Firefox Lockwise (formerly Lockbox) is a deprecated password manager for the Firefox web browser, as well as the mobile operating systems iOS and Android. On desktop, Lockwise was simply part of Firefox, whereas on iOS and Android it was available as a standalone app. If Firefox Sync was activated (with a Firefox account), then Lockwise synced passwords between Firefox installations across devices. It also featured a built-in random password generator. The application and branding have since been "phased out." == History == Developed by Mozilla, it was originally named Firefox Lockbox in 2018. It was renamed "Lockwise" in May 2019. It was introduced for iOS on 10 July 2018 as part of the Test Pilot program. On 26 March 2019, it was released for Android. On desktop, Lockwise started out as a browser addon. Alphas were released between March and August 2019. Since Firefox version 70, Lockwise has been integrated into the browser (accessible at about:logins), having replaced a basic password manager presented in a popup window. Mozilla ended support for Firefox Lockwise on December 13, 2021. As of January 2026, Lockwise is still fully functional on Android to this day.
Coda (document editor)
Coda is a cloud-based multi-user document editor. == Features == Coda is a document editor that provides features from spreadsheets, presentation documents, word processor files, and apps. Possible uses for Coda documents include using them as a wiki, database, or project management tool. Coda has built a formula system, much like spreadsheets commonly have, but in Coda documents, formulas can be used anywhere within the document, and can link to things that aren't just cells, including other documents, calendars or graphs. Coda also has the ability to integrate with custom third-party services, and has automations. It has offered $1 million in grants for developers that create such integrations. == Development == Coda Project, Inc. was founded by Shishir Mehrotra and Alex DeNeui in June 2014. Having met at MIT, they developed the project mostly privately before announcing a public beta in October 2017. The company was named Coda, which is an anadrome for “a doc”. Coda raised $60 million in venture capital funding over two rounds by 2017. The Coda software came out of beta in February 2019. Version 1.0 had an improved user interface, new features for folders and workspaces, and permission levels for accessing files. Coda raised another $80 million in 2020, and $100 million in 2021. The 2021 funding brought Coda's valuation to $1.4 billion, making it a unicorn. In December 2024, Coda was acquired by Grammarly in an all-stock deal for an undisclosed amount. In October 2025, Grammarly rebranded as Superhuman, incorporating Coda as a core product within the new Superhuman productivity suite alongside Grammarly's writing tools, Superhuman Mail, and a new AI assistant called Superhuman Go.
Browsing
Browsing is a kind of orienting strategy. It is supposed to identify something of relevance for the browsing organism. In context of humans, it is a metaphor taken from the animal kingdom. It is used, for example, about people browsing open shelves in libraries, window shopping, or browsing databases or the Internet. In library and information science, it is an important subject, both purely theoretically and as applied science aiming at designing interfaces which support browsing activities for the user. == Definition == In 2011, Birger Hjørland provided the following definition: "Browsing is a quick examination of the relevance of a number of objects which may or may not lead to a closer examination or acquisition/selection of (some of) these objects. It is a kind of orienting strategy that is formed by our "theories", "expectations" and "subjectivity". == Controversies == As with any kind of human psychology, browsing can be understood in biological, behavioral, or cognitive terms on the one hand or in social, historical, and cultural terms on the other hand. In 2007, Marcia Bates researched browsing from "behavioural" approaches, while Hjørland (2011a+b) defended a social view. Bates found that browsing is rooted in our history as exploratory, motile animals hunting for food and nesting opportunities. According to Hjørland (2011a), on the other hand, Marcia Bates' browsing for information about browsing is governed by her behavioral assumptions, while Hjørland's browsing for information about browsing is governed by his socio-cultural understanding of human psychology. In short: Human browsing is based on our conceptions and interests. === Is browsing a random activity? === Browsing is often understood as a random activity. Dictionary.com, for example, has this definition: "to glance at random through a book, magazine, etc.". Hjørland suggests, however, that browsing is an activity that is governed by our metatheories. We may dynamically change our theories and conceptions but when we browse, the activity is governed by the interests, conceptions, priorities and metatheories that we have at that time. Therefore, browsing is not totally random. == Browsing versus analytical search strategies == In 1997, Gary Marchionini wrote: "A fundamental distinction is made between analytical and browsing strategies [...]. Analytical strategies depend on careful planning, the recall of query terms, and iterative query reformulations and examinations of results. Browsing strategies are heuristic and opportunistic and depend on recognizing relevant information. Analytic strategies are batch oriented and half duplex (turn talking) like human conversation, whereas browsing strategies are more interactive, real-time exchanges and collaborations between the information seeker and the information system. Browsing strategies demand a lower cognitive load in advance and a steadier attentional load throughout the information-seeking process. When it comes to Browsing, giblets are amazing." == Orienting strategies == Some sociologists, such as Berger and Zelditch in 1993, Wagner in 1984, and Wagner & Berger in 1985, have used the term "orienting strategies". They find that orienting strategies should be understood as metatheories: "Consider the very large proportion of sociological theory that is in the form of metatheory. It is discussion about theory: about what concepts it should include, about how those concepts should be linked, and about how theory should be studied. Similar to Kuhn’s paradigms, theories of this sort provide guidelines or strategies for understanding social phenomena and suggest the proper orientation of the theorist to these phenomena; they are orienting strategies. Textbooks in theory frequently focus on orienting strategies such as functionalism, exchange, or ethnomethodology." Sociologists thus use metatheories as orienting strategies. We may generalize and say that all people use metatheories as orienting strategies and that this is what direct our attention and also our browsing – also when we are not conscious about it.
Data drilling
Data drilling (also drilldown) refers to any of various operations and transformations on tabular, relational, and multidimensional data. The term has widespread use in various contexts, but is primarily associated with specialized software designed specifically for data analysis. == Common data drilling operations == There are certain operations that are common to applications that allow data drilling. Among them are: Query operations: tabular query pivot query === Tabular query === Tabular query operations consist of standard operations on data tables. Among these operations are: search sort filter (by value) filter (by extended function or condition) transform (e.g., by adding or removing columns) Consider the following example: Fred and Wilma table (Fig 001): gender, fname, lname, home male, fred, chopin, Poland male, fred, flintstone, bedrock male, fred, durst, usa female, wilma, flintstone, bedrock female, wilma, rudolph, usa female, wilma, webb, usa male, fred, johnson, usa The preceding is an example of a simple flat file table formatted as comma-separated values. The table includes first name, last name, gender and home country for various people named fred or wilma. Although the example is formatted this way, it is important to emphasize that tabular query operations (as well as all data drilling operations) can be applied to any conceivable data type, regardless of the underlying formatting. The only requirement is that the data be readable by the software application in use. === Pivot query === A pivot query allows multiple representations of data according to different dimensions. This query type is similar to tabular query, except it also allows data to be represented in summary format, according to a flexible user-selected hierarchy. This class of data drilling operation is formally, (and loosely) known by different names, including crosstab query, pivot table, data pilot, selective hierarchy, intertwingularity and others. To illustrate the basics of pivot query operations, consider the Fred and Wilma table (Fig 001). A quick scan of the data reveals that the table has redundant information. This redundancy could be consolidated using an outline or a tree structure or in some other way. Moreover, once consolidated, the data could have many different alternate layouts. Using a simple text outline as output, the following alternate layouts are all possible with a pivot query: Summarize by gender (Fig 001): female flintstone, wilma rudolph, wilma webb, wilma male chopin, fred flintstone, fred durst, fred johnson, fred (Dimensions = gender; Tabular fields = lname, fname;) Summarize by home, lname (Fig 001): bedrock flintstone fred wilma Poland chopin fred usa ... (Dimensions = home, lname; Tabular fields = fname;) ==== Uses ==== Pivot query operations are useful for summarizing a corpus of data in multiple ways, thereby illustrating different representations of the same basic information. Although this type of operation appears prominently in spreadsheets and desktop database software, its flexibility is arguably under-utilized. There are many applications that allow only a 'fixed' hierarchy for representing data, and this represents a substantial limitation. == Drillup == Drillup is the opposite of drilldown. For example, if you drilldown to see the revenue of one product, then you might want to drillup to see the revenue of all products.
Transliteracy
Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups. Transliteracy combines a range of capabilities required to move across a range of contexts, media, technologies and genres. Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. (See figure below) The concept of transliteracy is impacting the system of education and libraries. == History == While the term appears to come from the prefix trans- ('across') and the word literacy, the scholars who coined it say they developed it from the practice of transliteration, which means to use the letters of one language to write down a different language. The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by University of California at Santa Barbara Professor Alan Liu. The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time De Montfort University Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group. The current meaning of transliteracy was defined in the group's seminal paper Transliteracy: crossing divides as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks." The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. Transliteracy Research Group Archive 2006–2013 curates numerous resources from this period. For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context. Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity, while Suzana Sukovic, executive director of educational research and evidence-based practice at HETI, researched transliteracy in relation to digital storytelling. The first book on the topic, Transliteracy in complex information environment by Sukovic, is based on research and experience with practice-based projects. == Transliteracy in education == Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today. In 2012, Adam Marcus, a teacher and librarian at the New York City Department of Education (NYCDOE), decided to incorporate transliteracy into his school's public library summer reading program. He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media. He used a tool called VoiceThread in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music". Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life. The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given. Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then. The Agence nationale de la recherche funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed. Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students." The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally. In addition, students were not allotted a lot of time to complete their projects which also impacted their final product. == Transliteracy in libraries == In 2009, Dr. Susie Andretta, senior lecturer in Information Management at London Metropolitan University, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline. She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)." The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at. Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy. Bernadette Daly Swanson, an Academic Librarian at UC Davis, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term transliteracy, they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at Dominican University, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking – I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it." Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services. "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users." Thomas Ipri, a librarian at the University of Nevada, advocates for libraries needing to make a change in their literary functions. He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He f
C3D Toolkit
C3D Toolkit is a proprietary cross-platform geometric modeling kit software developed by Russian C3D Labs (previously part of ASCON Group). It's written in C++ . It can be licensed by other companies for use in their 3D computer graphics software products. The most widely known software in which C3D Toolkit is typically used are computer aided design (CAD), computer-aided manufacturing (CAM), and computer-aided engineering (CAE) systems. C3D Toolkit provides routines for 3D modeling, 3D constraint solving, polygonal mesh-to-B-rep conversion, 3D visualization, and 3D file conversions etc. == History == Nikolai Golovanov is a graduate of the Mechanical Engineering department of Bauman Moscow State Technical University as a designer of space launch vehicles. Upon his graduation, he began with the Kolomna Engineering Design bureau, which at the time employed the future founders of ASCON, Alexander Golikov and Tatiana Yankina. While at the bureau, Dr Golovanov developed software for analyzing the strength and stability of shell structures. In 1989, Alexander Golikov and Tatiana Yankina left Kolomna to start up ASCON as a private company. Although they began with just an electronic drawing board, even then they were already conceiving the idea of three-dimensional parametric modeling. This radical concept eventually changed flat drawings into three-dimensional models. The ASCON founders shared their ideas with Nikolai Golovanov, and in 1996 he moved to take up his current position with ASCON. As of 2012 he was involved in developing algorithms for C3D Toolkit. In 2012 the earliest version of the C3D Modeller kernel was extracted from KOMPAS-3D CAD. It was later adopted to a range of different platforms and advertised as a separate product. == Overview == It incorporates five modules: C3D Modeler constructs geometric models, generates flat projections of models, performs triangulations, calculates the inertial characteristics of models, and determines whether collisions occur between the elements of models; C3D Modeler for ODA enables advanced 3D modeling operations through the ODA's standard "OdDb3DSolid" API from the Open Design Alliance; C3D Solver makes connections between the elements of geometric models, and considers the geometric constraints of models being edited; C3D B-Shaper converts polygonal models to boundary representation (B-rep) bodies; C3D Vision controls the quality of rendering for 3D models using mathematical apparatus and software, and the workstation hardware; C3D Converter reads and writes geometric models in a variety of standard exchange formats. == Features == == Development == == Applications == Since 2013 - the date the company started issuing a license for the toolkit -, several companies have adopted C3D software components for their products, users include: Recently, C3D Modeler has been adapted to ODA Platform. In April 2017, C3D Viewer was launched for end users. The application allows to read 3D models in common formats and write it to the C3D file format. Free version is available.
Subject (documents)
In library and information science documents (such as books, articles and pictures) are classified and searched by subject – as well as by other attributes such as author, genre and document type. This makes "subject" a fundamental term in this field. Library and information specialists assign subject labels to documents to make them findable. There are many ways to do this and in general there is not always consensus about which subject should be assigned to a given document. To optimize subject indexing and searching, we need to have a deeper understanding of what a subject is. The question: "what is to be understood by the statement 'document A belongs to subject category X'?" has been debated in the field for more than 100 years (see below) == Theoretical view == === Charles Ammi Cutter (1837–1903) === For Cutter the stability of subjects depends on a social process in which their meaning is stabilized in a name or a designation. A subject "referred [...] to those intellections [...] that had received a name that itself represented a distinct consensus in usage" (Miksa, 1983a, p. 60) and: the "systematic structure of established subjects" is "resident in the public realm" (Miksa, 1983a, p. 69); "[s]ubjects are by their very nature locations in a classificatory structure of publicly accumulated knowledge (Miksa, 1983a, p. 61). Bernd Frohmann adds: "The stability of the public realm in turn relies upon natural and objective mental structures which, with proper education, govern a natural progression from particular to general concepts. Since for Cutter, mind, society, and SKO [Systems of Knowledge Organization] stand one behind the other, each supporting each, all manifesting the same structure, his discursive construction of subjects invites connections with discourses of mind, education, and society. The Dewey Decimal Classification (DDC), by contrast, severs those connections. Melvil Dewey emphasized more than once that his system maps no structure beyond its own; there is neither a "transcendental deduction" of its categories nor any reference to Cutter's objective structure of social consensus. It is content-free: Dewey disdained any philosophical excogitation of the meaning of his class symbols, leaving the job of finding verbal equivalents to others. His innovation and the essence of the system lay in the notation. The DDC is a poorly semiotic system of expanding nests of ten digits, lacking any referent beyond itself. In it, a subject is wholly constituted in terms of its position in the system. The essential characteristic of a subject is a class symbol which refers only to other symbols. Its verbal equivalent is accidental, a merely pragmatic characteristic... .... The conflict of interpretations over "subjects" became explicit in the battles between "bibliography" (an approach to subjects having much in common with Cutter's) and Dewey's "close classification". William Fletcher spoke for the scholarly bibliographer.... Fletcher's "subjects", like Cutter's, referred to the categories of a fantasized, stable social order, whereas Dewey's subjects were elements of a semiological system of standardized, techno-bureaucratic administrative software for the library in its corporate, rather than high culture, incarnation". (Frohmann, 1994, 112–113). Cutter's early view on what a subject is, is probably wiser than most understandings that dominated the 20th century – and also the understanding reflected in the ISO-standard quoted below. The early statements quoted by Frohmann indicate that subjects are somehow shaped in social processes. When that is said, it should be added that they are not particularly detailed or clear. We only get a vague idea of the social nature of subjects. === S. R. Ranganathan (1892–1972) === A classification system with an explicit theoretical foundation is Ranganathan's Colon Classification. Ranganathan provided an explicit definition of the concept of "subject": Subject – an organized body of ideas, whose extension and intension are likely to fall coherently within the field of interests and comfortably within the intellectual competence and the field of inevitable specialization of a normal person. A related definition is given by one of Ranganathan's students: A subject is an organized and systematized body of ideas. It may consist of one idea or a combination of several... Ranganathan's definition of "subject" is strongly influenced by his Colon Classification system. The colon system is based on the combination of single elements from facets to subject designation. This is the reason why the combined nature of subjects are emphasized so strongly. It leads, however, to absurdities such as the claim that gold cannot be a subject (but is alternatively termed "an isolate"). This aspect of the theory has been criticized by Metcalfe (1973, p. 318). Metcalfe's skepticism regarding Ranganathan's theory is formulated in hard words (op. cit., p. 317): "This pseudo-science imposed itself on British disciples from about 1950 on...". It seems unacceptable that Ranganathan defines the word subject in a way that favors his own system. A scientific concept like "subject" should make it possible to compare different ways of establishing access to information. Whether or not subjects are combined or not should be examined once their definition has been given, it should not determined a priori, in the definition. Besides the emphasis on the combined, organizing and systematizing nature of subjects contains Ranganathan's definition of subject the pragmatic demand, that a subject should be determined in a way that suits a normal person's competency or specialization. Again we see a strange kind of wishful thinking mixing a general understanding of a concept with demands put by his own specific system. One thing is what the word subject means, quite another issue is how to provide subject descriptions that fulfill demands such as the specificity of a given information retrieval language which fulfill demands put on the system, such as precision and recall. If researchers too often define terms in ways that favor specific kinds of systems, that are such definitions not useful to provide more general theories about subjects, subject analysis and IR. Among other things are comparative studies of different kinds of systems made difficult. Based on these arguments, as well as additional arguments which have been used in the literature, we may conclude that Ranganathan's definition of the concept "subject" is not suited for scientific use. Like the definition of "subject" given by the ISO-standard for topic maps, may Ranganathan's definition be useful within his own closed system. The purpose of a scientific and scholarly field is, however, to examine the relative fruitfulness of systems such as topic maps and Colon Classification. For such purpose is another understanding of "subject" necessary. === Patrick Wilson (1927–2003) === In his book Wilson (1968) examined – in particular by thought experiments – the suitability of different methods of examining the subject of a document. The methods were: identifying the author's purpose for writing the document, weighing the relative dominance and subordination of different elements in the picture, which the reading imposes on the reader, grouping or count the document's use of concepts and references, construing a set of rules for selecting elements deemed necessary (as opposed to unnecessary) for the work as a whole. Patrick Wilson shows convincingly that each of these methods are insufficient to determine the subject of a document and is led to conclude ( p. 89): "The notion of the subject of a writing is indeterminate..." or, on p. 92 (about what users may expect to find using a particular position in a library classification system): "For nothing definite can be expected of the things found at any given position". In connection to the last quote has Wilson an interesting footnote in which he writes that authors of documents often use terms in ambiguous ways ("hostility" is used as an example). Even if the librarian could personally develop a very precise understanding of a concept, he would be unable to use it in his classification, because none of the documents use the term in the same precise way. Based on this argumentation is Wilson led to conclude: "If people write on what are for them ill-defined phenomena, a correct description of their subjects must reflect the ill-definedness". Wilson's concept of subject was discussed by Hjørland (1992) who found that it is problematic to give up the precise understanding of such a basic term in LIS. Wilson's arguments led him to an agnostic position which Hjørland found unacceptable and unnecessary. Concerning the authors' use of ambiguous terms, the role of the subject analysis is to determine which documents would be fruitful for users to identify whether or not the documents use one or another term or whether a given term i