Semi-automation

Semi-automation is a process or procedure that is performed by the combined activities of man and machine with both human and machine steps typically orchestrated by a centralized computer controller. Within manufacturing, production processes may be fully manual, semi-automated, or fully automated. In this case, semi-automation may vary in its degree of manual and automated steps. Semi-automated manufacturing processes are typically orchestrated by a computer controller which sends messages to the worker at the time in which he/she should perform a step. The controller typically waits for feedback that the human performed step has been completed via either a human-machine interface or via electronic sensors distributed within the process. Controllers within semi-automated processes may either directly control machinery or send signals to machinery distributed within the process. Centralized computer controllers within semi-automated processes orchestrate processes by instructing the worker, providing electronic communication and control to process equipment, tools, or machines, as well as perform data management to record and ensure that the process meets established process criteria. Many manufacturers choose not to fully automate a process, and instead implement semi-automation due to the complexity of the task, or the number of products produced is too low to justify the investment in full automation. Other processes may not be fully automated because it may reduce the flexibility to easily adapt the processes to reflect production needs.

RockMyRun

Rock My Run (stylized as RockMyRun; trademarked slogan: "The Best Running Music in the World™") is a mobile running/fitness app founded in 2011 that provides running and workout music in the form of DJ mixes. It is owned by Rock My World, Inc., a health and fitness technology company based in San Diego, California. The app allows users to listen to these professional DJ mixes on their smartphone while running or working out to enhance and motivate their performance. Rock My World, Inc. also developed the app Jolt.ai for the software Slack. == History == During the early stages of the company, Rock My World, Inc. raised more than $2 million in funding generated by the Irvine Company's The Vine SD and from institutional investors including Skullcandy, ZTE and Lighter Capital and were admitted to the Plug and Play Tech Center in Sunnyvale and to the tech incubator EvoNexus in San Diego. In an interview with co-founder and ex-Qualcomm staff Adam Riggs-Zeigen, he said that "from the beginning [their] big goal is to help people live healthier lives." == Features == The RockMyRun app contains thousands of mixes or "stations" produced by its professional DJs intended to increase enjoyment and performance during exercise. DJs who have provided mixes for the app include David Guetta, Zedd, Steve Aoki, Major Lazer and Afrojack. All of the music can be personalized based on the user's steps per minute, heart rate or ideal cadence allowing the user to "always hear the right music at the right time at the right tempo". All RockMyRun mixes are organized into stations to help users discover music that suits their needs. RockMyRun contains mixes of all genres and each station is categorized into their respective genres and displays tags to let users know the type of music contained in the mix. RockMyRun has two membership types; it is free as a standard member, but for uninterrupted listening and additional features, users can upgrade to a paid "Rockstar" membership. Since March 2023, couples can now be on the same RockMyRun playlists and "share" earbuds. This allows people to train together, easier. A group of DJs curate playlists for specific training needs and different energy levels. == Reception == RockMyRun has been featured on television programs such as The Today Show on two occasions and on The Rachael Ray Show, and in positive reviews by many publications and websites including The New York Times on four separate occasions, TIME, The Huffington Post, The Denver Post, Men's Fitness, Real Simple, The Vulcan Post, The L.A. Times, Glamour, Paste magazine, PCMag, Dubai Week, BetaNews, CNET, CNBC, Reuters, Insider, Tom's Guide and Yahoo! Tech. RockMyRun has also been mentioned/recommended in books/publications such as A Practical Guide to Teacher Wellbeing by Elizabeth Holmes and Applying Music in Exercise and Sport by Dr. Costas Karageorghis. Ultimate Ears placed RockMyRun at the top of their list at No. 1 on their "5 Favorite Workout Music Apps". In a positive review by David Strausser for AndroidGuys in 2015, he praised the app in a detailed review, saying "The mixes are incredible and the rates are reasonable. The app is quick, beautiful." In 2015, Jill Duffy of PC Magazine gave a review of the app, pointing out its key features, and stating that the app is great if you enjoy listening to different, or new music, that can match your tempo while running. Also in 2015, Digital Trends listed RockMyRun, as one of the best exercise music apps in the article "No need to make exercise playlists with these music apps". In 2018, Redbull.com recommended RockMyRun in preparation for the Wings for Life World Run in their article "10 essential hacks for running to work to get you in World Run shape". In 2019, The Fashion Spot included RockMyRun in their list of "The Best Workout Apps for People Who Hate to Work Out", saying: "RockMyRun matches music to the tempo of your running pace – the music literally follows your steps/heart rate. The app has thousands of mixes/music options along with tracking capabilities." Also in 2019, MakeUseOf.com included RockMyRun in their list of "The 7 Best Running and Workout Music Apps". In September 2022, VeryWellFit listed RockMyRun as the first of three "Other Playlist Options" in the article "How to Create a Running Playlist, According to Running Coaches". Tech Grapple recommended the app in "The best workout free music apps for iPhone and Android" saying that "RockMyRun is the best application that you can use during workout. It comes with amazing DJs to craft mixes that will keep you moving." == Partners == RockMyRun is partnered with the following brands/companies: C25K Del Taco JLab Audio iFit Active Network, LLC Night Nation Run (the world's first running music festival) Lady Foot Locker Mayweather Boxing + Fitness Mio Global Orangetheory Fitness Red Rock Apps Tapout Fitness

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Cobham's theorem

Cobham's theorem is a theorem in combinatorics on words that has important connections with number theory, notably transcendental numbers, and automata theory. Informally, the theorem gives the condition for the members of a set S of natural numbers written in bases b1 and base b2 to be recognised by finite automata. Specifically, consider bases b1 and b2 such that they are not powers of the same integer. Cobham's theorem states that S written in bases b1 and b2 is recognised by finite automata if and only if S differs by a finite set from a finite union of arithmetic progressions. The theorem was proved by Alan Cobham in 1969 and has since given rise to many extensions and generalisations. == Definitions == Let n > 0 {\displaystyle n>0} be an integer. The representation of a natural number n {\textstyle n} in base b {\textstyle b} is the sequence of digits n 0 n 1 ⋯ n h {\displaystyle n_{0}n_{1}\cdots n_{h}} such that n = n 0 + n 1 b + ⋯ + n h b h {\displaystyle n=n_{0}+n_{1}b+\cdots +n_{h}b^{h}} where 0 ≤ n 0 , n 1 , … , n h < b {\displaystyle 0\leq n_{0},n_{1},\ldots ,n_{h} 0 {\displaystyle n_{h}>0} . The word n 0 n 1 ⋯ n h {\displaystyle n_{0}n_{1}\cdots n_{h}} is often denoted ⟨ n ⟩ b {\displaystyle \langle n\rangle _{b}} , or more simply, n b {\displaystyle n_{b}} . A set of natural numbers S is recognisable in base b {\textstyle b} or more simply b {\textstyle b} -recognisable or b {\textstyle b} -automatic if the set { n b ∣ n ∈ S } {\displaystyle \{n_{b}\mid n\in S\}} of the representations of its elements in base b {\displaystyle b} is a language recognisable by a finite automaton on the alphabet { 0 , 1 , … , b − 1 } {\displaystyle \{0,1,\ldots ,b-1\}} . Two positive integers k {\displaystyle k} and ℓ {\displaystyle \ell } are multiplicatively independent if there are no non-negative integers p {\displaystyle p} and q {\displaystyle q} such that k p = ℓ q {\displaystyle k^{p}=\ell ^{q}} . For example, 2 and 3 are multiplicatively independent, but 8 and 16 are not since 8 4 = 16 3 {\displaystyle 8^{4}=16^{3}} . Two integers are multiplicatively dependent if and only if they are powers of a same third integer. == Problem statements == === Original problem statement === More equivalent statements of the theorem have been given. The original version by Cobham is the following: Another way to state the theorem is by using automatic sequences. Cobham himself calls them "uniform tag sequences." The following form is found in Allouche and Shallit's book:We can show that the characteristic sequence of a set of natural numbers S recognisable by finite automata in base k is a k-automatic sequence and that conversely, for all k-automatic sequences u {\displaystyle u} and all integers 0 ≤ i < k {\displaystyle 0\leq i 1 {\displaystyle \alpha >1} is the dominant eigenvalue of the matrix of morphism f {\displaystyle f} , namely, the matrix M ( f ) = ( m x , y ) x ∈ B , y ∈ A {\displaystyle M(f)=(m_{x,y})_{x\in B,y\in A}} , where m x , y {\displaystyle m_{x,y}} is the number of occurrences of the letter x {\displaystyle x} in the word f ( y ) {\displaystyle f(y)} . A set S of natural numbers is α {\displaystyle \alpha } -recognisable if its characteristic sequence s {\displaystyle s} is α {\displaystyle \alpha } -substitutive. A last definition: a Perron number is an algebraic number z > 1 {\displaystyle z>1} such that all its conjugates belong to the disc { z ′ ∈ C , | z ′ | < z } {\displaystyle \{z'\in \mathbb {C} ,|z'|

Artificial intelligence in education

Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.

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