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  • Automatic scorer

    Automatic scorer

    An automatic scorer is the computerized scoring system to keep track of scoring in ten-pin bowling. It was introduced en masse in bowling alleys in the 1970s and combined with mechanical pinsetters to detect overturned pins. By eliminating the need for manual score-keeping, these systems have introduced new bowlers into the game who otherwise would not participate because they had to count the score themselves, as many do not understand the mathematical formula involved in bowler scoring. At first, people were skeptical about whether a computer could keep an accurate score. In the twenty-first century, automatic scorers are used in most bowling centers around the world. The three manufacturers of these specialty computers have been Brunswick Bowling, AMF Bowling (later QubicaAMF), and RCA. == History == Automatic equipment is considered a cornerstone of the modern bowling center. The traditional bowling center of the early 20th century was advanced in automation when the pinsetter person ("pin boy"), who set back up by hand the bowled down pins, was replaced by a machine that automatically replaced the pins in their proper play positions. This machine came out in the 1950s. A detection system was developed from the pinsetter mechanism in the 1960s that could tell which pins had been knocked down, and that information could be transferred to a digital computer. Automatic electronic scoring was first conceived by Robert Reynolds, who was described by a newspaper story at the time as "a West Coast electronics calculator expert." He worked with the technical staff of Brunswick Bowling to develop it. The goal was realized in the late 1960s when a specialized computer was designed for the purpose of automatic scorekeeping for bowling. The field test for the automatic scorer took place at Village Lanes bowling center, Chicago in 1967. The scoring machine received approval for official use by the American Bowling Congress in August of that year. They were first used in national official league gaming on October 10, 1967. In November, Brunswick announced that they were accepting orders for the new digital computer, which cost around $3,000 per bowling lane. Bowling centers that installed these new automatic scoring devices in the 1970s charged a ten cents extra per line of scoring for the convenience. == Description == Each Automatic Scorer computer unit kept score for four lanes. It had two bowler identification panels serving two lanes each. The bowler pushed it into his named position when his turn came up so the computer knew who was bowling and score accordingly. After the bowler rolled the bowling ball down the lane and knocked down pins, the pinsetter detected which pins were down and relayed this information back to the computer for scoring. The result was then printed on a scoresheet and projected overhead onto a large screen for all to see. The Automatic Scorer digital computer was mathematically accurate, however the detection system at the pinsetter mechanism sometimes reported the wrong number of pins knocked down. The computer could be corrected manually for any errors in the system; similarly, human errors, such as neglecting to move the bowler identification mechanism, could be corrected for by manual action. The scorer could take into account bowlers' handicaps and could adjust for late-arriving bowlers. The automatic scorer is directly connected to the foul detection unit. As a result, foul line violations are automatically scored. Brunswick had put ten years of research and development into the Automatic Scorer, and by 1972 there were over 500 of these computers installed in bowling centers around the world. AMF Bowling, competitor to Brunswick, entered into the automatic scorer computer field during the 1970s and their systems were installed into their brand of bowling centers. By 1974, RCA was also making these computers for automatic scoring. == Reception and further developments == The purposes of the computerized scoring were to avoid errors by human scorers and to prevent cheating. It had the side benefit of speeding up the progress of the game and introducing new bowlers to the game. Score-keeping for bowling is based on a formula that many new to bowling were not familiar with and thought difficult to learn. These casual bowlers unfamiliar with the formula thought the scores given by the computers were confusing. Some bowlers were not comfortable with automatic scorers when they were introduced in the 1970s, so kept score using the traditional method on paper score sheets. The introduction of this device increased the popularity of the sport. Automatic scorers came to be considered a normal part of modern bowling installations worldwide, with owners and managers saying that bowlers expect such equipment to be present in bowling establishments and that business increased following their introduction. Brunswick introduced a color television style automatic scorer in 1983. Bowling center owners could use these style automatic scorers for advertising, management, videos, and live television. By the 2010s, these types of electronic visual displays could show bowler avatars and social media connections to publicize the bowlers' scores. Some are capable of being extended entertainment systems of games for children and adults. Some scoring systems support variations on traditional bowling, such as different kinds of bingo games where certain pins have to be knocked down at certain times or practice regimes where certain spares have to be accomplished. By this point, QubicaAMF Worldwide, an outgrowth of AMF, was one of the leading providers of bowling scoring equipment.

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  • Simple Knowledge Organization System

    Simple Knowledge Organization System

    Simple Knowledge Organization System (SKOS) is a W3C recommendation designed for representation of thesauri, classification schemes, taxonomies, subject-heading systems, or any other type of structured controlled vocabulary. SKOS is part of the Semantic Web family of standards built upon RDF and RDFS, and its main objective is to enable easy publication and use of such vocabularies as linked data. == History == === DESIRE II project (1997–2000) === The most direct ancestor to SKOS was the RDF Thesaurus work undertaken in the second phase of the EU DESIRE project . Motivated by the need to improve the user interface and usability of multi-service browsing and searching, a basic RDF vocabulary for Thesauri was produced. As noted later in the SWAD-Europe workplan, the DESIRE work was adopted and further developed in the SOSIG and LIMBER projects. A version of the DESIRE/SOSIG implementation was described in W3C's QL'98 workshop, motivating early work on RDF rule and query languages: A Query and Inference Service for RDF. === LIMBER (1999–2001) === SKOS built upon the output of the Language Independent Metadata Browsing of European Resources (LIMBER) project funded by the European Community, and part of the Information Society Technologies programme. In the LIMBER project CCLRC further developed an RDF thesaurus interchange format which was demonstrated on the European Language Social Science Thesaurus (ELSST) at the UK Data Archive as a multilingual version of the English language Humanities and Social Science Electronic Thesaurus (HASSET) which was planned to be used by the Council of European Social Science Data Archives CESSDA. === SWAD-Europe (2002–2004) === SKOS as a distinct initiative began in the SWAD-Europe project, bringing together partners from both DESIRE, SOSIG (ILRT) and LIMBER (CCLRC) who had worked with earlier versions of the schema. It was developed in the Thesaurus Activity Work Package, in the Semantic Web Advanced Development for Europe (SWAD-Europe) project. SWAD-Europe was funded by the European Community, and part of the Information Society Technologies programme. The project was designed to support W3C's Semantic Web Activity through research, demonstrators and outreach efforts conducted by the five project partners, ERCIM, the ILRT at Bristol University, HP Labs, CCLRC and Stilo. The first release of SKOS Core and SKOS Mapping were published at the end of 2003, along with other deliverables on RDF encoding of multilingual thesauri and thesaurus mapping. === Semantic web activity (2004–2005) === Following the termination of SWAD-Europe, SKOS effort was supported by the W3C Semantic Web Activity in the framework of the Best Practice and Deployment Working Group. During this period, focus was put both on consolidation of SKOS Core, and development of practical guidelines for porting and publishing thesauri for the Semantic Web. === Development as W3C Recommendation (2006–2009) === The SKOS main published documents — the SKOS Core Guide, the SKOS Core Vocabulary Specification, and the Quick Guide to Publishing a Thesaurus on the Semantic Web — were developed through the W3C Working Draft process. Principal editors of SKOS were Alistair Miles, initially Dan Brickley, and Sean Bechhofer. The Semantic Web Deployment Working Group, chartered for two years (May 2006 – April 2008), put in its charter to push SKOS forward on the W3C Recommendation track. The roadmap projected SKOS as a Candidate Recommendation by the end of 2007, and as a Proposed Recommendation in the first quarter of 2008. The main issues to solve were determining its precise scope of use, and its articulation with other RDF languages and standards used in libraries (such as Dublin Core). === Formal release (2009) === On August 18, 2009, W3C released the new standard that builds a bridge between the world of knowledge organization systems – including thesauri, classifications, subject headings, taxonomies, and folksonomies – and the linked data community, bringing benefits to both. Libraries, museums, newspapers, government portals, enterprises, social networking applications, and other communities that manage large collections of books, historical artifacts, news reports, business glossaries, blog entries, and other items can now use SKOS to leverage the power of linked data. === Historical view of components === SKOS was originally designed as a modular and extensible family of languages, organized as SKOS Core, SKOS Mapping, and SKOS Extensions, and a Metamodel. The entire specification is now complete within the namespace http://www.w3.org/2004/02/skos/core#. == Overview == In addition to the reference itself, the SKOS Primer (a W3C Working Group Note) summarizes the Simple Knowledge Organization System. The SKOS defines the classes and properties sufficient to represent the common features found in a standard thesaurus. It is based on a concept-centric view of the vocabulary, where primitive objects are not terms, but abstract notions represented by terms. Each SKOS concept is defined as an RDF resource. Each concept can have RDF properties attached, including: one or more preferred index terms (at most one in each natural language) alternative terms or synonyms definitions and notes, with specification of their language Concepts can be organized in hierarchies using broader-narrower relationships, or linked by non-hierarchical (associative) relationships. Concepts can be gathered in concept schemes, to provide consistent and structured sets of concepts, representing whole or part of a controlled vocabulary. === Element categories === The principal element categories of SKOS are concepts, labels, notations, documentation, semantic relations, mapping properties, and collections. The associated elements are listed in the table below. === Concepts === The SKOS vocabulary is based on concepts. Concepts are the units of thought—ideas, meanings, or objects and events (instances or categories)—which underlie many knowledge organization systems. As such, concepts exist in the mind as abstract entities which are independent of the terms used to label them. In SKOS, a Concept (based on the OWL Class) is used to represent items in a knowledge organization system (terms, ideas, meanings, etc.) or such a system's conceptual or organizational structure. A ConceptScheme is analogous to a vocabulary, thesaurus, or other way of organizing concepts. SKOS does not constrain a concept to be within a particular scheme, nor does it provide any way to declare a complete scheme—there is no way to say the scheme consists only of certain members. A topConcept is (one of) the upper concept(s) in a hierarchical scheme. === Labels and notations === Each SKOS label is a string of Unicode characters, optionally with language tags, that are associated with a concept. The prefLabel is the preferred human-readable string (maximum one per language tag), while altLabel can be used for alternative strings, and hiddenLabel can be used for strings that are useful to associate, but not meant for humans to read. A SKOS notation is similar to a label, but this literal string has a datatype, like integer, float, or date; the datatype can even be made up (see 6.5.1 Notations, Typed Literals and Datatypes in the SKOS Reference). The notation is useful for classification codes and other strings not recognizable as words. === Documentation === The Documentation or Note properties provide basic information about SKOS concepts. All the properties are considered a type of skos:note; they just provide more specific kinds of information. The property definition, for example, should contain a full description of the subject resource. More specific note types can be defined in a SKOS extension, if desired. A query for skos:note ? will obtain all the notes about , including definitions, examples, and scope, history and change, and editorial documentation. Any of these SKOS Documentation properties can refer to several object types: a literal (e.g., a string); a resource node that has its own properties; or a reference to another document, for example using a URI. This enables the documentation to have its own metadata, like creator and creation date. Specific guidance on SKOS documentation properties can be found in the SKOS Primer Documentary Notes. === Semantic relations === SKOS semantic relations are intended to provide ways to declare relationships between concepts within a concept scheme. While there are no restrictions precluding their use with two concepts from separate schemes, this is discouraged because it is likely to overstate what can be known about the two schemes, and perhaps link them inappropriately. The property related simply makes an association relationship between two concepts; no hierarchy or generality relation is implied. The properties broader and narrower are used to assert a direct hierarchical link between two concepts. The meaning may be unexpected; the relat

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  • Information Processing Language

    Information Processing Language

    Information Processing Language (IPL) is a programming language created by Allen Newell, Cliff Shaw, and Herbert A. Simon at RAND Corporation and the Carnegie Institute of Technology about 1956. Newell had the job of language specifier-application programmer, Shaw was the system programmer, and Simon had the job of application programmer-user. IPL included features to facilitate AI programming, specifically problem solving. such as lists, dynamic memory allocation, data types, recursion, functions as arguments, generators, and cooperative multitasking. IPL also introduced the concepts of symbol processing and list processing. Unfortunately, all of these innovations were cast in a difficult assembly-language style. Nonetheless, IPL-V (the only public version of IPL) ran on many computers through the mid 1960s. == Basics of IPL == An IPL computer has: A set of symbols. All symbols are addresses, and name cells. Unlike symbols in later languages, symbols consist of a character followed by a number, and are written H1, A29, 9–7, 9–100. Cell names beginning with a letter are regional, and are absolute addresses. Cell names beginning with "9-" are local, and are meaningful within the context of a single list. One list's 9-1 is independent of another list's 9–1. Other symbols (e.g., pure numbers) are internal. A set of cells. Lists are made from several cells including mutual references. Cells have several fields: P, a 3-bit field used for an operation code when the cell is used as an instruction, and unused when the cell is data. Q, a 3-valued field used for indirect reference when the cell is used as an instruction, and unused when the cell is data. SYMB, a symbol used as the value in the cell. A set of primitive processes, which would be termed primitive functions in modern languages. The data structure of IPL is the list, but lists are more intricate structures than in many languages. A list consists of a singly linked sequence of symbols, as might be expected—plus some description lists, which are subsidiary singly linked lists interpreted as alternating attribute names and values. IPL provides primitives to access and mutate attribute value by name. The description lists are given local names (of the form 9–1). So, a list named L1 containing the symbols S4 and S5, and described by associating value V1 to attribute A1 and V2 to A2, would be stored as follows. 0 indicates the end of a list; the cell names 100, 101, etc. are automatically generated internal symbols whose values are irrelevant. These cells can be scattered throughout memory; only L1, which uses a regional name that must be globally known, needs to reside in a specific place. IPL is an assembly language for manipulating lists. It has a few cells which are used as special-purpose registers. H1, for example, is the program counter. The SYMB field of H1 is the name of the current instruction. However, H1 is interpreted as a list; the LINK of H1 is, in modern terms, a pointer to the beginning of the call stack. For example, subroutine calls push the SYMB of H1 onto this stack. H2 is the free-list. Procedures which need to allocate memory grab cells off of H2; procedures which are finished with memory put it on H2. On entry to a function, the list of parameters is given in H0; on exit, the results should be returned in H0. Many procedures return a Boolean result indicating success or failure, which is put in H5. Ten cells, W0-W9, are reserved for public working storage. Procedures are "morally bound" (to quote the CACM article) to save and restore the values of these cells. There are eight instructions, based on the values of P: subroutine call, push/pop S to H0; push/pop the symbol in S to the list attached to S; copy value to S; conditional branch. In these instructions, S is the target. S is either the value of the SYMB field if Q=0, the symbol in the cell named by SYMB if Q=1, or the symbol in the cell named by the symbol in the cell named by SYMB if Q=2. In all cases but conditional branch, the LINK field of the cell tells which instruction to execute next. IPL has a library of some 150 basic operations. These include such operations as: Test symbols for equality Find, set, or erase an attribute of a list Locate the next symbol in a list; insert a symbol in a list; erase or copy an entire list Arithmetic operations (on symbol names) Manipulation of symbols; e.g., test if a symbol denotes an integer, or make a symbol local I/O operations "Generators", which correspond to iterators and filters in functional programming. For example, a generator may accept a list of numbers and produce the list of their squares. Generators could accept suitably designed functions—strictly, the addresses of code of suitably designed functions—as arguments. == History == IPL was first utilized to demonstrate that the theorems in Principia Mathematica which were proven laboriously by hand, by Bertrand Russell and Alfred North Whitehead, could in fact be proven by computation. According to Simon's autobiography Models of My Life, this application was originally developed first by hand simulation, using his children as the computing elements, while writing on and holding up note cards as the registers which contained the state variables of the program. IPL was used to implement several early artificial intelligence programs, also by the same authors: the Logic Theorist (1956), the General Problem Solver (1957), and their computer chess program NSS (1958). Several versions of IPL were created: IPL-I (never implemented), IPL-II (1957 for JOHNNIAC), IPL-III (existed briefly), IPL-IV, IPL-V (1958, for IBM 650, IBM 704, IBM 7090, Philco model 212, many others. Widely used). IPL-VI was a proposal for an IPL hardware. A co-processor “IPL-VC” for the CDC 3600 at Argonne National Libraries was developed which could run IPL-V commands. It was used to implement another checker-playing program. This hardware implementation did not improve running times sufficiently to “compete favorably with a language more directly oriented to the structure of present-day machines”. IPL was soon displaced by Lisp, which had much more powerful features, a simpler syntax, and the benefit of automatic garbage collection. == Legacy to computer programming == IPL arguably introduced several programming language features: List manipulation—but only lists of atoms, not general lists Property lists—but only when attached to other lists Higher-order functions—while assembly programming had always allowed computing with the addresses of functions, IPL was an early attempt to generalize this property of assembly language in a principled way Computation with symbols—though symbols have a restricted form in IPL (letter followed by number) Virtual machine Many of these features were generalized, rationalized, and incorporated into Lisp and from there into many other programming languages during the next several decades.

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  • Cognitive tutor

    Cognitive tutor

    A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness, or incorrectness, of their actions in the tutor interface; however, cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps. == Introduction == The name of Cognitive Tutor now usually refers to a particular type of intelligent tutoring system produced by Carnegie Learning for high school mathematics based on John Anderson's ACT-R theory of human cognition. However, cognitive tutors were originally developed to test ACT-R theory for research purposes since the early 1980s and they are developed also for other areas and subjects such as computer programming and science. Cognitive Tutors can be implemented into classrooms as a part of blended learning that combines textbook and software activities. The Cognitive Tutor programs utilize cognitive model and are based on model tracing and knowledge tracing. Model tracing means that the cognitive tutor checks every action performed by students such as entering a value or clicking a button, while knowledge tracing is used to calculate the required skills students learned by measuring them on a bar chart called Skillometer. Model tracing and knowledge tracing are essentially used to monitor students' learning progress, guide students to correct path to problem solving, and provide feedback. The Institute of Education Sciences published several reports regarding the effectiveness of Carnegie Cognitive Tutor. A 2013 report concluded that Carnegie Learning Curricula and Cognitive Tutor was found to have mixed effects on mathematics achievement for high school students. The report identified 27 studies that investigate the effectiveness of Cognitive Tutor, and the conclusion is based on 6 studies that meet What Works Clearinghouse standards. Among the 6 studies included, 5 of them show intermediate to significant positive effect, while 1 study shows statistically significant negative effect. Another report published by Institute of Education Sciences in 2009 found that Cognitive Tutor Algebra I to have potentially positive effects on math achievement based on only 1 study out of 14 studies that meets What Works Clearinghouse standards. It should be understood that What Works Clearinghouse standards call for relatively large numbers of participants, true random assignments to groups, and for a control group receiving either no treatment or a different treatment. Such experimental conditions are difficult to meet in schools, and thus only a small percentage of studies in education meet the standards of this clearinghouse, even though they may still be of value. == Theoretical foundations == === Four-component architecture === Intelligent tutoring systems (ITS) have a four-component architecture: a domain model, a student model, a tutoring model and an interface component. The domain model contains the rules, concepts, and knowledge related to the domain to be learned. It helps to evaluate students' performance and detect students' errors by setting a standard of domain expertise. The student model, the central component of an ITS, is expected to contain knowledge about the students: their cognitive and affective states, and their progress as they learn. The function of the student model is threefold: to gather data from and about the learner, to represent the learner's knowledge and learning process, and to perform diagnostics of a student's knowledge and select optimal pedagogical strategies. The tutoring model uses the data gained from the domain model and student model to make decisions about tutoring strategies such as whether or not to intervene, or when and how to intervene. Functions of the tutoring model include instruction delivery and content planning. The interface component reflects the decisions made by the tutoring model in different forms such as Socratic dialogs, feedback and hints. Students interact with the tutor through the learning interface, also known as communication. The interface provides domain knowledge elements. === Cognitive model === A cognitive model replicates the domain knowledge and skills comparable to that of a human expert or an advanced student of the domain. A cognitive model enables intelligent tutoring systems to respond to problem-solving situations in a way similar to a human tutor. A tutoring system adopting a cognitive model is called a cognitive tutor. A cognitive model is an expert system that generates a multitude of solutions to the problems presented to students. The cognitive model is used to trace each student's solution through complex alternative solution paths, enabling the tutor to provide step-by-step feedback and advice, and to maintain a targeted model of the student's knowledge based on student performance. === Cognitive Tutors === Cognitive Tutors provide step-by-step guidance as a learner develops a complex problem-solving skill through practice. Typically, cognitive tutors provide such forms of support as: (a) a problem-solving environment that is designed rich and "thinking visible"; (b) step-by-step feedback on student performance; (c) feedback messages specific to errors; (d) context-specific next-step hints at student's request, and (e) individualized problem selection. Cognitive Tutors accomplish two of the principal tasks characteristic of human tutoring: (1) monitors the student's performance and providing context-specific individual instruction, and (2) monitors the student's learning and selects appropriate problem-solving activities. Both cognitive model and two underlying algorithms, model tracing and knowledge tracing, are used to monitor the student's learning. In model tracing, the cognitive tutor uses the cognitive model in complex problems to follow the student's individual path and provide prompt accuracy feedback and context-specific advice. In knowledge tracing, the cognitive tutor uses a Bayesian Knowledge Tracing method of evaluating the student's knowledge and uses this student model to select appropriate problems for each student. === Cognitive architecture === Cognitive tutor development is guided by ACT-R cognitive architecture, which specifies the underlying framework developing the cognitive model or expert component of a cognitive tutor. ACT-R, a member of the ACT family, is the most recent cognitive architecture, devoted primarily to modelling human behavior. ACT-R includes a declarative memory of factual knowledge and a procedural memory of production rules. The architecture functions by matching productions on perceptions and facts, mediated by the real-valued activation levels of objects, and executing them to affect the environment or alter declarative memory. ACT-R has been used to model psychological aspects such as memory, attention, reasoning, problem solving, and language processing. == Application and utilization == The first real world applications of cognitive tutors were in the 1980s and involved a geometry proof tutor used by high school students and a LISP programming tutor used by college students in a mini course in introductory programming course at Carnegie Mellon University. Since then, cognitive tutors have been used in a variety of scenarios, with a few organizations developing their own cognitive tutor programs. These programs have been used with students spanning elementary school through university level, though primarily in the subject areas of Computer Programming, Mathematics, and Science. One of the first organizations to develop a system for use within the school system was the PACT Center at Carnegie Mellon University. Their aim was to "...develop systems that provide individualized assistance to students as they work on challenging real-world problems in complex domains such as computer programming, algebra and geometry". PACT's most successful product was the Cognitive Tutor Algebra course. Originally created in the early 1990s, this course was in use in 75 schools through the U.S. by 1999, and then its spin-off company, Carnegie Learning, now offers tutors to thousands of schools in the U.S. The Carnegie Mellon Cognitive Tutor has been shown to raise students' math test scores in high school and middle-school classrooms, and their Algebra course was designated one of five exemplary curricula for K-12 mathematics educated by the US Department of Education. There were several research projects conducted by the PACT Center to utilize Cognitive tutor for courses in Excel and to develop an intelligent tutoring system for algebra expression writing, called Ms. Lindquist. Further, in 2005, Carnegie Learning released Bridge to Algebra, a product intended for middle schools that was piloted in over 100 schools. Cognitive tutoring software is continuing to be used.

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  • ARD Sounds

    ARD Sounds

    ARD Sounds (until March 2026: ARD Audiothek) is the joint audio portal of the state broadcasting stations of the ARD and Deutschlandradio on the Internet. The service was officially launched as a mobile app on November 8, 2017, on the occasion of the ARD Radio Play Days in Karlsruhe. A beta web version has also been available since November 2018; it replaces the radio features in the ARD Mediathek, which has since offered only video content. Editorial support for the ARD Audiothek is provided by the ARD, the online editorial team in Mainz. In April 2018, the ARD Audiothek won the German Digital Award in silver in the category "Mobile Apps - User Experience / Usability". Within a year, the mobile app version had been installed more than 510,000 times and had around 21 million audio views. The Android app recorded more than 100,000 downloads in October 2019, according to the Google Play Store.

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  • Mike Vernal

    Mike Vernal

    Mike Vernal (born September 7, 1980) is an American business executive who is a venture capitalist at Conviction. He was previously an investor at Sequoia Capital in Silicon Valley and was one of the top executives at Facebook between 2008 and 2016. Prior to joining Sequoia Capital, he was Vice President of Search, Local, and Developer products at Facebook. == Career == Vernal joined Facebook in 2008. From 2009 to 2013, Vernal managed the Facebook Platform team and is credited with managing the Facebook Platform transition from desktop to mobile. During his time at Facebook, he served as vice president and was considered among the “top executives” who ran the company. In 2016, after eight years at Facebook, Vernal announced his plans to leave the company. In May 2016, he joined Sequoia Capital, a venture-capital firm specializing in technology startups. He is an early investor in Rippling, Clay, Notion and Statsig. In July 2023, The Information reported that Vernal was departing Sequoia. At Conviction, he has led investments in Listen Labs, OpenEvidence and Thinking Machines Lab.

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  • Repertory grid

    Repertory grid

    The repertory grid is an interviewing technique which uses nonparametric factor analysis to determine an idiographic measure of personality. It was devised by George Kelly in around 1955 and is based on his personal construct theory of personality. == Introduction == The repertory grid is a technique for identifying the ways that a person construes (interprets or gives meaning to) his or her experience. It provides information from which inferences about personality can be made, but it is not a personality test in the conventional sense. It is underpinned by the personal construct theory developed by George Kelly, first published in 1955. A grid consists of four parts: A topic: it is about some part of the person's experience. A set of elements, which are examples or instances of the topic. Working as a clinical psychologist, Kelly was interested in how his clients construed people in the roles they adopted towards the client, and so, originally, such terms as "my father", "my mother", "an admired friend" and so forth were used. Since then, the grid has been used in much wider settings (educational, occupational, organisational) and so any well-defined set of words, phrases, or even brief behavioral vignettes can be used as elements. For example, to see how a person construes the purchase of a car, a list of vehicles within that person's price range could be a set of elements. A set of constructs. These are the basic terms that the client uses to make sense of the elements, and are always expressed as a contrast. Thus the meaning of "good" depends on whether you intend to say "good versus poor", as if you were construing a theatrical performance, or "good versus evil", as if you were construing the moral or ontological status of some more fundamental experience. A set of ratings of elements on constructs. Each element is positioned between the two extremes of the construct using a 5- or 7-point rating scale system; this is done repeatedly for all the constructs that apply; and thus its meaning to the client is modeled, and statistical analysis varying from simple counting, to more complex multivariate analysis of meaning, is made possible. Constructs are regarded as personal to the client, who is psychologically similar to other people depending on the extent to which they would tend to use similar constructs, and similar ratings, in relating to a particular set of elements. The client is asked to consider the elements three at a time, and to identify a way in which two of the elements might be seen as alike, but distinct from, contrasted to, the third. For example, in considering a set of people as part of a topic dealing with personal relationships, a client might say that the element "my father" and the element "my boss" are similar because they are both fairly tense individuals, whereas the element "my wife" is different because she is "relaxed". And so we identify one construct that the individual uses when thinking about people: whether they are "tense as distinct from relaxed". In practice, good grid interview technique would delve a little deeper and identify some more behaviorally explicit description of "tense versus relaxed". All the elements are rated on the construct, further triads of elements are compared and further constructs elicited, and the interview would continue until no further constructs are obtained. == Using the repertory grid == Careful interviewing to identify what the individual means by the words initially proposed, using a 5-point rating system could be used to characterize the way in which a group of fellow-employees are viewed on the construct "keen and committed versus energies elsewhere", a 1 indicating that the left pole of the construct applies ("keen and committed") and a 5 indicating that the right pole of the construct applies ("energies elsewhere"). On being asked to rate all of the elements, our interviewee might reply that Tom merits a 2 (fairly keen and committed), Mary a 1 (very keen and committed), and Peter a 5 (his energies are very much outside the place of employment). The remaining elements (another five people, for example) are then rated on this construct. Typically (and depending on the topic) people have a limited number of genuinely different constructs for any one topic: 6 to 16 are common when they talk about their job or their occupation, for example. The richness of people's meaning structures comes from the many different ways in which a limited number of constructs can be applied to individual elements. A person may indicate that Tom is fairly keen, very experienced, lacks social skills, is a good technical supervisor, can be trusted to follow complex instructions accurately, has no sense of humour, will always return a favour but only sometimes help his co-workers, while Mary is very keen, fairly experienced, has good social and technical supervisory skills, needs complex instructions explained to her, appreciates a joke, always returns favours, and is very helpful to her co-workers: these are two very different and complex pictures, using just 8 constructs about a person's co-workers. Important information can be obtained by including self-elements such as "Myself as I am now"; "Myself as I would like to be" among other elements, where the topic permits. == Analysis of results == A single grid can be analysed for both content (eyeball inspection) and structure (cluster analysis, principal component analysis, and a variety of structural indices relating to the complexity and range of the ratings being the chief techniques used). Sets of grids are dealt with using one or other of a variety of content analysis techniques. A range of associated techniques can be used to provide precise, operationally defined expressions of an interviewee's constructs, or a detailed expression of the interviewee's personal values, and all of these techniques are used in a collaborative way. The repertory grid is emphatically not a standardized "psychological test"; it is an exercise in the mutual negotiation of a person's meanings. The repertory grid has found favour among both academics and practitioners in a great variety of fields because it provides a way of describing people's construct systems (loosely, understanding people's perceptions) without prejudging the terms of reference—a kind of personalized grounded theory. Unlike a conventional rating-scale questionnaire, it is not the investigator but the interviewee who provides the constructs on which a topic is rated. Market researchers, trainers, teachers, guidance counsellors, new product developers, sports scientists, and knowledge capture specialists are among the users who find the technique (originally developed for use in clinical psychology) helpful. == Relationship to other tools == In the book Personal Construct Methodology, researchers Brian R. Gaines and Mildred L.G. Shaw noted that they "have also found concept mapping and semantic network tools to be complementary to repertory grid tools and generally use both in most studies" but that they "see less use of network representations in PCP [personal construct psychology] studies than is appropriate". They encouraged practitioners to use semantic network techniques in addition to the repertory grid.

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  • Learning rule

    Learning rule

    An artificial neural network's learning rule or learning process is a method, mathematical logic or algorithm which improves the network's performance and/or training time. Usually, this rule is applied repeatedly over the network. It is done by updating the weight and bias levels of a network when it is simulated in a specific data environment. A learning rule may accept existing conditions (weights and biases) of the network, and will compare the expected result and actual result of the network to give new and improved values for the weights and biases. Depending on the complexity of the model being simulated, the learning rule of the network can be as simple as an XOR gate or mean squared error, or as complex as the result of a system of differential equations. The learning rule is one of the factors which decides how fast or how accurately the neural network can be developed. Depending on the process to develop the network, there are three main paradigms of machine learning: supervised learning, unsupervised learning, and reinforcement learning. == Background == A lot of the learning methods in machine learning work similar to each other, and are based on each other, which makes it difficult to classify them in clear categories. But they can be broadly understood in 4 categories of learning methods, though these categories don't have clear boundaries and they tend to belong to multiple categories of learning methods - Hebbian - Neocognitron, Brain-state-in-a-box Gradient Descent - ADALINE, Hopfield Network, Recurrent Neural Network Competitive - Learning Vector Quantisation, Self-Organising Feature Map, Adaptive Resonance Theory Stochastic - Boltzmann Machine, Cauchy Machine Though these learning rules might appear to be based on similar ideas, they do have subtle differences, as they are a generalisation or application over the previous rule, and hence it makes sense to study them separately based on their origins and intents. === Hebbian Learning === Developed by Donald Hebb in 1949 to describe biological neuron firing. In the mid-1950s it was also applied to computer simulations of neural networks. Δ w i = η x i y {\displaystyle \Delta w_{i}=\eta x_{i}y} Where η {\displaystyle \eta } represents the learning rate, x i {\displaystyle x_{i}} represents the input of neuron i, and y is the output of the neuron. It has been shown that Hebb's rule in its basic form is unstable. Oja's Rule, BCM Theory are other learning rules built on top of or alongside Hebb's Rule in the study of biological neurons. ==== Perceptron Learning Rule (PLR) ==== The perceptron learning rule originates from the Hebbian assumption, and was used by Frank Rosenblatt in his perceptron in 1958. The net is passed to the activation (transfer) function and the function's output is used for adjusting the weights. The learning signal is the difference between the desired response and the actual response of a neuron. The step function is often used as an activation function, and the outputs are generally restricted to -1, 0, or 1. The weights are updated with w new = w old + η ( t − o ) x i {\displaystyle w_{\text{new}}=w_{\text{old}}+\eta (t-o)x_{i}} where "t" is the target value and "o" is the output of the perceptron, and η {\displaystyle \eta } is called the learning rate. The algorithm converges to the correct classification if: the training data is linearly separable η {\displaystyle \eta } is sufficiently small (though smaller η {\displaystyle \eta } generally means a longer learning time and more epochs) It should also be noted that a single layer perceptron with this learning rule is incapable of working on linearly non-separable inputs, and hence the XOR problem cannot be solved using this rule alone === Backpropagation === Seppo Linnainmaa in 1970 is said to have developed the Backpropagation Algorithm but the origins of the algorithm go back to the 1960s with many contributors. It is a generalisation of the least mean squares algorithm in the linear perceptron and the Delta Learning Rule. It implements gradient descent search through the space possible network weights, iteratively reducing the error, between the target values and the network outputs. ==== Widrow-Hoff Learning (Delta Learning Rule) ==== Similar to the perceptron learning rule but with different origin. It was developed for use in the ADALINE network, which differs from the Perceptron mainly in terms of the training. The weights are adjusted according to the weighted sum of the inputs (the net), whereas in perceptron the sign of the weighted sum was useful for determining the output as the threshold was set to 0, -1, or +1. This makes ADALINE different from the normal perceptron. Delta rule (DR) is similar to the Perceptron Learning Rule (PLR), with some differences: Error (δ) in DR is not restricted to having values of 0, 1, or -1 (as in PLR), but may have any value DR can be derived for any differentiable output/activation function f, whereas in PLR only works for threshold output function Sometimes only when the Widrow-Hoff is applied to binary targets specifically, it is referred to as Delta Rule, but the terms seem to be used often interchangeably. The delta rule is considered to a special case of the back-propagation algorithm. Delta rule also closely resembles the Rescorla-Wagner model under which Pavlovian conditioning occurs. === Competitive Learning === Competitive learning is considered a variant of Hebbian learning, but it is special enough to be discussed separately. Competitive learning works by increasing the specialization of each node in the network. It is well suited to finding clusters within data. Models and algorithms based on the principle of competitive learning include vector quantization and self-organizing maps (Kohonen maps).

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  • Semantic analytics

    Semantic analytics

    Semantic analytics, also termed semantic relatedness, is the use of ontologies to analyze content in web resources. This field of research combines text analytics and Semantic Web technologies like RDF. Semantic analytics measures the relatedness of different ontological concepts. Some academic research groups that have active project in this area include Kno.e.sis Center at Wright State University among others. == History == An important milestone in the beginning of semantic analytics occurred in 1996, although the historical progression of these algorithms is largely subjective. In his seminal study publication, Philip Resnik established that computers have the capacity to emulate human judgement. Spanning the publications of multiple journals, improvements to the accuracy of general semantic analytic computations all claimed to revolutionize the field. However, the lack of a standard terminology throughout the late 1990s was the cause of much miscommunication. This prompted Budanitsky & Hirst to standardize the subject in 2006 with a summary that also set a framework for modern spelling and grammar analysis. In the early days of semantic analytics, obtaining a large enough reliable knowledge bases was difficult. In 2006, Strube & Ponzetto demonstrated that Wikipedia could be used in semantic analytic calculations. The usage of a large knowledge base like Wikipedia allows for an increase in both the accuracy and applicability of semantic analytics. == Methods == Given the subjective nature of the field, different methods used in semantic analytics depend on the domain of application. No singular methods is considered correct, however one of the most generally effective and applicable method is explicit semantic analysis (ESA). ESA was developed by Evgeniy Gabrilovich and Shaul Markovitch in the late 2000s. It uses machine learning techniques to create a semantic interpreter, which extracts text fragments from articles into a sorted list. The fragments are sorted by how related they are to the surrounding text. Latent semantic analysis (LSA) is another common method that does not use ontologies, only considering the text in the input space. == Applications == Entity linking Ontology building / knowledge base population Search and query tasks Natural language processing Spoken dialog systems (e.g., Amazon Alexa, Google Assistant, Microsoft's Cortana) Artificial intelligence Knowledge management The application of semantic analysis methods generally streamlines organizational processes of any knowledge management system. Academic libraries often use a domain-specific application to create a more efficient organizational system. By classifying scientific publications using semantics and Wikipedia, researchers are helping people find resources faster. Search engines like Semantic Scholar provide organized access to millions of articles.

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  • Learning vector quantization

    Learning vector quantization

    In computer science, learning vector quantization (LVQ) is a prototype-based supervised classification algorithm. LVQ is the supervised counterpart of vector quantization systems. LVQ can be understood as a special case of an artificial neural network, more precisely, it applies a winner-take-all Hebbian learning-based approach. It is a precursor to self-organizing maps (SOM) and related to neural gas and the k-nearest neighbor algorithm (k-NN). LVQ was invented by Teuvo Kohonen. == Definition == An LVQ system is represented by prototypes W = ( w ( i ) , . . . , w ( n ) ) {\displaystyle W=(w(i),...,w(n))} which are defined in the feature space of observed data. In winner-take-all training algorithms one determines, for each data point, the prototype which is closest to the input according to a given distance measure. The position of this so-called winner prototype is then adapted, i.e. the winner is moved closer if it correctly classifies the data point or moved away if it classifies the data point incorrectly. An advantage of LVQ is that it creates prototypes that are easy to interpret for experts in the respective application domain. LVQ systems can be applied to multi-class classification problems in a natural way. A key issue in LVQ is the choice of an appropriate measure of distance or similarity for training and classification. Recently, techniques have been developed which adapt a parameterized distance measure in the course of training the system, see e.g. (Schneider, Biehl, and Hammer, 2009) and references therein. LVQ can be a valuable aid in classifying text documents. == Algorithm == The algorithms are presented as in. Set up: Let the data be denoted by x i ∈ R D {\displaystyle x_{i}\in \mathbb {R} ^{D}} , and their corresponding labels by y i ∈ { 1 , 2 , … , C } {\displaystyle y_{i}\in \{1,2,\dots ,C\}} . The complete dataset is { ( x i , y i ) } i = 1 N {\displaystyle \{(x_{i},y_{i})\}_{i=1}^{N}} . The set of code vectors is w j ∈ R D {\displaystyle w_{j}\in \mathbb {R} ^{D}} . The learning rate at iteration step t {\displaystyle t} is denoted by α t {\displaystyle \alpha _{t}} . The hyperparameters w {\displaystyle w} and ϵ {\displaystyle \epsilon } are used by LVQ2 and LVQ3. The original paper suggests ϵ ∈ [ 0.1 , 0.5 ] {\displaystyle \epsilon \in [0.1,0.5]} and w ∈ [ 0.2 , 0.3 ] {\displaystyle w\in [0.2,0.3]} . === LVQ1 === Initialize several code vectors per label. Iterate until convergence criteria is reached. Sample a datum x i {\displaystyle x_{i}} , and find out the code vector w j {\displaystyle w_{j}} , such that x i {\displaystyle x_{i}} falls within the Voronoi cell of w j {\displaystyle w_{j}} . If its label y i {\displaystyle y_{i}} is the same as that of w j {\displaystyle w_{j}} , then w j ← w j + α t ( x i − w j ) {\displaystyle w_{j}\leftarrow w_{j}+\alpha _{t}(x_{i}-w_{j})} , otherwise, w j ← w j − α t ( x i − w j ) {\displaystyle w_{j}\leftarrow w_{j}-\alpha _{t}(x_{i}-w_{j})} . === LVQ2 === LVQ2 is the same as LVQ3, but with this sentence removed: "If w j {\displaystyle w_{j}} and w k {\displaystyle w_{k}} and x i {\displaystyle x_{i}} have the same class, then w j ← w j − α t ( x i − w j ) {\displaystyle w_{j}\leftarrow w_{j}-\alpha _{t}(x_{i}-w_{j})} and w k ← w k + α t ( x i − w k ) {\displaystyle w_{k}\leftarrow w_{k}+\alpha _{t}(x_{i}-w_{k})} .". If w j {\displaystyle w_{j}} and w k {\displaystyle w_{k}} and x i {\displaystyle x_{i}} have the same class, then nothing happens. === LVQ3 === Initialize several code vectors per label. Iterate until convergence criteria is reached. Sample a datum x i {\displaystyle x_{i}} , and find out two code vectors w j , w k {\displaystyle w_{j},w_{k}} closest to it. Let d j := ‖ x i − w j ‖ , d k := ‖ x i − w k ‖ {\displaystyle d_{j}:=\|x_{i}-w_{j}\|,d_{k}:=\|x_{i}-w_{k}\|} . If min ( d j d k , d k d j ) > s {\displaystyle \min \left({\frac {d_{j}}{d_{k}}},{\frac {d_{k}}{d_{j}}}\right)>s} , where s = 1 − w 1 + w {\displaystyle s={\frac {1-w}{1+w}}} , then If w j {\displaystyle w_{j}} and x i {\displaystyle x_{i}} have the same class, and w k {\displaystyle w_{k}} and x i {\displaystyle x_{i}} have different classes, then w j ← w j + α t ( x i − w j ) {\displaystyle w_{j}\leftarrow w_{j}+\alpha _{t}(x_{i}-w_{j})} and w k ← w k − α t ( x i − w k ) {\displaystyle w_{k}\leftarrow w_{k}-\alpha _{t}(x_{i}-w_{k})} . If w k {\displaystyle w_{k}} and x i {\displaystyle x_{i}} have the same class, and w j {\displaystyle w_{j}} and x i {\displaystyle x_{i}} have different classes, then w j ← w j − α t ( x i − w j ) {\displaystyle w_{j}\leftarrow w_{j}-\alpha _{t}(x_{i}-w_{j})} and w k ← w k + α t ( x i − w k ) {\displaystyle w_{k}\leftarrow w_{k}+\alpha _{t}(x_{i}-w_{k})} . If w j {\displaystyle w_{j}} and w k {\displaystyle w_{k}} and x i {\displaystyle x_{i}} have the same class, then w j ← w j − ϵ α t ( x i − w j ) {\displaystyle w_{j}\leftarrow w_{j}-\epsilon \alpha _{t}(x_{i}-w_{j})} and w k ← w k + ϵ α t ( x i − w k ) {\displaystyle w_{k}\leftarrow w_{k}+\epsilon \alpha _{t}(x_{i}-w_{k})} . If w k {\displaystyle w_{k}} and x i {\displaystyle x_{i}} have different classes, and w j {\displaystyle w_{j}} and x i {\displaystyle x_{i}} have different classes, then the original paper simply does not explain what happens in this case, but presumably nothing happens in this case. Otherwise, skip. Note that condition min ( d j d k , d k d j ) > s {\displaystyle \min \left({\frac {d_{j}}{d_{k}}},{\frac {d_{k}}{d_{j}}}\right)>s} , where s = 1 − w 1 + w {\displaystyle s={\frac {1-w}{1+w}}} , precisely means that the point x i {\displaystyle x_{i}} falls between two Apollonian spheres.

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  • Thomas Bolander

    Thomas Bolander

    Thomas Bolander is a Danish professor at DTU Compute, Technical University of Denmark, where he studies logic and artificial intelligence. Most of his studies focus on the social aspect of artificial intelligence, and how we can make future AI able to navigate in social interactions. Thomas Bolander also sits in different commissions, expert panels and boards, among these he is a member of the Siri Commission, the TeckDK Commission, a member of the editorial board of the journal Studia Logica and co-organizer of Science and Cocktails. Bolander is known for his dissemination of science. In 2019 he was awarded the H. C. Ørsted Medal. Which he was the first to achieve after a break of three years.

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  • Parallel terraced scan

    Parallel terraced scan

    The parallel terraced scan is a multi-agent based search technique that is basic to cognitive architectures, such as Copycat, Letter-string, the Examiner, Tabletop, and others. It was developed by John Rehling and Douglas Hofstadter at the Center for Research on Concepts and Cognition at Indiana University, Bloomington. The parallel terraced scan builds on the concepts of the workspace, coderack, conceptual memory, and temperature. According to Hofstadter the parallel and random nature of the processing captures aspects of human cognition.

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  • Seam carving

    Seam carving

    Seam carving (or liquid rescaling) is an algorithm for content-aware image resizing, developed by Shai Avidan, of Mitsubishi Electric Research Laboratories (MERL), and Ariel Shamir, of the Interdisciplinary Center and MERL. It functions by establishing a number of seams (paths of least importance) in an image and automatically removes seams to reduce image size or inserts seams to extend it. Seam carving also allows manually defining areas in which pixels may not be modified, and features the ability to remove whole objects from photographs. The purpose of the algorithm is image retargeting, which is the problem of displaying images without distortion on media of various sizes (cell phones, projection screens) using document standards, like HTML, that already support dynamic changes in page layout and text but not images. Image Retargeting was invented by Vidya Setlur, Saeko Takage, Ramesh Raskar, Michael Gleicher and Bruce Gooch in 2005. The work by Setlur et al. won the 10-year impact award in 2015. == Seams == Seams can be either vertical or horizontal. A vertical seam is a path of pixels connected from top to bottom in an image with one pixel in each row. A horizontal seam is similar with the exception of the connection being from left to right. The importance/energy function values a pixel by measuring its contrast with its neighbor pixels. == Process == The below example describes the process of seam carving: The seams to remove depends only on the dimension (height or width) one wants to shrink. It is also possible to invert step 4 so the algorithm enlarges in one dimension by copying a low energy seam and averaging its pixels with its neighbors. === Computing seams === Computing a seam consists of finding a path of minimum energy cost from one end of the image to another. This can be done via Dijkstra's algorithm, dynamic programming, greedy algorithm or graph cuts among others. ==== Dynamic programming ==== Dynamic programming is a programming method that stores the results of sub-calculations in order to simplify calculating a more complex result. Dynamic programming can be used to compute seams. If attempting to compute a vertical seam (path) of lowest energy, for each pixel in a row we compute the energy of the current pixel plus the energy of one of the three possible pixels above it. The images below depict a DP process to compute one optimal seam. Each square represents a pixel, with the top-left value in red representing the energy value of that pixel. The value in black represents the cumulative sum of energies leading up to and including that pixel. The energy calculation is trivially parallelized for simple functions. The calculation of the DP array can also be parallelized with some interprocess communication. However, the problem of making multiple seams at the same time is harder for two reasons: the energy needs to be regenerated for each removal for correctness and simply tracing back multiple seams can form overlaps. Avidan 2007 computes all seams by removing each seam iteratively and storing an "index map" to record all the seams generated. The map holds a "nth seam" number for each pixel on the image, and can be used later for size adjustment. If one ignores both issues however, a greedy approximation for parallel seam carving is possible. To do so, one starts with the minimum-energy pixel at one end, and keep choosing the minimum energy path to the other end. The used pixels are marked so that they are not picked again. Local seams can also be computed for smaller parts of the image in parallel for a good approximation. == Issues == The algorithm may need user-provided information to reduce errors. This can consist of painting the regions which are to be preserved. With human faces it is possible to use face detection. Sometimes the algorithm, by removing a low energy seam, may end up inadvertently creating a seam of higher energy. The solution to this is to simulate a removal of a seam, and then check the energy delta to see if the energy increases (forward energy). If it does, prefer other seams instead. == Implementations == Adobe Systems acquired a non-exclusive license to seam carving technology from MERL, and implemented it as a feature in Photoshop CS4, where it is called Content Aware Scaling. As the license is non-exclusive, other popular computer graphics applications (e. g. GIMP, digiKam, and ImageMagick) as well as some stand-alone programs (e. g. iResizer) also have implementations of this technique, some of which are released as free and open source software. There also exists an implementation for webpages. == Improvements and extensions == Better energy function and application to video by introducing 2D (time+1D) seams. Faster implementation on GPU. Application of this forward energy function to static images. Multi-operator: Combine with cropping and scaling. Much faster removal of multiple seams. Removing seams through neural deformation fields to extend to continuous domains like 3D scenes. A 2010 review of eight image retargeting methods found that seam carving produced output that was ranked among the worst of the tested algorithms. It was, however, a part of one of the highest-ranking algorithms: the multi-operator extension mentioned above (combined with cropping and scaling).

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  • OntoWiki

    OntoWiki

    OntoWiki was a free and open-source semantic wiki application, meant to serve as an ontology editor and a knowledge acquisition system. It is a web-based application written in PHP and using either a MySQL database or a Virtuoso triple store. OntoWiki is form-based rather than syntax-based, and thus tries to hide as much of the complexity of knowledge representation formalisms from users as possible. OntoWiki is mainly being developed by the Agile Knowledge Engineering and Semantic Web (AKSW) research group at the University of Leipzig, a group also known for the DBpedia project among others, in collaboration with volunteers around the world. In 2009 the AKSW research group got a budget of €425,000 from the Federal Ministry of Education and Research of Germany for the development of the OntoWiki. In 2010 OntoWiki became part of the technology stack supporting the LOD2 (linked open data) project. Leipzig University is one of the consortium members of the project, which is funded by a €6.5m EU grant. The development ended in 2016 due to the lack of capacity migrating from PHP 5 to 7 including the required Zend Framework from version 1 to 2.

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  • Eline Van der Velden

    Eline Van der Velden

    Eline van der Velden is a Dutch comedian, writer, actress and producer based in London, England. She is best known for her work creating Tilly Norwood, an AI-generated "actress". == Early life == Van der Velden was born on the Dutch island of Curaçao, Netherlands Antilles to Dutch businessman Steven van der Velden and physiotherapist Quirine van der Velden. She moved to the United Kingdom at age 14 to study drama and musical theatre at Tring Park School for the Performing Arts. She graduated with an MSc in physics from Imperial College London in 2008. == Career == She was nominated by the International Academy of Digital Arts and Sciences for the Lovie Awards and won Best Online Comedy in 2013 for two of her submitted entries. She has created multiple online shows such as Sketch My Life with London Hughes and Emily Hartridge and Match.com Parody. She became managing director of Makers Channel (makerschannel.co.uk), the first curated video platform in Europe in 2015. Makers Channel has been recently acquired by a Belgian media company De Persgroep, due to its success in the Netherlands. In 2016, she appeared in adverts for the Dutch shampoo brand Andrelon. Miss Holland, a comedy character created by Van der Velden, made headlines in 2016 as she asked the British public to teach her the national anthem. As an actress, she has starred in Dutch TV series De Troon, Beatrix and the Golden Calf-winning series Overspel. In Belgium, she appeared opposite Jamie Dornan in Flying Home. Van der Velden starred in the BBC Three series Putting It Out There, in which she challenges social perceptions of body hair, heels, spit, personal space, and authority figures. In 2018, she starred in the BBC One comedy series Soft Border Patrol and the BBC Three comedy series Miss Holland. In 2025, Particle6 Group, which Van der Velden founded in 2016, introduced Tilly Norwood, an AI-generated "actress" at the Zurich Film Festival. The announcement was met with outrage and a condemnation by the American actors' union SAG-AFTRA. == Awards and recognition == Miss Holland won the Best Online Comedy at the 2013 Lovie Awards, judged by Stephen Fry. The Match.com Parody video won Best Online Comedy People's Lovie Award, the people's vote. Miss Holland and Match.com Parody Date 1 were also featured in the 2013 Google Lovie Letters.

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