The Frankenstein complex is a term coined by Isaac Asimov in his robot series, referring to the fear of mechanical men. == History == Some of Asimov's science fiction short stories and novels predict that this suspicion will become strongest and most widespread in respect of "mechanical men" that most-closely resemble human beings (see android), but it is also present on a lower level against robots that are plainly electromechanical automatons. The "Frankenstein complex" is similar in many respects to Masahiro Mori's uncanny valley hypothesis. The name, "Frankenstein complex", is derived from the name of Victor Frankenstein in the 1818 novel Frankenstein; or, The Modern Prometheus by Mary Shelley. In Shelley's story, Frankenstein created an intelligent, somewhat superhuman being, but he finds that his creation is horrifying to behold and abandons it. This ultimately leads to Victor's death at the conclusion of a vendetta between himself and his creation. In much of his fiction, Asimov depicts the general attitude of the public towards robots as negative, with ordinary people fearing that robots will either replace them or dominate them, although dominance would not be allowed under the specifications of the Three Laws of Robotics, the first of which is: "A robot may not harm a human being or, through inaction, allow a human being to come to harm." However, Asimov's fictitious earthly public is not fully persuaded by this, and remains largely suspicious and fearful of robots. I, Robot's short story "Little Lost Robot" is about this "fear of robots". In Asimov's robot novels, the Frankenstein complex is a major problem for roboticists and robot manufacturers. They do all they can to reassure the public that robots are harmless, even though this sometimes involves hiding the truth because they think that the public would misunderstand it. The fear by the public and the response of the manufacturers is an example of the theme of paternalism, the dread of paternalism, and the conflicts that arise from it in Asimov's fiction. The same theme occurs in many later works of fiction featuring robots, although it is rarely referred to as such.
Hierarchical RBF
In computer graphics, hierarchical RBF is an interpolation method based on radial basis functions (RBFs). Hierarchical RBF interpolation has applications in treatment of results from a 3D scanner, terrain reconstruction, and the construction of shape models in 3D computer graphics (such as the Stanford bunny, a popular 3D model). This problem is informally named as "large scattered data point set interpolation." == Method == The steps of the interpolation method (in three dimensions) are as follows: Let the scattered points be presented as set P = { c i = ( x i , y i , z i ) | i = 1 N ⊂ R 3 } {\displaystyle \mathbf {P} =\{\mathbf {c} _{i}=(\mathbf {x} _{i},\mathbf {y} _{i},\mathbf {z} _{i})\vert _{i=1}^{N}\subset \mathbb {R} ^{3}\}} Let there exist a set of values of some function in scattered points H = { h i | i = 1 N ⊂ R } {\displaystyle \mathbf {H} =\{\mathbf {h} _{i}\vert _{i=1}^{N}\subset \mathbb {R} \}} Find a function f ( x ) {\displaystyle \mathbf {f} (\mathbf {x} )} that will meet the condition f ( x ) = 1 {\displaystyle \mathbf {f} (\mathbf {x} )=1} for points lying on the shape and f ( x ) ≠ 1 {\displaystyle \mathbf {f} (\mathbf {x} )\neq 1} for points not lying on the shape As J. C. Carr et al. showed, this function takes the form f ( x ) = ∑ i = 1 N λ i φ ( x , c i ) {\displaystyle \mathbf {f} (\mathbf {x} )=\sum _{i=1}^{N}\lambda _{i}\varphi (\mathbf {x} ,\mathbf {c} _{i})} where φ {\displaystyle \varphi } is a radial basis function and λ {\displaystyle \lambda } are the coefficients that are the solution of the following linear system of equations: [ φ ( c 1 , c 1 ) φ ( c 1 , c 2 ) . . . φ ( c 1 , c N ) φ ( c 2 , c 1 ) φ ( c 2 , c 2 ) . . . φ ( c 2 , c N ) . . . . . . . . . . . . φ ( c N , c 1 ) φ ( c N , c 2 ) . . . φ ( c N , c N ) ] ∗ [ λ 1 λ 2 . . . λ N ] = [ h 1 h 2 . . . h N ] {\displaystyle {\begin{bmatrix}\varphi (c_{1},c_{1})&\varphi (c_{1},c_{2})&...&\varphi (c_{1},c_{N})\\\varphi (c_{2},c_{1})&\varphi (c_{2},c_{2})&...&\varphi (c_{2},c_{N})\\...&...&...&...\\\varphi (c_{N},c_{1})&\varphi (c_{N},c_{2})&...&\varphi (c_{N},c_{N})\end{bmatrix}}{\begin{bmatrix}\lambda _{1}\\\lambda _{2}\\...\\\lambda _{N}\end{bmatrix}}={\begin{bmatrix}h_{1}\\h_{2}\\...\\h_{N}\end{bmatrix}}} For determination of surface, it is necessary to estimate the value of function f ( x ) {\displaystyle \mathbf {f} (\mathbf {x} )} in specific points x. A lack of such method is a considerable complication on the order of O ( n 2 ) {\displaystyle \mathbf {O} (\mathbf {n} ^{2})} to calculate RBF, solve system, and determine surface. == Other methods == Reduce interpolation centers ( O ( n 2 ) {\displaystyle \mathbf {O} (\mathbf {n} ^{2})} to calculate RBF and solve system, O ( m n ) {\displaystyle \mathbf {O} (\mathbf {m} \mathbf {n} )} to determine surface) Compactly support RBF ( O ( n log n ) {\displaystyle \mathbf {O} (\mathbf {n} \log {\mathbf {n} })} to calculate RBF, O ( n 1.2..1.5 ) {\displaystyle \mathbf {O} (\mathbf {n} ^{1.2..1.5})} to solve system, O ( m log n ) {\displaystyle \mathbf {O} (\mathbf {m} \log {\mathbf {n} })} to determine surface) FMM ( O ( n 2 ) {\displaystyle \mathbf {O} (\mathbf {n} ^{2})} to calculate RBF, O ( n log n ) {\displaystyle \mathbf {O} (\mathbf {n} \log {\mathbf {n} })} to solve system, O ( m + n log n ) {\displaystyle \mathbf {O} (\mathbf {m} +\mathbf {n} \log {\mathbf {n} })} to determine surface) == Hierarchical algorithm == A hierarchical algorithm allows for an acceleration of calculations due to decomposition of intricate problems on the great number of simple (see picture). In this case, hierarchical division of space contains points on elementary parts, and the system of small dimension solves for each. The calculation of surface in this case is taken to the hierarchical (on the basis of tree-structure) calculation of interpolant. A method for a 2D case is offered by Pouderoux J. et al. For a 3D case, a method is used in the tasks of 3D graphics by W. Qiang et al. and modified by Babkov V.
Information and media literacy
Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.
Information Rules
Information Rules is a 1999 book by Carl Shapiro and Hal Varian applying traditional economic theories to modern information-based technologies. The book examines commercial strategies appropriate to companies that deal in information, given the high "first copy" and low "subsequent copy" costs of information commodities, such as music CDs or original texts. == Content == The book examines competing standards, and how a company might influence widespread consumer acceptance of one over another, such as VHS versus Betamax, or HD DVD versus Blu-ray. The book mentions possible business strategies of such publishers as Encyclopædia Britannica who have to confront how to stay viable as technology changes the value and availability of information.
Artificial imagination
Artificial imagination is a narrow subcomponent of artificial general intelligence which generates, simulates, and facilitates real or possible fiction models to create predictions, inventions, or conscious experiences. The term artificial imagination is also used to describe a property of machines or programs. Some of the traits that researchers hope to simulate include creativity, vision, digital art, humor, and satire. Practitioners in the field are researching various aspects of Artificial imagination, such as Artificial (visual) imagination, Artificial (aural) Imagination, modeling/filtering content based on human emotions and Interactive Search. Some articles on the topic speculate on how artificial imagination may evolve to create an artificial world "people may be comfortable enough to escape from the real world". Some researchers such as G. Schleis and M. Rizki have focused on using artificial neural networks to simulate artificial imagination. Another important project is being led by Hiroharu Kato and Tatsuya Harada at the University of Tokyo in Japan. They have developed a computer capable of translating a description of an object into an image, which could be the easiest way to define what imagination is. Their idea is based on the concept of an image as a series of pixels divided into short sequences that correspond to a specific part of an image. The scientists call this sequences "visual words" and those can be interpreted by the machine using statistical distribution to read an create an image of an object the machine has not encountered. The topic of artificial imagination has garnered interest from scholars outside the computer science domain, such as noted communications scholar Ernest Bormann, who came up with the Symbolic Convergence Theory and worked on a project to develop artificial imagination in computer systems. An interdisciplinary research seminar organized by the artist Grégory Chatonsky on artificial imagination and postdigital art has taken place since 2017 at the Ecole Normale Supérieure in Paris. == Use in interactive search == The typical application of artificial imagination is for an interactive search. Interactive searching has been developed since the mid-1990s, accompanied by the World Wide Web's development and the optimization of search engines. Based on the first query and feedback from a user, the databases to be searched are reorganized to improve the searching results. Artificial imagination allows us to synthesize images and to develop a new image, whether it is in the database, regardless its existence in the real world. For example, the computer shows results that are based on the answer from the initial query. The user selects several relevant images, and then the technology analyzes these selections and reorganizes the images' ranks to fit the query. In this process, artificial imagination is used to synthesize the selected images and to improve the searching result with additional relevant synthesized images. This technique is based on several algorithms, including the Rocchio algorithm and the evolutionary algorithm. The Rocchio algorithm, locating a query point near relevant examples and far away from irrelevant examples, is simple and works well in a small system where the databases are arranged in certain ranks. The evolutionary synthesis is composed of two steps: a standard algorithm and an enhancement of the standard algorithm. Through feedback from the user, there would be additional images synthesized so as to be suited to what the user is looking for. == General artificial imagination == Artificial imagination has a more general definition and wide applications. The traditional fields of artificial imagination include visual imagination and aural imagination. More generally, all the actions to form ideas, images and concepts can be linked to imagination. Thus, artificial imagination means more than only generating graphs. For example, moral imagination is an important research subfield of artificial imagination, although classification of artificial imagination is difficult. Morals are an important part to human beings' logic, while artificial morals are important in artificial imagination and artificial intelligence. A common criticism of artificial intelligence is whether human beings should take responsibility for machines' mistakes or decisions and how to develop well-behaved machines. As nobody can give a clear description of the best moral rules, it is impossible to create machines with commonly accepted moral rules. However, recent research about artificial morals circumvent the definition of moral. Instead, machine learning methods are applied to train machines to imitate human morals. As the data about moral decisions from thousands of different people are considered, the trained moral model can reflect widely accepted rules. Memory is another major field of artificial imagination. Researchers such as Aude Oliva have performed extensive work on artificial memory, especially visual memory. Compared to visual imagination, the visual memory focuses more on how machine understand, analyse and store pictures in a human way. In addition, characters like spatial features are also considered. As this field is based on the brains' biological structures, extensive research on neuroscience has also been performed, which makes it a large intersection between biology and computer science.
Boyfriend Maker
Boyfriend Maker was a dating sim, romance chatbot smartphone app for iOS (iPhone) and Android devices, developed by Japanese studio 36 You Games (styled as 36You) and distributed under the freemium business model. Boyfriend Maker incorporated advanced artificial intelligence chat technology a decade before products such as ChatGPT. According to the developer's website, Boyfriend Maker is an "app that lets you interact and chat with quirky virtual boyfriends". While each virtual boyfriend has certain unique characteristics, the various instances of the boyfriend are powered by a chat engine, that (at least within a language and market) can utilise vocabulary and knowledge acquired in a chat with one user in subsequent chats with other users. == Gameplay == Users gain experience points and in-game coins. Users can customize their virtual boyfriend's appearance by selecting items such as hair, clothing, face, and a necklace. == Apple delisting and reintroduction == In late November 2012, the original iOS Boyfriend Maker app was delisted from the Apple App Store due to "ribald" chat, according to the New York Times. Boyfriend Maker was removed by Apple due to "reports of references to violent sexual acts and pedophilia". Boyfriend Maker had an age rating of 4+, even though the chat bot "responds with often strange and explicit text unsuitable for young children". User-posted chat excerpts indicate that the virtual boyfriend would sometimes transition abruptly to sexual chat in response to a seemingly innocent question. In one user-posted example, in response to the question, "what kind of wedding cake will we have" the boyfriend responds, "a good sex ima be on top of u u gonna ride oon me bitin the pillow gurrl ima fuck da shit out of u". The developer's use of the SimSimi-created third-party chat engine may be responsible for the sexual text. As the virtual boyfriend converses with human users, the SimSimi chat engine acquires vocabulary from users of the game and applies this "learned" vocabulary in chats with other users. The chat engine might also employ lines harvested from human-human chat logs, song lyrics, movies or TV shows. In April 2013, a detuned and presumably tamer version of the app, titled Boyfriend Plus, was permitted on Apple's App Store.
Mobile content management system
A mobile content management system (MCMs) is a type of content management system (CMS) capable of storing and delivering content and services to mobile devices, such as mobile phones, smart phones, and PDAs. Mobile content management systems may be discrete systems, or may exist as features, modules or add-ons of larger content management systems capable of multi-channel content delivery. Mobile content delivery has unique, specific constraints including widely variable device capacities, small screen size, limitations on wireless bandwidth, sometimes small storage capacity, and (for some devices) comparatively weak device processors. Demand for mobile content management increased as mobile devices became increasingly ubiquitous and sophisticated. MCMS technology initially focused on the business to consumer (B2C) mobile market place with ringtones, games, text-messaging, news, and other related content. Since, mobile content management systems have also taken root in business-to-business (B2B) and business-to-employee (B2E) situations, allowing companies to provide more timely information and functionality to business partners and mobile workforces in an increasingly efficient manner. A 2008 estimate put global revenue for mobile content management at US$8 billion. == Key features == === Multi-channel content delivery === Multi-channel content delivery capabilities allow users not to manage a central content repository while simultaneously delivering that content to mobile devices such as mobile phones, smartphones, tablets and other mobile devices. Content can be stored in a raw format (such as Microsoft Word, Excel, PowerPoint, PDF, Text, HTML etc.) to which device-specific presentation styles can be applied. === Content access control === Access control includes authorization, authentication, access approval to each content. In many cases the access control also includes download control, wipe-out for specific user, time specific access. For the authentication, MCM shall have basic authentication which has user ID and password. For higher security many MCM supports IP authentication and mobile device authentication. === Specialized templating system === While traditional web content management systems handle templates for only a handful of web browsers, mobile CMS templates must be adapted to the very wide range of target devices with different capacities and limitations. There are two approaches to adapting templates: multi-client and multi-site. The multi-client approach makes it possible to see all versions of a site at the same domain (e.g. sitename.com), and templates are presented based on the device client used for viewing. The multi-site approach displays the mobile site on a targeted sub-domain (e.g. mobile.sitename.com). === Location-based content delivery === Location-based content delivery provides targeted content, such as information, advertisements, maps, directions, and news, to mobile devices based on current physical location. Currently, GPS (global positioning system) navigation systems offer the most popular location-based services. Navigation systems are specialized systems, but incorporating mobile phone functionality makes greater exploitation of location-aware content delivery possible.