Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups. Transliteracy combines a range of capabilities required to move across a range of contexts, media, technologies and genres. Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. (See figure below) The concept of transliteracy is impacting the system of education and libraries. == History == While the term appears to come from the prefix trans- ('across') and the word literacy, the scholars who coined it say they developed it from the practice of transliteration, which means to use the letters of one language to write down a different language. The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by University of California at Santa Barbara Professor Alan Liu. The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time De Montfort University Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group. The current meaning of transliteracy was defined in the group's seminal paper Transliteracy: crossing divides as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks." The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. Transliteracy Research Group Archive 2006–2013 curates numerous resources from this period. For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context. Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity, while Suzana Sukovic, executive director of educational research and evidence-based practice at HETI, researched transliteracy in relation to digital storytelling. The first book on the topic, Transliteracy in complex information environment by Sukovic, is based on research and experience with practice-based projects. == Transliteracy in education == Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today. In 2012, Adam Marcus, a teacher and librarian at the New York City Department of Education (NYCDOE), decided to incorporate transliteracy into his school's public library summer reading program. He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media. He used a tool called VoiceThread in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music". Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life. The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given. Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then. The Agence nationale de la recherche funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed. Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students." The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally. In addition, students were not allotted a lot of time to complete their projects which also impacted their final product. == Transliteracy in libraries == In 2009, Dr. Susie Andretta, senior lecturer in Information Management at London Metropolitan University, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline. She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)." The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at. Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy. Bernadette Daly Swanson, an Academic Librarian at UC Davis, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term transliteracy, they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at Dominican University, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking – I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it." Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services. "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users." Thomas Ipri, a librarian at the University of Nevada, advocates for libraries needing to make a change in their literary functions. He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He f
Learning rate
In machine learning and statistics, the learning rate is a tuning parameter in an optimization algorithm that determines the step size at each iteration while moving toward a minimum of a loss function. Since it influences to what extent newly acquired information overrides old information, it metaphorically represents the speed at which a machine learning model "learns". In the adaptive control literature, the learning rate is commonly referred to as gain. In setting a learning rate, there is a trade-off between the rate of convergence and overshooting. While the descent direction is usually determined from the gradient of the loss function, the learning rate determines how big a step is taken in that direction. Too high a learning rate will make the learning jump over minima, but too low a learning rate will either take too long to converge or get stuck in an undesirable local minimum. In order to achieve faster convergence, prevent oscillations and getting stuck in undesirable local minima the learning rate is often varied during training either in accordance to a learning rate schedule or by using an adaptive learning rate. The learning rate and its adjustments may also differ per parameter, in which case it is a diagonal matrix that can be interpreted as an approximation to the inverse of the Hessian matrix in Newton's method. The learning rate is related to the step length determined by inexact line search in quasi-Newton methods and related optimization algorithms. == Learning rate schedule == Initial rate can be left as system default or can be selected using a range of techniques. A learning rate schedule changes the learning rate during learning and is most often changed between epochs/iterations. This is mainly done with two parameters: decay and momentum. There are many different learning rate schedules but the most common are time-based, step-based and exponential. Decay serves to settle the learning in a nice place and avoid oscillations, a situation that may arise when too high a constant learning rate makes the learning jump back and forth over a minimum, and is controlled by a hyperparameter. Momentum is analogous to a ball rolling down a hill; we want the ball to settle at the lowest point of the hill (corresponding to the lowest error). Momentum both speeds up the learning (increasing the learning rate) when the error cost gradient is heading in the same direction for a long time and also avoids local minima by 'rolling over' small bumps. Momentum is controlled by a hyperparameter analogous to a ball's mass which must be chosen manually—too high and the ball will roll over minima which we wish to find, too low and it will not fulfil its purpose. The formula for factoring in the momentum is more complex than for decay but is most often built in with deep learning libraries such as Keras. Time-based learning schedules alter the learning rate depending on the learning rate of the previous time iteration. Factoring in the decay the mathematical formula for the learning rate is: η n + 1 = η 0 1 + d n {\displaystyle \eta _{n+1}={\frac {\eta _{0}}{1+dn}}} where η {\displaystyle \eta } is the learning rate, η 0 {\displaystyle \eta _{0}} is the original learning rate, d {\displaystyle d} is a decay parameter and n {\displaystyle n} is the iteration step. Step-based learning schedules changes the learning rate according to some predefined steps. The decay application formula is here defined as: η n = η 0 d ⌊ 1 + n r ⌋ {\displaystyle \eta _{n}=\eta _{0}d^{\left\lfloor {\frac {1+n}{r}}\right\rfloor }} where η n {\displaystyle \eta _{n}} is the learning rate at iteration n {\displaystyle n} , η 0 {\displaystyle \eta _{0}} is the initial learning rate, d {\displaystyle d} is how much the learning rate should change at each drop (0.5 corresponds to a halving) and r {\displaystyle r} corresponds to the drop rate, or how often the rate should be dropped (10 corresponds to a drop every 10 iterations). The floor function ( ⌊ … ⌋ {\displaystyle \lfloor \dots \rfloor } ) here drops the value of its input to 0 for all values smaller than 1. Exponential learning schedules are similar to step-based, but instead of steps, a decreasing exponential function is used. The mathematical formula for factoring in the decay is: η n = η 0 e − d n {\displaystyle \eta _{n}=\eta _{0}e^{-dn}} where d {\displaystyle d} is a decay parameter. == Adaptive learning rate == The issue with learning rate schedules is that they all depend on hyperparameters that must be manually chosen for each given learning session and may vary greatly depending on the problem at hand or the model used. To combat this, there are many different types of adaptive gradient descent algorithms such as Adagrad, Adadelta, RMSprop, and Adam which are generally built into deep learning libraries such as Keras.
Aidan Gomez
Aidan Gomez is a British-Canadian computer scientist working in the field of artificial intelligence, with a focus on natural language processing. He is the co-founder and CEO of the technology company Cohere. == Early life and education == Gomez grew up in Brighton, Ontario. He graduated from the University of Toronto with a bachelor's degree in computer science and mathematics. He was pursuing a PhD in computer science from the University of Oxford. He paused his studies to launch Cohere. He was granted the PhD in 2024. == Career == In 2017, as a 20 year-old intern at Google Brain, Gomez was one of eight authors of the research paper "Attention Is All You Need", which is credited with changing the AI industry and helping lead to the creation of ChatGPT. The paper proposed a novel deep learning architecture called the transformer, that enables machine learning models to analyze large amounts of data for patterns, and then use those patterns to make predictions while leveraging GPU parallelization. It has been commonly adopted for training large language models and in the development of generative AI. In the same year, Gomez founded FOR.ai, a program to help researchers learn machine learning techniques in a collaborative format. An outgrowth of this project was Cohere For AI (now Cohere Labs), which released Aya, an open-source multilingual LLM. As a PhD student, Gomez worked as a machine learning researcher at Google Brain. At that time, he co-authored the paper "One Model to Learn Them All" about multi-task learning by a single neural network. In 2019, Gomez left Google Brain to launch Cohere, an enterprise-focused company that helps businesses implement AI into chatbots, search engines, and other products. As of Sept 2025, Cohere has raised about US$1.6 billion at valuation north of $7 billion, as Gomez leads the company as its CEO. Gomez was named to the 2023 Time 100/AI list of the most influential people in the field of artificial intelligence. He and his fellow Cohere founders Ivan Zhang and Nick Frosst were named number 1 on 2023 Maclean's AI Trailblazers Power List. In April 2025, Gomez was elected to the board of Rivian. == Views on AI == Gomez has stated that warnings regarding the existential risk from artificial intelligence are overblown, and that real risks involve the automated spread of misinformation on social media. He said that the United States would win the AI arms race over China.
Fifth Generation Computer Systems
The Fifth Generation Computer Systems (FGCS; Japanese: 第五世代コンピュータ, romanized: daigosedai konpyūta) was a 10-year initiative launched in 1982 by Japan's Ministry of International Trade and Industry (MITI) to develop computers based on massively parallel computing and logic programming. The project aimed to create an "epoch-making computer" with supercomputer-like performance and to establish a platform for future advancements in artificial intelligence. Although FGCS was noted as ahead of its time, and its ambitious goals contributed significantly to the development of concurrent logic programming, it ultimately ended in commercial failure. The term "fifth generation" was chosen to emphasize the system's advanced nature. In the history of computing hardware, there had been four prior "generations" of computers: the first generation utilized vacuum tubes; the second, transistors and diodes; the third, integrated circuits; and the fourth, microprocessors. While earlier generations focused on increasing the number of logic elements within a single CPU, it was widely believed at the time that the fifth generation would achieve enhanced performance through the use of massive numbers of CPUs. == Background == In the late 1960s until the early 1970s, there was much talk about "generations" of computer hardware, then usually organized into three generations First generation: Thermionic vacuum tubes. Mid-1940s. IBM pioneered the arrangement of vacuum tubes in pluggable modules. The IBM 650 was a first-generation computer. Second generation: Transistors. 1956. The era of miniaturization begins. Transistors are much smaller than vacuum tubes, draw less power, and generate less heat. Discrete transistors are soldered to circuit boards, with interconnections accomplished by stencil-screened conductive patterns on the reverse side. The IBM 7090 was a second-generation computer. Third generation: Integrated circuits (silicon chips containing multiple transistors). 1964. A pioneering example is the ACPX module used in the IBM 360/91, which, by stacking layers of silicon over a ceramic substrate, accommodated over 20 transistors per chip; the chips could be packed together onto a circuit board to achieve unprecedented logic densities. The IBM 360/91 was a hybrid second and third-generation computer. Omitted from this taxonomy is the "zeroth-generation" computer based on metal gears (such as the IBM 407) or mechanical relays (such as the Mark I), and the post-third-generation computers based on Very Large Scale Integrated (VLSI) circuits. There was also a parallel set of generations for software: First generation: Machine language. Second generation: Low-level programming languages such as Assembly language. Third generation: Structured high-level programming languages such as C, COBOL and FORTRAN. Fourth generation: "Non-procedural" high-level programming languages (such as object-oriented languages). Throughout these multiple generations up to the 1970s, Japan built computers following U.S. and British leads. In the mid-1970s, the Ministry of International Trade and Industry stopped following western leads and started looking into the future of computing on a small scale. They asked the Japan Information Processing Development Center (JIPDEC) to indicate a number of future directions, and in 1979 offered a three-year contract to carry out more in-depth studies along with industry and academia. It was during this period that the term "fifth-generation computer" started to be used. Prior to the 1970s, MITI guidance had successes such as an improved steel industry, the creation of the oil supertanker, the automotive industry, consumer electronics, and computer memory. MITI decided that the future was going to be information technology. However, the Japanese language, particularly in its written form, presented and still presents obstacles for computers. As a result of these hurdles, MITI held a conference to seek assistance from experts. The primary fields for investigation from this initial project were: Inference computer technologies for knowledge processing Computer technologies to process large-scale data bases and knowledge bases High-performance workstations Distributed functional computer technologies Super-computers for scientific calculation == Project launch == The aim was to build parallel computers for artificial intelligence applications using concurrent logic programming. The project imagined an "epoch-making" computer with supercomputer-like performance running on top of large databases (as opposed to a traditional filesystem) using a logic programming language to define and access the data using massively parallel computing/processing. They envisioned building a prototype machine with performance between 100M and 1G LIPS, where a LIPS is a Logical Inference Per Second. At the time typical workstation machines were capable of about 100k LIPS. They proposed to build this machine over a ten-year period, 3 years for initial R&D, 4 years for building various subsystems, and a final 3 years to complete a working prototype system. In 1982 the government decided to go ahead with the project, and established the Institute for New Generation Computer Technology (ICOT) through joint investment with various Japanese computer companies. After the project ended, MITI would consider an investment in a new "sixth generation" project. Ehud Shapiro captured the rationale and motivations driving this project: "As part of Japan's effort to become a leader in the computer industry, the Institute for New Generation Computer Technology has launched a revolutionary ten-year plan for the development of large computer systems which will be applicable to knowledge information processing systems. These Fifth Generation computers will be built around the concepts of logic programming. In order to refute the accusation that Japan exploits knowledge from abroad without contributing any of its own, this project will stimulate original research and will make its results available to the international research community." === Logic programming === The target defined by the FGCS project was to develop "Knowledge Information Processing systems" (roughly meaning, applied Artificial Intelligence). The chosen tool to implement this goal was logic programming. Logic programming approach as was characterized by Maarten Van Emden – one of its founders – as: The use of logic to express information in a computer. The use of logic to present problems to a computer. The use of logical inference to solve these problems. More technically, it can be summed up in two equations: Program = Set of axioms. Computation = Proof of a statement from axioms. The Axioms typically used are universal axioms of a restricted form, called Horn-clauses or definite-clauses. The statement proved in a computation is an existential statement. The proof is constructive, and provides values for the existentially quantified variables: these values constitute the output of the computation. Logic programming was thought of as something that unified various gradients of computer science (software engineering, databases, computer architecture and artificial intelligence). It seemed that logic programming was a key missing connection between knowledge engineering and parallel computer architectures. == Results == After having influenced the consumer electronics field during the 1970s and the automotive world during the 1980s, the Japanese had developed a strong reputation. The launch of the FGCS project spread the belief that parallel computing was the future of all performance gains, producing a wave of apprehension in the computer field. Soon parallel projects were set up in the US as the Strategic Computing Initiative and the Microelectronics and Computer Technology Corporation (MCC), in the UK as Alvey, and in Europe as the European Strategic Program on Research in Information Technology (ESPRIT), as well as the European Computer‐Industry Research Centre (ECRC) in Munich, a collaboration between ICL in Britain, Bull in France, and Siemens in Germany. The project ran from 1982 to 1994, spending a little less than ¥57 billion (about US$320 million) total. After the FGCS Project, MITI stopped funding large-scale computer research projects, and the research momentum developed by the FGCS Project dissipated. However MITI/ICOT embarked on a neural-net project which some called the Sixth Generation Project in the 1990s, with a similar level of funding. Per-year spending was less than 1% of the entire R&D expenditure of the electronics and communications equipment industry. For example, the project's highest expenditure year was 7.2 million yen in 1991, but IBM alone spent 1.5 billion dollars (370 billion yen) in 1982, while the industry spent 2150 billion yen in 1990. === Concurrent logic programming === In 1982, during a visit to the ICOT, Ehud Shapiro invented Concurrent Prolog, a novel programming language t
Representational harm
Systems cause representational harm when they misrepresent a group of people in a negative manner. Representational harms include perpetuating harmful stereotypes about or minimizing the existence of a social group, such as a racial, ethnic, gender, or religious group. Machine learning algorithms often commit representational harm when they learn patterns from data that have algorithmic bias, and this has been shown to be the case with large language models. While preventing representational harm in models is essential to prevent harmful biases, researchers often lack precise definitions of representational harm and conflate it with allocative harm, an unequal distribution of resources among social groups, which is more widely studied and easier to measure. However, recognition of representational harms is growing and preventing them has become an active research area. Researchers have recently developed methods to effectively quantify representational harm in algorithms, making progress on preventing this harm in the future. == Types == Three prominent types of representational harm include stereotyping, denigration, and misrecognition. These subcategories present many dangers to individuals and groups. Stereotypes are oversimplified and usually undesirable representations of a specific group of people, usually by race and gender. This often leads to the denial of educational, employment, housing, and other opportunities. For example, the model minority stereotype of Asian Americans as highly intelligent and good at mathematics can be damaging professionally and academically. Representational harm happens when the representation of details teams improves damaging stereotypes, developing social exclusion and prejudice. This experience is particularly noticeable in the depiction of marginalised groups, containing people of color, women, LGBTQ+ people, and people with handicaps. Media depictions of these groups generally stop working to catch their array and intricacy. Instead, they are typically reduced to one-dimensional caricatures, which ultimately continue social prejudices. These organised depictions contribute to the help of hazardous stereotypes and the marginalisation of these locations. Denigration is the action of unfairly criticizing individuals. This frequently happens when the demeaning of social groups occurs. For example, when searching for "Black-sounding" names versus "white-sounding" ones, some retrieval systems bolster the false perception of criminality by displaying ads for bail-bonding businesses. A system may shift the representation of a group to be of lower social status, often resulting in a disregard from society. Research shows that hazardous depictions in the media can have substantial emotional and social impacts on both individuals and areas. Lawrence Bobo examined the issue of Ethnic stereotype in film, tv, and marketing. African Americans are commonly received duties specified by features such as "violent tendencies," "laziness," or being "merely for contentment features." While these representations might appear varied externally, they stay to boost underlying frameworks of white prominence and racial inequality. As a circumstances, Black individuals are frequently represented as law offenders or in secondary roles, which adds to the support of Ethnic stereotype and Institutional racism. Misrecognition, or incorrect recognition, can display in many forms, including, but not limited to, erasing and alienating social groups, and denying people the right to self-identify. Erasing and alienating social groups involves the unequal visibility of certain social groups; specifically, systematic ineligibility in algorithmic systems perpetuates inequality by contributing to the underrepresentation of social groups. Not allowing people to self-identify is closely related as people's identities can be 'erased' or 'alienated' in these algorithms. Misrecognition causes more than surface-level harm to individuals: psychological harm, social isolation, and emotional insecurity can emerge from this subcategory of representational harm. == Quantification == As the dangers of representational harm have become better understood, some researchers have developed methods to measure representational harm in algorithms. Modeling stereotyping is one way to identify representational harm. Representational stereotyping can be quantified by comparing the predicted outcomes for one social group with the ground-truth outcomes for that group observed in real data. For example, if individuals from group A achieve an outcome with a probability of 60%, stereotyping would be observed if it predicted individuals to achieve that outcome with a probability greater than 60%. The group modeled stereotyping in the context of classification, regression, and clustering problems, and developed a set of rules to quantitatively determine if the model predictions exhibit stereotyping in each of these cases. Other attempts to measure representational harms have focused on applications of algorithms in specific domains such as image captioning, the act of an algorithm generating a short description of an image. In a study on image captioning, researchers measured five types of representational harm. To quantify stereotyping, they measured the number of incorrect words included in the model-generated image caption when compared to a gold-standard caption. They manually reviewed each of the incorrectly included words, determining whether the incorrect word reflected a stereotype associated with the image or whether it was an unrelated error, which allowed them to have a proxy measure of the amount of stereotyping occurring in this caption generation. These researchers also attempted to measure demeaning representational harm. To measure this, they analyzed the frequency with which humans in the image were mentioned in the generated caption. It was hypothesized that if the individuals were not mentioned in the caption, then this was a form of dehumanization. == Examples == One of the most notorious examples of representational harm was committed by Google in 2015 when an algorithm in Google Photos classified Black people as gorillas. Developers at Google said that the problem was caused because there were not enough faces of Black people in the training dataset for the algorithm to learn the difference between Black people and gorillas. Google issued an apology and fixed the issue by blocking its algorithms from classifying anything as a primate. In 2023, Google's photos algorithm was still blocked from identifying gorillas in photos. Another prevalent example of representational harm is the possibility of stereotypes being encoded in word embeddings, which are trained using a wide range of text. These word embeddings are the representation of a word as an array of numbers in vector space, which allows an individual to calculate the relationships and similarities between words. However, recent studies have shown that these word embeddings may commonly encode harmful stereotypes, such as the common example that the phrase "computer programmer" is oftentimes more closely related to "man" than it is to "women" in vector space. This could be interpreted as a misrepresentation of computer programming as a profession that is better performed by men, which would be an example of representational harm. == Addressing representational harm == Initiatives to minimise representational harm include advertising for even more inclusive and accurate portrayals of marginalised teams in the media. Scholars and protestors recommend that the method to reducing representational injury depends on raising the selection of voices both behind and before the digital video camera. When marginalized groups are provided the chance to represent themselves, they can check traditional stereotypes and present their experiences additional authentically. Over the last few years, efforts to increase representation of people of color, women, and LGBTQ+ people in conventional media have made some progression. Films such as Selma, routed by Ava DuVernay, and tv series like Pose, developed by Ryan Murphy, have actually been extensively applauded for their nuanced and respectful representations of marginalised communities. These tasks existing complex individualities and stories that move past streamlined stereotypes. Self-representation is one more crucial method to addressing representational harm. By equipping marginalised locations to create their really own tales, media designers can effectively reduce the perpetuation of hazardous stereotypes. This procedure consists of both the manufacturing of media product by participants of these communities and proactively difficult typical media structures that have actually historically omitted them.
Easy8
Easy8 is a project management platform. It is an extension to Redmine. == History == Easy8 Group, the company behind Easy8, was established in 2006 by Filip Morávek who serves as the company's CEO and is also a founder of the Mindfulness Foundation. In 2007, the company released an open-source project management software based on Redmine that included modules for project financing. The Easy8 Group has also developed an identical product distributed in Czechia and Hungary. In 2021 Easy8 11 was released with mobile application, Rails 6, Ruby 3.0, Sidekiq B2B CRM features. In 2022 Easy8 was available in 70 countries. In 2023 Easy8 13 was released in collaboration with Scrum certified expert. In March 2026, Easy Redmine and Easy Project rebranded to Easy8. == Overview == Easy8 covers Waterfall and Agile project management individually or simultaneously. It is available in public and private cloud hosting or on-premises server. It's based on open-source technologies such as Redmine. It covers the complete process from planning through implementation to helpdesk support. Easy8 also implements techniques such as risk and resource management, mind maps and Gantt charts. The application includes a CRM module focused on the B2B segment with partner access control and partner network management. Easy8 13 also has integration MediaWiki, the software that runs Wikipedia and GitLab, an AI-powered DevSecOps Platform. Easy8 is used by the Kazakh state administration, Bosch, Zentiva, Innogy, Ministry of Foreign Affairs of the Czech Republic, Axa, RTL Radio Berlin, Continental and Ogilvy among others. It features separately installable extensions. In 2017, it was reviewed by iX Special in comparison to GitKraken (previously known as Axosoft) and Agilo for Trac. PCmag while analyzing Redmine highlights that Easy8 enhances the core features of Redmine with a more polished interface and offers proprietary plug-ins for additional functionalities, such as tools for resource management, financial management, and support for agile methodologies. == Easy AI == Easy AI is an artificial intelligence extension integrated into the Easy8 project management suite, offering both cloud-based and on-premises deployment options. Easy AI uses the Llama 3.1 AI model and supports organizational data controls. The system includes assistants for personal, project, and service workflows, supporting tasks such as text summarization, project planning, and helpdesk ticket management. == License == The Easy8 website claims that "Easy8 is an Open Source software", but its source is neither freely downloadable nor is it licensed under an open-source license according to The Open Source Definition, since the Easy8 Group Commercial License does not allow free redistribution (among other restrictions).
Omar Al Olama
Omar Sultan Al Olama (Arabic: عمر سلطان العلماء; born 16 February 1990) is Minister of State for Artificial Intelligence, Digital Economy, and Remote Work Applications in the United Arab Emirates. He was appointed in October 2017 by Vice President and Prime Minister of the UAE and Ruler of Dubai, Sheikh Mohammed bin Rashid Al Maktoum. The UAE was the first country to appoint a minister for artificial intelligence. == Early life and education == Al Olama was born on 16 February 1990 in Dubai. He has a bachelor's degree in Business and Administration and Management from the American University in Dubai, and a Diploma in Excellence and Project Management from the American University in Sharjah. == Career == Between February 2012 and May 2014, Al Olama was member of the corporate planning at the UAE's Prime Minister's Office. From November 2015 to November 2016, he was Deputy Head of Minister's Office at the UAE's Prime Minister's Office. Between December 2015 and October 2017, he was Secretary General of the World Organization of Racing Drones. In November 2017, he was appointed member of the Board of Trustees of Dubai Future Foundation and Deputy Managing Director of the Foundation. In July 2016, Al Olama was appointed the managing director, and later in 2021 appointed Vice-Chair of the World Government Summit. In 2021, Al Olama was appointed as the Chairman of the Dubai Chamber of Digital Economy, a sub-section of Dubai Chamber of Commerce and Industry. During the cabinet reshuffle in 2023, Al Olama was appointed as the Director General of the Prime Minister's Office, concurrently maintaining his role as the Minister of State for Artificial Intelligence, Digital Economy and Remote Work Applications. == Memberships == In November 2017, Al Olama was appointed as a member of the Future of Digital Economy and Society Council, part of the World Economic Forum (WEF). Later in 2023, the World Economic Forum selected Al Olama to join the steering committee of the AI Governance Alliance, a group comprising 10 global leaders in the digital and technological fields. In 2019, Al Olama was appointed as Chair of the Advisory Board of the Mohamed bin Zayed University of Artificial Intelligence. In 2022, Al Olama was appointed by the UAE Cabinet as Vice-Chair of the Higher Committee for Government Digital Transformation, and also appointed by the Government of Dubai as Vice-Chair of the Higher Committee for Future Technology. In 2022, Al Olama was appointed Chairman of the oversight committee of the Dubai Future District Fund. Since 2023, Al Olama has been on the High-Level Advisory Body on Artificial Intelligence. In 2023, Al Olama, recognized as the world's first minister for artificial intelligence, was included in Time Magazine's inaugural list of the 100 most influential people in AI.