Data exhaust (also exhaust data) is the trail of data generated as a by-product of users' online activity, behaviour, and transactions, rather than data they deliberately create or submit. It forms part of a broader category of unconventional data that also includes geospatial, network, and time-series data, and may be useful for predictive analytics. Data exhaust can take the form of cookies, temporary files, log files, clickstream records and stored preferences. Actions such as visiting a web page, following a link, or dwelling on an element may all generate exhaust data that is recorded without the user's active awareness. Unlike primary content — which the user intentionally creates — exhaust data is a passive side effect of interaction. A bank, for example, might treat the amounts and parties involved in a transaction as primary data, while secondary data could include whether the transaction was carried out at a cash machine rather than a branch. == Uses == Data exhaust collected by companies is often information that is not immediately useful in isolation, but can be aggregated and analysed to improve products, personalise content, identify trends, and support quality control. Companies may also store exhaust data for future analysis or sell it to third parties. Shoshana Zuboff has described this practice as a core mechanism of what she terms surveillance capitalism, in which behavioural data generated by users is converted into predictive products. Kosciejew notes that large quantities of often raw data are collected in this way, much of which is never analysed. == Medical exhaust data == Many medical devices — including pacemakers, dialysis machines and surgical cameras — generate exhaust data as a by-product of their operation. The majority of this data is never captured or analysed, and is typically discarded once a procedure ends or a device completes its routine monitoring cycle. The potential use of data generated by implanted devices such as pacemakers raises additional legal and ethical questions around ownership and consent. Using electronic health records for research also creates challenges because of the volume of data involved, creating a need for automated algorithms to process it. == Privacy and regulation == The collection and distribution of data exhaust is not in itself illegal in most jurisdictions, but its use raises questions of privacy and informed consent. Steps commonly taken to address these concerns include data anonymisation, offering users an opt-out from the sale of their data, and publishing explicit privacy policies that disclose what data is collected and how it is used.
Integrated writing environment
An integrated writing environment (IWE) is software that provides comprehensive writing and knowledge management functionality for writers and information workers. IWEs enable writers and information workers to perform a variety of tasks related to the document in the IWE in a single environment. This provides a distraction-free workspace and streamlined writing experience. IWEs provide similar efficiency and functionality benefits to writers and information professionals that integrated development environments (IDEs) provide to software developers. == Overview == IWEs are designed to maximize productivity and help improve the quality of written work by integrating together tools that allow users to work effectively in a single application. The IWE features may include integrated content search, reversion management, outlining, note management, and reference management, as may be suitable for the target field of use. == List of IWEs == Celtx This IWE is intended for screenplay writers and has screenplay writing and management tools. Celtex provides tools for the pre-production work phase, story development, storyboarding, script breakdowns, production scheduling, and reports. Scrivener This IWE targets novel, research paper, and script writing. Scrivener provides tools to organize notes and research documents for easy access and referencing. After completing the writing, Scrivener allows the user to export the document to formats supported by common word processors, such as Microsoft Word. TeXstudio This IWE targets LaTeX documents and provides interactive spelling checker, code folding, and syntax highlighting.
AI-driven design automation
AI-driven design automation is the use of artificial intelligence (AI) to automate and improve different parts of the electronic design automation (EDA) process. It is particularly important in the design of integrated circuits (chips) and complex electronic systems, where it can potentially increase productivity, decrease costs, and speed up design cycles. AI Driven Design Automation uses several methods, including machine learning, expert systems, and reinforcement learning. These are used for many tasks, from planning a chip's architecture and logic synthesis to its physical design and final verification. == History == === 1980s–1990s: Expert systems and early experiments === The use of AI for design automation originated in the 1980s and 1990s, mainly with the creation of expert systems. These systems tried to capture the knowledge and practical rules used by human design experts, and used these rules, along with reasoning engines, to direct the design process. A notable early project was the ULYSSES system from Carnegie Mellon University. ULYSSES was a CAD tool integration environment that let expert designers turn their design methods into scripts that could be run automatically. It treated design tools as sources of knowledge that a scheduler could manage. Another example was the ADAM (Advanced Design AutoMation) system at the University of Southern California, which used an expert system called the Design Planning Engine. This engine figured out design strategies on the fly and handled different design jobs by organizing specialized knowledge into structured formats called frames. Other systems like DAA (Design Automation Assistant) used a rule-based approach for specific jobs, such as register transfer level (RTL) design for systems like the IBM 370. Researchers at Carnegie Mellon University also created TALIB, an expert system for mask layout that used over 1200 rules, and EMUCS/DAA for CPU architectural design which used about 70 rules. These projects showed that AI worked better for problems where relatively few rules were required to describe much larger amounts of data. At the same time, there was a surge of tools called silicon compilers like MacPitts, Arsenic, and Palladio. They used algorithms and search techniques to explore different design paradigms. This was another way to automate design, even if it was not always based on expert systems. Early tests with neural networks in VLSI design also happened during this time, although they were not as common as systems based on rules. === 2000s: Introduction of machine learning === In the 2000s, interest in AI for design automation increased. This was mostly because of better machine learning (ML) algorithms and more available data from design and manufacturing. For example, they were used to model and reduce the effects of small manufacturing differences in semiconductor devices. This became very important as the size of components on chips became smaller. The large amount of data created during chip design provided the foundation needed to train smarter ML models. This allowed for predicting outcomes and optimizing in areas that were hard to automate before. === 2016–2020: Reinforcement learning and large scale initiatives === A major turning point happened in the mid to late 2010s, sparked by successes in other areas of AI. The success of DeepMind's AlphaGo in mastering the game of Go inspired researchers. They began to apply reinforcement learning (RL) to difficult EDA problems. These problems often require searching through many options and making a series of decisions. In 2018, the U.S. DARPA started the Intelligent Design of Electronic Assets (IDEA) program. A main goal of IDEA was to create a fully automated layout generator that required no human intervention, able to produce a chip design ready for manufacturing from RTL specifications in 24 hours. Another big initiative was the OpenROAD project, a large effort under IDEA led by UC San Diego with industry and university partners, aimed to build an open source, independent toolchain. It used machine learning, parallelization and divide and conquer approaches. A much-publicized but controversial demonstration of RL's potential came from Google researchers between 2020 and 2021. They created a deep reinforcement learning method for planning the layout of a chip, known as floorplanning. They reported that this method created layouts that were as good as or better than those made by human experts, and it did so in less than six hours. This method used a type of network called a graph convolutional neural network. It showed that it could learn general patterns that could be applied to new problems, getting better as it saw more chip designs. The technology was later used to design Google's Tensor Processing Unit (TPU) accelerators. However, in the original paper, the improvement (if any) from AI was not demonstrated. There was no comparison with existing non-AI tools performing the same task, and since the data is proprietary, no ability for anyone else to perform this comparison. Various efforts to reproduce the AI algorithm, and compare its results with various commercial and academic tools, have yielded mixed results with no conclusive advantage to AI. === 2020s: Autonomous systems and agents === Entering the 2020s, the industry saw the commercial launch of autonomous AI driven EDA systems. For example, Synopsys launched DSO.ai (Design Space Optimization AI) in early 2020, calling it the first autonomous artificial intelligence application for chip design in the industry. This system uses reinforcement learning to search for the best ways to optimize a design within the huge number of possible solutions, trying to improve power, performance, and area (PPA). By 2023, DSO.ai had been used to produce over 100 commercial chips, showing mainstream adoption. Synopsys later grew its AI tools into a suite called Synopsys.ai. The goal was to use AI in the entire EDA workflow, including verification and testing. These advancements, which combine modern AI methods with cloud computing and large data resources, have led to talks about a new phase in EDA. Industry experts and participants sometimes call this 'EDA 4.0'. This new era is defined by the widespread use of AI and machine learning to deal with growing design complexity, automate more of the design process, and help engineers handle the huge amounts of data that EDA tools create. The purpose of EDA 4.0 is to optimize product performance, get products to market faster and make development and manufacturing smoother through intelligent automation. == Applications == Artificial intelligence (AI) is now used in many stages of the electronic design workflow. It aims to improve productivity, get better results, and handle the growing complexity of modern integrated circuits. AI helps designers from the very first ideas about architecture all the way to manufacturing and testing. === High level synthesis and architectural exploration === In the first phases of chip design, AI helps with High Level Synthesis (HLS) and exploring different system level design options (DSE). These processes are key for turning general ideas into detailed hardware plans. AI algorithms, often using supervised learning, are used to build simpler, substitute models. These models can quickly guess important design measurements like area, performance, and power for many different architectural options or HLS settings. For example, the Ithemal tool uses deep neural networks to estimate how fast basic code blocks will run, which helps in making processor architecture decisions. Similarly, PRIMAL uses machine learning estimate power use at the register transfer level (RTL), giving early information about how much power the chip will use. Reinforcement learning (RL) and Bayesian optimization are also used to guide the DSE process. They help search through the many parameters to find the best HLS settings or architectural details like cache sizes. LLMs are also being tested for creating architectural plans or initial C code for HLS, as seen with GPT4AIGChip. === Logic synthesis and optimization === Logic synthesis starts from a high level hardware description and generates an optimized list of electronic gates, known as a gate level netlist, that is ready for placement, routing, and then construction in a specific manufacturing process. AI methods help with different parts of this process, including logic optimization, technology mapping, and making improvements after mapping. Supervised learning, especially with Graph Neural Networks (GNNs), is good at handling data or problems that can be represented as graphs. Since circuit diagrams are instances of directed graphs, supervised learning can help create models that predict design properties like power or error rates in circuits. In logic synthesis and optimization reinforcement learning is used to perform logic optimization directly. In some cases ag
Library history
Library history is a subdiscipline within library science and library and information science focusing on the history of libraries and their role in societies and cultures. Some see the field as a subset of information history. Library history is an academic discipline and should not be confused with its object of study (history of libraries): the discipline is much younger than the libraries it studies. Library history begins in ancient societies through contemporary issues facing libraries today. Topics include recording mediums, cataloguing systems, scholars, scribes, library supporters and librarians. == Earliest libraries == The earliest records of a library institution as it is presently understood can be dated back to around 5,000 years ago in the Southwest Asian regions of the world. One of the oldest libraries found is that of the ancient library at Ebla (circa 2500 BCE) in present-day Syria. In the 1970s, the excavation at Ebla's library unearthed over 20,000 clay tablets written in cuneiform script. === Library in Mesopotamia === The Assyrian King Assurbanipal created one of the greatest libraries in Nineveh in the seventh century BCE. The collection consisted of over 30,000 tablets written in a variety of languages. The collection was cataloged both by the shape of the tablet and by the subject of the content. The library had separate rooms for the different topics: government, history, law, astronomy, geography, and so on. The tablets also contained myths, hymns, and even jokes. Assurbanipal would send scribes to visit every corner of his kingdom to copy the content of other libraries. His library contained many of the most important literary works of the day, including the epic of Gilgamesh. Assurbanipal's Royal Library also had one of the first library catalogs. Unfortunately, Nineveh was eventually destroyed, and the library was lost in a fire. === Libraries in Ancient Greece === The Greek government was the first to sponsor public libraries. By 500 BCE both Athens and Samos had begun creating libraries for the public, though as most of the population was illiterate these spaces were serving a small, educated portion of the community. Athens developed a city archive at the Metroon in 405 BCE, where documents were stored in sealed jars. These would have saved the documents, but they would have been difficult to consult regularly. In Paros, around the same time, contracts were placed in the temple for safe keeping, and a book curse was placed for extra protection. === Library of Alexandria === The Library at Alexandria, Egypt, was renowned in the third century BCE while kings Ptolemy I Soter and Ptolemy II Philadelphus reigned. The library included a museum, garden, meeting areas and of course reading rooms. The Great Library, as it is known, was one of many in Alexandria. From its inception around the second century BCE, Alexandria was a well-known center for learning. It earned renown as the intellectual capital of the Western world up through the third century CE. The librarians at Alexandria collected, copied, and organized scrolls from across the known world. According to a primary source, every ship that came to Alexandria was required to hand over their books to be copied, and the copies would be returned to the owner, the library keeping the original. The Library of Alexandria was damaged by various disasters over time, including fire, invasion, and earthquake. Scholars believe the collection slowly diminished over time due to theft and efforts to remove it ahead of invading armies. While there are popular stories about how the library was ultimately destroyed, most of these are more myth than fact. === Libraries in Rome === Julius Caesar and his successor Augustus were the first to establish public libraries in ancient Rome, including the library of Apollo on the Palatine Hill. Several emperors followed suit over the next four centuries, including Hadrian, Tiberius, and Vespasian. Roman aristocrats also had personal libraries, which usually contained works in both Greek and Latin. A valuable example of this has been found at Herculaneum near Pompeii. Papyrus manuscripts in Herculaneum's Villa of the Papyri were encased in ash after the eruption of Vesuvius in 79 CE. Modern archaeology is now able to scan these artifacts and discern their contents, including many writings from Philodemus. The average Roman would not have been familiar with books beyond what they might hear read aloud in the forum. Public figures would pay for particular passages to be read aloud to the public from the steps of a public library. === Libraries in the Middle Ages === In the European Middle Ages, libraries began to become more prevalent, despite a widespread reduction in new writing beyond religious themes. Most libraries were initially connected to monasteries or religious institutions. Scriptoriums copied Christian religious texts to share with other religious centers or to be read aloud to their own parishioners. The Holy Roman Emperor Charlemagne (r. 786-814) had a large impact on the advancement of written culture in the Medieval Christian world, acquiring as many written works as he could, and employing many scribes to copy and recirculate vernacular versions of religious works. Most of the text held in small personal libraries was still religious in nature. == Early modern libraries == === Libraries of the Renaissance === During the Renaissance era the merchant middle class grew, and more people found benefits in education. They relied on libraries as a place to study and gain knowledge. Libraries provided a valuable resource, enriching the culture of those who were educated. Universities that had been started in the Middle Ages, founded their own libraries. Books in these libraries could not be borrowed from these libraries and were generally chained to the shelves to prevent theft. As more of the population became literate, new ideas like Humanism and Natural Law spawned an increase personal libraries, although they remained small. Gutenberg's invention of the printing press in 1456 opened the door to the modern era for libraries. == Oldest working libraries == According to the German librarian Michael Knoche, it is not possible to determine which library is the “oldest”: "Precise year dates are a construct, especially in the case of very old libraries. When a collection of books deserves to be called a library depends very much on the point of view of the observer." Various libraries are referred to as the “oldest”: The library founded in the 6th century of the Saint Catherine's Monastery in Sinai is "reputedly the oldest continuously run library in existence today", according to the Library of Congress. Its collection of religious and secular manuscripts is ranging from Bibles, liturgies and prayer books to legal documents such as deeds, court cases and fatwahs (legal opinions). The Al Qarawiyyin Library was founded in 859 by Fatima al-Fihri and is often regarded as the oldest working library in the world. It is in Fez, Morocco and is part of the oldest continually operating university in the world, the University of al-Qarawiyyin. The library houses approximately 4,000 ancient Islamic manuscripts. These manuscripts include 9th century Qurans and the oldest known accounts of the Islamic prophet Muhammed. The Malatestiana Library (Italian: Biblioteca Malatestiana) is a public library in the city of Cesena in northern Italy. Opened in 1454 it is significant for being the first civic library in Europe open to the general public. == Library history reports and writings of the early 19th and 20th century == In the early 19th and 20th century, representative titles were created reporting library history in the United States and the United Kingdom. American titles include Public Libraries in the United States of America, Their History, Condition, and Management (1876), Memorial History of Boston (1881) by Justin Winsor, Public Libraries in America (1894) by William I. Fletcher, and History of the New York Public Library (1923) by Henry M. Lydenberg. British titles include Old English Libraries (1911) by Earnest A. Savage and The Chained Library: A Survey of Four Centuries in the Evolution of the English Library by Burnett Hillman Streeter. In the beginning of the 20th century, library historians began applying scientific research methodologies to examine the library as a social agency. Two works that demonstrate this argument are Geschichte der Bibliotheken (1925) by Alfred Hessel and the Library Quarterly article from 1931, “The Sociological Beginnings of the Library Movement in America” by Arnold Borden. With the establishment of library schools, master's theses and doctoral dissertations represented the shift in serious research regarding libraries and library history. Two published doctoral dissertations that mark this trend are Foundations of the Public Library: The Origins of the American Public Library Movement in Ne
Reference data
Reference data is data used to classify or categorize other data. Typically, they are static or slowly changing over time. Examples of reference data include: Units of measurement Country codes Corporate codes Fixed conversion rates e.g., weight, temperature, and length Calendar structure and constraints Reference data sets are sometimes alternatively referred to as a "controlled vocabulary" or "lookup" data. Reference data differs from master data. While both provide context for business transactions, reference data is concerned with classification and categorisation, while master data is concerned with business entities. A further difference between reference data and master data is that a change to the reference data values may require an associated change in business process to support the change, while a change in master data will always be managed as part of existing business processes. For example, adding a new customer or sales product is part of the standard business process. However, adding a new product classification (e.g. "restricted sales item") or a new customer type (e.g. "gold level customer") will result in a modification to the business processes to manage those items. == Externally-defined reference data == For most organisations, most or all reference data is defined and managed within that organisation. Some reference data, however, may be externally defined and managed, for example by standards organizations. An example of externally defined reference data is the set of country codes as defined in ISO 3166-1. == Reference data management == Curating and managing reference data is key to ensuring its quality and thus fitness for purpose. All aspects of an organisation, operational and analytical, are greatly dependent on the quality of an organization's reference data. Without consistency across business process or applications, for example, similar things may be described in quite different ways. Reference data gain in value when they are widely re-used and widely referenced. Examples of good practice in reference data management include: Formalize the reference data management Use external reference data as much as possible Govern the reference data specific to your enterprise Manage reference data at enterprise level Version control your reference data
Coghead
Coghead was a web application company based out of Redwood City, California. The company offered a web-based service for building and hosting custom online database applications. Applications were built around custom data collections and were typically designed to facilitate management of, and collaboration on, business data. Examples of Coghead's "gallery" applications include project management, simple Customer relationship management, bug tracking and extreme programming. Coghead's service was available through a limited-access beta program before "going live" for free trial accounts in April, 2007. Coghead launched a paid subscription plans in June, 2007. On February 19, 2009, Coghead announced that its intellectual property assets (its 'service') had been acquired by SAP AG (NYSE:SAP). == Product == Coghead's product was a fully hosted environment for building, accessing, and maintaining applications and the associated business data. Like other so-called "Web 2.0" companies, Coghead built its product around the idea of "software as a service". The product was intended to allow users to design a range of applications from scratch using only a drag and drop, WYSIWYG user interface, with very limited scripting or coding (if any) required. Coghead also offered its paid subscribers the ability to develop and publish "Coglets," web forms that allowed site visitors to view data in, or submit data into, the host's Coghead database. On February 19, 2009, Coghead announced that SAP AG had acquired the Coghead service through an asset purchase. The SAP asset purchase closed in the 1st Quarter 2009. Immediately upon closing the asset purchase, the public-facing service was taken off-line by SAP as they prepared to integrate the Coghead code with other SAP assets. This forced many of Coghead's customers to find alternative solutions.
Information literacy
The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed. The 1989 American Library Association (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information". In 1990, academic Lori Arp published a paper asking, "Are information literacy instruction and bibliographic instruction the same?" Arp argued that neither term was particularly well defined by theoreticians or practitioners in the field. Further studies were needed to lessen the confusion and continue to articulate the parameters of the question. The Alexandria Proclamation of 2005 defined the term as a human rights issue: "Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations." The United States National Forum on Information Literacy defined information literacy as "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand." Meanwhile, in the UK, the library professional body CILIP, define information literacy as "the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society." A number of other efforts have been made to better define the concept and its relationship to other skills and forms of literacy. Other pedagogical outcomes related to information literacy include traditional literacy, computer literacy, research skills and critical thinking skills. Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the prevalence of misinformation, fake news, and disinformation. Scholars have argued that in order to maximize people's contributions to a democratic and pluralistic society, educators should be challenging governments and the business sector to support and fund educational initiatives in information literacy. == History == The phrase "information literacy" first appeared in print in a 1974 report written on behalf of the National Commission on Libraries and Information Science by Paul G. Zurkowski, who was at the time president of the Information Industry Association (now the Software and Information Industry Association). Zurkowski used the phrase to describe the "techniques and skills" learned by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems" and drew a relatively firm line between the "literates" and "information illiterates." The concept of information literacy appeared again in a 1976 paper by Lee Burchina presented at the Texas A&M University library's symposium. Burchina identified a set of skills needed to locate and use information for problem solving and decision making. In another 1976 article in Library Journal, M.R. Owens applied the concept to political information literacy and civic responsibility, stating, "All [people] are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates. The application of information resources to the process of decision-making to fulfill civic responsibilities is a vital necessity." In a literature review published in an academic journal in 2020, Oral Roberts University professor Angela Sample cites several conceptual waves of information literacy definitions as defining information as a way of thinking, a set of skills, and a social practice. The introduction of these concepts led to the adoption of a mechanism called metaliteracy and the creation of threshold concepts and knowledge dispositions, which led to the creation of the ALA's Information Literacy Framework. The American Library Association's Presidential Committee on Information Literacy released a report on January 10, 1989. Titled as the Presidential Committee on Information Literacy: Final Report, the article outlines the importance of information literacy, opportunities to develop it, and the idea of an Information Age School. The recommendations of the Committee led to establishment of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations. In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published Information Power: Building Partnerships for Learning, which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy," "independent learning," and "social responsibility." Also in 1998, the Presidential Committee on Information Literacy updated its final report. The report outlined six recommendations from the original report, and examined areas of challenge and progress. In 1999, the Society of College, National and University Libraries (SCONUL) in the UK published The Seven Pillars of Information Literacy to model the relationship between information skills and IT skills, and the idea of the progression of information literacy into the curriculum of higher education. In 2003, the National Forum on Information Literacy, along with UNESCO and the National Commission on Libraries and Information Science, sponsored an international conference in Prague. Representatives from twenty-three countries gathered to discuss the importance of information literacy in a global context. The resulting Prague Declaration described information literacy as a "key to social, cultural, and economic development of nations and communities, institutions and individuals in the 21st century" and declared its acquisition as "part of the basic human right of lifelong learning". In the United States specifically, information literacy was prioritized in 2009 during President Barack Obama's first term. In effort to stress the value information literacy has on everyday communication, he designated October as National Information Literacy Awareness Month in his released proclamation. In 2015, the Association of College and Research Libraries (ACRL) adopted the Framework for Information Literacy for Higher Education, which defines information literacy as "the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning".Association of College and Research Libraries (2015-02-09). "Framework for Information Literacy for Higher Education". Association of College and Research Libraries. American Library Association. Retrieved 2026-02-17. == Presidential Committee on Information Literacy == The American Library Association's Presidential Committee on Information Literacy defined information literacy as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" and highlighted information literacy as a skill essential for lifelong learning and the production of an informed and prosperous citizenry. The committee outlined six principal recommendations. Included were recommendations like "Reconsider the ways we have organized information institutionally, structured information access, and defined information's role in our lives at home in the community, and in the work place"; to promote "public awareness of the problems created by information illiteracy"; to develop a national research agenda related to information and its use; to ensure the existence of "a climate conducive to students' becoming information literate"; to include information literacy concerns in teacher education democracy. In the updated report, the committee ended with an invitation, asking the National Forum and regular citizens to recognize that "the result of these combined efforts will be a citizenry which is made up of effective lifelong learners who can always find the information needed for the issue or decision at hand. This new