Ernst Dieter Dickmanns is a German pioneer of dynamic computer vision and of driverless cars. Dickmanns has been a professor at the University of the Bundeswehr Munich (1975–2001), and visiting professor to Caltech and to MIT, teaching courses on "dynamic vision". == Biography == Dickmanns was born in 1936. He studied aerospace and aeronautics at RWTH Aachen (1956–1961), and control engineering at Princeton University (1964/65); from 1961 to 1975 he was associated with the German Aero-Space Research Establishment (now DLR) Oberpfaffenhofen, working in the fields of flight dynamics and trajectory optimization. In 1971/72 he spent a Post-Doc Research Associateship with the NASA-Marshall Space Flight Center, Huntsville (orbiter re-entry). From 1975 to 2001 he was with UniBw Munich, where he initiated the 'Institut fuer Flugmechanik und Systemdynamik' (IFS), the Institut fuer die 'Technik Autonomer Systeme' (TAS), and the research activities in machine vision for vehicle guidance. == Pioneering work in autonomous driving == In the early 1980s his team equipped a Mercedes-Benz van with cameras and other sensors. The 5-ton van was re-engineered that it was possible to control steering wheel, throttle, and brakes through computer commands based on real-time evaluation of image sequences. Software was written that translated the sensory data into appropriate driving commands. For safety reasons, initial experiments in Bavaria took place on streets without traffic. In 1986 the Robot Car "VaMoRs" managed to drive all by itself and by 1987 was capable of driving itself at speeds up to 96 kilometres per hour (60 mph). One of the greatest challenges in high-speed autonomous driving arises through the rapidly changing visual street scenes. Back then, computers were much slower than they are today (~1% of 1%); therefore, sophisticated computer vision strategies were necessary to react in real time. The team of Dickmanns solved the problem through an innovative approach to dynamic vision. Spatiotemporal models were used right from the beginning, dubbed '4-D approach', which did not need storing previous images but nonetheless was able to yield estimates of all 3-D position and velocity components. Attention control including artificial saccadic movements of the platform carrying the cameras allowed the system to focus its attention on the most relevant details of the visual input. Kalman filters have been extended to perspective imaging and were used to achieve robust autonomous driving even in presence of noise and uncertainty. Feedback of prediction errors allowed bypassing the (ill-conditioned) inversion of perspective projection by least-squares parameter fits. When in 1986/83 the EUREKA-project 'PROgraMme for a European Traffic of Highest Efficiency and Unprecedented Safety' (PROMETHEUS) was initiated by the European car manufacturing industry (funding in the range of several hundred million Euros), the initially planned autonomous lateral guidance by buried cables was dropped and substituted by the much more flexible machine vision approach proposed by Dickmanns, and partially encouraged by his successes. Most of the major car companies participated; so did Dickmanns and his team in cooperation with the Daimler-Benz AG. Substantial progress was made in the following 7 years. In particular, Dickmanns' robot cars learned to drive in traffic under various conditions. An accompanying human driver with a "red button" made sure the robot vehicle could not get out of control and become a danger to the public. Since 1992, driving in public traffic was standard as final step in real-world testing. Several dozen Transputers, a special breed of parallel computers, were used to deal with the (by 1990s standards) enormous computational demands. Two culmination points were achieved in 1994/95, when Dickmanns´ re-engineered autonomous S-Class Mercedes-Benz performed international demonstrations. The first was the final presentation of the PROMETHEUS project in October 1994 on Autoroute 1 near the airport Charles-de-Gaulle in Paris. With guests on board, the twin vehicles of Daimler-Benz (VITA-2) and UniBwM (VaMP) drove more than 1,000 kilometres (620 mi) on the three-lane highway in standard heavy traffic at speeds up to 130 kilometres per hour (81 mph). Driving in free lanes, convoy driving with distance keeping depending on speed, and lane changes left and right with autonomous passing have been demonstrated; the latter required interpreting the road scene also in the rear hemisphere. Two cameras with different focal lengths for each hemisphere have been used in parallel for this purpose. The second culmination point was a 1,758 kilometres (1,092 mi) trip in the fall of 1995 from Munich in Bavaria to Odense in Denmark to a project meeting and back. Both longitudinal and lateral guidance were performed autonomously by vision. On highways, the robot achieved speeds exceeding 175 kilometres per hour (109 mph) (there is no general speed limit on the Autobahn). Publications from Dickmann's research group indicate a mean autonomously driven distance without resets of ~9 kilometres (5.6 mi); the longest autonomously driven stretch reached 158 kilometres (98 mi). More than half of the resets required were achieved autonomously (no human intervention). This is particularly impressive considering that the system used black-and-white video-cameras and did not model situations like road construction sites with yellow lane markings; lane-changes at over 140 kilometres per hour (87 mph), and other traffic with more than 40 kilometres per hour (25 mph) relative speed have been handled. In total, 95% autonomous driving (by distance) was achieved. In the years 1994 to 2004 the elder 5-ton van 'VaMoRs' was used to develop the capabilities needed for driving on networks of minor (also unsealed) roads and for cross-country driving including avoidance of negative obstacles like ditches. Turning off onto crossroads of unknown width and intersection angles required a big effort, but has been achieved with "Expectation-based, Multi-focal, Saccadic vision" (EMS-vision). This vertebrate-type vision uses animation capabilities based on knowledge about subject classes (including the autonomous vehicle itself) and their potential behaviour in certain situations. This rich background is used for control of gaze and attention as well as for locomotion. Beside ground vehicle guidance, also applications of the 4-D approach to dynamic vision for unmanned air vehicles (conventional aircraft and helicopters) have been investigated. Autonomous visual landing approaches and landings have been demonstrated in hardware-in-the-loop simulations with visual/inertial data fusion. Real-world autonomous visual landing approaches till shortly before touchdown have been performed in 1992 with the twin-propeller aircraft Dornier 128 of the University of Brunswick at the airport there. Another success of this machine vision technology was the first ever visually controlled grasping experiment of a free-floating object in weightlessness on board the Space Shuttle Columbia D2-mission in 1993 as part of the 'Rotex'-experiment of DLR.
Shell Control Box
Shell Control Box (SCB) is a network security appliance that controls privileged access to remote IT systems, records activities in replayable audit trails, and prevents malicious actions. For example, it records as a system administrator updates a file server or a third-party network operator configures a router. The recorded audit trails can be replayed like a movie to review the events as they occurred. The content of the audit trails is indexed to make searching for events and automatic reporting possible. SCB is a Linux-based device developed by Balabit. It is an application level proxy gateway. In 2017, Balabit changed the name of the product to Privileged Session Management (PSM) and repositioned it as the core module of its Privileged Access Management solution. == Main Features == Balabit’s Privileged Session Management (PSM), Shell Control Box (SCB) is a device that controls, monitors, and audits remote administrative access to servers and network devices. It is a tool to oversee system administrators by controlling the encrypted connections used for administration. PSM (SCB) has full control over the SSH, RDP, Telnet, TN3270, TN5250, Citrix ICA, and VNC connections, providing a framework (with solid boundaries) for the work of the administrators. === Gateway Authentication === PSM (SCB) acts as an authentication gateway, enforcing strong authentication before users access IT assets. PSM can also integrate to user directories (for example, a Microsoft Active Directory) to resolve the group memberships of the users who access the protected servers. Credentials for accessing the server are retrieved transparently from PSM’s credential store or a third-party password management system by PSM impersonating the authenticated user. This automatic password retrieval protects the confidentiality of passwords as users can never access them. === Access Control === PSM controls and audits privileged access over the most wide-spread protocols such as SSH, RDP, or HTTP(s). The detailed access management helps to control who can access what and when on servers. It is also possible to control advanced features of the protocols, like the type of channels permitted. For example, unneeded channels like file transfer or file sharing can be disabled, reducing the security risk on the server. With PSM policies for privileged access can be enforced in one single system. === 4-eyes Authorization === To avoid accidental misconfiguration and other human errors, PSM supports the 4-eyes authorization principle. This is achieved by requiring an authorizer to allow administrators to access the server. The authorizer also has the possibility to monitor – and terminate - the session of the administrator in real-time, as if they were watching the same screen. === Real-time Monitoring and Session Termination === PSM can monitor the network traffic in real time, and execute various actions if a certain pattern (for example, a suspicious command, window title or text) appears on the screen. PSM can also detect specific patterns such as credit card numbers. In case of detecting a suspicious user action, PSM can send an e-mail alert or immediately terminate the connection. For example, PSM can block the connection before a destructive administrator command, such as the „rm” comes into effect. === Session Recording === PSM makes user activities traceable by recording them in tamper-proof and confidential audit trails. It records the selected sessions into encrypted, timestamped, and digitally signed audit trails. Audit trails can be browsed online, or followed real-time to monitor the activities of the users. PSM replays the recorded sessions just like a movie – actions of the users can be seen exactly as they appeared on their monitor. The Balabit Desktop Player enables fast forwarding during replays, searching for events (for example, typed commands or pressing Enter) and texts seen by the user. In the case of any problems (database manipulation, unexpected shutdown, etc.) the circumstances of the event are readily available in the trails, thus the cause of the incident can be identified. In addition to recording audit trails, transferred files can be also recorded and extracted for further analysis.
Archetype (information science)
In the field of informatics, an archetype is a formal re-usable model of a domain concept. Traditionally, the term archetype is used in psychology to mean an idealized model of a person, personality or behaviour (see Archetype). The usage of the term in informatics is derived from this traditional meaning, but applied to domain modelling instead. An archetype is defined by the OpenEHR Foundation (for health informatics) as follows: An archetype is a computable expression of a domain content model in the form of structured constraint statements, based on some reference model. openEHR archetypes are based on the openEHR reference model. Archetypes are all expressed in the same formalism. In general, they are defined for wide re-use, however, they can be specialized to include local particularities. They can accommodate any number of natural languages and terminologies. == Formal specifications == The modern archetype formalism is specified and maintained by the openEHR Foundation, and although originally developed for the health IT domain, is completely domain-independent, and has been used in geospatial modelling, telecommunications, and defence. The archetype formalism consists of a number of specifications including: 'ADL 1.4': original release of Archetype Definition Language (ADL) and Archetype Object Model (AOM); widely implemented in health IT domain; 'ADL 2': modern release of Archetype Definition Language (ADL), Archetype Object Model (AOM), Archetype Identification specification and Archetype Technology Overview. The Archetype Technology Overview provides a short technical overview of the archetype formalism useful for new users. The ADL/AOM 1.4 specifications were provided to ISO TC 215 in 2008 by the openEHR Foundation and became the ISO 13606-2 standard, extant until 2019. ISO TC 215 accepted the AOM 2 specification as the basis for a revision of this standard, which was issued in 2019. In late 2015, the Object Management Group (OMG) accepted an RfP entitled 'Archetype Modeling Language (AML)' as a new candidate standard. This specification is a form of ADL re-engineered as a UML profile so as to enable archetype modelling to be supported within UML tools. == Tools == A number of tools area available for working with archetypes. Most are listed on the openEHR modelling tools page. They include: ADL Designer, a modern AOM2-based web editing application Archetype Editor, an original desktop clinical modelling tool Template Designer, an original desktop clinical templating tool LinkEHR, an archetype and data integration tool ADL Workbench, reference compiler and visualiser tool == Example ==
Mobile content management system
A mobile content management system (MCMs) is a type of content management system (CMS) capable of storing and delivering content and services to mobile devices, such as mobile phones, smart phones, and PDAs. Mobile content management systems may be discrete systems, or may exist as features, modules or add-ons of larger content management systems capable of multi-channel content delivery. Mobile content delivery has unique, specific constraints including widely variable device capacities, small screen size, limitations on wireless bandwidth, sometimes small storage capacity, and (for some devices) comparatively weak device processors. Demand for mobile content management increased as mobile devices became increasingly ubiquitous and sophisticated. MCMS technology initially focused on the business to consumer (B2C) mobile market place with ringtones, games, text-messaging, news, and other related content. Since, mobile content management systems have also taken root in business-to-business (B2B) and business-to-employee (B2E) situations, allowing companies to provide more timely information and functionality to business partners and mobile workforces in an increasingly efficient manner. A 2008 estimate put global revenue for mobile content management at US$8 billion. == Key features == === Multi-channel content delivery === Multi-channel content delivery capabilities allow users not to manage a central content repository while simultaneously delivering that content to mobile devices such as mobile phones, smartphones, tablets and other mobile devices. Content can be stored in a raw format (such as Microsoft Word, Excel, PowerPoint, PDF, Text, HTML etc.) to which device-specific presentation styles can be applied. === Content access control === Access control includes authorization, authentication, access approval to each content. In many cases the access control also includes download control, wipe-out for specific user, time specific access. For the authentication, MCM shall have basic authentication which has user ID and password. For higher security many MCM supports IP authentication and mobile device authentication. === Specialized templating system === While traditional web content management systems handle templates for only a handful of web browsers, mobile CMS templates must be adapted to the very wide range of target devices with different capacities and limitations. There are two approaches to adapting templates: multi-client and multi-site. The multi-client approach makes it possible to see all versions of a site at the same domain (e.g. sitename.com), and templates are presented based on the device client used for viewing. The multi-site approach displays the mobile site on a targeted sub-domain (e.g. mobile.sitename.com). === Location-based content delivery === Location-based content delivery provides targeted content, such as information, advertisements, maps, directions, and news, to mobile devices based on current physical location. Currently, GPS (global positioning system) navigation systems offer the most popular location-based services. Navigation systems are specialized systems, but incorporating mobile phone functionality makes greater exploitation of location-aware content delivery possible.
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.
Highway network
In machine learning, the Highway Network was the first working very deep feedforward neural network with hundreds of layers, much deeper than previous neural networks. It uses skip connections modulated by learned gating mechanisms to regulate information flow, inspired by long short-term memory (LSTM) recurrent neural networks. The advantage of the Highway Network over other deep learning architectures is its ability to overcome or partially prevent the vanishing gradient problem, thus improving its optimization. Gating mechanisms are used to facilitate information flow across the many layers ("information highways"). Highway Networks have found use in text sequence labeling and speech recognition tasks. In 2014, the state of the art was training deep neural networks with 20 to 30 layers. Stacking too many layers led to a steep reduction in training accuracy, known as the "degradation" problem. In 2015, two techniques were developed to train such networks: the Highway Network (published in May), and the residual neural network, or ResNet (December). ResNet behaves like an open-gated Highway Net. == Model == The model has two gates in addition to the H ( W H , x ) {\displaystyle H(W_{H},x)} gate: the transform gate T ( W T , x ) {\displaystyle T(W_{T},x)} and the carry gate C ( W C , x ) {\displaystyle C(W_{C},x)} . The latter two gates are non-linear transfer functions (specifically sigmoid by convention). The function H {\displaystyle H} can be any desired transfer function. The carry gate is defined as: C ( W C , x ) = 1 − T ( W T , x ) {\displaystyle C(W_{C},x)=1-T(W_{T},x)} while the transform gate is just a gate with a sigmoid transfer function. == Structure == The structure of a hidden layer in the Highway Network follows the equation: y = H ( x , W H ) ⋅ T ( x , W T ) + x ⋅ C ( x , W C ) = H ( x , W H ) ⋅ T ( x , W T ) + x ⋅ ( 1 − T ( x , W T ) ) {\displaystyle {\begin{aligned}y=H(x,W_{H})\cdot T(x,W_{T})+x\cdot C(x,W_{C})\\=H(x,W_{H})\cdot T(x,W_{T})+x\cdot (1-T(x,W_{T}))\end{aligned}}} == Related work == Sepp Hochreiter analyzed the vanishing gradient problem in 1991 and attributed to it the reason why deep learning did not work well. To overcome this problem, Long Short-Term Memory (LSTM) recurrent neural networks have residual connections with a weight of 1.0 in every LSTM cell (called the constant error carrousel) to compute y t + 1 = F ( x t ) + x t {\textstyle y_{t+1}=F(x_{t})+x_{t}} . During backpropagation through time, this becomes the residual formula y = F ( x ) + x {\textstyle y=F(x)+x} for feedforward neural networks. This enables training very deep recurrent neural networks with a very long time span t. A later LSTM version published in 2000 modulates the identity LSTM connections by so-called "forget gates" such that their weights are not fixed to 1.0 but can be learned. In experiments, the forget gates were initialized with positive bias weights, thus being opened, addressing the vanishing gradient problem. As long as the forget gates of the 2000 LSTM are open, it behaves like the 1997 LSTM. The Highway Network of May 2015 applies these principles to feedforward neural networks. It was reported to be "the first very deep feedforward network with hundreds of layers". It is like a 2000 LSTM with forget gates unfolded in time, while the later Residual Nets have no equivalent of forget gates and are like the unfolded original 1997 LSTM. If the skip connections in Highway Networks are "without gates," or if their gates are kept open (activation 1.0), they become Residual Networks. The residual connection is a special case of the "short-cut connection" or "skip connection" by Rosenblatt (1961) and Lang & Witbrock (1988) which has the form x ↦ F ( x ) + A x {\displaystyle x\mapsto F(x)+Ax} . Here the randomly initialized weight matrix A does not have to be the identity mapping. Every residual connection is a skip connection, but almost all skip connections are not residual connections. The original Highway Network paper not only introduced the basic principle for very deep feedforward networks, but also included experimental results with 20, 50, and 100 layers networks, and mentioned ongoing experiments with up to 900 layers. Networks with 50 or 100 layers had lower training error than their plain network counterparts, but no lower training error than their 20 layers counterpart (on the MNIST dataset, Figure 1 in ). No improvement on test accuracy was reported with networks deeper than 19 layers (on the CIFAR-10 dataset; Table 1 in ). The ResNet paper, however, provided strong experimental evidence of the benefits of going deeper than 20 layers. It argued that the identity mapping without modulation is crucial and mentioned that modulation in the skip connection can still lead to vanishing signals in forward and backward propagation (Section 3 in ). This is also why the forget gates of the 2000 LSTM were initially opened through positive bias weights: as long as the gates are open, it behaves like the 1997 LSTM. Similarly, a Highway Net whose gates are opened through strongly positive bias weights behaves like a ResNet. The skip connections used in modern neural networks (e.g., Transformers) are dominantly identity mappings.
Harold Borko
Harold Borko (1922-2012) was an American psychologist and researcher working primarily in the field of information science. == Biography == Borko was born in 1922 in New York City, New York. After serving in the US Army from 1942 to 1946 he obtained a BA in Psychology from the University of California, Los Angeles in 1948 and both his MA and PhD from the University of Southern California in Psychology in 1952. He returned to the army as a psychologist until 1956 after which he began a career working in and teaching information science. He died in California in 2012. == Information Science Career == After leaving the military Borko began working at the RAND Corporation as a Systems Training Specialist in 1956 and moved to the Systems Development Corporation a year later working in the Language Processing and Retrieval department. Alongside this work he taught Psychology at USC from 1957-65 and then moved into teaching Library Science at UCLA from 1965. In 1967 Borko left his role at the Systems Development Corporation and continued as a full-time professor at UCLA until his retirement in 1993.. From 1961 to 1995 Borko authored and co-authored over 100 articles on new developments in the field as well as the historiography of information science. He served as an editor of the Journal of Educational Data Processing from 1963-1975 and as President of the American Society for Information Science in 1966 == Partial list of works == Borko, H. (1962, May). The construction of an empirically based mathematically derived classification system. In Proceedings of the May 1-3, 1962, spring joint computer conference (pp. 279-289). Borko, H., & Bernick, M. (1963). Automatic document classification. Journal of the ACM (JACM), 10(2), 151-162. Borko, H. (1964). The Storage and Retrieval of Educational Information. Journal of Teacher Education, 15(4), 449-452. Borko, H. (1964). Measuring the reliability of subject classification by men and machines. American Documentation, 15(4), 268-273. Borko, H. (1965). The conceptual foundations of information systems. Borko, H. (1968), Information science: What is it?†. Amer. Doc., 19: 3-5. https://doi.org/10.1002/asi.5090190103 Borko, H. (1970). Experiments in book indexing by computer. Information storage and retrieval, 6(1), 5-16. Borko, H. (1985). An introduction to computer-based library systems (Lucy A. Tedd). Education for Information, 3(1), 61.