

  In number theory, Berlekamp's root finding algorithm, also called the Berlekamp–Rabin algorithm, is the probabilistic method of finding roots of polynomials over the field F p {\displaystyle \mathbb {F} _{p}} with p {\displaystyle p} elements. The method was discovered by Elwyn Berlekamp in 1970 as an auxiliary to the algorithm for polynomial factorization over finite fields. The algorithm was later modified by Rabin for arbitrary finite fields in 1979. The method was also independently discovered before Berlekamp by other researchers. == History == The method was proposed by Elwyn Berlekamp in his 1970 work on polynomial factorization over finite fields. His original work lacked a formal correctness proof and was later refined and modified for arbitrary finite fields by Michael Rabin. In 1986 René Peralta proposed a similar algorithm for finding square roots in F p {\displaystyle \mathbb {F} _{p}} . In 2000 Peralta's method was generalized for cubic equations. == Statement of problem == Let p {\displaystyle p} be an odd prime number. Consider the polynomial f ( x ) = a 0 + a 1 x + ⋯ + a n x n {\textstyle f(x)=a_{0}+a_{1}x+\cdots +a_{n}x^{n}} over the field F p ≃ Z / p Z {\displaystyle \mathbb {F} _{p}\simeq \mathbb {Z} /p\mathbb {Z} } of remainders modulo p {\displaystyle p} . The algorithm should find all λ {\displaystyle \lambda } in F p {\displaystyle \mathbb {F} _{p}} such that f ( λ ) = 0 {\textstyle f(\lambda )=0} in F p {\displaystyle \mathbb {F} _{p}} . == Algorithm == === Randomization === Let f ( x ) = ( x − λ 1 ) ( x − λ 2 ) ⋯ ( x − λ n ) {\textstyle f(x)=(x-\lambda _{1})(x-\lambda _{2})\cdots (x-\lambda _{n})} . Finding all roots of this polynomial is equivalent to finding its factorization into linear factors. To find such factorization it is sufficient to split the polynomial into any two non-trivial divisors and factorize them recursively. To do this, consider the polynomial f z ( x ) = f ( x − z ) = ( x − λ 1 − z ) ( x − λ 2 − z ) ⋯ ( x − λ n − z ) {\textstyle f_{z}(x)=f(x-z)=(x-\lambda _{1}-z)(x-\lambda _{2}-z)\cdots (x-\lambda _{n}-z)} where z {\displaystyle z} is some element of F p {\displaystyle \mathbb {F} _{p}} . If one can represent this polynomial as the product f z ( x ) = p 0 ( x ) p 1 ( x ) {\displaystyle f_{z}(x)=p_{0}(x)p_{1}(x)} then in terms of the initial polynomial it means that f ( x ) = p 0 ( x + z ) p 1 ( x + z ) {\displaystyle f(x)=p_{0}(x+z)p_{1}(x+z)} , which provides needed factorization of f ( x ) {\displaystyle f(x)} . === Classification of === F p {\displaystyle \mathbb {F} _{p}} elements Due to Euler's criterion, for every monomial ( x − λ ) {\displaystyle (x-\lambda )} exactly one of following properties holds: The monomial is equal to x {\displaystyle x} if λ = 0 {\displaystyle \lambda =0} , The monomial divides g 0 ( x ) = ( x ( p − 1 ) / 2 − 1 ) {\textstyle g_{0}(x)=(x^{(p-1)/2}-1)} if λ {\displaystyle \lambda } is quadratic residue modulo p {\displaystyle p} , The monomial divides g 1 ( x ) = ( x ( p − 1 ) / 2 + 1 ) {\textstyle g_{1}(x)=(x^{(p-1)/2}+1)} if λ {\displaystyle \lambda } is quadratic non-residual modulo p {\displaystyle p} . Thus if f z ( x ) {\displaystyle f_{z}(x)} is not divisible by x {\displaystyle x} , which may be checked separately, then f z ( x ) {\displaystyle f_{z}(x)} is equal to the product of greatest common divisors gcd ( f z ( x ) ; g 0 ( x ) ) {\displaystyle \gcd(f_{z}(x);g_{0}(x))} and gcd ( f z ( x ) ; g 1 ( x ) ) {\displaystyle \gcd(f_{z}(x);g_{1}(x))} . === Berlekamp's method === The property above leads to the following algorithm: Explicitly calculate coefficients of f z ( x ) = f ( x − z ) {\displaystyle f_{z}(x)=f(x-z)} , Calculate remainders of x , x 2 , x 2 2 , x 2 3 , x 2 4 , … , x 2 ⌊ log 2 ⁡ p ⌋ {\textstyle x,x^{2},x^{2^{2}},x^{2^{3}},x^{2^{4}},\ldots ,x^{2^{\lfloor \log _{2}p\rfloor }}} modulo f z ( x ) {\displaystyle f_{z}(x)} by squaring the current polynomial and taking remainder modulo f z ( x ) {\displaystyle f_{z}(x)} , Using exponentiation by squaring and polynomials calculated on the previous steps calculate the remainder of x ( p − 1 ) / 2 {\textstyle x^{(p-1)/2}} modulo f z ( x ) {\textstyle f_{z}(x)} , If x ( p − 1 ) / 2 ≢ ± 1 ( mod f z ( x ) ) {\textstyle x^{(p-1)/2}\not \equiv \pm 1{\pmod {f_{z}(x)}}} then gcd {\displaystyle \gcd } mentioned below provide a non-trivial factorization of f z ( x ) {\displaystyle f_{z}(x)} , Otherwise all roots of f z ( x ) {\displaystyle f_{z}(x)} are either residues or non-residues simultaneously and one has to choose another z {\displaystyle z} . If f ( x ) {\displaystyle f(x)} is divisible by some non-linear primitive polynomial g ( x ) {\displaystyle g(x)} over F p {\displaystyle \mathbb {F} _{p}} then when calculating gcd {\displaystyle \gcd } with g 0 ( x ) {\displaystyle g_{0}(x)} and g 1 ( x ) {\displaystyle g_{1}(x)} one will obtain a non-trivial factorization of f z ( x ) / g z ( x ) {\displaystyle f_{z}(x)/g_{z}(x)} , thus algorithm allows to find all roots of arbitrary polynomials over F p {\displaystyle \mathbb {F} _{p}} . === Modular square root === Consider equation x 2 ≡ a ( mod p ) {\textstyle x^{2}\equiv a{\pmod {p}}} having elements β {\displaystyle \beta } and − β {\displaystyle -\beta } as its roots. Solution of this equation is equivalent to factorization of polynomial f ( x ) = x 2 − a = ( x − β ) ( x + β ) {\textstyle f(x)=x^{2}-a=(x-\beta )(x+\beta )} over F p {\displaystyle \mathbb {F} _{p}} . In this particular case problem it is sufficient to calculate only gcd ( f z ( x ) ; g 0 ( x ) ) {\displaystyle \gcd(f_{z}(x);g_{0}(x))} . For this polynomial exactly one of the following properties will hold: GCD is equal to 1 {\displaystyle 1} which means that z + β {\displaystyle z+\beta } and z − β {\displaystyle z-\beta } are both quadratic non-residues, GCD is equal to f z ( x ) {\displaystyle f_{z}(x)} which means that both numbers are quadratic residues, GCD is equal to ( x − t ) {\displaystyle (x-t)} which means that exactly one of these numbers is quadratic residue. In the third case GCD is equal to either ( x − z − β ) {\displaystyle (x-z-\beta )} or ( x − z + β ) {\displaystyle (x-z+\beta )} . It allows to write the solution as β = ( t − z ) ( mod p ) {\textstyle \beta =(t-z){\pmod {p}}} . === Example === Assume we need to solve the equation x 2 ≡ 5 ( mod 11 ) {\textstyle x^{2}\equiv 5{\pmod {11}}} . For this we need to factorize f ( x ) = x 2 − 5 = ( x − β ) ( x + β ) {\displaystyle f(x)=x^{2}-5=(x-\beta )(x+\beta )} . Consider some possible values of z {\displaystyle z} : Let z = 3 {\displaystyle z=3} . Then f z ( x ) = ( x − 3 ) 2 − 5 = x 2 − 6 x + 4 {\displaystyle f_{z}(x)=(x-3)^{2}-5=x^{2}-6x+4} , thus gcd ( x 2 − 6 x + 4 ; x 5 − 1 ) = 1 {\displaystyle \gcd(x^{2}-6x+4;x^{5}-1)=1} . Both numbers 3 ± β {\displaystyle 3\pm \beta } are quadratic non-residues, so we need to take some other z {\displaystyle z} . Let z = 2 {\displaystyle z=2} . Then f z ( x ) = ( x − 2 ) 2 − 5 = x 2 − 4 x − 1 {\displaystyle f_{z}(x)=(x-2)^{2}-5=x^{2}-4x-1} , thus gcd ( x 2 − 4 x − 1 ; x 5 − 1 ) ≡ x − 9 ( mod 11 ) {\textstyle \gcd(x^{2}-4x-1;x^{5}-1)\equiv x-9{\pmod {11}}} . From this follows x − 9 = x − 2 − β {\textstyle x-9=x-2-\beta } , so β ≡ 7 ( mod 11 ) {\displaystyle \beta \equiv 7{\pmod {11}}} and − β ≡ − 7 ≡ 4 ( mod 11 ) {\textstyle -\beta \equiv -7\equiv 4{\pmod {11}}} . A manual check shows that, indeed, 7 2 ≡ 49 ≡ 5 ( mod 11 ) {\textstyle 7^{2}\equiv 49\equiv 5{\pmod {11}}} and 4 2 ≡ 16 ≡ 5 ( mod 11 ) {\textstyle 4^{2}\equiv 16\equiv 5{\pmod {11}}} . == Correctness proof == The algorithm finds factorization of f z ( x ) {\displaystyle f_{z}(x)} in all cases except for ones when all numbers z + λ 1 , z + λ 2 , … , z + λ n {\displaystyle z+\lambda _{1},z+\lambda _{2},\ldots ,z+\lambda _{n}} are quadratic residues or non-residues simultaneously. According to theory of cyclotomy, the probability of such an event for the case when λ 1 , … , λ n {\displaystyle \lambda _{1},\ldots ,\lambda _{n}} are all residues or non-residues simultaneously (that is, when z = 0 {\displaystyle z=0} would fail) may be estimated as 2 − k {\displaystyle 2^{-k}} where k {\displaystyle k} is the number of distinct values in λ 1 , … , λ n {\displaystyle \lambda _{1},\ldots ,\lambda _{n}} . In this way even for the worst case of k = 1 {\displaystyle k=1} and f ( x ) = ( x − λ ) n {\displaystyle f(x)=(x-\lambda )^{n}} , the probability of error may be estimated as 1 / 2 {\displaystyle 1/2} and for modular square root case error probability is at most 1 / 4 {\displaystyle 1/4} . == Complexity == Let a polynomial have degree n {\displaystyle n} . We derive the algorithm's complexity as follows: Due to the binomial theorem ( x − z ) k = ∑ i = 0 k ( k i ) ( − z ) k − i x i {\textstyle (x-z)^{k}=\sum \limits _{i=0}^{k}{\binom {k}{i}}(-z)^{k-i}x^{i}} , we may transition from f ( x ) {\displaystyle f(x)} to f ( x − z ) {\displaystyle f(x-z)} in O ( n 2 ) {\displaystyle O(n^{2})} time. Polynomial multiplication a

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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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  Concordance (publishing)

  A concordance is an alphabetical list of the principal words used in a book or body of work, listing every instance of each word with its immediate context. Historically, concordances have been compiled only for works of special importance, such as the Vedas, Bible, Qur'an or the works of Shakespeare, James Joyce or classical Latin and Greek authors, because of the time, difficulty, and expense involved in creating a concordance in the pre-computer era. A concordance is more than an index, with additional material such as commentary, definitions and topical cross-indexing which makes producing one a labor-intensive process even when assisted by computers. In the precomputing era, search technology was unavailable, and a concordance offered readers of long works such as the Bible something comparable to search results for every word that they would have been likely to search for. Today, the ability to combine the result of queries concerning multiple terms (such as searching for words near other words) has reduced interest in concordance publishing. In addition, mathematical techniques such as latent semantic indexing have been proposed as a means of automatically identifying linguistic information based on word context. A bilingual concordance is a concordance based on aligned parallel text. A topical concordance is a list of subjects that a book covers (usually The Bible), with the immediate context of the coverage of those subjects. Unlike a traditional concordance, the indexed word does not have to appear in the verse. The best-known topical concordance is Nave's Topical Bible. The first Bible concordance was compiled for the Vulgate Bible by Hugh of St Cher (d.1262), who employed 500 friars to assist him. In 1448, Rabbi Mordecai Nathan completed a concordance to the Hebrew Bible. It took him ten years. A concordance to the Greek New Testament was published in 1546 by Sixt Birck, and the Septuagint was done a by Conrad Kircher in 1602. The first concordance to the English Bible was published in 1550 by John Merbecke. According to Cruden, it did not employ the verse numbers devised by Robert Stephens in 1545, but "the pretty large concordance" of Mr Cotton did. Then followed Cruden's Concordance and Strong's Concordance. == Use in linguistics == Concordances are frequently used in linguistics, when studying a text. For example: comparing different usages of the same word analysing keywords analysing word frequencies finding and analysing phrases and idioms finding translations of subsentential elements, e.g. terminology, in bitexts and translation memories creating indexes and word lists (also useful for publishing) Concordancing techniques are widely used in national text corpora such as American National Corpus (ANC), British National Corpus (BNC), and Corpus of Contemporary American English (COCA) available on-line. Stand-alone applications that employ concordancing techniques are known as concordancers or more advanced corpus managers. Some of them have integrated part-of-speech taggers (POS taggers) and enable the user to create their own POS-annotated corpora to conduct various types of searches adopted in corpus linguistics. == Inversion == The reconstruction of the text of some of the Dead Sea Scrolls involved a concordance. Access to some of the scrolls was governed by a "secrecy rule" that allowed only the original International Team or their designates to view the original materials. After the death of Roland de Vaux in 1971, his successors repeatedly refused to even allow the publication of photographs to other scholars. This restriction was circumvented by Martin Abegg in 1991, who used a computer to "invert" a concordance of the missing documents made in the 1950s which had come into the hands of scholars outside of the International Team, to obtain an approximate reconstruction of the original text of 17 of the documents. This was soon followed by the release of the original text of the scrolls.

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  Computer-aided lean management

  Computer-aided lean management, in business management, is a methodology of developing and using software-controlled, lean systems integration. Its goal is to drive innovation towards cost and cycle-time savings. It attempts to create an efficient use of capital and resources through the development and use of one integrated system model to run a business's planning, engineering, design, maintenance, and operations. == Overview == Computer-Aided Lean Management (CALM) is a management philosophy that uses software to reduce risk and inefficiencies. CALM acts on uncertainties and business inefficiencies to increase profitability through the use of computational decision-making tools that enable opportunities for additional value creation. It is based on the application of software to enable continuous improvement through an Integrated System Model (ISM) of the business’s physical assets, business processes, and machine learning. This integration of software applications using lean principles was developed in the aerospace industry and has migrated to the energy industry. The creation of an ISM removes the barriers posed by the silos or stovepipes inherent in the departmentalization of most companies. Integration enables lean uses of information for the creation of actionable knowledge. CALM strives to create such a lean management approach to running the company through the rigors of software enforcement. From this software enforcement comes clear policy and procedures that are adhered to, activity-based costing, measurement of effectiveness, and the capability of using advanced algorithms for dramatic improvements in optimization of resources. CALM creates business capabilities through software to enable technology application, streamlining of processes, and a lean organizational structure. The methodology is based on a common sense approach for running a business, by measuring actions taken and using those measurements to design more efficient processes. == History == CALM was inspired by lean processes and techniques that were already dominant management technologies with a wide diversity of applications and successes. Motorola and General Electric had been known for the concepts of Six Sigma; Boeing had been managing mass (using modular and flexible assembly options), and Toyota combined elements of these methodologies to create the Toyota Production System. Boeing then took the Toyota model and added computer-aided enforcement of lean methodologies throughout the manufacturing process. One of the major sources for CALM's outgrowth was integrated definition (IDEF) modeling in aerospace manufacturing that was pioneered by the U.S. Air Force in the 1970s. IDEF is a methodology designed to model the end-to-end decisions, actions, and activities of an organization or system so that costs, performance, and cycle times can be optimized. IDEF methods have been adapted for wider use in automotive, aerospace, pharmaceuticals, and software development industries. IDEF methods serve as a starting point to understand lean management through semantic data modeling. The IDEF process begins by mapping the existing functions of an enterprise, creating a graphical model, or road map, that shows what controls each important function, who performs it, what resources are required for carrying it out, what it produces, how much it costs, and what relationships it has to other functions of the organization. IDEF simulations have been found to be efficient at streamlining and modernizing both companies and governmental agencies. Perhaps the best-developed evolution of the IDEF model beyond Toyota was at Boeing. Their project life-cycle process has grown into a rigorous software system that links people, tasks, tools, materials, and the environmental impact of any newly planned project, before any building is allowed to begin. Routinely, more than half of the time for any given project is spent building the precedence diagrams, or three-dimensional process maps, integrating with outside suppliers, and designing the implementation plan–all on the computer. Once real activity is initiated, an action tracker is used to monitor inputs and outputs versus the schedule and delivery metrics in real time throughout the organization. When the execution of a new airplane design begins, it is so well organized that it consistently cuts both costs and build time in half for each successive generation of airframe. Boeing created a complex lean management process called 'define and control airplane configuration/manufacturing resource management' (DCAC/MRM). The process was built with the help of the operations research and computer sciences departments of the University of Pittsburgh. The manufacture of the Boeing 777 was ultimately a success, and it became the precursor to succeeding generations of CALM at Boeing. The methodology of CALM has recently been applied to field orientated infrastructure based businesses with highly interdependent systems, such as electric utilities where a smart grid concept is being researched and developed. The management of infrastructure-based industries like oil, gas, electricity, water, transportation, and renewables requires massive investments in interdependent, physical infrastructure, as well as simultaneous attention to disparate market forces. In infrastructure businesses that manage field assets, uncertainty is the biggest impediment to profitability, rather than the maintenance of efficient supply chains or the management of factory assembly lines. These businesses are dominated by risk from uncertainties such as weather, market variations, transportation disruptions, government actions, logistic difficulties, geology, and asset reliability. CALM has been applied to deal with these types of infrastructure based challenges.

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  Voiceverse NFT plagiarism scandal

  In January 2022, 15—the pseudonymous Massachusetts Institute of Technology (MIT) artificial intelligence researcher and creator of the non-commercial generative artificial intelligence voice synthesis research project 15.ai—discovered that the blockchain-based technology company Voiceverse had plagiarized from their platform. Voiceverse marketed itself as a service that offered AI voice cloning technology that could be purchased and traded as non-fungible tokens (NFTs). Amid heightened controversy over NFTs in the gaming industry, voice actor Troy Baker (who has been described as one of the most famous voice actors in video games) announced his partnership with Voiceverse on January 14, 2022, triggering immediate backlash over concerns about the environmental impact of NFTs, potential for fraud, predatory monetization in video games, and the potential of AI displacing jobs for human voice actors. Later that same day, 15 revealed through server logs that Voiceverse had generated voice lines using 15's free text-to-speech platform, pitch-shifted the audio to make them unrecognizable, and falsely marketed the samples as their own technology before selling them as NFTs. Within an hour of being confronted with evidence, Voiceverse confessed and stated that their marketing team had used 15.ai without proper attribution while rushing to create a technology demo to coincide with Baker's partnership announcement, further exacerbating the already negative reception to the original announcement. In response, 15 replied "Go fuck yourself"; the interaction went viral and garnered a large amount of support for the developer. News publications universally characterized this incident as Voiceverse having "stolen" from 15.ai. The next day, Baker appeared on a podcast and stated that his motivation had been to help independent creators who were unable to afford professional voice actors. Following continued backlash and the plagiarism revelation, Baker ended his partnership with Voiceverse on January 31, 2022. Subsequently, the incident was documented in multiple AI ethics databases, criticisms of predatory monetization in video games, and retrospectives as one of the earliest instances of plagiarism and theft stemming from artificial intelligence during the AI boom. == Background == === Troy Baker === Troy Baker is a prominent voice actor in the video game industry best known for his performances as Joel Miller in The Last of Us franchise. Baker has been described as "ubiquitous" by Polygon, "one of the most high-profile and prolific voice actors in video games" by Eurogamer, and "arguably the most famous voice actor in the gaming industry" by GameGuru. His other prominent roles include voicing Agent John "Jonesy" Jones in Fortnite, Booker DeWitt in BioShock Infinite, and both Batman and Joker in multiple Batman video games. As of October 2025, Baker holds the record for the most acting nominations at the BAFTA Games Awards, with five between 2013 and 2021. === Voiceverse === Voiceverse is a blockchain-based startup founded by the Bored Ape Yacht Club that marketed itself as offering AI voice cloning technology in the form of NFTs. Prior to the announcement of their partnership with Baker, Voiceverse had partnered with LOVO, Inc., an AI voice platform that, according to LOVO, could generate human-like voices. Voiceverse stated that any user who purchases a voice NFT would have unlimited and perpetual access to the voice model, which could be used to create content such as audiobooks, YouTube videos, podcasts, e-learning materials, in-game voice chat, and Zoom calls. Voiceverse promised that buyers would "OWN [sic] all of the IP" of content they created using these voices. Voiceverse's roadmap included plans to release 8,888 initial voice NFTs, a feature to add emotions to existing voices, and the ability for users to mint their own voices as NFTs. Prior to Baker's partnership, Voiceverse had also partnered with voice actors Charlet Chung, who voices D.Va in Overwatch, and Andy Milonakis of The Andy Milonakis Show. === 15.ai === 15.ai is a free web application launched in 2020 that uses artificial intelligence to generate text-to-speech voices of fictional characters from popular media. Created by a pseudonymous artificial intelligence researcher known as 15, who began developing the technology as a freshman during their undergraduate research at MIT, it was an early example of an application of generative artificial intelligence during the initial stages of the AI boom. The platform showed that deep neural networks could generate emotionally expressive speech with only 15 seconds of speech; the name "15.ai" references the creator's statement that a voice can be convincingly cloned with just 15 seconds of audio, as opposed to the tens of hours of data previously required. 15.ai became an Internet phenomenon in early 2021 when content utilizing it went viral on social media and quickly gained widespread use among various Internet fandoms. 15 has emphasized that it remain free and non-commercial; it only requires users to give proper credit when using the service for content creation. === NFTs in the video game industry === By early 2022, NFTs had become highly controversial within the gaming industry. Critics raised concerns about their environmental impact due to the significant energy consumption of blockchain technology. In addition, the prevalence of scams, fraud, and potential money laundering associated with NFT sales, as well as fears that NFTs were a new form of predatory monetization following the increasing frequency of loot boxes, caused vocal pushback from the gaming community. Several major gaming companies had begun exploring NFT integration into their products, though fan backlash had already forced some projects to be cancelled. On December 16, 2021, the developers of S.T.A.L.K.E.R. 2: Heart of Chernobyl announced that they would be including NFTs in the game, but cancelled within an hour of the announcement due to immediate universal backlash. Simultaneously, the rise of AI voice technology raised concerns among voice actors about potential job displacement and the devaluation of their work amidst the voice acting industry's ongoing struggles for better compensation and working conditions. == Partnership announcement and backlash == On January 14, 2022, 1:02 a.m. EST, Baker announced on Twitter that he was partnering with Voiceverse "to explore ways where together we might bring new tools to new creators to make new things, and allow everyone a chance to own & invest in the IP's they create." The announcement concluded with the statement "You can hate. Or you can create." Baker's specific role with Voiceverse remained unclear at the time of the announcement. Along with Baker's announcement, Voiceverse promoted their supposed voice AI technology on Twitter by posting animated videos that featured a cat character created by NFT firm Chubbiverse. The videos concluded with text that read "The Voice Powered By Voiceverse"; Voiceverse stated on Twitter that the voices in the animations had been generated using their own AI voice synthesis technology and presented the videos as a technology demonstration of their voice NFT capabilities. The announcement provoked immediate and widespread backlash from the gaming community. Baker's tweet received thousands of replies and quote retweets (the vast majority of which were negative), far more than the number of likes; Michael McWhertor of Polygon described it as a "textbook example of being ratioed" and commented that reactions had been amplified by the final part of Baker's announcement. Michael Beckwith of Metro called Baker's approach "bizarrely aggressive". Later that day, Baker responded to the backlash by apologizing for his choice of words. He said he appreciated people's thoughts and acknowledged that the "hate/create part might have been a bit antagonistic," calling it a "bad attempt to bring levity". Despite the apology, Baker and his fellow voice actors did not distance themselves from Voiceverse at this point. At the same time, Voiceverse attempted to address the criticisms, stating that they were working to move to more environmentally friendly blockchain technology and that voice actors would receive royalties from NFT sales, with actors benefiting from any increase in NFT value. == Plagiarism revelation == On December 13, 2021, amidst the increasingly negative reactions toward NFTs among the general public, the creator of 15.ai (known pseudonymously as 15) announced that they had "no interest in incorporating NFTs into any aspect of [their] work." On January 14, 2022, 11:17 a.m. EST (10 hours after Baker's initial announcement), 15 commented on the Voiceverse venture, stating that it "sounds like a scam". Two hours later, at 1:20 p.m., 15 explicitly accused Voiceverse of "actively attempting to appropriate [15's] work for [Voiceverse's] own benefit." 15 provided evidence through

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  The Citation Project

  The Citation Project is a series of studies that measure and analyze first-year college writing students' source use and their ability to understand and implement sources within their own writing. The Citation Project reveals students' source-use habits and the issues that can be seen based on their lack of proper citation skills, such as the prevalence of plagiarism, institution policies, and the results of current writing pedagogy. The Citation Project's central findings were first presented at the Conference on College Composition and Communication in 2012. Although The Citation Project originally referred to this single 2012 study, the feedback received led to the conception of the Project as a broader initiative and as a place to gather and publish studies and data relating to student writing habits for the usage of other researches. == Method == The Citation Project's data comes from the work of 20 researchers analyzing 174 first-year composition students' research papers. The student papers studied originated from 16 institutions across the United States of America, including community colleges, public and private universities, denominational colleges, and Ivy Leagues. Researchers used bibliographic coding to aggregate data regarding the type, length, reading level, and usage of students' sources. == Findings == === Student source assessment and use === This study found that students were capable of identifying, locating, and accessing librarian-approved academic sources, most commonly accessing them with the internet. Despite students demonstrating their ability to find appropriate sources, they tend to exclusively cite the first few pages of their sources. Students' use and analysis of their citations are often limited, frequently resorting to patchwriting, directly restating their source's points, and omitting their own interpretations of their reference's ideas. The Citation Project also highlights students' struggle to accurately determine, address, and value their sources' bias, authority, and credibility. According to the Project's researchers' analysis, these habits demonstrate that first-year college writing students minimally engage with their sources and the academic conversations between them. One researcher from the Citation Project, Rebecca Moore Howard, believes these findings do not point towards students being lazy, but is rather a result of a writing pedagogy that prioritizes efficient, product-focused writing. Another interpretation offered by Sandra Jamieson, another researcher from the Citation Project explains their findings as a result of a lack of adherence to Information Learning (IL) Standards. === Pedagogy === A significant focus of The Citation Project is the development of pedagogical practices intended to equip students with writing and research techniques that will set them up for future success. Writers associated with The Citation Project, such as Tricia Serviss, believe that the practices of teachers surrounding academic integrity and writing practices are what form the foundation of how students think about writing and how to engage with assignments throughout their academic career. They also stress the importance of teaching students to effectively engage with sources rather than simply how to correctly cite them. The Citation Project asserts that endowing students with the ability to read, understand, and synthesize a variety of sources in their writing is a skill that will benefit them throughout their academic careers, and that the surface level typographical focus that many writing programs utilize is inadequate. == Plagiarism == One of the areas that The Citation Project also looks at is how students commit plagiarism throughout their writing. Plagiarism tends to be a checkpoint that gives instructors a sense where students' citation skills stand. Findings from The Citation Project reveal that the most common type of plagiarism is patchwriting which is the act of using the same sentence with only changing a couple of words. These types of issues can be seen as a learning curve due to lack of proper training. Student's that commit plagiarism are often unaware. === Policies === Another issue found is that academic plagiarism policies may not benefit a student's growth but may instead obstruct it. Policies against plagiarism tend to be harsh on the student that committed of offense. Even though student plagiarism is often unintentional academic institutions see this behavior as intentional. Student may then face harsh consequences as a result from their lack of citation knowledge. Additionally, higher level institutions assume that new students already have the skill set to avoid plagiarism which may be an unrealistic expectation. == Legacy == === Inspired studies === ==== Parrott and Napier ==== In one study, "Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach," Jill Parrot and Trenia Napier quoted the Citation Project's findings as evidence that current collegiate writing curriculums are an ineffective means of teaching students how to properly write academic research papers. The researchers accredited current writing pedagogy's lack of emphasis on teaching critical reading skills. Parrott and Napier tested their thesis by seeing if students would produce more academic writing if they partook in a writing course that taught critical reading. Their results mostly went against this hypothesis, finding students who received additional critical reading training only significantly improved in how they integrated their sources. ==== Kocatepe ==== In May Mehtap Kocatep's study, "Reconceptualising the notion of finding information: How undergraduate students construct information as they read-to-write in an academic writing class," Kocatep expresses that she believes current conversations around writing pedagogy, including the Citation Project, operate with the underlying misconception that information is an easily discoverable static entity and its retrieval is an objective, unbiased decision. Kocatepe instead offers the analysis of what students view as valuable information and if it is worth using is influenced by the socially constructed meanings available to writers at the moment. To further examine students' source engagement, Kocatepe did a study on how female university students from the United Arab Emirates find, retrieve, use, and value sources. Kocatepe's results mainly noted students' almost exclusive reliance on using Google to find sources, as well as how students' navigated mainly English-speaking academic conversations as non-native English speakers. ==== Dahlen, Nordstrom-Sanchez, and Graff ==== Dahlen, Nordstrom-Sanchez, and Graff built their study off The Citation Project research in order to explore the attitudes and practices of students in an undergraduate writing course. As the researchers acknowledge, data collected by the Citation Project was the subject of the bulk of their analysis. This study sought to examine undergraduate writing practices tied to source-usage and elucidate any relevant trends. Dahlen, Nordstrom-Sanchez and Graff found that undergraduate writing students were not engaging with outside sources properly. Key issues discussed include lack of engagement with broad source ideas (in favor of picking out quotes), lack of paraphrasing, and inability to link information between multiple sources. ==== Davis ==== Phillip M. Davis based much of the analysis in his study on data gathered by the Citation Project. This study aimed to examine the particular effects web-based research and study had on undergraduate's papers and the replicability of their bibliographies. Davis sought to see how the shift from physical in-person library based research to online, often at-home research changed the function and usability of the bibliography as a form of documenting source usage in a given work. The primary method of analysis involved examining students' bibliographies to see where they were finding information online and how these sources were accessed. A main issue Davis found was "persistency" of URLs used for online citations. He found that only 18% of URL-based citations continued to function (the others either no longer pointing to the correct document or ceasing to exist altogether) within 3 years of their usage by students, and more than half of claimed online citations could not be found in any form. He suggests that this result brings up questions about how web-based citations should be dealt with in a university context.

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  Online public access catalog

  The online public access catalog (OPAC), now frequently synonymous with library catalog, is an online database of materials held by a library or group of libraries. Online catalogs have largely replaced the analog card catalogs previously used in libraries. == History == === Early online === Although a handful of experimental systems existed as early as the 1960s, the first large-scale online catalogs were developed at Ohio State University in 1975 and the Dallas Public Library in 1978. These and other early online catalog systems tended to closely reflect the card catalogs that they were intended to replace. Using a dedicated terminal or telnet client, users could search a handful of pre-coordinate indexes and browse the resulting display in much the same way they had previously navigated the card catalog. Throughout the 1980s, the number and sophistication of online catalogs grew. The first commercial systems appeared, and would by the end of the decade largely replace systems built by libraries themselves. Library catalogs began providing improved search mechanisms, including Boolean and keyword searching, as well as ancillary functions, such as the ability to place holds on items that had been checked-out. At the same time, libraries began to develop applications to automate the purchase, cataloging, and circulation of books and other library materials. These applications, collectively known as an integrated library system (ILS) or library management system, included an online catalog as the public interface to the system's inventory. Most library catalogs are closely tied to their underlying ILS system. === Stagnation and dissatisfaction === The 1990s saw a relative stagnation in the development of online catalogs. Although the earlier character-based interfaces were replaced with ones for the Web, both the design and the underlying search technology of most systems did not advance much beyond that developed in the late 1980s. At the same time, organizations outside of libraries began developing more sophisticated information retrieval systems. Web search engines like Google and popular e-commerce websites such as Amazon.com provided simpler to use (yet more powerful) systems that could provide relevancy ranked search results using probabilistic and vector-based queries. Prior to the widespread use of the Internet, the online catalog was often the first information retrieval system library users ever encountered. Now accustomed to web search engines, newer generations of library users have grown increasingly dissatisfied with the complex (and often arcane) search mechanisms of older online catalog systems. This has, in turn, led to vocal criticisms of these systems within the library community itself, and in recent years to the development of newer (often termed 'next-generation') catalogs. === Next-generation catalogs === Newer generations of library catalog systems, typically called discovery systems (or a discovery layer), are distinguished from earlier OPACs by their use of more sophisticated search technologies, including relevancy ranking and faceted search, as well as features aimed at greater user interaction and participation with the system, including tagging and reviews. These new features rely heavily on existing metadata which may be poor or inconsistent, particularly for older records. Newer catalog platforms may be independent of the organization's integrated library system (ILS), instead providing drivers that allow for the synchronization of data between the two systems. While the original online catalog interfaces were almost exclusively built by ILS vendors, libraries have increasingly sought next-generation catalogs built by enterprise search companies and open-source software projects, often led by libraries themselves. == Union catalogs == Although library catalogs typically reflect the holdings of a single library, they can also contain the holdings of a group or consortium of libraries. These systems, known as union catalogs, are usually designed to aid the borrowing of books and other materials among the member institutions via interlibrary loan. Examples of this type of catalogs include COPAC, SUNCAT, NLA Trove, and WorldCat—the last catalogs the collections of libraries worldwide. == Related systems == There are a number of systems that share much in common with library catalogs, but have traditionally been distinguished from them. Libraries utilize these systems to search for items not traditionally covered by a library catalog, although these systems are sometimes integrated into a more comprehensive discovery system. Bibliographic databases—such as Medline, ERIC, PsycINFO, Scopus, Web of Science, and many others—index journal articles and other research data. There are also a number of applications aimed at managing documents, photographs, and other digitized or born-digital items such as Digital Commons and DSpace. Particularly in academic libraries, these systems (often known as digital library systems or institutional repository systems) assist with efforts to preserve documents created by faculty and students. Electronic resource management helps librarians to track selection, acquisition, and licensing of a library's electronic information resources.

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  Framebuffer

  A framebuffer (frame buffer, or sometimes framestore) is a portion of random-access memory (RAM) containing a bitmap that drives a video display. It is a memory buffer containing data representing all the pixels in a complete video frame. Modern video cards contain framebuffer circuitry in their cores. This circuitry converts an in-memory bitmap into a video signal that can be displayed on a computer monitor. In computing, a screen buffer is a part of computer memory used by a computer application for the representation of the content to be shown on the computer display. The screen buffer may also be called the video buffer, the regeneration buffer, or regen buffer for short. The phrase "screen buffer” refers to a logical function, while video memory refers to a hardware storage location. In particular, the screen buffer may be placed in the main RAM, the video memory, or some other hardware location. To reduce latency and avoid screen tearing, multiple frames can be buffered, and this technique is called multiple buffering. When this is so, at any time, only one frame would be visible, and the others would not be. The currently invisible frames are located in the off-screen buffer. The information in the buffer typically consists of color values for every pixel to be shown on the display. Color values are commonly stored in 1-bit binary (monochrome), 4-bit palettized, 8-bit palettized, 16-bit high color and 24-bit true color formats. An additional alpha channel is sometimes used to retain information about pixel transparency. The total amount of memory required for the framebuffer depends on the resolution of the output signal, and on the color depth or palette size. == History == Computer researchers had long discussed the theoretical advantages of a framebuffer but were unable to produce a machine with sufficient memory at an economically practicable cost. In 1947, the Manchester Baby computer used a Williams tube, later the Williams-Kilburn tube, to store 1024 bits on a cathode-ray tube (CRT) memory and displayed on a second CRT. Other research labs were exploring these techniques with MIT Lincoln Laboratory achieving a 4096 display in 1950. A color-scanned display was implemented in the late 1960s, called the Brookhaven RAster Display (BRAD), which used a drum memory and a television monitor. In 1969, A. Michael Noll of Bell Telephone Laboratories, Inc. implemented a scanned display with a frame buffer, using magnetic-core memory. A year or so later, the Bell Labs system was expanded to display an image with a color depth of three bits on a standard color TV monitor. The vector graphics used in the computer had to be converted for the scanned graphics of a TV display. In the early 1970s, the development of MOS memory (metal–oxide–semiconductor memory) integrated-circuit chips, particularly high-density DRAM (dynamic random-access memory) chips with at least 1 kb memory, made it practical to create, for the first time, a digital memory system with framebuffers capable of holding a standard video image. This led to the development of the SuperPaint system by Richard Shoup at Xerox PARC in 1972. Shoup was able to use the SuperPaint framebuffer to create an early digital video-capture system. By synchronizing the output signal to the input signal, Shoup was able to overwrite each pixel of data as it shifted in. Shoup also experimented with modifying the output signal using color tables. These color tables allowed the SuperPaint system to produce a wide variety of colors outside the range of the limited 8-bit data it contained. This scheme would later become commonplace in computer framebuffers. In 1974, Evans & Sutherland released the first commercial framebuffer, the Picture System, costing about $15,000. It was capable of producing resolutions of up to 512 by 512 pixels in 8-bit grayscale, and became a boon for graphics researchers who did not have the resources to build their own framebuffer. The New York Institute of Technology would later create the first 24-bit color system using three of the Evans & Sutherland framebuffers. Each framebuffer was connected to an RGB color output (one for red, one for green and one for blue), with a Digital Equipment Corporation PDP 11/04 minicomputer controlling the three devices as one. In 1975, the UK company Quantel produced the first commercial full-color broadcast framebuffer, the Quantel DFS 3000. It was first used in TV coverage of the 1976 Montreal Olympics to generate a picture-in-picture inset of the Olympic flaming torch while the rest of the picture featured the runner entering the stadium. The rapid improvement of integrated-circuit technology made it possible for many of the home computers of the late 1970s to contain low-color-depth framebuffers. Today, nearly all computers with graphical capabilities utilize a framebuffer for generating the video signal. Amiga computers, created in the 1980s, featured special design attention to graphics performance and included a unique Hold-And-Modify framebuffer capable of displaying 4096 colors. Framebuffers also became popular in high-end workstations and arcade system boards throughout the 1980s. SGI, Sun Microsystems, HP, DEC and IBM all released framebuffers for their workstation computers in this period. These framebuffers were usually of a much higher quality than could be found in most home computers, and were regularly used in television, printing, computer modeling and 3D graphics. Framebuffers were also used by Sega for its high-end arcade boards, which were also of a higher quality than on home computers. == Display modes == Framebuffers used in personal and home computing often had sets of defined modes under which the framebuffer can operate. These modes reconfigure the hardware to output different resolutions, color depths, memory layouts and refresh rate timings. In the world of Unix machines and operating systems, such conveniences were usually eschewed in favor of directly manipulating the hardware settings. This manipulation was far more flexible in that any resolution, color depth and refresh rate was attainable – limited only by the memory available to the framebuffer. An unfortunate side-effect of this method was that the display device could be driven beyond its capabilities. In some cases, this resulted in hardware damage to the display. More commonly, it simply produced garbled and unusable output. Modern CRT monitors fix this problem through the introduction of protection circuitry. When the display mode is changed, the monitor attempts to obtain a signal lock on the new refresh frequency. If the monitor is unable to obtain a signal lock or if the signal is outside the range of its design limitations, the monitor will ignore the framebuffer signal and possibly present the user with an error message. LCD monitors tend to contain similar protection circuitry, but for different reasons. Since the LCD must digitally sample the display signal (thereby emulating an electron beam), any signal that is out of range cannot be physically displayed on the monitor. == Color palette == Framebuffers have traditionally supported a wide variety of color modes. Due to the expense of memory, most early framebuffers used 1-bit (2 colors per pixel), 2-bit (4 colors), 4-bit (16 colors) or 8-bit (256 colors) color depths. The problem with such small color depths is that a full range of colors cannot be produced. The solution to this problem was indexed color, which adds a lookup table to the framebuffer. Each color stored in framebuffer memory acts as a color index. The lookup table serves as a palette with a limited number of different colors, while the rest is used as an index table. Here is a typical indexed 256-color image and its own palette (shown as a rectangle of swatches): In some designs, it was also possible to write data to the lookup table (or switch between existing palettes) on the fly, allowing dividing the picture into horizontal bars with their own palette and thus rendering an image that had a far wider palette. For example, viewing an outdoor shot photograph, the picture could be divided into four bars: the top one with emphasis on sky tones, the next with foliage tones, the next with skin and clothing tones, and the bottom one with ground colors. This required each palette to have overlapping colors, but, carefully done, allowed great flexibility. == Memory access == While framebuffers are commonly accessed via a memory mapping directly to the CPU memory space, this is not the only method by which they may be accessed. Framebuffers have varied widely in the methods used to access memory. Some of the most common are: Mapping the entire framebuffer to a given memory range. Port commands to set each pixel, range of pixels or palette entry. Mapping a memory range smaller than the framebuffer memory, then bank switching as necessary. The framebuffer organization may be packed pixel or planar. The framebuffer may be all

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  Algorithmic Puzzles

  Algorithmic Puzzles is a book of puzzles based on computational thinking. It was written by computer scientists Anany and Maria Levitin, and published in 2011 by Oxford University Press. == Topics == The book begins with a "tutorial" introducing classical algorithm design techniques including backtracking, divide-and-conquer algorithms, and dynamic programming, methods for the analysis of algorithms, and their application in example puzzles. The puzzles themselves are grouped into three sets of 50 puzzles, in increasing order of difficulty. A final two chapters provide brief hints and more detailed solutions to the puzzles, with the solutions forming the majority of pages of the book. Some of the puzzles are well known classics, some are variations of known puzzles making them more algorithmic, and some are new. They include: Puzzles involving chessboards, including the eight queens puzzle, knight's tours, and the mutilated chessboard problem Balance puzzles River crossing puzzles The Tower of Hanoi Finding the missing element in a data stream The geometric median problem for Manhattan distance == Audience and reception == The puzzles in the book cover a wide range of difficulty, and in general do not require more than a high school level of mathematical background. William Gasarch notes that grouping the puzzles only by their difficulty and not by their themes is actually an advantage, as it provides readers with fewer clues about their solutions. Reviewer Narayanan Narayanan recommends the book to any puzzle aficionado, or to anyone who wants to develop their powers of algorithmic thinking. Reviewer Martin Griffiths suggests another group of readers, schoolteachers and university instructors in search of examples to illustrate the power of algorithmic thinking. Gasarch recommends the book to any computer scientist, evaluating it as "a delight".

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  Learning augmented algorithm

  A learning augmented algorithm (also called algorithm with predictions) is an algorithm that can make use of a prediction to improve its performance. Whereas in regular algorithms just the problem instance is inputted, learning augmented algorithms accept an extra parameter. This extra parameter often is a prediction of some property of the solution. This prediction is then used by the algorithm to improve its running time or the quality of its output. The most common application are online algorithms, where a prediction on the uncertain instance is provided. == Description == A learning augmented algorithm typically takes an input ( I , A ) {\displaystyle ({\mathcal {I}},{\mathcal {A}})} . Here I {\displaystyle {\mathcal {I}}} is a problem instance and A {\displaystyle {\mathcal {A}}} is the prediction. A prediction can be any object. Common are the following types: Prediction of an optimal solution. The prediction gives a solution to the problem or characterizes an optimal solution. Prediction of the input. This is mainly used for online problems. Prediction of algorithmic actions. A prediction tailored to a specific algorithm that suggests a specific algorithm execution. Learning augmented algorithms usually satisfy the following three properties: Consistency. A learning augmented algorithm is said to be consistent if the algorithm can be proven to have a good performance when it is provided with an accurate prediction. Smoothness. A learning augmented algorithm is called smooth if its performance can be bounded by a function of the quality of the prediction. Here, the quality can be measured in a problem specific way. This is also called the prediction error. Robustness. A learning augmented algorithm is called robust if its worst-case performance can be bounded even if the given prediction is inaccurate. Learning augmented algorithms generally do not prescribe how the prediction should be done. For this purpose machine learning can be used. == Applications == A few examples of problems where learning augmented algorithms have been applied are the following. === Online algorithms === The ski rental problem The weighted paging problem The set cover problem Nonclairvoyant scheduling The online bipartite matching problem === Warm starting === ==== Data structures ==== The binary search algorithm is an algorithm for finding elements of a sorted list x 1 , … , x n {\displaystyle x_{1},\ldots ,x_{n}} . It needs O ( log ⁡ ( n ) ) {\displaystyle O(\log(n))} steps to find an element with some known value y {\displaystyle y} in a list of length n {\displaystyle n} . With a prediction i {\displaystyle i} for the position of y {\displaystyle y} , the following learning augmented algorithm can be used. First, look at position i {\displaystyle i} in the list. If x i = y {\displaystyle x_{i}=y} , the element has been found. If x i < y {\displaystyle x_{i} y {\displaystyle x_{i}>y} , do the same as in the previous case, but instead consider i − 1 , i − 2 , i − 4 , … {\displaystyle i-1,i-2,i-4,\ldots } . The error is defined to be η = | i − i ∗ | {\displaystyle \eta =|i-i^{}|} , where i ∗ {\displaystyle i^{}} is the real index of y {\displaystyle y} . In the learning augmented algorithm, probing the positions i + 1 , i + 2 , i + 4 , … {\displaystyle i+1,i+2,i+4,\ldots } takes log 2 ⁡ ( η ) {\displaystyle \log _{2}(\eta )} steps. Then a binary search is performed on a list of size at most 2 η {\displaystyle 2\eta } , which takes log 2 ⁡ ( η ) {\displaystyle \log _{2}(\eta )} steps. This makes the total running time of the algorithm 2 log 2 ⁡ ( η ) {\displaystyle 2\log _{2}(\eta )} . So, when the error is small, the algorithm is faster than a normal binary search. This shows that the algorithm is consistent. Even in the worst case, the error will be at most n {\displaystyle n} . Then the algorithm takes at most O ( log ⁡ ( n ) ) {\displaystyle O(\log(n))} steps, so the algorithm is robust. ==== More examples ==== The maximum weight matching problem === Approximation algorithms === The maximum cut problem The vertex cover problem === Mechanism Design === The facility location problem

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