AI Writing Generator

AI Writing Generator — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

  • Circle Hough Transform

    Circle Hough Transform

    The circle Hough Transform (CHT) is a basic feature extraction technique used in digital image processing for detecting circles in imperfect images. The circle candidates are produced by “voting” in the Hough parameter space and then selecting local maxima in an accumulator matrix. It is a specialization of the Hough transform. == Theory == In a two-dimensional space, a circle can be described by: ( x − a ) 2 + ( y − b ) 2 = r 2 ( 1 ) {\displaystyle \left(x-a\right)^{2}+\left(y-b\right)^{2}=r^{2}\ \ \ \ \ (1)} where (a,b) is the center of the circle, and r is the radius. If a 2D point (x,y) is fixed, then the parameters can be found according to (1). The parameter space would be three dimensional, (a, b, r). And all the parameters that satisfy (x, y) would lie on the surface of an inverted right-angled cone whose apex is at (x, y, 0). In the 3D space, the circle parameters can be identified by the intersection of many conic surfaces that are defined by points on the 2D circle. This process can be divided into two stages. The first stage is fixing radius then find the optimal center of circles in a 2D parameter space. The second stage is to find the optimal radius in a one dimensional parameter space. === Find parameters with known radius R === If the radius is fixed, then the parameter space would be reduced to 2D (the position of the circle center). For each point (x, y) on the original circle, it can define a circle centered at (x, y) with radius R according to (1). The intersection point of all such circles in the parameter space would be corresponding to the center point of the original circle. Consider 4 points on a circle in the original image (left). The circle Hough transform is shown in the right. Note that the radius is assumed to be known. For each (x,y) of the four points (white points) in the original image, it can define a circle in the Hough parameter space centered at (x, y) with radius r. An accumulator matrix is used for tracking the intersection point. In the parameter space, the voting number of those points that have a newly defined circle passing through them would be increased by one for every circle. Then the local maxima point (the red point in the center in the right figure) can be found. The position (a, b) of the maxima would be the center of the original circle. === Multiple circles with known radius R === Multiple circles with same radius can be found with the same technique. Note that, in the accumulator matrix (right fig), there would be at least 3 local maxima points. === Accumulator matrix and voting === In practice, an accumulator matrix is introduced to find the intersection point in the parameter space. First, we need to divide the parameter space into “buckets” using a grid and produce an accumulator matrix according to the grid. The element in the accumulator matrix denotes the number of “circles” in the parameter space that are passing through the corresponding grid cell in the parameter space. The number is also called “voting number”. Initially, every element in the matrix is zeros. Then for each “edge” point in the original space, we can formulate a circle in the parameter space and increase the voting number of the grid cell which the circle passes through. This process is called “voting”. After voting, we can find local maxima in the accumulator matrix. The positions of the local maxima are corresponding to the circle centers in the original space. === Find circle parameter with unknown radius === Since the parameter space is 3D, the accumulator matrix would be 3D, too. We can iterate through possible radii; for each radius, we use the previous technique. Finally, find the local maxima in the 3D accumulator matrix. Accumulator array should be A[x,y,r] in the 3D space. Voting should be for each pixels, radius and theta A[x,y,r] += 1 The algorithm : For each A[a,b,r] = 0; Process the filtering algorithm on image Gaussian Blurring, convert the image to grayscale ( grayScaling), make Canny operator, The Canny operator gives the edges on image. Vote on all possible circles in accumulator. The local maximum voted circles of Accumulator A gives the circle Hough space. The maximum voted circle of Accumulator gives the circle. The Incrementing for Best Candidate : For each A[a,b,r] = 0; // fill with zeroes initially, instantiate 3D matrix For each cell(x,y) For each theta t = 0 to 360 // the possible theta 0 to 360 b = y – r sin(t PI / 180); //polar coordinate for center (convert to radians) a = x – r cos(t PI / 180); //polar coordinate for center (convert to radians) A[a,b,r] +=1; //voting end end == Examples == === Find circles in a shoe-print === The original picture (right) is first turned into a binary image (left) using a threshold and Gaussian filter. Then edges (mid) are found from it using canny edge detection. After this, all the edge points are used by the Circle Hough Transform to find underlying circle structure. == Limitations == Since the parameter space of the CHT is three dimensional, it may require lots of storage and computation. Choosing a bigger grid size can ameliorate this problem. However, choosing an appropriate grid size is difficult. Since too coarse a grid can lead to large values of the vote being obtained falsely because many quite different structures correspond to a single bucket. Too fine a grid can lead to structures not being found because votes resulting from tokens that are not exactly aligned end up in different buckets, and no bucket has a large vote. Also, the CHT is not very robust to noise. == Extensions == === Adaptive Hough Transform === J. Illingworth and J. Kittler introduced this method for implementing Hough Transform efficiently. The AHT uses a small accumulator array and the idea of a flexible iterative "coarse to fine" accumulation and search strategy to identify significant peaks in the Hough parameter spaces. This method is substantially superior to the standard Hough Transform implementation in both storage and computational requirements. == Application == === People Counting === Since the head would be similar to a circle in an image, CHT can be used for detecting heads in a picture, so as to count the number of persons in the image. === Brain Aneurysm Detection === Modified Hough Circle Transform (MHCT) is used on the image extracted from Digital Subtraction Angiogram (DSA) to detect and classify aneurysms type. == Implementation code == Circle Detection via Standard Hough Transform, by Amin Sarafraz, Mathworks (File Exchange) Hough Circle Transform, OpenCV-Python Tutorials (archived version on archive.org)

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  • Virtual facility

    Virtual facility

    A Virtual Facility (VF) is a highly realistic digital representation of a data center, used to model all relevant aspects of a physical data center with a high degree of precision. The term "virtual" in Virtual Facility refers to its use of virtual reality, rather than the abstraction of computer resources as seen in platform virtualization. The VF mirrors the characteristics of a physical facility over time and allows for detailed analysis and modeling. == VF Model features == A standard VF model includes: Three-dimensional physical facility layout Network connectivity of facility equipment Full inventory of facility equipment, including electronics and electrical systems such as power distribution units (PDUs) and uninterruptible power supplies (UPSs) Full air conditioning system (ACUs) and controls within the room The term Virtual Facility was introduced to address the emerging environmental problems facing modern Mission Critical Facilities (MCFs). This concept combines virtual reality (VR), computer simulation, and expert systems applied to the domain of facilities. The VF type of computer simulation allows for detailed analysis and prototyping of airflow in the data center using computational fluid dynamics (CFD) techniques. This enables the visualization and numerical analysis of airflow and temperatures within the facility, helping to predict real-world outcomes. == VF applications == The VF model can be used to assist with the following: Greenfield design Asset management Troubleshooting existing data centers Making existing data centers more resilient Making existing data centers more energy efficient Cost prediction Staff training Capacity planning Load growth management Many organizations use VF models to virtually assess scenarios before committing resources to physical changes. This allows for better decision-making regarding the addition or modification of equipment, helping to avoid logistical or thermal problems.

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  • Pointer algorithm

    Pointer algorithm

    In computer science, a pointer algorithm (sometimes called a pointer machine, or a reference machine; see the article Pointer machine for a close but non-identical concept) is a type of algorithm that manages a linked data structure. This concept is used as a model for lower-bound proofs and specific restrictions on the linked data structure and on the algorithm's access to the structure vary. This model has been used extensively with problems related to the disjoint-set data structure. Thus, Tarjan and La Poutré used this model to prove lower bounds on the amortized complexity of a disjoint-set data structure (La Poutré also addressed the interval split-find problem). Blum used this model to prove a lower bound on the single operation worst-case time of disjoint set data structure. Blum and Rochow proved a worst-case lower bound for the interval union-find problem. == Example == In Tarjan's lower bound for the disjoint set union problem, the assumptions on the algorithm are: The algorithm maintains a linked structure of nodes. Each element of the problem is associated with a node. Each set is represented by a node. The nodes of each set constitute a distinct connected component in the structure (this property is called separability). The find operation is performed by following links from the element node to the set node. Under these assumptions, the lower bound of Ω ( m α ( m , n ) ) {\displaystyle \Omega (m\alpha (m,n))} on the cost of a sequence of m operations is proven.

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  • The Citation Project

    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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  • Maximum inner-product search

    Maximum inner-product search

    Maximum inner-product search (MIPS) is a search problem, with a corresponding class of search algorithms which attempt to maximise the inner product between a query and the data items to be retrieved. MIPS algorithms are used in a wide variety of big data applications, including recommendation algorithms and machine learning. Formally, for a database of vectors x i {\displaystyle x_{i}} defined over a set of labels S {\displaystyle S} in an inner product space with an inner product ⟨ ⋅ , ⋅ ⟩ {\displaystyle \langle \cdot ,\cdot \rangle } defined on it, MIPS search can be defined as the problem of determining a r g m a x i ∈ S ⟨ x i , q ⟩ {\displaystyle {\underset {i\in S}{\operatorname {arg\,max} }}\ \langle x_{i},q\rangle } for a given query q {\displaystyle q} . Although there is an obvious linear-time implementation, it is generally too slow to be used on practical problems. However, efficient algorithms exist to speed up MIPS search. Under the assumption of all vectors in the set having constant norm, MIPS can be viewed as equivalent to a nearest neighbor search (NNS) problem in which maximizing the inner product is equivalent to minimizing the corresponding distance metric in the NNS problem. Like other forms of NNS, MIPS algorithms may be approximate or exact. MIPS search is used as part of DeepMind's RETRO algorithm.

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  • Information and media literacy

    Information and media literacy

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

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  • Voiceverse NFT plagiarism scandal

    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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  • Online analytical processing

    Online analytical processing

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

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  • Artificial intelligence

    Artificial intelligence

    Artificial intelligence (AI) is the capability of computational systems to perform tasks typically associated with human intelligence, such as learning, reasoning, problem-solving, perception, and decision-making. It is a field of research in engineering, mathematics and computer science that develops and studies methods and software that enable machines to perceive their environment and use learning and intelligence to take actions that maximize their chances of achieving defined goals. High-profile applications of AI include advanced web search engines, chatbots, virtual assistants, autonomous vehicles, and play and analysis in strategy games (e.g., chess and Go). Since the 2020s, generative AI has become widely available to generate images, audio, and videos from text prompts. The traditional goals of AI research include learning, reasoning, knowledge representation, planning, natural language processing, and perception, as well as support for robotics. To reach these goals, AI researchers have used techniques including state space search and mathematical optimization, formal logic, artificial neural networks, and methods based on statistics, operations research, and economics. AI also draws upon psychology, linguistics, philosophy, neuroscience, and other fields. Some companies, such as OpenAI, Google DeepMind and Meta, aim to create artificial general intelligence (AGI) – AI that can complete virtually any cognitive task at least as well as a human. Artificial intelligence was founded as an academic discipline in 1956, and the field went through multiple cycles of optimism throughout its history, followed by periods of disappointment and loss of funding, known as AI winters. Funding and interest increased substantially after 2012, when graphics processing units began being used to accelerate neural networks, and deep learning outperformed previous AI techniques. This growth accelerated further after 2017 with the transformer architecture. In the 2020s, an AI boom has coincided with advances in generative AI, which allowed for the creation and modification of media. In addition to AI safety and unintended consequences and harms from the use of AI, ethical concerns, AI's long-term effects, and potential existential risks have prompted discussions of AI regulation. == Goals == The general problem of simulating (or creating) intelligence has been broken into subproblems. These consist of particular traits or capabilities that researchers expect an intelligent system to display. The traits described below have received the most attention and cover the scope of AI research. === Reasoning and problem-solving === Early researchers developed algorithms that imitated step-by-step reasoning that humans use when they solve puzzles or make logical deductions. By the late 1980s and 1990s, methods were developed for dealing with uncertain or incomplete information, employing concepts from probability and economics. Many of these algorithms are insufficient for solving large reasoning problems because they experience a "combinatorial explosion": They become exponentially slower as the problems grow. Even humans rarely use the step-by-step deduction that early AI research could model. They solve most of their problems using fast, intuitive judgments. Accurate and efficient reasoning is an unsolved problem. === Knowledge representation === Knowledge representation and knowledge engineering allow AI programs to answer questions intelligently and make deductions about real-world facts. Formal knowledge representations are used in content-based indexing and retrieval, scene interpretation, clinical decision support, knowledge discovery (mining "interesting" and actionable inferences from large databases), and other areas. A knowledge base is a body of knowledge represented in a form that can be used by a program. An ontology is the set of objects, relations, concepts, and properties used by a particular domain of knowledge. Knowledge bases need to represent things such as objects, properties, categories, and relations between objects; situations, events, states, and time; causes and effects; knowledge about knowledge (what we know about what other people know); default reasoning (things that humans assume are true until they are told differently and will remain true even when other facts are changing); and many other aspects and domains of knowledge. Among the most difficult problems in knowledge representation are the breadth of commonsense knowledge (the set of atomic facts that the average person knows is enormous); and the sub-symbolic form of most commonsense knowledge (much of what people know is not represented as "facts" or "statements" that they could express verbally). There is also the difficulty of knowledge acquisition, the problem of obtaining knowledge for AI applications. === Planning and decision-making === An "agent" is any entity (artificial or not) that perceives and takes actions in the world. A rational agent has goals or preferences and takes actions to make them happen. In automated planning, the agent has a specific goal. In automated decision-making, the agent has preferences—there are some situations it would prefer to be in, and some situations it is trying to avoid. The decision-making agent assigns a number to each situation (called the "utility") that measures how much the agent prefers it. For each possible action, it can calculate the "expected utility": the utility of all possible outcomes of the action, weighted by the probability that the outcome will occur. It can then choose the action with the maximum expected utility. In classical planning, the agent knows exactly what the effect of any action will be. In most real-world problems, however, the agent may not be certain about the situation they are in (it is "unknown" or "unobservable") and it may not know for certain what will happen after each possible action (it is not "deterministic"). It must choose an action by making a probabilistic guess and then reassess the situation to see if the action worked. Alongside thorough testing and improvement based on previous decisions, having an explanation for why the agent took certain decisions is a way to build trust, especially when the decisions have to be relied upon. In some problems, the agent's preferences may be uncertain, especially if there are other agents or humans involved. These can be learned (e.g., with inverse reinforcement learning), or the agent can seek information to improve its preferences. Information value theory can be used to weigh the value of exploratory or experimental actions. The space of possible future actions and situations is typically intractably large, so the agents must take actions and evaluate situations while being uncertain of what the outcome will be. A Markov decision process has a transition model that describes the probability that a particular action will change the state in a particular way and a reward function that supplies the utility of each state and the cost of each action. A policy associates a decision with each possible state. The policy could be calculated (e.g., by iteration), be heuristic, or it can be learned. Game theory describes the rational behavior of multiple interacting agents and is used in AI programs that make decisions that involve other agents. === Learning === Machine learning is the study of programs that can improve their performance on a given task automatically. It has been a part of AI from the beginning. There are several kinds of machine learning. Unsupervised learning analyzes a stream of data and finds patterns and makes predictions without any other guidance. Supervised learning requires labeling the training data with the expected answers, and comes in two main varieties: classification (where the program must learn to predict what category the input belongs in) and regression (where the program must deduce a numeric function based on numeric input). In reinforcement learning, the agent is rewarded for good responses and punished for bad ones. The agent learns to choose responses that are classified as "good". Transfer learning is when the knowledge gained from one problem is applied to a new problem. Deep learning is a type of machine learning that runs inputs through biologically inspired artificial neural networks for all of these types of learning. Computational learning theory can assess learners by computational complexity, by sample complexity (how much data is required), or by other notions of optimization. === Natural language processing === Natural language processing (NLP) allows programs to read, write and communicate in human languages. Specific problems include speech recognition, speech synthesis, machine translation, information extraction, information retrieval and question answering. Early work, based on Noam Chomsky's generative grammar and semantic networks, had difficulty with word-sense disambiguation unless

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  • Information flow

    Information flow

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

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  • List of information schools

    List of information schools

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

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  • Information Rules

    Information Rules

    Information Rules is a 1999 book by Carl Shapiro and Hal Varian applying traditional economic theories to modern information-based technologies. The book examines commercial strategies appropriate to companies that deal in information, given the high "first copy" and low "subsequent copy" costs of information commodities, such as music CDs or original texts. == Content == The book examines competing standards, and how a company might influence widespread consumer acceptance of one over another, such as VHS versus Betamax, or HD DVD versus Blu-ray. The book mentions possible business strategies of such publishers as Encyclopædia Britannica who have to confront how to stay viable as technology changes the value and availability of information.

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  • Belief–desire–intention model

    Belief–desire–intention model

    For popular psychology, the belief–desire–intention (BDI) model of human practical reasoning was developed by Michael Bratman as a way of explaining future-directed intention. BDI is fundamentally reliant on folk psychology (the 'theory theory'), which is the notion that our mental models of the world are theories. It was used as a basis for developing the belief–desire–intention software model. == Applications == BDI was part of the inspiration behind the BDI software architecture, which Bratman was also involved in developing. Here, the notion of intention was seen as a way of limiting time spent on deliberating about what to do, by eliminating choices inconsistent with current intentions. BDI has also aroused some interest in psychology. BDI formed the basis for a computational model of childlike reasoning CRIBB.

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  • SciDB

    SciDB

    SciDB is a column-oriented database management system (DBMS) designed for multidimensional data management and analytics common to scientific, geospatial, financial, and industrial applications. It is developed by Paradigm4 and co-created by Michael Stonebraker. == History == Stonebraker claims that arrays are 100 times faster in SciDB than in a relational DBMS on a class of problems. It is swapping rows and columns for mathematical arrays that put fewer restrictions on the data and can work in any number of dimensions unlike the conventionally widely used relational database management system model, in which each relation supports only one dimension of records. A 2011 conference presentation on SciDB promoted it as "not Hadoop". Marilyn Matz became chief executive Paradigm4 in 2014.

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  • DPVweb

    DPVweb

    DPVweb is a database for virologists working on plant viruses combining taxonomic, bioinformatic and symptom data. == Description == DPVweb is a central web-based source of information about viruses, viroids and satellites of plants, fungi and protozoa. It provides comprehensive taxonomic information, including brief descriptions of each family and genus, and classified lists of virus sequences. It makes use of a large database that also holds detailed, curated, information for all sequences of viruses, viroids and satellites of plants, fungi and protozoa that are complete or that contain at least one complete gene. There are currently about 10,000 such sequences. For comparative purposes, DPVweb also contains a representative sequence of all other fully sequenced virus species with an RNA or single-stranded DNA genome. For each curated sequence the database contains the start and end positions of each feature (gene, non-translated region, etc.), and these have been checked for accuracy. As far as possible, the nomenclature for genes and proteins are standardized within genera and families. Sequences of features (either as DNA or amino acid sequences) can be directly downloaded from the website in FASTA format. The sequence information can also be accessed via client software for personal computers. == History == The Descriptions of Plant Viruses (DPVs) were first published by the Association of Applied Biologists in 1970 as a series of leaflets, each one written by an expert describing a particular plant virus. In 1998 all of the 354 DPVs published in paper were scanned, and converted into an electronic format in a database and distributed on CDROM. In 2001 the descriptions were made available on the new DPVweb site, providing open access to the now 400+ DPVs (currently 415) as well as taxonomic and sequence data on all plant viruses. == Uses == DPVweb is an aid to researchers in the field of plant virology as well as an educational resource for students of virology and molecular biology. The site provides a single point of access for all known plant virus genome sequences making it easy to collect these sequences together for further analysis and comparison. Sequence data from the DPVweb database have proved valuable for a number of projects: survey of codon usage bias amongst all plant viruses, two-way comparisons between comprehensive sets of sequences from the families Flexiviridae and Potyviridae that have helped inform taxonomy and clarify genus and species discrimination criteria, a survey and verification of the polyprotein cleavage sites within the family Potyviridae.

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