Oculus Medium is a digital sculpting software that works with virtual reality headsets and 6DoF motion controllers. It is used to create and paint digital sculptures. Medium works only on Oculus Rift. It was released on December 5, 2016, following with a major update in 2018 introducing new features and a revamped UI. On December 9, 2019, Oculus Medium was acquired by Adobe and re-named to "Medium by Adobe".
Ed (chatbot)
Ed was a chatbot co-developed by the Los Angeles Unified School District and AllHere Education. Described as a learning acceleration platform, it was the first personal assistant for students in the United States. Part of the district's Individual Acceleration Plan, it was able to interact with students both verbally and visually, offering support in 100 languages. The chatbot was launched on March 20, 2024, as part of the district's plan for academic recovery from the COVID-19 pandemic and to improve overall academic performance. Utilizing artificial intelligence, Ed organizes data and reports on grades, test scores, and attendance, creating individualized plans for each student. After the company behind it, AllHere, collapsed, the district shuttered operations of the chatbot on June 14, 2024. The firm is under investigation by the US Federal Bureau of Investigation. == History == On February 14, 2022, Alberto M. Carvalho became the Superintendent of the Los Angeles Unified School District, pledging to give the district a full academic recovery from the COVID-19 pandemic. In December 2022, he announced the Individual Acceleration Plan for the district, which aimed to provide each student with a unique progress report and help them determine if they were on track to graduate. The district faced criticism from disability advocates for its management of Individualized Education Programs, and in April 2022, the United States Department of Education announced that the district had failed to provide appropriate educational services to students with disabilities during the pandemic. The district had been grappling with significant absenteeism issues since the pandemic, which led to declining academic performance and disengagement among students. On February 17, 2023, the district issued a request for proposals to develop a fully integrated portal system. Later that year, they signed a $6 million, five-year contract with AllHere Education, a Boston-based company founded in 2016. The introduction of Ed follows the public launch of ChatGPT, which has been utilized by both teachers and students in educational settings. On August 4, 2023, during an annual address at the Walt Disney Concert Hall, Carvalho and the Los Angeles Unified School District announced the launch of Ed. The district invested $4 million into the chatbot, with Carvalho noting that this cost would be halved thanks to donor and grant funding. The chatbot was launched on March 20, 2024. Following its launch, a press conference was held to address security and technology concerns. Carvalho stated that the district had collaborated with security companies and incorporated filters to screen for threatening language. Months after its launch, AllHere Education furloughed most of its staff on June 14, citing their “current financial position” on its website as the reason. After learning about the furlough, the district terminated its dealings with AllHere Education. However, it stated its intention to bring the chatbot back in the future once officials determine the best course of action. Carvalho announced that he would appoint an independent task force to review what went wrong with AllHere Education and the chatbot. On February 25, 2026, the FBI served a search warrant on Carvalho’s home and office in connection with AllHere. The FBI also raided the LAUSD's headquarters. == Service == The chatbot was described as a personal assistant and a "one-stop shop for parents and students" who want to see information about a student's attendance and grades, as well as other resources from the district. Additionally, the application can function as an alarm clock, provide daily lunch menus from the school cafeteria, and offer updates on the location of school buses. The chatbot also helps students and parents who do not speak English as their first language by translating displayed information into approximately 100 different languages. The application can also help with submitting applications and give updates on progress and upcoming assignments. The district stated that the primary goal of Ed was to actively motivate students to complete homework and other tasks. == Reception == The chatbot received a mostly positive reception among parents and observers upon its launch. Some parents and teachers expressed caution about the technology, voicing concerns that the district's push for its implementation lacked public accountability. Rob Nelson from the University of Pennsylvania described the district's strategy as risky, saying that the release felt "like the beginning of a Clippy-level disaster". After the chatbot's shutdown, The 74 criticized it for misusing student data. Chris Whiteley, a former software engineer at AllHere Education, alleged that the data collected by the chatbot likely violated the district's data privacy rules.
General Data Protection Regulation
The General Data Protection Regulation (Regulation (EU) 2016/679), abbreviated GDPR, is a European Union regulation on information privacy in the European Union (EU) and the European Economic Area (EEA). The GDPR is an important component of EU privacy law and human rights law, in particular Article 8(1) of the Charter of Fundamental Rights of the European Union. It also governs the transfer of personal data outside the EU and EEA. The GDPR's goals are to enhance individuals' control and rights over their personal information and to simplify the regulations for international business. It supersedes the Data Protection Directive 95/46/EC and, among other things, simplifies the terminology. The European Parliament and Council of the European Union adopted the GDPR on 14 April 2016, to become effective on 25 May 2018. As an EU regulation (instead of a directive), the GDPR has direct legal effect and does not require transposition into national law. However, it also provides flexibility for individual member states to modify (derogate from) some of its provisions. As an example of the Brussels effect, the regulation became a model for many other laws around the world, including in Brazil, Japan, Singapore, South Africa, South Korea, Sri Lanka, and Thailand. After leaving the European Union, the United Kingdom enacted its "UK GDPR", identical to the GDPR. The California Consumer Privacy Act (CCPA), adopted on 28 June 2018, has many similarities with the GDPR. == Contents == The GDPR 2016 has eleven chapters, concerning general provisions, principles, rights of the data subject, duties of data controllers or processors, transfers of personal data to third-party countries, supervisory authorities, cooperation among member states, remedies, liability or penalties for breach of rights, provisions related to specific processing situations, and miscellaneous final provisions. The GDPR also contains 173 recitals purposed to clarify scope and rationale for the regulatory provisions, as well as its legislative intents – Recital 4, for instance, begins by saying that the processing of personal data should be "designed to serve mankind". === General provisions === The regulation applies if the data controller, or processor, or the data subject (person) is based in the EU. The regulation also applies to organisations based outside the EU if they collect or process personal data of individuals located inside the EU. The regulation does not apply to the processing of data by private persons provided that the purpose has no connection to a professional or commercial activity." (Recital 18). According to the European Commission, "Personal data is information that relates to an identified or identifiable individual. If you cannot directly identify an individual from that information, then you need to consider whether the individual is still identifiable. You should take into account the information you are processing together with all the means reasonably likely to be used by either you or any other person to identify that individual." The precise definitions of terms such as "personal data", "processing", "data subject", "controller", and "processor" are stated in Article 4. The regulation does not purport to apply to the processing of personal data for national security activities or law enforcement of the EU; however, industry groups concerned about facing a potential conflict of laws have questioned whether Article 48 could be invoked to seek to prevent a data controller subject to a third country's laws from complying with a legal order from that country's law enforcement, judicial, or national security authorities to disclose to such authorities the personal data of an EU person, regardless of whether the data resides in or out of the EU. Article 48 states that any judgement of a court or tribunal and any decision of an administrative authority of a third country requiring a controller or processor to transfer or disclose personal data may not be recognised or enforceable in any manner unless based on an international agreement, like a mutual legal assistance treaty in force between the requesting third (non-EU) country and the EU or a member state. The data protection reform package also includes a separate Data Protection Directive for the police and criminal justice sector that provides rules on personal data exchanges at State level, Union level, and international levels. A single set of rules applies to all EU member states. Each member state establishes an independent supervisory authority (SA) to hear and investigate complaints, sanction administrative offences, etc. SAs in each member state co-operate with other SAs, providing mutual assistance and organising joint operations. If a business has multiple establishments in the EU, it must have a single SA as its "lead authority", based on the location of its "main establishment" where the main processing activities take place. The lead authority thus acts as a "one-stop shop" to supervise all the processing activities of that business throughout the EU. A European Data Protection Board (EDPB) co-ordinates the SAs. EDPB thus replaces the Article 29 Data Protection Working Party. There are exceptions for data processed in an employment context or in national security that still might be subject to individual country regulations. === Principles and lawful purposes === Article 5 sets out six principles relating to the lawfulness of processing personal data. The first of these specifies that data must be processed lawfully, fairly and in a transparent manner. Article 6 develops this principle by specifying that personal data may not be processed unless there is at least one legal basis for doing so. The other principles refer to "purpose limitation", "data minimisation", "accuracy", "storage limitation", and "integrity and confidentiality". Article 6 states that the lawful purposes are: (a) If the data subject has given consent to the processing of his or her personal data; (b) To fulfill contractual obligations with a data subject, or for tasks at the request of a data subject who is in the process of entering into a contract; (c) To comply with a data controller's legal obligations; (d) To protect the vital interests of a data subject or another individual; (e) To perform a task in the public interest or in official authority; (f) For the legitimate interests of a data controller or a third party, unless these interests are overridden by interests of the data subject or her or his rights according to the Charter of Fundamental Rights (especially in the case of children). If informed consent is used as the lawful basis for processing, consent must have been explicit for data collected and each purpose data is used for. Consent must be a specific, freely given, plainly worded, and unambiguous affirmation given by the data subject; an online form which has consent options structured as an opt-out selected by default is a violation of the GDPR, as the consent is not unambiguously affirmed by the user. In addition, multiple types of processing may not be "bundled" together into a single affirmation prompt, as this is not specific to each use of data, and the individual permissions are not freely given. (Recital 32). Data subjects must be allowed to withdraw this consent at any time, and the process of doing so must not be harder than it was to opt in. A data controller may not refuse service to users who decline consent to processing that is not strictly necessary in order to use the service. Consent for children, defined in the regulation as being less than 16 years old (although with the option for member states to individually make it as low as 13 years old), must be given by the child's parent or custodian, and verifiable. If consent to processing was already provided under the Data Protection Directive, a data controller does not have to re-obtain consent if the processing is documented and obtained in compliance with the GDPR's requirements (Recital 171). === Rights of the data subject === ==== Transparency and modalities ==== Article 12 requires the data controller to provide information to the "data subject in a concise, transparent, intelligible and easily accessible form, using clear and plain language, in particular for any information addressed specifically to a child." ==== Information and access ==== The right of access (Article 15) is a data subject right. It gives people the right to access their personal data and information about how this personal data is being processed. A data controller must provide, upon request, an overview of the categories of data that are being processed as well as a copy of the actual data; furthermore, the data controller has to inform the data subject on details about the processing, such as the purposes of the processing, with whom the data is shared, and how it acquired the data. A data subject must be able to transfer personal data from one electro
Qualification problem
In philosophy and AI (especially, knowledge-based systems), the qualification problem is concerned with the impossibility of listing all the preconditions required for a real-world action to have its intended effect. It might be posed as how to deal with the things that prevent me from achieving my intended result. It is strongly connected to, and opposite the ramification side of, the frame problem. John McCarthy gives the following motivating example, in which it is impossible to enumerate all the circumstances that may prevent a robot from performing its ordinary function: [T]he successful use of a boat to cross a river requires, if the boat is a rowboat, that the oars and rowlocks be present and unbroken, and that they fit each other. Many other qualifications can be added, making the rules for using a rowboat almost impossible to apply, and yet anyone will still be able to think of additional requirements not yet stated.
Knowledge space
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. == Motivation == Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. == Model structure == Knowledge Space Theory-based models presume that an educational subject S can be modeled as a finite set Q of concepts, skills, or topics. Each feasible state of knowledge about S is then a subset of Q; the set of all such feasible states is K. The precise term for the information (Q, K) depends on the extent to which K satisfies certain axioms: A knowledge structure assumes that K contains the empty set (a student may know nothing about S) and Q itself (a student may have fully mastered S). A knowledge space is a knowledge structure that is closed under set union: if, for each topic, there is an expert in a class on that topic, then it is possible, with enough time and effort, for each student in the class to become an expert on all those topics simultaneously. A quasi-ordinal knowledge space is a knowledge space that is also closed under set intersection: if student a knows topics A and B; and student c knows topics B and C; then it is possible for another student b to know only topic B. A well-graded knowledge space or learning space is a knowledge space satisfying the following axiom: If S∈K, then there exists x∈S such that S\{x}∈K In educational terms, any feasible body of knowledge can be learned one concept at a time. === Prerequisite partial order === The more contentful axioms associated with quasi-ordinal and well-graded knowledge spaces each imply that the knowledge space forms a well-understood (and heavily studied) mathematical structure: A quasi-ordinal knowledge space can be associated with a distributive lattice under set union and set intersection. The name "quasi-ordinal" arises from Birkhoff's representation theorem, which explains that distributive lattices uniquely correspond to partial orders. A well-graded knowledge space is an antimatroid, a type of mathematical structure that describes certain problems solvable with a greedy algorithm. In either case, the mathematical structure implies that set inclusion defines partial order on K, interpretable as an educational prerequirement: if a(⪯)b in this partial order, then a must be learned before b. === Inner and outer fringe === The prerequisite partial order does not uniquely identify a curriculum; some concepts may lead to a variety of other possible topics. But the covering relation associated with the prerequisite partial does control curricular structure: if students know a before a lesson and b immediately after, then b must cover a in the partial order. In such a circumstance, the new topics covered between a and b constitute the outer fringe of a ("what the student was ready to learn") and the inner fringe of b ("what the student just learned"). == Construction of knowledge spaces == In practice, there exist several methods to construct knowledge spaces. The most frequently used method is querying experts. There exist several querying algorithms that allow one or several experts to construct a knowledge space by answering a sequence of simple questions. Another method is to construct the knowledge space by explorative data analysis (for example by item tree analysis) from data. A third method is to derive the knowledge space from an analysis of the problem solving processes in the corresponding domain.
Programming tool
A programming tool or software development tool is a computer program that is used to develop another computer program, usually by helping the developer manage computer files. For example, a programmer may use a tool called a source code editor to edit source code files, and then a compiler to convert the source code into machine code files. They may also use build tools that automatically package executable program and data files into shareable packages or install kits. A set of tools that are run one after another, with each tool feeding its output to the next one, is called a toolchain. An integrated development environment (IDE) integrates the function of several tools into a single program. Usually, an IDE provides a source code editor as well as other built-in or plug-in tools that help with compiling, debugging, and testing. Whether a program is considered a development tool can be subjective. Some programs, such as the GNU compiler collection, are used exclusively for software development while others, such as Notepad, are not meant specifically for development but are nevertheless often used for programming. == Categories == Notable categories of development tools: Assembler – Converts assembly language into machine code Bug tracking system – Software application that records software bugs Build automation – Building software via an unattended fashion Code review software – Activity where one or more people check a program's code Compiler – Software that translates code from one programming language to another Compiler-compiler – Program that generates parsers or compilers, a.k.a. parser generator Debugger – Software for debugging a computer program Decompiler – Program translating executable to source code Disassembler – Computer program to translate machine language into assembly language Documentation generator – Automation technology for creating software documentation Graphical user interface builder – Software development tool Linker – Program that combines intermediate build files into an executable file Loader – Loads executable files into memory and prepares them for execution by the CPU. Memory debugger – Software memory problem finder Minifier – Removal of unnecessary characters in code without changing its functionality Pretty-printer – Formatting to make code or markup easier to readPages displaying short descriptions of redirect targets Performance profiler – Measuring the time or resources used by a section of a computer program Static code analyzer – Analysis of computer programs without executing themPages displaying short descriptions of redirect targets Source code editor – Text editor specializing in software codePages displaying short descriptions of redirect targets Source code generation – Type of computer programmingPages displaying short descriptions of redirect targets Version control system – Stores and tracks versions of files
Linde–Buzo–Gray algorithm
The Linde–Buzo–Gray algorithm (named after its creators Yoseph Linde, Andrés Buzo and Robert M. Gray, who designed it in 1980) is an iterative vector quantization algorithm to improve a small set of vectors (codebook) to represent a larger set of vectors (training set), such that it will be locally optimal. It combines Lloyd's Algorithm with a splitting technique in which larger codebooks are built from smaller codebooks by splitting each code vector in two. The core idea of the algorithm is that by splitting the codebook such that all code vectors from the previous codebook are present, the new codebook must be as good as the previous one or better. == Description == The Linde–Buzo–Gray algorithm may be implemented as follows: algorithm linde-buzo-gray is input: set of training vectors training, codebook to improve old-codebook output: codebook that is twice the size and better or as good as old-codebook new-codebook ← {} for each old-codevector in old-codebook do insert old-codevector into new-codebook insert old-codevector + 𝜖 into new-codebook where 𝜖 is a small vector return lloyd(new-codebook, training) algorithm lloyd is input: codebook to improve, set of training vectors training output: improved codebook do previous-codebook ← codebook clusters ← divide training into |codebook| clusters, where each cluster contains all vectors in training who are best represented by the corresponding vector in codebook for each cluster cluster in clusters do the corresponding code vector in codebook ← the centroid of all training vectors in cluster while difference in error representing training between codebook and previous-codebook > 𝜖 return codebook