TAPPS2 (Technische Alternative Planungs- und Programmier-System) is a tool used for developing the program logic for the universal, heating and solar thermal controllers by Austrian manufacturer Technische Alternative. Its primary usecase is defining the exact reaction of the controller to a certain event. Other than its predecessor, TAPPS, which could only be used to program controllers of type UVR1611, TAPPS2 is mainly used to program the UVR16x2 and RSM610 controllers, as well as several extension modules. == Development == Development in TAPPS2 is done on a vector-based drawing surface using components that can be placed via drag and drop. The components, which can be separated into inputs, functions and outputs are then being connected according to their individual features. Available components vary according to the current solar thermal control unit.
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.
ITools Resourceome
iTools is a distributed infrastructure for managing, discovery, comparison and integration of computational biology resources. iTools employs Biositemap technology to retrieve and service meta-data about diverse bioinformatics data services, tools, and web-services. iTools is developed by the National Centers for Biomedical Computing as part of the NIH Road Map Initiative.
Polythematic Structured Subject Heading System
Polythematic Structured Subject Heading System (abbreviated as PSH from the Czech Polytematický Strukturovaný Heslář) is a bilingual Czech–English controlled vocabulary of subject headings developed and maintained by the National Technical Library (the former State Technical Library) in Prague. It was designed for describing and searching information resources according to their subject. PSH contains more than 13,900 terms, which cover the main fields of human knowledge. Because of its release in SKOS, PSH can be used not only for describing documents in a library, but also for indexing web pages. Everyone can use PSH for free. PSH is a part of the Linked Open Data cloud diagram (LOD cloud diagram). The image of the LOD cloud diagram shows datasets that have been published in Linked Data format, by contributors to the Linked Open Data community project and other individuals and organisations. == History and development == The PSH preparation project started in 1993, supported by several grants from the Czech Ministry of Culture and Czech Ministry of Education, Youth and Sport. Since 1995, PSH has been used for indexing the State Technical Library's documents. Starting 1997, PSH has been distributed to other libraries and companies, originally as a commercial, paid product; since 2009 for free. In 2000, the State Technical Library received a grant from the Ministry of Culture to translate PSH into English. The next milestone in its development was its releasing in the SKOS format, in 2009. The vast majority of new subject headings is suggested and approved by the indexing experts from the National Technical Library. However, the users and public can also make suggestions, using an online form, which are then assessed by the experts. The main decisions about the development and the future of PSH are done by the Committee for Coordination of Polythematic Structured Subject Heading System. The Committee consists of specialists from the National Technical Library and cooperating institutions, and representatives from the libraries and companies which use PSH. The Committee meets once a year in the National Technical Library; in the meantime, the members communicate using an electronic mailing list. == Browsing PSH == PSH Browser was released in June 2009. It serves for browsing the PSH system and its distribution in SKOS format. This tool navigates users through PSH from general to specific terms. Users can also use the Search field. PSH manager tool was released in 2012. It serves as an indexing tool especially to catalogers. Catalogers can easy orient in its clear structure. All the terms in PSH manager contain link to the catalogue of NTK. There can be also viewed the record in MARC21 format. == Autoindexing == In 2012 was released beta version of autoindexing application. It is accessible on Autoindexing. Users enter chosen text into indexing field and activate indexing. In few seconds the terms describing content are displayed. == PSH structure == PSH is a tree structure with 44 thematic sections. Subject headings are included in a hierarchy of six (or seven) levels according to their semantic content and specificity. There are hierarchical, associative ("see also") and equivalence ("see") relations in PSH. Hierarchical relations are represented by broader and narrower terms (e.g. physical diagnostic methods is broader term to electrocardiography, and on the other hand, electrocardiography is narrower term to physical diagnostic methods). Equivalence relations link subject headings with their nonpreferred versions (e.g. electrocardiography and ECG). Moreover, associative relations are used to link related subject headings from different parts of PSH, regardless their affiliation to a section, (e.g. electrocardiography: see also cardiology). Every subject heading belongs to just one section, which has its own two-character abbreviation, assigned to every subject heading of the section. This enables users to recognize affiliation of subject headings from lower levels to the thematic sections. The 44 thematic sections have following root nodes: == PSH formats == The main format for storage, maintenance and sharing PSH is the MARC 21 Format for Authority Data, which is implemented in library automated systems. PSH is also available in SKOS, using RDF/XML syntax, which is a version suitable for web distribution. Single headings can be accessed on the PSH website through URI links. Alternatively, the whole vocabulary can be downloaded in one file. It is possible to display tags from PSH (metadata snippets – Dublin Core and CommonTag), which can be embedded in an HTML document to provide its semantic description in a machine-readable way. == New subject headings == New subject headings are primarily obtained through the log analysis in the National Technical Library's on-line catalogue of documents, which are the terms used by end-users when searching various documents. Google Analytics service is now used for gaining search queries used by users. Within the data analysis, users queries are divided into seven categories that contain the title of the document, person, subject, action, institution, geographical terms and others. Then the candidates for new preferred terms and non-preferred terms are identified in the subject category. Users can suggest preferred or non-preferred terms through the web form or via e-mail psh(@)techlib.cz. == PSH and Creative Commons == PSH/SKOS has been available under the Creative Commons License CC BY 3.0 CZ (Attribution-ShareAlike 3.0 Czech Republic)since 2011. Users are free to copy, distribute, display and perform the work and make derivative works, but they must give the original author credit and if they alter, transform, or build upon this work, they have to distribute the resulting work only under a licence identical to this one. Users can download all data in one zip file, which is continuously updated.
Utah Artificial Intelligence Policy Act
The Utah Artificial Intelligence Policy Act (SB-149) was signed into law in Utah in 2024 and amended in 2025. The first state law in the United States specifically regulating generative AI, it went into effect on May 1, 2024. The law requires companies to disclose if their customers interact with AI instead of a human. It also established an Office of Artificial Intelligence Policy. Amendments to the Act went into effect on May 7, 2025. While the 2024 Act requires companies to disclose generative AI use when asked by customers, the amendments introduced stricter requirements for higher-risk interactions. SB 226 mandates disclosure of AI use in high-risk interactions involving health, financial, and biometric data, or when providing consumers with advice on financial, legal, or healthcare matters.
Free Studio
Free Studio is a freeware set of multimedia computer programs developed by DVDVideoSoft. The programs are available in one integrated package and also as separate downloads (Free Studio Manager is included in both). == Overview == The Free Studio software bundle consists of about 48 programs, grouped into several sections: YouTube, MP3 & Audio, CD-DVD-BD, DVD & Video, Photo & Images, Mobiles, Apple Devices, and 3D. The largest group is the DVD & Video section containing 14 different applications. Mobiles section is the second largest group with 13 programs. However, the YouTube section, particularly YouTube downloading programs, has gained more popularity among users. The programs have been tested and endorsed by a dozen of software portals and have won awards from these sites. Free Studio is most popular in Germany, Greece, Italy, and the United States. It is also popular in Japan, France, and the United Kingdom. Some of the programs in the package are free and open-source software. == History == DVDVideoSoft project was launched in 2006 by company Digital Wave Ltd., for software development to produce multimedia application software. The founders distributed paid software as an affiliate at the start, later their own products appeared on the site. Free YouTube Download was the first successful program, then DVDVideoSoft created and launched several other 'Free YouTube' applications. Later on upon users' requests DVDVideoSoft started developing other kinds of applications including media converters etc. Today DVDVideoSoft offers up to 49 different programs for video, audio and image processing individually or integrated into the Free Studio package. == Features == DVDVideoSoft YouTube programs can be used to download YouTube videos in their original format and convert them to AVI, DVD, MP4, WMV etc. or different audio formats. YouTube section contains Free Video Call Recorder for Skype button, but the program itself is not included into FS installation (it has to be downloaded and installed separately). The "MP3 & Audio" section consists of the programs which convert audio files between different formats, convert audio files to Flash for web, extract audio from video files, edit audio files (Free Audio Dub), rip and burn CDs. Enclosed in the CD-DVD-BD section are the applications that enable users to burn files and folders to discs, to convert videos to a DVD format and vice versa, to burn CDs, and to copy music from audio CDs into files. The "DVD and Video" section contains several desktop video and DVD converters. Some of the programs can flip, rotate and cut (Free Video Dub) videos. One of the most popular programs from the section is Free Video Dub. Converted videos are now, contrary to previous versions, watermarked if no paid membership is present. Free Studio includes several applications for Apple phones, iPods and other devices. The Mobiles section contains a dozen video converters for various mobile devices such as cell phones, Tablets and Game consoles. They convert videos to play them on (BlackBerry, HTC, LG phones, Sony/Sony Ericsson, Nintendo, Xbox, Motorola phones, etc.) The "Photo & Images" section incorporates the programs for image conversion and resizing, extracting JPEG frames from videos (Free Video To JPEG Converter), recording screen activities, making screenshots (Free Screen Recorder). The 3D section is composed of the programs to make 3D videos and 3D images. There are several algorithms which allow to create different types of 3D images. == Supported formats == === Video formats === Input: .avi; .ivf; .div; .divx; .mpg; .mpeg; .mpe; .mp4; .m4v; .wmv; .asf; .webm; .mkv; .mov; .qt; .ts; .mts; .m2t; .m2ts; .mod; .tod; .vro; .dat; .3gp2; .3gpp; .3gp; .3g2; .dvr-ms; .flv; .f4v; .amv; .rm; .rmm; .rv; .rmvb; .ogv; DVD video Output: .mp4; .wmv; .avi; .mkv; .webm; .flv; .swf; .mov; .3gp; .m2ts; DVD video === Audio formats === Input: .mp3 .wav; .aac; .m4a; .m4b; .wma; .ogg; .flac; .ra; .ram; .amr; .ape; .mka; .tta; .aiff; .au; .mpc; .spx; .ac3; audio cd Output: .mp3; .m4a; .aac; .wav; .wma; .ogg; .flac; .ape; audio CD === Image formats === Input: .jpg, .png, .bmp, .gif, .tga Output: .jpg, .png, .bmp, .gif, .tga, .pdf == Reception == The programs have been tested and endorsed by Chip Online, Tucows, SnapFiles, Brothersoft, and Softonic and have won awards from these sites. Free Studio is most popular in Germany, United States and Italy. It is also popular in Japan, France and the United Kingdom. The most popular applications, according to CNET statistics, include Free YouTube to MP3 Converter, Free Video to MP3 Converter, Free MP4 Video Converter and Free YouTube Download. Other programs with high rank: Free AVI Video Converter, Free Video Editor, Free Audio Converter and Free Studio in a whole. == Criticism == Free Studio (as can be common for freeware packages) is criticized for toolbar and Web search engine installation. Older versions have also included OpenCandy, which is loaded automatically, with no request for user approval. There can be difficulties installing only the programs needed without installing bundled extra programs. In March 2017, DVDVideoSoft announced that it had stopped showing other products' ads during installation and removed all toolbars, search engines, and OpenCandy.
Xcon
The R1, internally called XCON (Expert Configurer), program was a production-rule-based system written in OPS5 by John P. McDermott of Carnegie Mellon University in 1978 to assist in the ordering of Digital Equipment Corporation's (DEC) VAX computer systems by automatically selecting the computer system components based on the customer's requirements. == Overview == In developing the system, McDermott made use of experts from both DEC's PDP/11 and VAX computer systems groups. These experts sometimes even disagreed amongst themselves as to an optimal configuration. The resultant "sorting it out" had an additional benefit in terms of the quality of VAX systems delivered. XCON first went into use in 1980 in DEC's plant in Salem, New Hampshire, US. It eventually had about 2500 rules. By 1986, it had processed 80,000 orders, and achieved 95–98% accuracy. It was estimated to be saving DEC $25M a year by reducing the need to give customers free components when technicians made errors, by speeding the assembly process, and by increasing customer satisfaction. Before XCON, when ordering a VAX from DEC, every cable, connection, and bit of software had to be ordered separately. (Computers and peripherals were not sold complete in boxes as they are today.) The sales people were not always very technically expert, so customers would find that they had hardware without the correct cables, printers without the correct drivers, a processor without the correct language chip, and so on. This meant delays and caused a lot of customer dissatisfaction and resultant legal action. XCON interacted with the sales person, asking critical questions before printing out a coherent and workable system specification/order slip. XCON's success led DEC to rewrite XCON as XSEL—a version of XCON intended for use by DEC's salesforce to aid a customer in properly configuring their VAX (so they would not, say, choose a computer too large to fit through their doorway or choose too few cabinets for the components to fit in). Location problems and configuration were handled by yet another expert system, XSITE. McDermott's 1980 paper on R1 won the Association for the Advancement of Artificial Intelligence (AAAI) Classic Paper Award in 1999. Footnote 2 gave a humorous explanation for the name "R1" as "Four years ago I couldn't even say "knowledge engineer", now I ... [are one.]".