Intelligent automation (IA), or intelligent process automation, is a software term that refers to a combination of artificial intelligence (AI) and robotic process automation (RPA). Companies use intelligent automation to cut costs and streamline tasks by using artificial-intelligence-powered robotic software to mitigate repetitive tasks. As it accumulates data, the system learns in an effort to improve its efficiency. Intelligent automation applications consist of, but are not limited to, pattern analysis, data assembly, and classification. The term is similar to hyperautomation, a concept identified by research group Gartner as being one of the top technology trends of 2020. == Technology == Intelligent automation applies the assembly line concept of breaking tasks into repetitive steps to improve business processes. Rather than having humans perform each step, intelligent automation can replace steps with an intelligent software robot, improving efficiency. Intelligent automation integrates robotic process automation (RPA) with artificial intelligence techniques (such as machine learning, natural-language processing, and computer vision) enabling systems to interpret data, make decisions, and adapt to changing inputs. Modern platforms use a layered architecture combining workflow orchestration, low-code tools, integration middleware, and AI services to coordinate bots and data pipelines across organisational systems. == Applications == Intelligent automation is used to process unstructured content. Common real-world applications include self-driving cars, self-checkouts at grocery stores, smart home assistants, and appliances. Businesses can apply data and machine learning to build predictive analytics that react to consumer behavior changes, or to implement RPA to improve manufacturing floor operations. For example, the technology has also been used to automate the workflow behind distributing COVID-19 vaccines. Data provided by hospital systems’ electronic health records can be processed to identify and educate patients, and schedule vaccinations. Intelligent automation can provide real-time insights on profitability and efficiency. However, in an April 2022 survey by Alchemmy, despite three quarters of businesses acknowledging the importance of Artificial Intelligence to their future development, just a quarter of business leaders (25%) considered Intelligent Automation a “game changer” in understanding current performance. 42% of CTOs see “shortage of talent” as the main obstacle to implementing Intelligent Automation in their business, while 36% of CEOs see ‘upskilling and professional development of existing workforce’ as the most significant adoption barrier. IA is becoming increasingly accessible for firms of all sizes. With this in mind, it is expected to continue to grow rapidly in all industries. This technology has the potential to change the workforce. As it advances, it will be able to perform increasingly complex and difficult tasks. In addition, this may expose certain workforce issues as well as change how tasks are allocated. Tools such as Semrush's AI Visibility Toolkit and Enterprise AIO reflect these developments by analysing how entities are referenced and represented within responses produced by large-language-model-based systems. == Benefits == Streamline processes: Repetitive manual tasks can put a strain on the workforce. However, with AI agents, these tasks can be automated to allow teams to focus on more important matters that require human cognition. Intelligent automation can also be used to mitigate tasks with human error which in turn increases proficiency. This allows the opportunity for firms to scale production without the traditional negative consequences such as reduced quality or increased risk. Customer service improvement: Customer service can be significantly improved, providing the firm with a competitive advantage. IA utilizing chat features allows for instant curated responses to customers. In addition, it can give updates to customers, make appointments, manage calls, and personalize campaigns. Flexibility: Due to the wide range of applications, IA is useful across a variety of fields, technologies, projects and industries. In addition, IA can be integrated with current automated systems in place. This allows for optimized systems unique to each firm to best fit their individual needs. == Capabilities == Cognitive automation: Employs AI techniques to assist humans in decision-making and task completion Natural language processing: Allows computers to automate knowledge work Business process management: Enhances the consistency and agility of corporate operations Process mining: Applies data mining methods to discover, analyze, and improve business processes Intelligent document processing: Utilizes OCR and other advanced technologies to extract data from documents and convert it into structured, usable data Computer vision: Allows computers to extract information from digital images, videos, and other visual inputs Integration automation: Establishes a unified platform with automated workflows that integrate data, applications, and devices.
Connection string
In computing, a connection string is a string that specifies information about a data source and the means of connecting to it. It is passed in code to an underlying driver or provider in order to initiate the connection. Whilst commonly used for a database connection, the data source could also be a spreadsheet or text file. The connection string may include attributes such as the name of the driver, server and database, as well as security information such as user name and password. == Examples == This example shows a PostgreSQL connection string for connecting to wikipedia.com with SSL and a connection timeout of 180 seconds: DRIVER={PostgreSQL Unicode};SERVER=www.wikipedia.com;SSL=true;SSLMode=require;DATABASE=wiki;UID=wikiuser;Connect Timeout=180;PWD=ashiknoor Users of Oracle databases can specify connection strings: on the command line (as in: sqlplus scott/tiger@connection_string ) via environment variables ($TWO_TASK in Unix-like environments; %TWO_TASK% in Microsoft Windows environments) in local configuration files (such as the default $ORACLE_HOME/network/admin.tnsnames.ora) in LDAP-capable directory services
Cognitive tutor
A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness, or incorrectness, of their actions in the tutor interface; however, cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps. == Introduction == The name of Cognitive Tutor now usually refers to a particular type of intelligent tutoring system produced by Carnegie Learning for high school mathematics based on John Anderson's ACT-R theory of human cognition. However, cognitive tutors were originally developed to test ACT-R theory for research purposes since the early 1980s and they are developed also for other areas and subjects such as computer programming and science. Cognitive Tutors can be implemented into classrooms as a part of blended learning that combines textbook and software activities. The Cognitive Tutor programs utilize cognitive model and are based on model tracing and knowledge tracing. Model tracing means that the cognitive tutor checks every action performed by students such as entering a value or clicking a button, while knowledge tracing is used to calculate the required skills students learned by measuring them on a bar chart called Skillometer. Model tracing and knowledge tracing are essentially used to monitor students' learning progress, guide students to correct path to problem solving, and provide feedback. The Institute of Education Sciences published several reports regarding the effectiveness of Carnegie Cognitive Tutor. A 2013 report concluded that Carnegie Learning Curricula and Cognitive Tutor was found to have mixed effects on mathematics achievement for high school students. The report identified 27 studies that investigate the effectiveness of Cognitive Tutor, and the conclusion is based on 6 studies that meet What Works Clearinghouse standards. Among the 6 studies included, 5 of them show intermediate to significant positive effect, while 1 study shows statistically significant negative effect. Another report published by Institute of Education Sciences in 2009 found that Cognitive Tutor Algebra I to have potentially positive effects on math achievement based on only 1 study out of 14 studies that meets What Works Clearinghouse standards. It should be understood that What Works Clearinghouse standards call for relatively large numbers of participants, true random assignments to groups, and for a control group receiving either no treatment or a different treatment. Such experimental conditions are difficult to meet in schools, and thus only a small percentage of studies in education meet the standards of this clearinghouse, even though they may still be of value. == Theoretical foundations == === Four-component architecture === Intelligent tutoring systems (ITS) have a four-component architecture: a domain model, a student model, a tutoring model and an interface component. The domain model contains the rules, concepts, and knowledge related to the domain to be learned. It helps to evaluate students' performance and detect students' errors by setting a standard of domain expertise. The student model, the central component of an ITS, is expected to contain knowledge about the students: their cognitive and affective states, and their progress as they learn. The function of the student model is threefold: to gather data from and about the learner, to represent the learner's knowledge and learning process, and to perform diagnostics of a student's knowledge and select optimal pedagogical strategies. The tutoring model uses the data gained from the domain model and student model to make decisions about tutoring strategies such as whether or not to intervene, or when and how to intervene. Functions of the tutoring model include instruction delivery and content planning. The interface component reflects the decisions made by the tutoring model in different forms such as Socratic dialogs, feedback and hints. Students interact with the tutor through the learning interface, also known as communication. The interface provides domain knowledge elements. === Cognitive model === A cognitive model replicates the domain knowledge and skills comparable to that of a human expert or an advanced student of the domain. A cognitive model enables intelligent tutoring systems to respond to problem-solving situations in a way similar to a human tutor. A tutoring system adopting a cognitive model is called a cognitive tutor. A cognitive model is an expert system that generates a multitude of solutions to the problems presented to students. The cognitive model is used to trace each student's solution through complex alternative solution paths, enabling the tutor to provide step-by-step feedback and advice, and to maintain a targeted model of the student's knowledge based on student performance. === Cognitive Tutors === Cognitive Tutors provide step-by-step guidance as a learner develops a complex problem-solving skill through practice. Typically, cognitive tutors provide such forms of support as: (a) a problem-solving environment that is designed rich and "thinking visible"; (b) step-by-step feedback on student performance; (c) feedback messages specific to errors; (d) context-specific next-step hints at student's request, and (e) individualized problem selection. Cognitive Tutors accomplish two of the principal tasks characteristic of human tutoring: (1) monitors the student's performance and providing context-specific individual instruction, and (2) monitors the student's learning and selects appropriate problem-solving activities. Both cognitive model and two underlying algorithms, model tracing and knowledge tracing, are used to monitor the student's learning. In model tracing, the cognitive tutor uses the cognitive model in complex problems to follow the student's individual path and provide prompt accuracy feedback and context-specific advice. In knowledge tracing, the cognitive tutor uses a Bayesian Knowledge Tracing method of evaluating the student's knowledge and uses this student model to select appropriate problems for each student. === Cognitive architecture === Cognitive tutor development is guided by ACT-R cognitive architecture, which specifies the underlying framework developing the cognitive model or expert component of a cognitive tutor. ACT-R, a member of the ACT family, is the most recent cognitive architecture, devoted primarily to modelling human behavior. ACT-R includes a declarative memory of factual knowledge and a procedural memory of production rules. The architecture functions by matching productions on perceptions and facts, mediated by the real-valued activation levels of objects, and executing them to affect the environment or alter declarative memory. ACT-R has been used to model psychological aspects such as memory, attention, reasoning, problem solving, and language processing. == Application and utilization == The first real world applications of cognitive tutors were in the 1980s and involved a geometry proof tutor used by high school students and a LISP programming tutor used by college students in a mini course in introductory programming course at Carnegie Mellon University. Since then, cognitive tutors have been used in a variety of scenarios, with a few organizations developing their own cognitive tutor programs. These programs have been used with students spanning elementary school through university level, though primarily in the subject areas of Computer Programming, Mathematics, and Science. One of the first organizations to develop a system for use within the school system was the PACT Center at Carnegie Mellon University. Their aim was to "...develop systems that provide individualized assistance to students as they work on challenging real-world problems in complex domains such as computer programming, algebra and geometry". PACT's most successful product was the Cognitive Tutor Algebra course. Originally created in the early 1990s, this course was in use in 75 schools through the U.S. by 1999, and then its spin-off company, Carnegie Learning, now offers tutors to thousands of schools in the U.S. The Carnegie Mellon Cognitive Tutor has been shown to raise students' math test scores in high school and middle-school classrooms, and their Algebra course was designated one of five exemplary curricula for K-12 mathematics educated by the US Department of Education. There were several research projects conducted by the PACT Center to utilize Cognitive tutor for courses in Excel and to develop an intelligent tutoring system for algebra expression writing, called Ms. Lindquist. Further, in 2005, Carnegie Learning released Bridge to Algebra, a product intended for middle schools that was piloted in over 100 schools. Cognitive tutoring software is continuing to be used.
ITools Resourceome
iTools is a distributed infrastructure for managing, discovery, comparison and integration of computational biology resources. iTools employs Biositemap technology to retrieve and service meta-data about diverse bioinformatics data services, tools, and web-services. iTools is developed by the National Centers for Biomedical Computing as part of the NIH Road Map Initiative.
Graphics Turing test
In computer graphics the graphics Turing test is a variant of the Turing test, the twist being that a human judge viewing and interacting with an artificially generated world should be unable to reliably distinguish it from reality. The original formulation of the test is: "The subject views and interacts with a real or computer generated scene. The test is passed if the subject can not determine reality from simulated reality better than a random guess. (a) The subject operates a remotely controlled (or simulated) robotic arm and views a computer screen. (b) The subject enters a door to a controlled vehicle or motion simulator with computer screens for windows. An eye patch can be worn on one eye, as stereo vision is difficult to simulate." The "graphics Turing scale" of computer power is then defined as the computing power necessary to achieve success in the test. It was estimated in, as 1036.8 TFlops peak and 518.4 TFlops sustained. Actual rendering tests with a Blue Gene supercomputer showed that current supercomputers are not up to the task scale yet. A restricted form of the graphic Turing test has been investigated, where test subjects look into a box, and try to tell whether the contents are real or virtual objects. For the very simple case of scenes with a cardboard pyramid or a styrofoam sphere, subjects were not able to reliably tell reality and graphics apart.
GeoNetwork opensource
The GeoNetwork opensource (GNOS) project is a free and open source (FOSS) cataloging application for spatially referenced resources. It is a catalog of location-oriented information. == Outline == It is a standardized and decentralized spatial information management environment designed to enable access to geo-referenced databases, cartographic products and related metadata from a variety of sources, enhancing the spatial information exchange and sharing between organizations and their audience, using the capacities of the internet. Using the Z39.50 protocol it both accesses remote catalogs and makes its data available to other catalog services. As of 2007, OGC Web Catalog Service are being implemented. Maps, including those derived from satellite imagery, are effective communicational tools and play an important role in the work of decision makers (e.g., sustainable development planners and humanitarian and emergency managers) in need of quick, reliable and up-to-date user-friendly cartographic products as a basis for action and to better plan and monitor their activities; GIS experts in need of exchanging consistent and updated geographical data; and spatial analysts in need of multidisciplinary data to perform preliminary geographical analysis and make reliable forecasts. == Deployment == The software has been deployed to various organizations, the first being FAO GeoNetwork and WFP VAM-SIE-GeoNetwork, both at their headquarters in Rome, Italy. Furthermore, the WHO, CGIAR, BRGM, ESA, FGDC and the Global Change Information and Research Centre (GCIRC) of China are working on GeoNetwork opensource implementations as their spatial information management capacity. It is used for several risk information systems, in particular in the Gambia. Several related tools are packaged with GeoNetwork, including GeoServer. GeoServer stores geographical data, while GeoNetwork catalogs collections of such data.
Jakub Pachocki
Jakub Pachocki (born 1991) is a Polish computer scientist and former competitive programmer. He is best known as OpenAI's chief scientist and for his role in overseeing development of GPT-4. == Background == Pachocki was born in 1991 in Gdańsk, Poland. In high school, he was a six-time finalist of the Polish Olympiad in Informatics. In 2009, he qualified for the International Olympiad in Informatics, winning a silver medal. Pachocki obtained his undergraduate degree in Computer Science from the University of Warsaw. He represented his university at the International Collegiate Programming Contest with his team winning a gold medal and coming second place overall in 2012. In the same year he was also the champion of the Google Code Jam. From 2011 to 2012, Pachocki worked at Facebook as a software engineering intern. Pachocki attended graduate school at Carnegie Mellon University, where he obtained his PhD under the supervision of Gary Miller. == Career == After graduation, Pachocki did postdoc work at Harvard University and Simons Institute for the Theory of Computing. === OpenAI === In 2017, Pachocki joined OpenAI. In 2021, he became OpenAI's research director where he led the development of GPT-4 and OpenAI Five. In May 2024, he became chief scientist after his mentor Ilya Sutskever left the company. OpenAI CEO Sam Altman has called Pachocki "easily one of the greatest minds of our generation". == Competitive programming achievements == International Olympiad in Informatics: Silver medal (2009) International Collegiate Programming Contest World Finals: Gold medal (second place overall in 2012) Google Code Jam: Champion (2012), Third place (2011) Facebook Hacker Cup: Second place (2013) TopCoder Open Algorithm: Second place (2012) A more comprehensive list of achievements can be found at the Competitive Programming Hall Of Fame website.