In computer graphics programming, hit-testing (hit detection, picking, or pick correlation) is the process of determining whether a user-controlled cursor (such as a mouse cursor or touch-point on a touch-screen interface) intersects a given graphical object (such as a shape, line, or curve) drawn on the screen. Hit-testing may be performed on the movement or activation of a mouse or other pointing device. Hit-testing is used by GUI environments to respond to user actions, such as selecting a menu item or a target in a game based on its visual location. In web programming languages such as HTML, SVG, and CSS, this is associated with the concept of pointer-events (e.g. user-initiated cursor movement or object selection). Collision detection is a related concept for detecting intersections of two or more different graphical objects, rather than intersection of a cursor with one or more graphical objects. == Algorithm == There are many different algorithms that may be used to perform hit-testing, with different performance or accuracy outcomes. One common hit-test algorithm for axis aligned bounding boxes. A key idea is that the box being tested must be either entirely above, entirely below, entirely to the right or left of the current box. If this is not possible, they are colliding. Example logic is presented in the pseudo-code below: In Python:
Pedagogical agent
A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.
Cognition Network Technology
Cognition Network Technology (CNT), also known as Definiens Cognition Network Technology, is an object-based image analysis method developed by Nobel laureate Gerd Binnig together with a team of researchers at Definiens AG in Munich, Germany. It serves for extracting information from images using a hierarchy of image objects (groups of pixels), as opposed to traditional pixel processing methods. To emulate the human mind's cognitive powers, Definiens used patented image segmentation and classification processes, and developed a method to render knowledge in a semantic network. CNT examines pixels not in isolation, but in context. It builds up a picture iteratively, recognizing groups of pixels as objects. It uses the color, shape, texture and size of objects as well as their context and relationships to draw conclusions and inferences, similar to human analysis. == History == In 1994 Professor Gerd Binnig founded Definiens. CNT was first available with the launch of the eCognition software in May 2000. In June 2010, Trimble Navigation Ltd (NASDAQ: TRMB) acquired Definiens business asset in earth sciences markets, including eCognition software, and also licensed Definiens' patented CNT. In 2014, Definiens was acquired by MedImmune, the global biologics research and development arm of AstraZeneca, for an initial consideration of $150 million. == Software == Definiens Tissue Studio Definiens Tissue Studio is a digital pathology image analysis software application based on CNT. The intended use of Definiens Tissue Studio is for biomarker translational research in formalin-fixed, paraffin-embedded tissue samples which have been treated with immunohistochemical staining assays, or hematoxylin and eosin (H&E). The central concept behind Definiens Tissue Studio is a user interface that facilitates machine learning from example digital histopathology images to derive an image analysis solution suitable for the measurement of biomarkers and/or histological features within pre-defined regions of interest on a cell-by-cell basis, and within sub-cellular compartments. The derived image analysis solution is then automatically applied to subsequent digital images to objectively measure defined sets of multiparametric image features. These data sets are used for further understanding the underlying biological processes that drive cancer and other diseases. Image processing and data analysis are performed either on a local desktop computer workstation, or on a server grid. eCognition The eCognition suite offers three components that can be used stand-alone or in combination to solve image analysis tasks. eCognition Developer is a development environment for object-based image analysis. It is used in earth sciences to develop rule sets (or applications) for the analysis of remote sensing data. eCognition Architect enables non-technical users to configure, calibrate and execute image analysis workflows created in eCognition Developer. eCognition Server software provides a processing environment for batch execution of image analysis jobs. eCognition software is utilized in numerous remote sensing and geospatial application scenarios and environments, using a variety of data types: Generic: Rapid Mapping, Change Detection, Object Recognition By environment: Diverse Landcover Mapping, Urban Analysis (i.e. impervious surface area analysis for taxation, property assessment for insurance, inventory of green infrastructure), Forestry (i.e. biomass measurement, species identification, firescar measurement), Agriculture (i.e. regional planning, precision farming, crisis response), Marine and Riparian (i.e. ecosystem evaluation, disaster management, harbor monitoring). Other: Defense, security, atmosphere and climate The online eCognition community was launched in July 2009 and had 2813 members as of July 9, 2010. Membership is distributed globally and user conferences are held regularly, the last having taken place in November 2009 in Munich, Germany. The bi-annual GEOBIA (Geographic Object-Based Image Analysis) conference is heavily attended by eCognition users, with the majority of presentations based on eCognition software.
Bigram
A bigram or digram is a sequence of two adjacent elements from a string of tokens, which are typically letters, syllables, or words. A bigram is an n-gram for n=2. The frequency distribution of every bigram in a string is commonly used for simple statistical analysis of text in many applications, including in computational linguistics, cryptography, and speech recognition. Gappy bigrams or skipping bigrams are word pairs which allow gaps (perhaps avoiding connecting words, or allowing some simulation of dependencies, as in a dependency grammar). == Applications == Bigrams, along with other n-grams, are used in most successful language models for speech recognition. Bigram frequency attacks can be used in cryptography to solve cryptograms. See frequency analysis. Bigram frequency is one approach to statistical language identification. Some activities in logology or recreational linguistics involve bigrams. These include attempts to find English words beginning with every possible bigram, or words containing a string of repeated bigrams, such as logogogue. == Bigram frequency in the English language == The frequency of the most common letter bigrams in a large English corpus is: th 3.56% of 1.17% io 0.83% he 3.07% ed 1.17% le 0.83% in 2.43% is 1.13% ve 0.83% er 2.05% it 1.12% co 0.79% an 1.99% al 1.09% me 0.79% re 1.85% ar 1.07% de 0.76% on 1.76% st 1.05% hi 0.76% at 1.49% to 1.05% ri 0.73% en 1.45% nt 1.04% ro 0.73% nd 1.35% ng 0.95% ic 0.70% ti 1.34% se 0.93% ne 0.69% es 1.34% ha 0.93% ea 0.69% or 1.28% as 0.87% ra 0.69% te 1.20% ou 0.87% ce 0.65%
Latent semantic mapping
Latent semantic mapping (LSM) is a data-driven framework to model globally meaningful relationships implicit in large volumes of (often textual) data. It is a generalization of latent semantic analysis. In information retrieval, LSA enables retrieval on the basis of conceptual content, instead of merely matching words between queries and documents. LSM was derived from earlier work on latent semantic analysis. There are 3 main characteristics of latent semantic analysis: Discrete entities, usually in the form of words and documents, are mapped onto continuous vectors, the mapping involves a form of global correlation pattern, and dimensionality reduction is an important aspect of the analysis process. These constitute generic properties, and have been identified as potentially useful in a variety of different contexts. This usefulness has encouraged great interest in LSM. The intended product of latent semantic mapping, is a data-driven framework for modeling relationships in large volumes of data. Mac OS X v10.5 and later includes a framework implementing latent semantic mapping.
Zesta
Zesta is an online food ordering and delivery platform operating across the African region. Formerly known as Square Eats, the company rebranded to Zesta in 2025. Zesta connects customers with restaurants and stores, offering delivery services for food, groceries, parcel delivery and other essentials. == History == Zesta was originally founded as Square Eats in 2020 by twin brothers Henry Newman and Randall Newman when they were 21 years old. It was launched in Gaborone, Botswana, and quickly gained traction as a leading food delivery service in the country. The company halted operations and took a strategic decision to reinvent the business in 2022. In 2025, the company announced its rebranding to Zesta, highlighting its commitment to evolving beyond food delivery to become a super app. === COVID-19 initiative === During the COVID-19 pandemic, Zesta (then Square Eats) implemented measures to ensure safety and hygiene, including providing free gloves and hand sanitizer to drivers and introducing contactless delivery options. These efforts positioned the platform as a trusted service during the pandemic. == Service == Zesta facilitates delivery from a wide range of merchant partners via a smartphone app, available on iOS and Android platforms, or through its website. Customers can browse their favorite restaurants, place orders, and have meals delivered to their doorstep efficiently.
Automatic taxonomy construction
Automatic taxonomy construction (ATC) is the use of software programs to generate taxonomical classifications from a body of texts called a corpus. ATC is a branch of natural language processing, which in turn is a branch of artificial intelligence. A taxonomy (or taxonomical classification) is a scheme of classification, especially, a hierarchical classification, in which things are organized into groups or types. Among other things, a taxonomy can be used to organize and index knowledge (stored as documents, articles, videos, etc.), such as in the form of a library classification system, or a search engine taxonomy, so that users can more easily find the information they are searching for. Many taxonomies are hierarchies (and thus, have an intrinsic tree structure), but not all are. Manually developing and maintaining a taxonomy is a labor-intensive task requiring significant time and resources, including familiarity of or expertise in the taxonomy's domain (scope, subject, or field), which drives the costs and limits the scope of such projects. Also, domain modelers have their own points of view which inevitably, even if unintentionally, work their way into the taxonomy. ATC uses artificial intelligence techniques to quickly automatically generate a taxonomy for a domain in order to avoid these problems and remove limitations. == Approaches == There are several approaches to ATC. One approach is to use rules to detect patterns in the corpus and use those patterns to infer relations such as hyponymy. Other approaches use machine learning techniques such as Bayesian inferencing and Artificial Neural Networks. === Keyword extraction === One approach to building a taxonomy is to automatically gather the keywords from a domain using keyword extraction, then analyze the relationships between them (see Hyponymy, below), and then arrange them as a taxonomy based on those relationships. === Hyponymy and "is-a" relations === In ATC programs, one of the most important tasks is the discovery of hypernym and hyponym relations among words. One way to do that from a body of text is to search for certain phrases like "is a" and "such as". In linguistics, is-a relations are called hyponymy. Words that describe categories are called hypernyms and words that are examples of categories are hyponyms. For example, dog is a hypernym and Fido is one of its hyponyms. A word can be both a hyponym and a hypernym. So, dog is a hyponym of mammal and also a hypernym of Fido. Taxonomies are often represented as is-a hierarchies where each level is more specific than (in mathematical language "a subset of") the level above it. For example, a basic biology taxonomy would have concepts such as mammal, which is a subset of animal, and dogs and cats, which are subsets of mammal. This kind of taxonomy is called an is-a model because the specific objects are considered instances of a concept. For example, Fido is-a instance of the concept dog and Fluffy is-a cat. == Applications == ATC can be used to build taxonomies for search engines, to improve search results. ATC systems are a key component of ontology learning (also known as automatic ontology construction), and have been used to automatically generate large ontologies for domains such as insurance and finance. They have also been used to enhance existing large networks such as Wordnet to make them more complete and consistent. == ATC software == == Other names == Other names for automatic taxonomy construction include: Automated outline building Automated outline construction Automated outline creation Automated outline extraction Automated outline generation Automated outline induction Automated outline learning Automated outlining Automated taxonomy building Automated taxonomy construction Automated taxonomy creation Automated taxonomy extraction Automated taxonomy generation Automated taxonomy induction Automated taxonomy learning Automatic outline building Automatic outline construction Automatic outline creation Automatic outline extraction Automatic outline generation Automatic outline induction Automatic outline learning Automatic taxonomy building Automatic taxonomy creation Automatic taxonomy extraction Automatic taxonomy generation Automatic taxonomy induction Automatic taxonomy learning Outline automation Outline building Outline construction Outline creation Outline extraction Outline generation Outline induction Outline learning Semantic taxonomy building Semantic taxonomy construction Semantic taxonomy creation Semantic taxonomy extraction Semantic taxonomy generation Semantic taxonomy induction Semantic taxonomy learning Taxonomy automation Taxonomy building Taxonomy construction Taxonomy creation Taxonomy extraction Taxonomy generation Taxonomy induction Taxonomy learning