Wolfram Mathematica (also known as Mathematica) is a software system with built-in libraries for several areas of technical computing that allows machine learning, statistics, symbolic computation, data manipulation, network analysis, time series analysis, NLP, optimization, plotting functions and various types of data, implementation of algorithms, creation of user interfaces, and interfacing with programs written in other programming languages. It was conceived by Stephen Wolfram, and is developed by Wolfram Research of Champaign, Illinois. The Wolfram Language is the programming language used in Mathematica. Mathematica 1.0 was released on June 23, 1988 in Champaign, Illinois and Santa Clara, California. Mathematica's Wolfram Language is fundamentally based on Lisp; for example, the Mathematica command Most is identically equal to the Lisp command butlast. == Notebook interface == Mathematica is split into two parts: the kernel and the front end. The kernel interprets expressions (Wolfram Language code) and returns result expressions, which can then be displayed by the front end. The original front end, designed by Theodore Gray in 1988, consists of a notebook interface and allows the creation and editing of notebook documents that can contain code, plaintext, images, and graphics. Code development is also supported through support in a range of standard integrated development environment (IDE) including Eclipse, IntelliJ IDEA, Atom, Vim, Visual Studio Code and Git. The Mathematica Kernel also includes a command line front end. Other interfaces include JMath, based on GNU Readline and WolframScript which runs self-contained Mathematica programs (with arguments) from the UNIX command line. == High-performance computing == Capabilities for high-performance computing were extended with the introduction of packed arrays in version 4 (1999) and sparse matrices (version 5, 2003), and by adopting the GNU Multiple Precision Arithmetic Library to evaluate high-precision arithmetic. Version 5.2 (2005) added automatic multi-threading when computations are performed on multi-core computers. This release included CPU-specific optimized libraries. In addition Mathematica is supported by third party specialist acceleration hardware such as ClearSpeed. In 2002, gridMathematica was introduced to allow user level parallel programming on heterogeneous clusters and multiprocessor systems and in 2008 parallel computing technology was included in all Mathematica licenses including support for grid technology such as Windows HPC Server 2008, Microsoft Compute Cluster Server and Sun Grid. Support for CUDA and OpenCL GPU hardware was added in 2010. == Extensions == As of Version 14, there are 6,602 built-in functions and symbols in the Wolfram Language. Stephen Wolfram announced the launch of the Wolfram Function Repository in June 2019 as a way for the public Wolfram community to contribute functionality to the Wolfram Language. There are currently more than 3000 functions contributed as Resource Functions. In addition to the Wolfram Function Repository, there is a Wolfram Data Repository with computable data and the Wolfram Neural Net Repository for machine learning. Wolfram Mathematica is the basis of the Combinatorica package, which adds discrete mathematics functionality in combinatorics and graph theory to the program. == Connections to other applications, programming languages, and services == Communication with other applications can be done using a protocol called Wolfram Symbolic Transfer Protocol (WSTP). It allows communication between the Wolfram Mathematica kernel and the front end and provides a general interface between the kernel and other applications. Wolfram Research freely distributes a developer kit for linking applications written in the programming language C to the Mathematica kernel through WSTP using J/Link., a Java program that can ask Mathematica to perform computations. Similar functionality is achieved with .NET /Link, but with .NET programs instead of Java programs. Other languages that connect to Mathematica include Haskell, AppleScript, Racket, Visual Basic, Python, and Clojure. Mathematica supports the generation and execution of Modelica models for systems modeling and connects with Wolfram System Modeler. Links are also available to many third-party software packages and APIs. Mathematica can also capture real-time data from a variety of sources and can read and write to public blockchains (Bitcoin, Ethereum, and ARK). It supports import and export of over 220 data, image, video, sound, computer-aided design (CAD), geographic information systems (GIS), document, and biomedical formats. In 2019, support was added for compiling Wolfram Language code to LLVM. Version 12.3 of the Wolfram Language added support for Arduino. == Computable data == Mathematica is also integrated with Wolfram Alpha, an online answer engine that provides additional data, some of which is kept updated in real time, for users who use Mathematica with an internet connection. Some of the data sets include astronomical, chemical, geopolitical, language, biomedical, airplane, and weather data, in addition to mathematical data (such as knots and polyhedra). == Reception == BYTE in 1989 listed Mathematica as among the "Distinction" winners of the BYTE Awards, stating that it "is another breakthrough Macintosh application ... it could enable you to absorb the algebra and calculus that seemed impossible to comprehend from a textbook". Mathematica has been criticized for being closed source. Wolfram Research claims keeping Mathematica closed source is central to its business model and the continuity of the software.
FreshBooks
FreshBooks is accounting software operated by 2ndSite Inc. primarily for small and medium-sized businesses. It is a web-based software as a service (SaaS) model, that can be accessed through a desktop or mobile device. The company was founded in 2003 and is based in Toronto, Canada. == History == FreshBooks was founded in 2004 by Mike McDerment, Levi Cooperman, and Joe Sawada in Toronto, Ontario. McDerment incorporated a second company, BillSpring in January 2015 to work on new product development. It was rolled back into FreshBooks as an updated interface in 2016. Initially FreshBooks functioned like an electronic invoicing program targeting IT professionals. After the release of the new interface, the initial release of FreshBooks was referred to as "FreshBooks Classic." FreshBooks Classic was discontinued in 2022 after migrating users to the new platform. FreshBooks Classic's front-end application was built in PHP, and the backend services were built in Python while the new FreshBooks uses the same backend services with a JavaScript single-page application. == Product == FreshBooks is a subscription-based accounting software platform that provides features such as invoicing, accounts payable, expense and time tracking, retainers, fixed asset depreciation, purchase orders, payroll integrations, mileage tracking, double-entry accounting, and standard business reporting. Financial data is stored in the cloud on a unified ledger, enabling access from desktop and mobile devices. The platform includes a free API for integration with external applications and supports multiple tax rates and currencies. It also offers project management and payroll functionalities. Pricing is based on a recurring monthly fee. FreshBooks supports country-specific tax calculations, including GST and HST in Canada, sales taxes in the United States, and MTD compliance in the UK. == Operations == FreshBooks has its headquarters in Toronto, Canada with operations in North America, Europe and Australia. Founder Mike McDerment was the chief executive officer of the company from 2003 until 2021, when he stepped down and was replaced by Don Epperson, but stayed as the executive chair. Don Epperson had previously joined FreshBooks as executive director in 2019. == Funding == FreshBooks was initially self-funded. In 2014, the company raised a Series A venture investment of $30 million led by the venture capital firm Oak Investment Partners, with participation by Georgian Partners and Atlas Venture. In 2017, FreshBooks announced that it raised another $43 million in funding from Accomplice, Georgian Partners and Oak Investment Partners. On August 10, 2021, FreshBooks announced that it had secured $80.75 million in Series E funding and $50 million in debt financing. FreshBooks also reached a valuation of more than $1 billion.
The Citation Project
The Citation Project is a series of studies that measure and analyze first-year college writing students' source use and their ability to understand and implement sources within their own writing. The Citation Project reveals students' source-use habits and the issues that can be seen based on their lack of proper citation skills, such as the prevalence of plagiarism, institution policies, and the results of current writing pedagogy. The Citation Project's central findings were first presented at the Conference on College Composition and Communication in 2012. Although The Citation Project originally referred to this single 2012 study, the feedback received led to the conception of the Project as a broader initiative and as a place to gather and publish studies and data relating to student writing habits for the usage of other researches. == Method == The Citation Project's data comes from the work of 20 researchers analyzing 174 first-year composition students' research papers. The student papers studied originated from 16 institutions across the United States of America, including community colleges, public and private universities, denominational colleges, and Ivy Leagues. Researchers used bibliographic coding to aggregate data regarding the type, length, reading level, and usage of students' sources. == Findings == === Student source assessment and use === This study found that students were capable of identifying, locating, and accessing librarian-approved academic sources, most commonly accessing them with the internet. Despite students demonstrating their ability to find appropriate sources, they tend to exclusively cite the first few pages of their sources. Students' use and analysis of their citations are often limited, frequently resorting to patchwriting, directly restating their source's points, and omitting their own interpretations of their reference's ideas. The Citation Project also highlights students' struggle to accurately determine, address, and value their sources' bias, authority, and credibility. According to the Project's researchers' analysis, these habits demonstrate that first-year college writing students minimally engage with their sources and the academic conversations between them. One researcher from the Citation Project, Rebecca Moore Howard, believes these findings do not point towards students being lazy, but is rather a result of a writing pedagogy that prioritizes efficient, product-focused writing. Another interpretation offered by Sandra Jamieson, another researcher from the Citation Project explains their findings as a result of a lack of adherence to Information Learning (IL) Standards. === Pedagogy === A significant focus of The Citation Project is the development of pedagogical practices intended to equip students with writing and research techniques that will set them up for future success. Writers associated with The Citation Project, such as Tricia Serviss, believe that the practices of teachers surrounding academic integrity and writing practices are what form the foundation of how students think about writing and how to engage with assignments throughout their academic career. They also stress the importance of teaching students to effectively engage with sources rather than simply how to correctly cite them. The Citation Project asserts that endowing students with the ability to read, understand, and synthesize a variety of sources in their writing is a skill that will benefit them throughout their academic careers, and that the surface level typographical focus that many writing programs utilize is inadequate. == Plagiarism == One of the areas that The Citation Project also looks at is how students commit plagiarism throughout their writing. Plagiarism tends to be a checkpoint that gives instructors a sense where students' citation skills stand. Findings from The Citation Project reveal that the most common type of plagiarism is patchwriting which is the act of using the same sentence with only changing a couple of words. These types of issues can be seen as a learning curve due to lack of proper training. Student's that commit plagiarism are often unaware. === Policies === Another issue found is that academic plagiarism policies may not benefit a student's growth but may instead obstruct it. Policies against plagiarism tend to be harsh on the student that committed of offense. Even though student plagiarism is often unintentional academic institutions see this behavior as intentional. Student may then face harsh consequences as a result from their lack of citation knowledge. Additionally, higher level institutions assume that new students already have the skill set to avoid plagiarism which may be an unrealistic expectation. == Legacy == === Inspired studies === ==== Parrott and Napier ==== In one study, "Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach," Jill Parrot and Trenia Napier quoted the Citation Project's findings as evidence that current collegiate writing curriculums are an ineffective means of teaching students how to properly write academic research papers. The researchers accredited current writing pedagogy's lack of emphasis on teaching critical reading skills. Parrott and Napier tested their thesis by seeing if students would produce more academic writing if they partook in a writing course that taught critical reading. Their results mostly went against this hypothesis, finding students who received additional critical reading training only significantly improved in how they integrated their sources. ==== Kocatepe ==== In May Mehtap Kocatep's study, "Reconceptualising the notion of finding information: How undergraduate students construct information as they read-to-write in an academic writing class," Kocatep expresses that she believes current conversations around writing pedagogy, including the Citation Project, operate with the underlying misconception that information is an easily discoverable static entity and its retrieval is an objective, unbiased decision. Kocatepe instead offers the analysis of what students view as valuable information and if it is worth using is influenced by the socially constructed meanings available to writers at the moment. To further examine students' source engagement, Kocatepe did a study on how female university students from the United Arab Emirates find, retrieve, use, and value sources. Kocatepe's results mainly noted students' almost exclusive reliance on using Google to find sources, as well as how students' navigated mainly English-speaking academic conversations as non-native English speakers. ==== Dahlen, Nordstrom-Sanchez, and Graff ==== Dahlen, Nordstrom-Sanchez, and Graff built their study off The Citation Project research in order to explore the attitudes and practices of students in an undergraduate writing course. As the researchers acknowledge, data collected by the Citation Project was the subject of the bulk of their analysis. This study sought to examine undergraduate writing practices tied to source-usage and elucidate any relevant trends. Dahlen, Nordstrom-Sanchez and Graff found that undergraduate writing students were not engaging with outside sources properly. Key issues discussed include lack of engagement with broad source ideas (in favor of picking out quotes), lack of paraphrasing, and inability to link information between multiple sources. ==== Davis ==== Phillip M. Davis based much of the analysis in his study on data gathered by the Citation Project. This study aimed to examine the particular effects web-based research and study had on undergraduate's papers and the replicability of their bibliographies. Davis sought to see how the shift from physical in-person library based research to online, often at-home research changed the function and usability of the bibliography as a form of documenting source usage in a given work. The primary method of analysis involved examining students' bibliographies to see where they were finding information online and how these sources were accessed. A main issue Davis found was "persistency" of URLs used for online citations. He found that only 18% of URL-based citations continued to function (the others either no longer pointing to the correct document or ceasing to exist altogether) within 3 years of their usage by students, and more than half of claimed online citations could not be found in any form. He suggests that this result brings up questions about how web-based citations should be dealt with in a university context.
Information quality
Information quality (IQ) is a contextual property of or a perspective to the content within information systems. There exist two complementary yet partially conflicting definitions of high-quality: firstly, information is considered high quality if it is fit for its intended purpose ; secondly, it is deemed high quality if it conforms to specified requirements . The primary distinction between these definitions is that Juran's perspective focuses on the suitability of information for its intended purpose, which can be measured by the success of its application even without direct access to or exact knowledge of the data. For example, a black-box AI with access to English Wikipedia can work well for users' purposes but using Estonian Wikipedia fails for the same purposes. Given that the AI remains the same, it can be concluded that English version data would be of higher quality in comparison to Estonian version, even without exact comparison of data contents and their properties in each version. In contrast, Crosby emphasizes adherence to predefined specifications, assuming specific criteria rather than measuring the success of its use; for instance, information in Wikipedia could be proven to be good based on criteria such as existing peer validation and academic references, even if the AI results are poor. This approach falls into problems when data is not completely accessible or all quality properties cannot be known and measured leading to false impression of quality due to lacking and misleading metrics. Numerous IQ frameworks and methodologies provide tangible approach to assess and measure DQ/IQ in a robust and rigorous manner. == Conceptual problems == Although the foundational definitions are usable for most everyday purposes, specialists often use more complex models for information quality. It has been suggested, however, that higher the quality the greater will be the confidence in meeting more general, less specific contexts. == Dimensions and metrics of information quality == "Information quality" is a measure of its fitness for use or conformance to requirements. In this way, "quality" is considered contextual and it can then vary across users and uses of the information. The exact degree of quality is often described with dimensions such as accuracy, timeliness, completeness, and similar scales. Although a huge amount of academic research has been directed to these dimensions, there does not exist consensus on their definitions or practical usefulness . Historically, Richard Wang and Diane Strong proposed a list of dimensions or elements used in assessing Information Quality is: Intrinsic IQ: accuracy, objectivity, believability, reputation Contextual IQ: relevance, value-added, timeliness, completeness, amount of information Representational IQ: interpretability, format, coherence, compatibility Accessibility IQ: accessibility, access security Other authors propose similar but different lists of dimensions for analysis, and emphasize measurement and reporting as information quality metrics. Larry English prefers the term "characteristics" to dimensions. However, a considerable amount of information quality research involves investigating and describing various categories of desirable attributes (or dimensions) of data. Research has recently shown the huge diversity of terms and classification structures used. === Quality metrics === Source: Authority/verifiability Authority refers to the expertise or recognized official status of a source. Consider the reputation of the author and publisher. When working with legal or government information, consider whether the source is the official provider of the information. Verifiability refers to the ability of a reader to verify the validity of the information irrespective of how authoritative the source is. To verify the facts is part of the duty of care of the journalistic deontology, as well as, where possible, to provide the sources of information so that they can be verified Scope of coverage Scope of coverage refers to the extent to which a source explores a topic. Consider time periods, geography or jurisdiction and coverage of related or narrower topics. Composition and organization Composition and organization has to do with the ability of the information source to present its particular message in a coherent, logically sequential manner. Objectivity Objectivity is the bias or opinion expressed when a writer interprets or analyze facts. Consider the use of persuasive language, the source's presentation of other viewpoints, its reason for providing the information and advertising. Integrity Adherence to moral and ethical principles; soundness of moral character The state of being whole, entire, or undiminished Comprehensiveness Of large scope; covering or involving much; inclusive: a comprehensive study. Comprehending mentally; having an extensive mental grasp. Insurance. covering or providing broad protection against loss. Validity Validity of some information has to do with the degree of obvious truthfulness which the information carries Uniqueness As much as 'uniqueness' of a given piece of information is intuitive in meaning, it also significantly implies not only the originating point of the information but also the manner in which it is presented and thus the perception which it conjures. The essence of any piece of information we process consists to a large extent of those two elements. Timeliness Timeliness refers to information that is current at the time of publication. Consider publication, creation and revision dates. Beware of Web site scripting that automatically reflects the current day's date on a page. Reproducibility (utilized primarily when referring to instructive information) Means that documented methods are capable of being used on the same data set to achieve a consistent result. == Professional associations == IQ International—the International Association for Information and Data Quality IQ International is a not-for-profit, vendor neutral, professional association formed in 2004, dedicated to building the information and data quality profession. CDOIQ Society Chief Data Officers and Information Quality Society is a global professional society supporting data leaders with networking, meetings, best practices, experience, certification, and training. == Information quality conferences == A number of major conferences relevant to information quality are held annually: Annual MIT Chief Data Officer & Information Quality (CDOIQ) Symposium Annual conferences held at the Massachusetts Institute of Technology, Cambridge, MA, USA Data Governance and Information Quality Conference Commercial conferences held each year in the USA Data Quality Asia Pacific Commercial conference held annually in Sydney or Melbourne, Australia Enterprise Data and Business Intelligence Conference Europe Commercial conferences held annually in London, England. Information and Data Quality Conference Not for profit conference run annually by IQ International (the International Association for Information and Data Quality) in the USA International Conference on Information Quality Academic Conference launched through MITIQ held annually at a University Master Data Management & Data Governance Conferences Six major conferences are run annually by the MDM Institute in venues such as London, San Francisco, Sydney, Toronto, Madrid, Frankfurt, Shanghai and New York City.
Chandy–Misra–Haas algorithm resource model
The Chandy–Misra–Haas algorithm resource model checks for deadlock in a distributed system. It was developed by K. Mani Chandy, Jayadev Misra and Laura M. Haas. == Locally dependent == Consider the n processes P1, P2, P3, P4, P5,, ... ,Pn which are performed in a single system (controller). P1 is locally dependent on Pn, if P1 depends on P2, P2 on P3, so on and Pn−1 on Pn. That is, if P 1 → P 2 → P 3 → … → P n {\displaystyle P_{1}\rightarrow P_{2}\rightarrow P_{3}\rightarrow \ldots \rightarrow P_{n}} , then P 1 {\displaystyle P_{1}} is locally dependent on P n {\displaystyle P_{n}} . If P1 is said to be locally dependent to itself if it is locally dependent on Pn and Pn depends on P1: i.e. if P 1 → P 2 → P 3 → … → P n → P 1 {\displaystyle P_{1}\rightarrow P_{2}\rightarrow P_{3}\rightarrow \ldots \rightarrow P_{n}\rightarrow P_{1}} , then P 1 {\displaystyle P_{1}} is locally dependent on itself. == Description == The algorithm uses a message called probe(i,j,k) to transfer a message from controller of process Pj to controller of process Pk. It specifies a message started by process Pi to find whether a deadlock has occurred or not. Every process Pj maintains a boolean array dependent which contains the information about the processes that depend on it. Initially the values of each array are all "false". === Controller sending a probe === Before sending, the probe checks whether Pj is locally dependent on itself. If so, a deadlock occurs. Otherwise it checks whether Pj, and Pk are in different controllers, are locally dependent and Pj is waiting for the resource that is locked by Pk. Once all the conditions are satisfied it sends the probe. === Controller receiving a probe === On the receiving side, the controller checks whether Pk is performing a task. If so, it neglects the probe. Otherwise, it checks the responses given Pk to Pj and dependentk(i) is false. Once it is verified, it assigns true to dependentk(i). Then it checks whether k is equal to i. If both are equal, a deadlock occurs, otherwise it sends the probe to next dependent process. == Algorithm == In pseudocode, the algorithm works as follows: === Controller sending a probe === if Pj is locally dependent on itself then declare deadlock else for all Pj,Pk such that (i) Pi is locally dependent on Pj, (ii) Pj is waiting for 'Pk and (iii) Pj, Pk are on different controllers. send probe(i, j, k). to home site of Pk === Controller receiving a probe === if (i)Pk is idle / blocked (ii) dependentk(i) = false, and (iii) Pk has not replied to all requests of to Pj then begin "dependents""k"(i) = true; if k == i then declare that Pi is deadlocked else for all Pa,Pb such that (i) Pk is locally dependent on Pa, (ii) Pa is waiting for 'Pb and (iii) Pa, Pb are on different controllers. send probe(i, a, b). to home site of Pb end == Example == P1 initiates deadlock detection. C1 sends the probe saying P2 depends on P3. Once the message is received by C2, it checks whether P3 is idle. P3 is idle because it is locally dependent on P4 and updates dependent3(2) to True. As above, C2 sends probe to C3 and C3 sends probe to C1. At C1, P1 is idle so it update dependent1(1) to True. Therefore, deadlock can be declared. == Complexity == Suppose there are n {\displaystyle n} controllers and m {\displaystyle m} processes, at most m ( n − 1 ) / 2 {\displaystyle m(n-1)/2} messages need to be exchanged to detect a deadlock, with a delay of O ( n ) {\displaystyle O(n)} messages.
AUTINDEX
AUTINDEX is a commercial text mining software package based on sophisticated linguistics. AUTINDEX, resulting from research in information extraction, is a product of the Institute of Applied Information Sciences (IAI) which is a non-profit institute that has been researching and developing language technology since its foundation in 1985. IAI is an institute affiliated to Saarland University in Saarbrücken, Germany. AUTINDEX is the result of a number of research projects funded by the EU (Project BINDEX), by Deutsche Forschungsgemeinschaft and the German Ministry for Economy. Amongst the latter there are the projects LinSearch, and WISSMER, see also the reference to IAI-Website. The basic functionality of AUTINDEX is the extraction of key words from a document to represent the semantics of the document. Ideally the system is integrated with a thesaurus that defines the standardised terms to be used for key word assignment. AUTINDEX is used in library applications (e.g. integrated in dandelon.com) as well as in high quality (expert) information systems, and in document management and content management environments. Together with AUTINDEX a number of additional software comes along such as an integration with Apache Solr / Lucene to provide a complete information retrieval environment, a classification and categorisation system on the basis of a machine learning software that assigns domains to the document, and a system for searching with semantically similar terms that are collected in so called tag clouds.
Harold Borko
Harold Borko (1922-2012) was an American psychologist and researcher working primarily in the field of information science. == Biography == Borko was born in 1922 in New York City, New York. After serving in the US Army from 1942 to 1946 he obtained a BA in Psychology from the University of California, Los Angeles in 1948 and both his MA and PhD from the University of Southern California in Psychology in 1952. He returned to the army as a psychologist until 1956 after which he began a career working in and teaching information science. He died in California in 2012. == Information Science Career == After leaving the military Borko began working at the RAND Corporation as a Systems Training Specialist in 1956 and moved to the Systems Development Corporation a year later working in the Language Processing and Retrieval department. Alongside this work he taught Psychology at USC from 1957-65 and then moved into teaching Library Science at UCLA from 1965. In 1967 Borko left his role at the Systems Development Corporation and continued as a full-time professor at UCLA until his retirement in 1993.. From 1961 to 1995 Borko authored and co-authored over 100 articles on new developments in the field as well as the historiography of information science. He served as an editor of the Journal of Educational Data Processing from 1963-1975 and as President of the American Society for Information Science in 1966 == Partial list of works == Borko, H. (1962, May). The construction of an empirically based mathematically derived classification system. In Proceedings of the May 1-3, 1962, spring joint computer conference (pp. 279-289). Borko, H., & Bernick, M. (1963). Automatic document classification. Journal of the ACM (JACM), 10(2), 151-162. Borko, H. (1964). The Storage and Retrieval of Educational Information. Journal of Teacher Education, 15(4), 449-452. Borko, H. (1964). Measuring the reliability of subject classification by men and machines. American Documentation, 15(4), 268-273. Borko, H. (1965). The conceptual foundations of information systems. Borko, H. (1968), Information science: What is it?†. Amer. Doc., 19: 3-5. https://doi.org/10.1002/asi.5090190103 Borko, H. (1970). Experiments in book indexing by computer. Information storage and retrieval, 6(1), 5-16. Borko, H. (1985). An introduction to computer-based library systems (Lucy A. Tedd). Education for Information, 3(1), 61.