I Am Rich is a discontinued 2008 mobile app for iPhones which had minimal function and was priced at US$999.99 (equivalent to $1,495 in 2025). The app was pulled from the App Store less than 24 hours after its launch. Receiving negative reviews from critics, only eight copies were sold. In the years since, several similar applications have been released at lower prices. == Overview == I Am Rich was developed as a joke by German software developer, Armin Heinrich, after he saw iPhone users complaining about software priced above $0.99. The app only showed a glowing red gem and an icon that, when pressed, displayed the following mantra in large text: I am richI deserv [sic] itI am good,healthy & successful Heinrich told The New York Times that "I regard it as art. I did not expect many people to buy it and did not expect all the fuss about it." The application is described as "a work of art with no hidden function at all", with its only purpose being to show other people that they were able to afford it. Vox writer Zachary Crockett called it "the ultimate Veblen good in app form". == Release == Heinrich released and distributed I Am Rich through the App Store on 5 August 2008. The app was sold for US$999.99 (equivalent to $1,495 in 2025), €799.99 (equivalent to €1,078 in 2023), and £599.99 (equivalent to £978.12 in 2025)—the highest prices Apple allowed for App Store content. Without explanation, the application was removed from the App Store by Apple less than a day after its release. === Purchases === Eight people bought the application, at least one of whom claimed to have done so accidentally. Six US sales and two European sales netted $5,600 for Heinrich and $2,400 for Apple (respectively equivalent to $8,374 and $3,589 in 2025). In correspondence with the Los Angeles Times, Heinrich told the newspaper that Apple had refunded two purchasers of his app, and that he was happy to not have dissatisfied customers. == Reception == Discussing the app on the website Silicon Alley Insider, Dan Frommer described the program as a "scam", "worthless", and finally "a joke that smells like a scammy rip-off" on August 5, 6, and 8, respectively. Without purchasing the app, Fox News's Paul Wagenseil guessed that the secret mantra was "German for 'Sucker!'" (Heinrich is German). Wired's Brian X. Chen described I Am Rich as a waste of money to "prove you're a jerk", and contrasted the expenditure with donating to cancer foundations and Third World countries. Heinrich told the Los Angeles Times's Mark Milian that he had received correspondence from satisfied customers: "I've got e-mails from customers telling me that they really love the app [... and that they had] no trouble spending the money". In an interview with The New York Times, though, he told of receiving many insulting emails and telephone messages. == Similar applications == The next year, Heinrich released I Am Rich LE. Priced at US$9.99 (equivalent to $14.99 in 2025), the new app has several new features (including a calculator, "help system", and the "famous mantra without the spelling mistakes") to meet Apple's requirement that apps have "definable content". Some customers were disappointed by the new functionality, poorly rating the app due to its ostensible improvements. On 23 February 2009, CNET Asia reported on the "conceptually similar" app, I Am Richer, developed by Mike DG for Google's Android. The app was released on the Android Market for US$200 (equivalent to $300.14 in 2025), a limit imposed by Google, who had no objection to the application. With the same name, the I Am Rich that was released on the Windows Phone Marketplace on 22 December 2010, was developed by DotNetNuzzi. Described by MobileCrunch as equally useless as the original, this app cost US$499.99 (equivalent to $738.2 in 2025), the price cap imposed by Microsoft.
Scanimate
Scanimate is an analog computer animation (video synthesizer) system created by Lee Harrison III of Denver, Colorado. Harrison had developed its predecessor, ANIMAC, which generated used a motion capture system, based on a body suit with potentiometers. In contrast, Scanimate included TV technology. Scanimate's successor was called Caesar, and used a digital computer to control the analog system. The eight Scanimate systems were used to produce much of the video-based animation seen on television between most of the 1970s and early 1980s in commercials, promotions, and show openings. One of the major advantages the Scanimate system had over film-based animation and computer animation was the ability to create animations in real time. The speed with which animation could be produced on the system because of this, as well as its range of possible effects, helped it to supersede film-based animation techniques for television graphics. By the mid-1980s, it was superseded by digital computer animation, which produced sharper images and more sophisticated 3D imagery. Animations created on Scanimate and similar analog computer animation systems have a number of characteristic features that distinguish them from film-based animation: the motion is extremely fluid, using all 60 fields per second (in NTSC format video) or 50 fields (in PAL format video) rather than the 24 frames per second that film uses; the colors are much brighter and more saturated; and the images have a very "electronic" look that results from the direct manipulation of video signals through which the Scanimate produces the images. == How it works == A special high-resolution (around 945 lines) monochrome camera records high-contrast artwork. The image is then displayed on a high-resolution screen. Unlike a normal monitor, its deflection signals are passed through a special analog computer that enables the operator to bend the image in a variety of ways. The image is then shot from the screen by either a film camera or a video camera. In the case of a video camera, this signal is then fed into a colorizer, a device that takes certain shades of grey and turns it into color as well as transparency. The idea behind this is that the output of the Scanimate itself is always monochrome. Another advantage of the colorizer is that it gives the operator the ability to continuously add layers of graphics. This makes possible the creation of very complex graphics. This is done by using two video recorders. The background is played by one recorder and then recorded by another one. This process is repeated for every layer. This requires very high-quality video recorders (such as both the Ampex VR-2000 or IVC's IVC-9000 of Scanimate's era, the IVC-9000 being used quite frequently for Scanimate composition due to its very high generational quality between re-recordings). == Current usage == Two of the Scanimates are still in use at ZFx studios in Asheville, North Carolina. The original "Black Swan" R&D machine has been updated with more modern power supplies and can produce material in standard or 1080P high definition video. The "white Pearl" machine is the last one produced and is being kept in its original configuration for historical purposes by David Sieg at ZFx inc. The machines are installed in a working production environment with Grass Valley switchers, Kaleidoscope digital video effects systems, and Accom digital disk recorders for layering. == Use in television, music and films == === Music videos === Let's Groove by Earth, Wind & Fire Get Down on It by Kool & the Gang Blame It on the Boogie by The Jacksons Knock on Wood by Amii Stewart Popcorn Love by New Edition === TV programs/movies === === TV channels/home video/TV productions ===
Discovery system (artificial intelligence)
A discovery system is an artificial intelligence system that attempts to discover new scientific concepts or laws. The aim of discovery systems is to automate scientific data analysis and the scientific discovery process. Ideally, an artificial intelligence system should be able to search systematically through the space of all possible hypotheses and yield the hypothesis - or set of equally likely hypotheses - that best describes the complex patterns in data. During the era known as the second AI summer (approximately 1978–1987), various systems akin to the era's dominant expert systems were developed to tackle the problem of extracting scientific hypotheses from data, with or without interacting with a human scientist. These systems included Autoclass, Automated Mathematician, Eurisko, which aimed at general-purpose hypothesis discovery, and more specific systems such as Dalton, which uncovers molecular properties from data. The dream of building systems that discover scientific hypotheses was pushed to the background with the second AI winter and the subsequent resurgence of subsymbolic methods such as neural networks. Subsymbolic methods emphasize prediction over explanation, and yield models which works well but are difficult or impossible to explain which has earned them the name black box AI. A black-box model cannot be considered a scientific hypothesis, and this development has even led some researchers to suggest that the traditional aim of science - to uncover hypotheses and theories about the structure of reality - is obsolete. Other researchers disagree and argue that subsymbolic methods are useful in many cases, just not for generating scientific theories. == Discovery systems from the 1970s and 1980s == Autoclass was a Bayesian Classification System written in 1986 Automated Mathematician was one of the earliest successful discovery systems. It was written in 1977 and worked by generating a modifying small Lisp programs Eurisko was a Sequel to Automated Mathematician written in 1984 Dalton is a still maintained program capable of calculating various molecular properties initially launched in 1983 and available in open source since 2017 Glauber is a scientific discovery method written in the context of computational philosophy of science launched in 1983 == Modern discovery systems (2009–present) == After a couple of decades with little interest in discovery systems, the interest in using AI to uncover natural laws and scientific explanations was renewed by the work of Michael Schmidt, then a PhD student in Computational Biology at Cornell University. Schmidt and his advisor, Hod Lipson, invented Eureqa, which they described as a symbolic regression approach to "distilling free-form natural laws from experimental data". This work effectively demonstrated that symbolic regression was a promising way forward for AI-driven scientific discovery. Since 2009, symbolic regression has matured further, and today, various commercial and open source systems are actively used in scientific research. Notable examples include Eureqa, now a part of DataRobot AI Cloud Platform, AI Feynman, and QLattice.
Organoid intelligence
Organoid intelligence (OI) is an emerging field of study in computer science and biology that develops and studies biological wetware computing using 3D cultures of human brain cells (or brain organoids) and brain-machine interface technologies. Such technologies may be referred to as OIs or the nervous filesystem. Organoid intelligent computer systems can be an example of biohybrid systems. == Differences with non-organic computing == As opposed to traditional non-organic silicon-based approaches, OI seeks to use lab-grown cerebral organoids to serve as "biological hardware". While these structures are still far from being able to think like a regular human brain and do not yet possess strong computing capabilities, OI research currently offers the potential to improve the understanding of brain development, learning and memory, potentially finding treatments for neurological disorders such as dementia. Thomas Hartung, a professor from Johns Hopkins University, argued in 2023 that "while silicon-based computers are certainly better with numbers, brains are better at learning." He noted that transistor density in computer chip may be approaching its limits, whereas brains, being wired differently, are more energy-efficient and can store large amounts of information. Some researchers claim that even though human brains are slower than machines at processing simple information, they are far better at processing complex information as brains can deal with fewer and more uncertain data, perform both sequential and parallel processing, being highly heterogenous, use incomplete datasets, and is said to outperform non-organic machines in decision-making. Training OIs involve the process of biological learning (BL) as opposed to machine learning (ML) for AIs. == Bioinformatics in OI == OI generates complex biological data, necessitating sophisticated methods for processing and analysis. Bioinformatics provides the tools and techniques to decipher raw data, uncovering the patterns and insights. Researchers have developed a platform named Neuroplatform for experimenting remotely with brain organoids via an API. == Intended functions == Brain-inspired computing hardware aims to emulate the structure and working principles of the brain and could be used to address current limitations in AI technologies. However, brain-inspired silicon chips are still limited in their ability to fully mimic brain function, as most examples are built on digital electronic principles. One study performed OI computation (which they termed Brainoware) by sending and receiving information from the brain organoid using a high-density multielectrode array. By applying spatiotemporal electrical stimulation, nonlinear dynamics, and fading memory properties, as well as unsupervised learning from training data by reshaping the organoid functional connectivity, the study showed the potential of this technology by using it for speech recognition and nonlinear equation prediction in a reservoir computing framework. == Ethical concerns == While researchers are hoping to use OI and biological computing to complement traditional silicon-based computing, there are also questions about the ethics of such an approach. Concerns include the possibility that an organoid could develop sentience or consciousness, and the question of the relationship between a stem cell donor (for growing the organoid) and the respective OI system.
AI literacy
AI literacy or artificial intelligence literacy is "a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace." AI is employed in a variety of applications, including self-driving automobiles, virtual assistants and text generation by generative AI models. Users of these tools should be able to make informed decisions. AI literacy may have an impact on students' future employment prospects. With the rise of generative AI platforms, AI literacy has become a topic of conversation in the field of education. Some think AI literacy is essential for school and college students, while others restrict or prohibit the use of AI in assignments, viewing it as a form of academic dishonesty. However, many researchers and educational institutions promote a more nuanced approach, encouraging critical engagement with AI while developing policies that balance academic integrity with opportunities for learning. == Definitions == Other definitions of AI literacy include the ability to understand, use, monitor, and critically reflect on AI applications. That use of the term usually refers to teaching skills and knowledge to the general public, particularly those who are not adept in AI and the ability to understand, use, evaluate, and ethically navigate AI. As research into AI literacy is still emerging and focused on developing context-specific skills, there is not yet a single, broadly agreed-upon definition. AI literacy is linked to other forms of literacy. AI literacy requires digital literacy, whereas scientific and computational literacy may inform it. Data literacy also significantly overlaps with it. == Categories == AI literacy encompasses multiple categories, including a theoretical understanding of how artificial intelligence works, the usage of artificial intelligence technologies, and the critical appraisal of artificial intelligence, and its ethics. === Know and understand AI === Knowledge and understanding of AI refers to a basic understanding of what artificial intelligence is and how it works. This includes familiarity with machine learning algorithms and the limitations and biases present in AI systems. Users who know and understand AI should be familiar with various technologies that use artificial intelligence, including cognitive systems, robotics and machine learning. This includes recognizing that large language models (LLMs) are machine learning models trained on extensive datasets which generate new text rather than retrieving pre-written responses. === Use and apply AI === Using and applying AI refers to the ability to use AI tools to solve problems and perform tasks such as programming and analyzing big data. Some consider prompt engineering, the practice of designing effective prompts to guide generative AI platforms more effectively, as another competency within AI literacy. === Evaluate and create AI === Evaluation and creation refers to the ability to critically evaluate the quality and reliability of AI systems. It also refers to designing and building fair and ethical AI systems. To evaluate correctly, users should also learn in which areas AI is strong, and in which areas it is weak. === AI ethics === AI ethics refers to understanding the moral implications of AI, and the making informed decisions regarding the use of AI tools. This area includes considerations such as: Accountability: Hold AI actors accountable for the operation of AI systems and adherence to ethical ideals. Accuracy: Identify and report sources of error and uncertainty in algorithms and data. Auditability: Enable other parties to audit and assess algorithm behavior via transparent information sharing. Explainability: Make sure that algorithmic judgments and the underlying data can be presented in simple language. Fairness: Prevent biases and consider varied viewpoints. To do so, increase the diversity of researchers in the field. Human Centricity and Well-being: Prioritize human well-being in AI development and deployment. Human rights Alignment: Ensure that technology do not infringe internationally recognized human rights. Inclusivity: Make AI accessible to everyone. Progress: Choose high value initiatives. Responsibility, accountability, and transparency: Foster trust via responsibility, accountability, and fairness. Robustness and Security: Make AI systems safe, secure, and resistant to manipulation or data breach. Sustainability: Choose implementations that generate long-term, useful benefits. Environmental Implications: How this tool impacts the environment, any restrictions or laws, if this impact is worth the effects or not. === Enabling AI === Support AI by developing associated knowledge and skills such as programming and statistics. == Promoting AI literacy == Several governments have recognized the need to promote AI literacy, including among adults. Such programs have been published in the United States, China, Germany and Finland. Programs intended for the general public usually consist of short and easy to understand online study units. Programs intended for children are usually project-based. Programs for students at colleges and universities often address the specific professional needs of the student, depending on their field of study. Beyond the education system, AI literacy can also be developed in the community, for example in museums. === Schools === Schools use diverse pedagogies to promote AI literacy. These include: Performing a Turing test with an intelligent agent Creating chatbots Building apps using Blockly-based programming Project-based learning Building robots Data visualization Training AI models Artificial intelligence curricula can improve students' understanding of topics such as machine learning, neural networks, and deep learning. === Higher education === Before the second decade of the 21st century, artificial intelligence was studied mainly in STEM courses. Later, projects emerged to increase artificial intelligence education, specifically to promote AI literacy. Most courses start with one or more study units that deal with basic questions such as what artificial intelligence is, where it comes from, what it can do and what it can't do. Most courses also refer to machine learning and deep learning. Some of the courses deal with moral issues in artificial intelligence. In Ireland, the Higher Education Authority published Generative AI in Higher Education Teaching & Learning: Policy Framework in December 2025, which encouraged higher education institutions to embed AI literacy across programmes as a core graduate attribute. ==== Disciplinary policy ==== As a response to the increase of generative AI use in education, several disciplines formed committees or task forces to examine context-specific approaches toward AI literacy. In spring 2025, the Modern Language Association and Conference on College Composition and Communication Joint Task Force finished development of three working papers, a guide on AI literacy for students, and a collection of resources addressing AI use in writing. The task force emphasized the need for "a culture of critical AI literacy" and included guidelines not only for students but also educators and institutions, highlighting the need for modeling ethical AI use in planning processes. Similarly, a committee formed by the American Historical Association Council published "Guiding Principles for Artificial Intelligence in History Education" which encouraged "clear and transparent engagement with generative AI." The guidelines demonstrate the value of criticality when working with generative AI in thinking and research.
Vulnerability assessment (computing)
Vulnerability assessment is a process of defining, identifying and classifying the security holes in information technology systems. An attacker can exploit a vulnerability to violate the security of a system. Some known vulnerabilities are Authentication Vulnerability, Authorization Vulnerability and Input Validation Vulnerability. == Purpose == Before deploying a system, it first must go through from a series of vulnerability assessments that will ensure that the build system is secure from all the known security risks. When a new vulnerability is discovered, the system administrator can again perform an assessment, discover which modules are vulnerable, and start the patch process. After the fixes are in place, another assessment can be run to verify that the vulnerabilities were actually resolved. This cycle of assess, patch, and re-assess has become the standard method for many organizations to manage their security issues. The primary purpose of the assessment is to find the vulnerabilities in the system, but the assessment report conveys to stakeholders that the system is secured from these vulnerabilities. If an intruder gained access to a network consisting of vulnerable Web servers, it is safe to assume that he gained access to those systems as well. Because of assessment report, the security administrator will be able to determine how intrusion occurred, identify compromised assets and take appropriate security measures to prevent critical damage to the system. == Assessment types == Depending on the system a vulnerability assessment can have many types and level. === Host assessment === A host assessment looks for system-level vulnerabilities such as insecure file permissions, application level bugs, backdoor and Trojan horse installations. It requires specialized tools for the operating system and software packages being used, in addition to administrative access to each system that should be tested. Host assessment is often very costly in term of time, and thus is only used in the assessment of critical systems. Tools like COPS and Tiger are popular in host assessment. === Network assessment === In a network assessment one assess the network for known vulnerabilities. It locates all systems on a network, determines what network services are in use, and then analyzes those services for potential vulnerabilities. This process does not require any configuration changes on the systems being assessed. Unlike host assessment, network assessment requires little computational cost and effort. == Vulnerability assessment vs penetration testing == Vulnerability assessment and penetration testing are two different testing methods. They are differentiated on the basis of certain specific parameters. == Regulatory requirements == Vulnerability assessments are mandated or strongly recommended by several regulatory frameworks. In the United States healthcare sector, the Health Insurance Portability and Accountability Act (HIPAA) Security Rule requires covered entities to conduct periodic evaluations of their security posture, and a December 2024 Notice of Proposed Rulemaking would explicitly require vulnerability scanning at least every six months for systems containing electronic protected health information. The Payment Card Industry Data Security Standard (PCI DSS) requires quarterly vulnerability scans for organizations that process credit card transactions, and the NIST Cybersecurity Framework includes vulnerability assessment as a core component of its Identify function.
Dynamic epistemic logic
Dynamic epistemic logic (DEL) is a logical framework dealing with knowledge and information change. Typically, DEL focuses on situations involving multiple agents and studies how their knowledge changes when events occur. These events can change factual properties of the actual world (they are called ontic events): for example a red card is painted in blue. They can also bring about changes of knowledge without changing factual properties of the world (they are called epistemic events): for example, a card is revealed publicly (or privately) to be red. Originally, DEL focused on epistemic events. Only some of the basic ideas are present in this entry of the original DEL framework; more details about DEL in general can be found in the references. Due to the nature of its object of study and its abstract approach, DEL is related and has applications to numerous research areas, such as computer science (artificial intelligence), philosophy (formal epistemology), economics (game theory) and cognitive science. In computer science, DEL is for example very much related to multi-agent systems, which are systems where multiple intelligent agents interact and exchange information. As a combination of dynamic logic and epistemic logic, dynamic epistemic logic is a young field of research. It really started in 1989 with Plaza's logic of public announcement. Independently, Gerbrandy and Groeneveld proposed a system dealing moreover with private announcement and that was inspired by the work of Veltman. Another system was proposed by van Ditmarsch whose main inspiration was the Cluedo game. But the most influential and original system was the system proposed by Baltag, Moss and Solecki. This system can deal with all the types of situations studied in the works above and its underlying methodology is conceptually grounded. This entry will present some of its basic ideas. Formally, DEL extends ordinary epistemic logic by the inclusion of event models to describe actions, and a product update operator that defines how epistemic models are updated as the consequence of executing actions described through event models. Epistemic logic will first be recalled. Then, actions and events will enter into the picture and we will introduce the DEL framework. == Epistemic logic == Epistemic logic is a modal logic dealing with the notions of knowledge and belief. As a logic, it is concerned with understanding the process of reasoning about knowledge and belief: which principles relating the notions of knowledge and belief are intuitively plausible? Like epistemology, it stems from the Greek word ϵ π ι σ τ η μ η {\displaystyle \epsilon \pi \iota \sigma \tau \eta \mu \eta } or ‘episteme’ meaning knowledge. Epistemology is nevertheless more concerned with analyzing the very nature and scope of knowledge, addressing questions such as “What is the definition of knowledge?” or “How is knowledge acquired?”. In fact, epistemic logic grew out of epistemology in the Middle Ages thanks to the efforts of Burley and Ockham. The formal work, based on modal logic, that inaugurated contemporary research into epistemic logic dates back only to 1962 and is due to Hintikka. It then sparked in the 1960s discussions about the principles of knowledge and belief and many axioms for these notions were proposed and discussed. For example, the interaction axioms K p → B p {\displaystyle Kp\rightarrow Bp} and B p → K B p {\displaystyle Bp\rightarrow KBp} are often considered to be intuitive principles: if an agent Knows p {\displaystyle p} then (s)he also Believes p {\displaystyle p} , or if an agent Believes p {\displaystyle p} , then (s)he Knows that (s)he Believes p {\displaystyle p} . More recently, these kinds of philosophical theories were taken up by researchers in economics, artificial intelligence and theoretical computer science where reasoning about knowledge is a central topic. Due to the new setting in which epistemic logic was used, new perspectives and new features such as computability issues were then added to the research agenda of epistemic logic. === Syntax === In the sequel, A G T S = { 1 , … , n } {\displaystyle AGTS=\{1,\ldots ,n\}} is a finite set whose elements are called agents and P R O P {\displaystyle PROP} is a set of propositional letters. The epistemic language is an extension of the basic multi-modal language of modal logic with a common knowledge operator C A {\displaystyle C_{A}} and a distributed knowledge operator D A {\displaystyle D_{A}} . Formally, the epistemic language L EL C {\displaystyle {\mathcal {L}}_{\textsf {EL}}^{C}} is defined inductively by the following grammar in BNF: L EL C : ϕ ::= p ∣ ¬ ϕ ∣ ( ϕ ∧ ϕ ) ∣ K j ϕ ∣ C A ϕ ∣ D A ϕ {\displaystyle {\mathcal {L}}_{\textsf {EL}}^{C}:\phi ~~::=~~p~\mid ~\neg \phi ~\mid ~(\phi \land \phi )~\mid ~K_{j}\phi ~\mid ~C_{A}\phi ~\mid ~D_{A}\phi } where p ∈ P R O P {\displaystyle p\in PROP} , j ∈ A G T S {\displaystyle j\in {AGTS}} and A ⊆ A G T S {\displaystyle A\subseteq {AGTS}} . The basic epistemic language L E L {\displaystyle {\mathcal {L}}_{EL}} is the language L E L C {\displaystyle {\mathcal {L}}_{EL}^{C}} without the common knowledge and distributed knowledge operators. The formula ⊥ {\displaystyle \bot } is an abbreviation for ¬ p ∧ p {\displaystyle \neg p\land p} (for a given p ∈ P R O P {\displaystyle p\in PROP} ), ⟨ K j ⟩ ϕ {\displaystyle \langle K_{j}\rangle \phi } is an abbreviation for ¬ K j ¬ ϕ {\displaystyle \neg K_{j}\neg \phi } , E A ϕ {\displaystyle E_{A}\phi } is an abbreviation for ⋀ j ∈ A K j ϕ {\displaystyle \bigwedge \limits _{j\in A}K_{j}\phi } and C ϕ {\displaystyle C\phi } an abbreviation for C A G T S ϕ {\displaystyle C_{AGTS}\phi } . Group notions: general, common and distributed knowledge. In a multi-agent setting there are three important epistemic concepts: general knowledge, distributed knowledge and common knowledge. The notion of common knowledge was first studied by Lewis in the context of conventions. It was then applied to distributed systems and to game theory, where it allows to express that the rationality of the players, the rules of the game and the set of players are commonly known. General knowledge. General knowledge of ϕ {\displaystyle \phi } means that everybody in the group of agents A G T S {\displaystyle {AGTS}} knows that ϕ {\displaystyle \phi } . Formally, this corresponds to the following formula: E ϕ := ⋀ j ∈ A G T S K j ϕ . {\displaystyle E\phi :={\underset {j\in {AGTS}}{\bigwedge }}K_{j}\phi .} Common knowledge. Common knowledge of ϕ {\displaystyle \phi } means that everybody knows ϕ {\displaystyle \phi } but also that everybody knows that everybody knows ϕ {\displaystyle \phi } , that everybody knows that everybody knows that everybody knows ϕ {\displaystyle \phi } , and so on ad infinitum. Formally, this corresponds to the following formula C ϕ := E ϕ ∧ E E ϕ ∧ E E E ϕ ∧ … {\displaystyle C\phi :=E\phi \land EE\phi \land EEE\phi \land \ldots } As we do not allow infinite conjunction the notion of common knowledge will have to be introduced as a primitive in our language. Before defining the language with this new operator, we are going to give an example introduced by Lewis that illustrates the difference between the notions of general knowledge and common knowledge. Lewis wanted to know what kind of knowledge is needed so that the statement p {\displaystyle p} : “every driver must drive on the right” be a convention among a group of agents. In other words, he wanted to know what kind of knowledge is needed so that everybody feels safe to drive on the right. Suppose there are only two agents i {\displaystyle i} and j {\displaystyle j} . Then everybody knowing p {\displaystyle p} (formally E p {\displaystyle Ep} ) is not enough. Indeed, it might still be possible that the agent i {\displaystyle i} considers possible that the agent j {\displaystyle j} does not know p {\displaystyle p} (formally ¬ K i K j p {\displaystyle \neg K_{i}K_{j}p} ). In that case the agent i {\displaystyle i} will not feel safe to drive on the right because he might consider that the agent j {\displaystyle j} , not knowing p {\displaystyle p} , could drive on the left. To avoid this problem, we could then assume that everybody knows that everybody knows that p {\displaystyle p} (formally E E p {\displaystyle EEp} ). This is again not enough to ensure that everybody feels safe to drive on the right. Indeed, it might still be possible that agent i {\displaystyle i} considers possible that agent j {\displaystyle j} considers possible that agent i {\displaystyle i} does not know p {\displaystyle p} (formally ¬ K i K j K i p {\displaystyle \neg K_{i}K_{j}K_{i}p} ). In that case and from i {\displaystyle i} ’s point of view, j {\displaystyle j} considers possible that i {\displaystyle i} , not knowing p {\displaystyle p} , will drive on the left. So from i {\displaystyle i} ’s point of view, j {\displaystyle j} might drive on the left as well (by the same argument as abov