Trying to pick the best AI resume builder? An AI resume builder is software that uses machine learning to help you get more done — it scales effortlessly from a single task to thousands. The best picks balance beginner-friendly simplicity with the depth power users need, and they ship updates often. Whether you are a beginner or a pro, the right AI resume builder slots into your workflow and pays for itself fast. This guide breaks down the top picks, their pros and cons, and who each one is best for.
Web development
Web development is the process of designing, developing and maintaining websites and web apps. Web development encompasses several different fields, most commonly referring to the programming of websites. Front-end development is the act of developing the user interface and client-side code, while back-end development focuses on the infrastructure behind a website, mainly server-side code. Since the World Wide Web was released publicly in 1993, web development has evolved greatly, with websites changing from a collection of static HTML pages to complex projects using frameworks, servers, and databases. == Overview == Web development includes many individual tasks, including web design, web content development, networking, and coding. Among web professionals, "web development" usually refers to the main non-design aspects of building websites: writing markup and coding. Web development is generally split into two fields: front-end development and back-end development. Front-end developers create the user interface of websites, turning web designs into HTML, CSS, and JavaScript code. Front-end developers must also make sure that websites work consistently across different browsers and devices. Back-end development, also known as server-side development, focuses on the infrastructure behind a website, including APIs, database management, and security. Some choose to be full-stack developers, meaning they work on both the front-end and back-end. == History == The World Wide Web is often categorised into three generations: Web 1.0, Web 2.0, and Web 3.0 (or Web3). It was invented in 1989, and released to the public in 1993. In the early years of the web, restrospecitvely referred to as Web 1.0, websites were simply a collection of static HTML files, and had limited interactivity. After the introduction of JavaScript in 1995, websites could contain logic, allowing for interactivity. The following year CSS was released, allowing greater control over the styling of web pages. In 1999, the term Web 2.0 was coined by Darcy DiNucci. The term later resurfaced in the early 2000s, as websites started to increase in complexity, requiring server-side services in addition to JavaScript. This led to the emergence of various new programming languages and frameworks designed for backend services, such as PHP, Active Server Pages, and Jakarta Server Pages. This enabled websites to do additional server-side processing, such as accessing databases. Another shift in web development was the release of the iPhone in 2007. This created a new medium for accessing the web, requiring a new approach to web development, and resulting in responsive web design, which allows a single website to appear different depending on the device running it. Later, progressive web apps were introduced, allowing websites to be installed on a device as an independent application. In the 2010s, JavaScript frameworks began to emerge, creating new ways to manipulate web pages, and increasing compatibility between web browsers. JQuery was popular in the early 2010s, but was later surpassed by other frameworks such as React and Vue.js. In the mid 2020s, use of AI became prevalent among web developers, with the 2025 Stack Overflow survey showing over 80% of developers saying the use AI at least monthly in their development process.
Mobile content management system
A mobile content management system (MCMs) is a type of content management system (CMS) capable of storing and delivering content and services to mobile devices, such as mobile phones, smart phones, and PDAs. Mobile content management systems may be discrete systems, or may exist as features, modules or add-ons of larger content management systems capable of multi-channel content delivery. Mobile content delivery has unique, specific constraints including widely variable device capacities, small screen size, limitations on wireless bandwidth, sometimes small storage capacity, and (for some devices) comparatively weak device processors. Demand for mobile content management increased as mobile devices became increasingly ubiquitous and sophisticated. MCMS technology initially focused on the business to consumer (B2C) mobile market place with ringtones, games, text-messaging, news, and other related content. Since, mobile content management systems have also taken root in business-to-business (B2B) and business-to-employee (B2E) situations, allowing companies to provide more timely information and functionality to business partners and mobile workforces in an increasingly efficient manner. A 2008 estimate put global revenue for mobile content management at US$8 billion. == Key features == === Multi-channel content delivery === Multi-channel content delivery capabilities allow users not to manage a central content repository while simultaneously delivering that content to mobile devices such as mobile phones, smartphones, tablets and other mobile devices. Content can be stored in a raw format (such as Microsoft Word, Excel, PowerPoint, PDF, Text, HTML etc.) to which device-specific presentation styles can be applied. === Content access control === Access control includes authorization, authentication, access approval to each content. In many cases the access control also includes download control, wipe-out for specific user, time specific access. For the authentication, MCM shall have basic authentication which has user ID and password. For higher security many MCM supports IP authentication and mobile device authentication. === Specialized templating system === While traditional web content management systems handle templates for only a handful of web browsers, mobile CMS templates must be adapted to the very wide range of target devices with different capacities and limitations. There are two approaches to adapting templates: multi-client and multi-site. The multi-client approach makes it possible to see all versions of a site at the same domain (e.g. sitename.com), and templates are presented based on the device client used for viewing. The multi-site approach displays the mobile site on a targeted sub-domain (e.g. mobile.sitename.com). === Location-based content delivery === Location-based content delivery provides targeted content, such as information, advertisements, maps, directions, and news, to mobile devices based on current physical location. Currently, GPS (global positioning system) navigation systems offer the most popular location-based services. Navigation systems are specialized systems, but incorporating mobile phone functionality makes greater exploitation of location-aware content delivery possible.
List of algorithm general topics
This is a list of algorithm general topics. Analysis of algorithms Ant colony algorithm Approximation algorithm Best and worst cases Big O notation Combinatorial search Competitive analysis Computability theory Computational complexity theory Embarrassingly parallel problem Emergent algorithm Evolutionary algorithm Fast Fourier transform Genetic algorithm Graph exploration algorithm Heuristic Hill climbing Implementation Las Vegas algorithm Lock-free and wait-free algorithms Monte Carlo algorithm Numerical analysis Online algorithm Polynomial time approximation scheme Problem size Pseudorandom number generator Quantum algorithm Random-restart hill climbing Randomized algorithm Running time Sorting algorithm Search algorithm Stable algorithm (disambiguation) Super-recursive algorithm Tree search algorithm
Penril
Penril DataComm Networks, Inc. was a computer telecommunications hardware company that made some acquisitions and was eventually split into two parts: one was acquired by Bay Networks and the other was a newly formed company named Access Beyond. The focus of both company's products was end-to-end data transfer. By the mid-1990s, with the popularization of the internet, this was no longer of wide interest. == History == Penril, whose earnings reports and other financials were followed by The New York Times in the 1990s, made several acquisitions but also grew internally. Following its Datability acquisition it renamed itself Penril Datability Networks. By the time the 1968-founded Penril was acquired by Bay their name was Penril DataComm Networks. The company, which as of 1985 "had made 14 acquisitions in 12 years," also had done extensive work regarding quality control, and leveraged their product line by what The Washington Post called clever packaging: "software, cables, instructions and telephone support" sold to those less technically skilled as "Network in a Box." == Datability == Datability Software Systems Inc. was the initial name of what by 1991 became 'Datability, Inc.', "a manufacturer of hardware that links computer networks." The 1977-founded firm began as a software consulting company, especially in the area of databases. To speed up project development they built a program generator, which they marketed as Control 10/20 (targeted at users of Digital Equipment Corporation's DECsystem-10 and DECSYSTEM-20). After trying their hand at time-sharing they built hardware to enhance bridging these computers to DEC's VAX product line. In particular they focused on Digital's LAT protocol, selling "boxes" that reimplemented the protocol, at a lower price than DEC's. They later expanded into other areas of telecommunications hardware The firm relocated to a larger manufacturing plant in 1991 and was acquired by Penril in 1993. == Access Beyond == Access Beyond was initially housed by Penril, from which it was spun off. A securities analyst noted that Access began operations with no debt. They subsequently merged with Hayes Corporation. Some of the funds brought to the merger came from a sale by Penril of two of its divisions, each bringing about $4 million. == Ron Howard == Ron Howard, founder of Datability, became part of Penril when the latter acquired the former, and was CEO of Access Beyond when it was spun off by Penril. Access merged with Hayes Microcomputer Products and was renamed Hayes Corp, at which time Howard became executive VP of business development and corporate vice chairman of Hayes. == People == In the matter of hiring immigrants, in an industry where recent arrivals came from a culture of six day work weeks, and subcontracting was then common, these assembly line workers at Penril comprised about 25%, compared to double in other firms. Placement was overseen by government agencies. == Controversy == Penril had a joint development agreement, beginning in 1990, with a Standard Microsystems Corporation (SMSC) subsidiary. A dispute arose, and the matter was brought to court. Penril was awarded $3.5 million in 1996.
MLOps
MLOps or ML Ops is a paradigm that aims to deploy and maintain machine learning models in production reliably and efficiently. It bridges the gap between machine learning development and production operations, ensuring that models are robust, scalable, and aligned with business goals. The word is a compound of "machine learning" and the continuous delivery practice (CI/CD) of DevOps in the software field. Machine learning models are tested and developed in isolated experimental systems. When an algorithm is ready to be launched, MLOps is practiced between data scientists, DevOps, and machine learning engineers to transition the algorithm to production systems. Similar to DevOps or DataOps approaches, MLOps seeks to increase automation and improve the quality of production models, while also focusing on business and regulatory requirements. While MLOps started as a set of best practices, it is slowly evolving into an independent approach to ML lifecycle management. MLOps applies to the entire lifecycle - from integrating with model generation (software development lifecycle, continuous integration/continuous delivery), orchestration, and deployment, to health, diagnostics, governance, and business metrics. == Definition == MLOps is a paradigm, including aspects like best practices, sets of concepts, as well as a development culture when it comes to the end-to-end conceptualization, implementation, monitoring, deployment, and scalability of machine learning products. Most of all, it is an engineering practice that leverages three contributing disciplines: machine learning, software engineering (especially DevOps), and data engineering. MLOps is aimed at productionizing machine learning systems by bridging the gap between development (Dev) and operations (Ops). Essentially, MLOps aims to facilitate the creation of machine learning products by leveraging these principles: CI/CD automation, workflow orchestration, reproducibility; versioning of data, model, and code; collaboration; continuous ML training and evaluation; ML metadata tracking and logging; continuous monitoring; and feedback loops. == History == Interest in operationalizing machine learning systems began to grow in the mid-2010s as ML projects started moving from experimentation to production use. The challenges associated with sustaining such systems were highlighted in a 2015 paper. The predicted growth in machine learning included an estimated doubling of ML pilots and implementations from 2017 to 2018, and again from 2018 to 2020. Reports show a majority (up to 88%) of corporate machine learning initiatives are struggling to move beyond test stages. However, those organizations that actually put machine learning into production saw a 3–15% profit margin increases. The MLOps market size was USD 2,191.8 Million in 2024, and is projected to be USD 16,613.4 Million in 2030. == Architecture == Machine Learning systems can be categorized in eight different categories: data collection, data processing, feature engineering, data labeling, model design, model training and optimization, endpoint deployment, and endpoint monitoring. Each step in the machine learning lifecycle is built in its own system, but requires interconnection. These are the minimum systems that enterprises need to scale machine learning within their organization. == Goals == There are a number of goals enterprises want to achieve through MLOps systems successfully implementing ML across the enterprise, including: Deployment and automation Reproducibility of models and predictions Diagnostics Governance and regulatory compliance Scalability Collaboration Business uses Monitoring and management A standard practice, such as MLOps, takes into account each of the aforementioned areas, which can help enterprises optimize workflows and avoid issues during implementation. Vendors such as Adaptive ML deliver commercial reinforcement learning operations (RLOps) and MLOps-infrastructure, targeting organizations deploying large language models in production. A common architecture of an MLOps system would include data science platforms where models are constructed and the analytical engines where computations are performed, with the MLOps tool orchestrating the movement of machine learning models, data and outcomes between the systems.
Transliteracy
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