AI for Business

Explore the best AI for Business — independent reviews, comparisons, pricing and step-by-step how-to guides, curated by Aizhi.

  • ZeroPC

    ZeroPC

    ZeroPC was a commercial webtop developed by ZeroDesktop, Inc. located in San Mateo, California. ZeroPC has been called a personal cloud OS. It mimicked the look, feel and functionality of the desktop environment of a real operating system. The software was launched in September 2011 through Disrupt SF 2011 event and recently selected to the finalist of SXSW 2012 in Innovative Web Technology category. ZeroPC is web-based and required a Java applet to operate bundled productivity tool Thinkfree. The web applications found on ZeroPC are built on Java in the back end. Features included drag-and-drop functionality, cloud dashboard and personal cloud storage meta services. ZeroPC belonged to a category of services that intended to turn the Web into a full-fledged platform by using Web services as a foundation along with presentation technologies that replicated the experience of desktop applications for users. ZeroPC aggregates content so users can easily access, transfer and share whatever content they want, using a web browser from any device. Its meta-cloud layer supports Dropbox, Box, SugarSync, OneDrive, 4Shared, Google Drive, Evernote, Picasa, Flickr, Instagram, Facebook, Twitter, and Photobucket. ZeroPC Cloud OS platform also provides extensive APIs for iOS and Android App developers. Some of the features found on ZeroPC are: File sharing, Webmail, Cloud Content Navigator, Instant messenger, Sticky Note, Audio/Video Player and Office productivity applications. ZeroPC 2.0 platform ran on AWS for free and paid users. Its platform is licensable to Telco and ISV for commercial purpose. Their clients are SFR, SK Telecom, Hancom and others. As of June 1, 2017, ZeroPC's servers were switched off completely, and ZeroPC is no longer in service since its parent company, NComputing, had launched Virtual Desktop Service in the cloud (AWS) to public. == Browser and Platform Compatibility == The ZeroPC web desktop was compatible with Mac OS X and Microsoft Windows platforms. It is certified to operate on Safari 6.0, Firefox 15.0.1, Google Chrome 22.0.1229.79 m and Internet Explorer 8 and 9. The ZeroPC front end user interface executes entirely within a web browser (see above) and uses HTML, some features of HTML5, JavaScript, AJAX and an optional Java plug-in. == Security == All communication between the ZeroPC front end user interface and the ZeroPC back end servers is encrypted using SSL (HTTPS) protocol. Furthermore, any content stored in the ZeroPC server-side repository is also encrypted using 256-bit Advanced Encryption Standard (AES-256) by Amazon S3 on AWS. ZeroPC users could connect their ZeroPC profile to other storage services such as Dropbox and Box. This connection allows the ZeroPC user to fully manage their content stored in these other storage services. To establish the connection ZeroPC rigorously adhered to the Oauth implementation provided by the target storage service. Upon completion of the Oauth process, ZeroPC stores the relevant access token in the user's profile. This token, along with all other sensitive password related data was encrypted using AES 256-bit key size. == Implementations == As noted above, the ZeroPC platform was hosted on Amazon Web Services infrastructure and is available to the general consumer. A user was allowed to sign up by selecting one of three account plans including a no-cost option. The ZeroPC could also be white-labeled for organizations wishing to provide this functionality to their own users. The white-label options include managed hosting on Amazon Web Services infrastructure and also installation within the organization's IT infrastructure. == User Access Points == The ZeroPC infrastructure provided user access to content and features in several different ways. As described in this article the user can access their information by signing into the ZeroPC web desktop. Additionally, ZeroPC offers native applications designed to run on popular mobile devices including smartphones and tablets. == Leadership == ZeroPC was founded by Chief Executive Officer, Young Song, an entrepreneur who previously founded NComputing, a $60 million venture-backed company. He also co-founded eMachines, Inc., a low-cost computer brand (later acquired by Gateway).

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  • Documentation science

    Documentation science

    Documentation science is the study of the recording and retrieval of information. It includes methods for storing, retrieving, and sharing of information captured on physical as well as digital documents. This field is closely linked to the fields of library science and information science but has its own theories and practices. The term documentation science was coined by Belgian lawyer and peace activist Paul Otlet. He is considered to be the forefather of information science. He along with Henri La Fontaine laid the foundations of documentation science as a field of study. Professionals in this field are called documentalists. Over the years, documentation science has grown to become a large and important field of study. Evolving from traditional practices like archiving and retrieval to modern theories about the nature of documents, novel methods for organizing digital information, and applications in libraries, research, healthcare, business, and technology and more. This field continues to evolve in the digital age. == Developments in documentation science == 1895: The International Institute of Bibliography (originally Institut International de Bibliographie, IIB) was established on 12 September 1895, in Brussels, Belgium by Paul Otlet and Henri La Fontaine. It aimed to catalog all recorded knowledge using a universal classification system now known as the Universal Decimal Classification (UDC). 1931: International Institute of Bibliography (originally Institut International de Bibliographie, IIB) was renamed The International Institute for Documentation, (Institut International de Documentation, IID). 1934: Paul Otlet envisioned a “radiated library,” a global network of interconnected documents accessible from anywhere via telecommunication. This early idea is now seen as a forerunner of the internet. 1937: American Documentation Institute was founded (1968 nameshift to American Society for Information Science). 1951: Suzanne Briet published Qu'est-ce que la documentation? where she proposed that “a document is evidence in support of a fact,” expanding the definition to include objects such as animals in zoos when they are part of a scientific study. This was a significant theoretical shift in defining documents. 1965-1990: Documentation departments were established, for example, large research libraries, online computer retrieval systems and more. The persons doing the searches were called documentalists. But with the appearance of first CD-ROM databases in the mid-1980s and later the internet in 1990s, these intermediary searches decreased and most such departments closed or merged with other departments. 1996: "Dokvit", Documentation Studies, was established in 1996 at the University of Tromsø in Norway. 2001: The Document Academy was established. It is an international network that celebrates documentation. It was conducted by The Program of Documentation Studies, University of Tromsø, Norway and The School of Information Management and Systems, UC Berkeley. 2003: The first Document Research Conference (DOCAM), a series of conferences made by the Document Academy. DOCAM '03 (2003) was held 13–15 August 2003 at The School of Information Management and Systems (SIMS) at the University of California, Berkeley. 2007: Michael Buckland, Ronald Day, and Birger Hjørland expanded the theoretical foundations of documentation science. They researched and explored documents to be social artifacts, the role of ideology in classification, and how documents influenced knowledge systems. 2010s: The concept of post-documentation or “documentality” began in the 2010s, which focused on how digital traces (e.g., tweets, logs) function as documents without traditional physical form. This led to new thinking in document theory. 2016–present: The Document Academy's DOCAM conferences have continued, offering ongoing developments in the theory and practice of documentation. Themes include affect, memory, activism, and born-digital records. 2017: The journal Information Research published special issues addressing “document theory,” including views on documentation in virtual environments and digital archives. 2020–present: The growth of research data management (RDM) and open science has made documentation practices central to data sharing, metadata standards, and reproducibility in scientific work. == Theoretical foundations == Documentation science has some deep theories that explain what a document is, how people use documents, and how they are organized. These concepts were introduced by scholars who have not only studied libraries, but also philosophy, language, and social sciences. Suzanne Briet described a document as “any material form of evidence” that is made to be used as proof or to share information. An antelope in a zoo, for example, can be a document because it is being studied, classified, and described. Documents are not just things or materials but are also shaped by society. Michael Buckland noted that documents have meaning only when people agree they are useful or valid as information. He explained a document becomes a document when someone decides to use it as evidence. Ronald Day wrote about how documentation is not neutral, it can be influenced by power, ideology, and politics. He claimed that classification systems, like how libraries organize books, are not just technical tools. They also show what kinds of knowledge are seen as more important than others. In recent years, new theories have been introduced, like “documentality” by Maurizio Ferraris. He proposed that a document does not have to be a paper or file, it can also be something digital like a tweet, a database entry, or a log file, as long as it leaves a trace that can be looked at later. This theory helps explain modern digital documents. == Methodologies and practice == Documentation science includes many methods that help people collect, organize, store, and find information. These practices are used in libraries, archives, research labs, companies, and now also in online systems. === Collecting and creating documents === In the past, documentation work included gathering books, articles, reports, and other printed materials. People created records of these materials manually, using catalog cards, indexes, or bibliographies. Paul Otlet’s work with the Universal Bibliographic Repertory is one example. He created millions of card entries to organize knowledge from around the world. Today, documents are not only created by humans. Computers and machines also generate documents, like log files, metadata, and sensor data. These need new tools and methods for collection and management. === Organizing information === Organizing documents has always been a foundational element of documentation science. Methods like classification (dividing things into groups) and indexing (making lists of topics or keywords) help individuals find what they need. A widely used system is the Universal Decimal Classification (UDC) developed by Otlet and La Fontaine. Another is the Library of Congress Classification (LCC) used in the majority of U.S. libraries. Indexing can be performed by humans or by software programs that read the text and add tags to documents. Metadata is also used to describe documents. Metadata is “data about data” like the title, author, date, and subject of a document. Standards like Dublin Core are used in digital libraries to keep metadata consistent. === Retrieval and access === One of the main objectives of documentation is helping users find the right document. This is called information retrieval. In the past, this meant using catalog drawers or printed indexes. Today, people use search engines, databases, and digital libraries. Modern retrieval tools use Boolean logic, ranking algorithms, and sometimes machine learning to show the most useful results first. This is part of what is studied in both documentation science and information retrieval. === Preservation and archiving === Documents require long-term storage. This is called preservation of documents. Printed documents can be damaged by light, pests, or even time on the other hand digital documents can be deemed worthless if formats become outdated or storage facilities fail. Archivists use methods like migration, which includes moving files to new formats, and emulation, which replicates obsolete systems, to preserve materials. These methods and tools are ever changing as new technologies develop. But the main objective of documentation has remained the same, which is to keep information safe, organized, and easy to find. == Documentation in the digital age == With the expansion of the internet, computers, and cloud storage, documents are no longer just books, papers, or reports. They can now be emails, tweets, videos, websites, databases, or even log files created by machines. === Born-digital documents === Many documents today are created directly in digital form. These are called born-digit

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  • Novell Storage Manager

    Novell Storage Manager

    Novell Storage Manager is a system software package released by Novell in 2004 that uses identity, policy and directory events to automate full lifecycle management of file storage for individual users and organizational groups. By tying storage management to an organization's existing identity infrastructure, it has been pointed out, Novell Storage Manager enables the administration of users across all file servers "as a single pool rather than [in] separate independently managed domains." Novell Storage Manager is a component of the Novell File Management Suite. == How It Works == Novell Storage Manager dynamically manages and provisions storage based on user and group events that occur in the directory, including user creations, group assignments, moves, renames, and deletions. When a change happens in the directory that affects a user’s file storage needs or user storage policy, Storage Manager applies the appropriate policy and makes the necessary changes at the file system level to address those storage needs. The following key components comprise Novell Storage Manager's identity and policy-driven state machine architecture: Directory services; Storage policies; Novell Storage Manager event monitors; Novell Storage Manager policy engine; Novell Storage Manager agents; and Action objects. This state machine architecture enables the engine to properly deal with transient waits with directory synchronization issues. It also allows recovery from failures involving network communications, a target server or a server running a component of Storage Manager—including the policy engine itself. If a failure or interruption occurs at any point during operation, Storage Manager will be able to successfully continue the operation from where it was when the interruption occurred. == Reviews == Jon Toigo called Novell Storage Manager "a robust and smart approach to corralling user files... into an organized and efficient management scheme". He also said it was "best in class" of the products he'd reviewed.

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  • Information flow

    Information flow

    In discourse-based grammatical theory, information flow is any tracking of referential information by speakers. Information may be new, i.e., just introduced into the conversation; given, i.e., already active in the speakers' consciousness; or old, i.e., no longer active. The various types of activation, and how these are defined, are model-dependent. Information flow affects grammatical structures such as: Word order (topic, focus, and afterthought constructions). Active, passive, or middle voice. Choice of deixis, such as articles; "medial" deictics such as Spanish ese and Japanese sore are generally determined by the familiarity of a referent rather than by physical distance. Overtness of information, such as whether an argument of a verb is indicated by a lexical noun phrase, a pronoun, or not mentioned at all. Clefting: Splitting a single clause into two clauses, each with its own verb, e.g. ‘The chicken turtles tasted like chicken.’ becomes ‘It was the chicken turtle | that tasted like chicken.’ In this case, clefting is used to shift the focus of the sentence to the subject, the chicken turtle. Front focus: Placing at the start (front) of a sentence information that would normally occur later in the sentence, to give it extra prominence. For example, in pop culture, Yoda's speech often utilizes such syntactic construction, such as when he says 'much to learn you still have' to Luke Skywalker. End focus (or end weight): Given or familiar information followed by new information. This gives prominence to the final part of the sentences and can enable suspense to build, e.g. ‘Through the door came a gigantic wolf’.(Umer Prince)

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  • Superquadrics

    Superquadrics

    In mathematics, the superquadrics or super-quadrics (also superquadratics) are a family of geometric shapes defined by formulas that resemble those of ellipsoids and other quadrics, except that the squaring operations are replaced by arbitrary powers. They can be seen as the three-dimensional relatives of the superellipses. The term may refer to the solid object or to its surface, depending on the context. The equations below specify the surface; the solid is specified by replacing the equality signs by less-than-or-equal signs. The superquadrics include many shapes that resemble cubes, octahedra, cylinders, lozenges and spindles, with rounded or sharp corners. Because of their flexibility and relative simplicity, they are popular geometric modeling tools, especially in computer graphics. It becomes an important geometric primitive widely used in computer vision, robotics, and physical simulation. Some authors, such as Alan Barr, define "superquadrics" as including both the superellipsoids and the supertoroids. In modern computer vision literatures, superquadrics and superellipsoids are used interchangeably, since superellipsoids are the most representative and widely utilized shape among all the superquadrics. Comprehensive coverage of geometrical properties of superquadrics and methods of their recovery from range images and point clouds are covered in several computer vision literatures. == Formulas == === Implicit equation === The surface of the basic superquadric is given by | x | r + | y | s + | z | t = 1 {\displaystyle \left|x\right|^{r}+\left|y\right|^{s}+\left|z\right|^{t}=1} where r, s, and t are positive real numbers that determine the main features of the superquadric. Namely: less than 1: a pointy octahedron modified to have concave faces and sharp edges. exactly 1: a regular octahedron. between 1 and 2: an octahedron modified to have convex faces, blunt edges and blunt corners. exactly 2: a sphere greater than 2: a cube modified to have rounded edges and corners. infinite (in the limit): a cube Each exponent can be varied independently to obtain combined shapes. For example, if r=s=2, and t=4, one obtains a solid of revolution which resembles an ellipsoid with round cross-section but flattened ends. This formula is a special case of the superellipsoid's formula if (and only if) r = s. If any exponent is allowed to be negative, the shape extends to infinity. Such shapes are sometimes called super-hyperboloids. The basic shape above spans from -1 to +1 along each coordinate axis. The general superquadric is the result of scaling this basic shape by different amounts A, B, C along each axis. Its general equation is | x A | r + | y B | s + | z C | t = 1. {\displaystyle \left|{\frac {x}{A}}\right|^{r}+\left|{\frac {y}{B}}\right|^{s}+\left|{\frac {z}{C}}\right|^{t}=1.} === Parametric description === Parametric equations in terms of surface parameters u and v (equivalent to longitude and latitude if m equals 2) are x ( u , v ) = A g ( v , 2 r ) g ( u , 2 r ) y ( u , v ) = B g ( v , 2 s ) f ( u , 2 s ) z ( u , v ) = C f ( v , 2 t ) − π 2 ≤ v ≤ π 2 , − π ≤ u < π , {\displaystyle {\begin{aligned}x(u,v)&{}=Ag\left(v,{\frac {2}{r}}\right)g\left(u,{\frac {2}{r}}\right)\\y(u,v)&{}=Bg\left(v,{\frac {2}{s}}\right)f\left(u,{\frac {2}{s}}\right)\\z(u,v)&{}=Cf\left(v,{\frac {2}{t}}\right)\\&-{\frac {\pi }{2}}\leq v\leq {\frac {\pi }{2}},\quad -\pi \leq u<\pi ,\end{aligned}}} where the auxiliary functions are f ( ω , m ) = sgn ⁡ ( sin ⁡ ω ) | sin ⁡ ω | m g ( ω , m ) = sgn ⁡ ( cos ⁡ ω ) | cos ⁡ ω | m {\displaystyle {\begin{aligned}f(\omega ,m)&{}=\operatorname {sgn}(\sin \omega )\left|\sin \omega \right|^{m}\\g(\omega ,m)&{}=\operatorname {sgn}(\cos \omega )\left|\cos \omega \right|^{m}\end{aligned}}} and the sign function sgn(x) is sgn ⁡ ( x ) = { − 1 , x < 0 0 , x = 0 + 1 , x > 0. {\displaystyle \operatorname {sgn}(x)={\begin{cases}-1,&x<0\\0,&x=0\\+1,&x>0.\end{cases}}} === Spherical product === Barr introduces the spherical product which given two plane curves produces a 3D surface. If f ( μ ) = ( f 1 ( μ ) f 2 ( μ ) ) , g ( ν ) = ( g 1 ( ν ) g 2 ( ν ) ) {\displaystyle f(\mu )={\begin{pmatrix}f_{1}(\mu )\\f_{2}(\mu )\end{pmatrix}},\quad g(\nu )={\begin{pmatrix}g_{1}(\nu )\\g_{2}(\nu )\end{pmatrix}}} are two plane curves then the spherical product is h ( μ , ν ) = f ( μ ) ⊗ g ( ν ) = ( f 1 ( μ ) g 1 ( ν ) f 1 ( μ ) g 2 ( ν ) f 2 ( μ ) ) {\displaystyle h(\mu ,\nu )=f(\mu )\otimes g(\nu )={\begin{pmatrix}f_{1}(\mu )\ g_{1}(\nu )\\f_{1}(\mu )\ g_{2}(\nu )\\f_{2}(\mu )\end{pmatrix}}} This is similar to the typical parametric equation of a sphere: x = x 0 + r sin ⁡ θ cos ⁡ φ y = y 0 + r sin ⁡ θ sin ⁡ φ ( 0 ≤ θ ≤ π , 0 ≤ φ < 2 π ) z = z 0 + r cos ⁡ θ {\displaystyle {\begin{aligned}x&=x_{0}+r\sin \theta \;\cos \varphi \\y&=y_{0}+r\sin \theta \;\sin \varphi \qquad (0\leq \theta \leq \pi ,\;0\leq \varphi <2\pi )\\z&=z_{0}+r\cos \theta \end{aligned}}} which give rise to the name spherical product. Barr uses the spherical product to define quadric surfaces, like ellipsoids, and hyperboloids as well as the torus, superellipsoid, superquadric hyperboloids of one and two sheets, and supertoroids. == Plotting code == The following GNU Octave code generates a mesh approximation of a superquadric:

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  • Energy informatics

    Energy informatics

    Energy informatics is a research field covering the use of information and communication technology to address energy utilization and management challenges. Methods used for "smart" implementations often combine IoT sensors with artificial intelligence and machine learning. Energy Informatics is founded on flow networks that are the major suppliers and consumers of energy. Their efficiency can be improved by collecting and analyzing information. == Application areas == The field among other consider application areas within: Smart Buildings by developing ICT-centred solutions for improving the energy-efficiency of buildings. Smart Cities by investigating the synergies between demand patterns and supply availability of energy flows in cities and communities to improve energy efficiency, increase integration of renewable sources, and provide resilience towards system faults caused by extreme situations, like hurricanes and flooding. Smart Industries including the development of ICT-centred solutions for improving the energy efficiency and predictability of energy intensive industrial processes, without compromising process and product quality. Smart Energy Networks by developing ICT-centred solutions for coordinating the supply and demand in environmentally sustainable energy networks.

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  • The Citation Project

    The Citation Project

    The Citation Project is a series of studies that measure and analyze first-year college writing students' source use and their ability to understand and implement sources within their own writing. The Citation Project reveals students' source-use habits and the issues that can be seen based on their lack of proper citation skills, such as the prevalence of plagiarism, institution policies, and the results of current writing pedagogy. The Citation Project's central findings were first presented at the Conference on College Composition and Communication in 2012. Although The Citation Project originally referred to this single 2012 study, the feedback received led to the conception of the Project as a broader initiative and as a place to gather and publish studies and data relating to student writing habits for the usage of other researches. == Method == The Citation Project's data comes from the work of 20 researchers analyzing 174 first-year composition students' research papers. The student papers studied originated from 16 institutions across the United States of America, including community colleges, public and private universities, denominational colleges, and Ivy Leagues. Researchers used bibliographic coding to aggregate data regarding the type, length, reading level, and usage of students' sources. == Findings == === Student source assessment and use === This study found that students were capable of identifying, locating, and accessing librarian-approved academic sources, most commonly accessing them with the internet. Despite students demonstrating their ability to find appropriate sources, they tend to exclusively cite the first few pages of their sources. Students' use and analysis of their citations are often limited, frequently resorting to patchwriting, directly restating their source's points, and omitting their own interpretations of their reference's ideas. The Citation Project also highlights students' struggle to accurately determine, address, and value their sources' bias, authority, and credibility. According to the Project's researchers' analysis, these habits demonstrate that first-year college writing students minimally engage with their sources and the academic conversations between them. One researcher from the Citation Project, Rebecca Moore Howard, believes these findings do not point towards students being lazy, but is rather a result of a writing pedagogy that prioritizes efficient, product-focused writing. Another interpretation offered by Sandra Jamieson, another researcher from the Citation Project explains their findings as a result of a lack of adherence to Information Learning (IL) Standards. === Pedagogy === A significant focus of The Citation Project is the development of pedagogical practices intended to equip students with writing and research techniques that will set them up for future success. Writers associated with The Citation Project, such as Tricia Serviss, believe that the practices of teachers surrounding academic integrity and writing practices are what form the foundation of how students think about writing and how to engage with assignments throughout their academic career. They also stress the importance of teaching students to effectively engage with sources rather than simply how to correctly cite them. The Citation Project asserts that endowing students with the ability to read, understand, and synthesize a variety of sources in their writing is a skill that will benefit them throughout their academic careers, and that the surface level typographical focus that many writing programs utilize is inadequate. == Plagiarism == One of the areas that The Citation Project also looks at is how students commit plagiarism throughout their writing. Plagiarism tends to be a checkpoint that gives instructors a sense where students' citation skills stand. Findings from The Citation Project reveal that the most common type of plagiarism is patchwriting which is the act of using the same sentence with only changing a couple of words. These types of issues can be seen as a learning curve due to lack of proper training. Student's that commit plagiarism are often unaware. === Policies === Another issue found is that academic plagiarism policies may not benefit a student's growth but may instead obstruct it. Policies against plagiarism tend to be harsh on the student that committed of offense. Even though student plagiarism is often unintentional academic institutions see this behavior as intentional. Student may then face harsh consequences as a result from their lack of citation knowledge. Additionally, higher level institutions assume that new students already have the skill set to avoid plagiarism which may be an unrealistic expectation. == Legacy == === Inspired studies === ==== Parrott and Napier ==== In one study, "Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach," Jill Parrot and Trenia Napier quoted the Citation Project's findings as evidence that current collegiate writing curriculums are an ineffective means of teaching students how to properly write academic research papers. The researchers accredited current writing pedagogy's lack of emphasis on teaching critical reading skills. Parrott and Napier tested their thesis by seeing if students would produce more academic writing if they partook in a writing course that taught critical reading. Their results mostly went against this hypothesis, finding students who received additional critical reading training only significantly improved in how they integrated their sources. ==== Kocatepe ==== In May Mehtap Kocatep's study, "Reconceptualising the notion of finding information: How undergraduate students construct information as they read-to-write in an academic writing class," Kocatep expresses that she believes current conversations around writing pedagogy, including the Citation Project, operate with the underlying misconception that information is an easily discoverable static entity and its retrieval is an objective, unbiased decision. Kocatepe instead offers the analysis of what students view as valuable information and if it is worth using is influenced by the socially constructed meanings available to writers at the moment. To further examine students' source engagement, Kocatepe did a study on how female university students from the United Arab Emirates find, retrieve, use, and value sources. Kocatepe's results mainly noted students' almost exclusive reliance on using Google to find sources, as well as how students' navigated mainly English-speaking academic conversations as non-native English speakers. ==== Dahlen, Nordstrom-Sanchez, and Graff ==== Dahlen, Nordstrom-Sanchez, and Graff built their study off The Citation Project research in order to explore the attitudes and practices of students in an undergraduate writing course. As the researchers acknowledge, data collected by the Citation Project was the subject of the bulk of their analysis. This study sought to examine undergraduate writing practices tied to source-usage and elucidate any relevant trends. Dahlen, Nordstrom-Sanchez and Graff found that undergraduate writing students were not engaging with outside sources properly. Key issues discussed include lack of engagement with broad source ideas (in favor of picking out quotes), lack of paraphrasing, and inability to link information between multiple sources. ==== Davis ==== Phillip M. Davis based much of the analysis in his study on data gathered by the Citation Project. This study aimed to examine the particular effects web-based research and study had on undergraduate's papers and the replicability of their bibliographies. Davis sought to see how the shift from physical in-person library based research to online, often at-home research changed the function and usability of the bibliography as a form of documenting source usage in a given work. The primary method of analysis involved examining students' bibliographies to see where they were finding information online and how these sources were accessed. A main issue Davis found was "persistency" of URLs used for online citations. He found that only 18% of URL-based citations continued to function (the others either no longer pointing to the correct document or ceasing to exist altogether) within 3 years of their usage by students, and more than half of claimed online citations could not be found in any form. He suggests that this result brings up questions about how web-based citations should be dealt with in a university context.

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  • Webometrics Ranking of Business Schools

    Webometrics Ranking of Business Schools

    The Webometrics Ranking of Business Schools, also known as Ranking Web of Business Schools, is a ranking system for the world's business schools based on a composite indicator that takes into account both the volume of the Web content (number of web pages and files) and the visibility and impact of these web publications according to the number of external inlinks (site citations) they received. The ranking is published by the Cybermetrics Lab, a research group of the Spanish National Research Council (CSIC) located in Madrid. This ranking was discontinued in 2013 and is no longer updated. This discontinued ranking is, however, often cited (as of 2017-06-16) by Google as its main ranking reference. Examples are: "Spain business school ranking " = "Zurich business school ranking" etc. The Webometrics Ranking of World Universities is a similar ranking of universities.

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  • Macromedia FreeHand

    Macromedia FreeHand

    Macromedia FreeHand (formerly Aldus FreeHand) is a discontinued computer application for creating two-dimensional vector graphics oriented primarily to professional illustration, desktop publishing and content creation for the Web. FreeHand was similar in scope, intended market, and functionality to Adobe Illustrator, CorelDRAW and Xara Designer Pro. Because of FreeHand's dedicated page layout and text control features, it also compares to Adobe InDesign and QuarkXPress. Professions using FreeHand include graphic design, illustration, cartography, fashion and textile design, product design, architects, scientific research, and multimedia production. FreeHand was created by Altsys Corporation in 1988 and licensed to Aldus Corporation, which released versions 1 through 4. In 1994, Aldus merged with Adobe Systems and because of the overlapping market with Adobe Illustrator, FreeHand was returned to Altsys by order of the Federal Trade Commission. Altsys was later bought by Macromedia, which released FreeHand versions 5 through 11 (FreeHand MX). In 2005, Adobe Systems acquired Macromedia and its product line which included FreeHand MX, under whose ownership it presently resides. Since 2003, FreeHand development has been discontinued; in the Adobe Systems catalog, FreeHand has been replaced by Adobe Illustrator. FreeHand MX continues to run under Windows 11 and under Mac OS X 10.6 (Snow Leopard) within Rosetta, a PowerPC code emulator, and requires a registration patch supplied by Adobe. FreeHand 10 runs without problems on Mac OS X Snow Leopard with Rosetta enabled, and does not require a registration patch. Later versions of macOS can use a Mac OS X Snow Leopard Server virtual machine to emulate the required PowerPC support. == History == === Altsys and Aldus FreeHand === In 1984, James R. Von Ehr founded Altsys Corporation to develop graphics applications for personal computers. Based in Plano, Texas, the company initially produced font editing and conversion software; Fontastic Plus, Metamorphosis, and the Art Importer. Their premier PostScript font-design package, Fontographer, was released in 1986 and was the first such program on the market. With the PostScript background having been established by Fontographer, Altsys also developed FreeHand (originally called Masterpiece) as a Macintosh Postscript-based illustration program that used Bézier curves for drawing and was similar to Adobe Illustrator. FreeHand was announced as "... a Macintosh graphics program described as having all the features of Adobe's Illustrator plus drawing tools such as those in Mac Paint and Mac Draft and special effects similar to those in Cricket Draw." Seattle's Aldus Corporation acquired a licensing agreement with Altsys Corporation to release FreeHand along with their flagship product, Pagemaker, and Aldus FreeHand 1.0 was released in 1988. FreeHand's product name used intercaps; the F and H were capitalized. The partnership between the two companies continued with Altsys developing FreeHand and with Aldus controlling marketing and sales. After 1988, a competitive exchange between Aldus FreeHand and Adobe Illustrator ensued on the Macintosh platform with each software advancing new tools, achieving better speed, and matching significant features. Windows PC development also allowed Illustrator 2 (aka, Illustrator 88 on the Mac) and FreeHand 3 to release Windows versions to the graphics market. FreeHand 1.0 sold for $495 in 1988. It included the standard drawing tools and features as other draw programs including special effects in fills and screens, text manipulation tools, and full support for CMYK color printing. It was also possible to create and insert PostScript routines anywhere within the program. FreeHand performed in preview mode instead of keyline mode but performance was slower. FreeHand 2.0 sold for $495 in 1989. Besides improving on the features of FreeHand 1.0, FreeHand 2 added faster operation, Pantone colors, stroked text, flexible fill patterns and automatically import graphic assets from other programs. It added accurate control over a color monitor screen display, limited only by its resolution. FreeHand 3.0 sold for $595 in 1991. New features included resizable color, style, and layer panels including an Attributes menu. Also tighter precision of both the existing tools and aligning of objects. FH3 created compound Paths. Text could be converted to paths, applied to an ellipse, or made vertical. Carried over from version 1.0, FreeHand 3 suffered by having text entered into a dialog box instead of directly to the page. In October 1991, a 3.1 upgrade made FreeHand work with System 7 but additionally, it supported pressure-sensitive drawing which offered varying line widths with a users stroke. It improved element manipulation and added more import/export options. FreeHand 4.0 sold for $595 in 1994. Altsys ported FreeHand 3.0 to the NeXT system creating a new program named Virtuoso. Virtuoso continued its development at Altsys and version 2.0 of Virtuoso was feature-equivalent to FreeHand 4 (with the addition of NeXT-specific features such as Services and Display PostScript) and file compatible, with Virtuoso 2 able to open FreeHand 4 files and vice versa. A prominent feature of this version was the ability to type directly into the page and wrap inside or outside any shape. It also included drag-and-drop color imaging, a larger pasteboard, and a user interface that featured floating, rollup panels. The colors palette included a color mixer for adding new colors to the swatch list. Speed increases were made. In the same year of FreeHand 4 release, Adobe Systems announced merger plans with Aldus Corporation for $525 million. Fear about the end of competition between these two leading applications was reported in the media and expressed by customers (Illustrator versus FreeHand and Adobe Photoshop versus Aldus PhotoStyler.) Because of this overlapping of the market, Altsys stepped in by suing Aldus, saying that the merger deal was "a prima facie violation of a non-compete clause within the FreeHand licensing agreement." Altsys CEO Jim Von Ehr explained, "No one loves FreeHand more than we do. We will do whatever it takes to see it survive." The Federal Trade Commission issued a complaint against Adobe Systems on October 18, 1994, ordering a divestiture of FreeHand to "remedy the lessening of competition resulting from the acquisition as alleged in the Commission's complaint," and further, the FTC ordering, "That for a period of ten (10) years from the date on which this order becomes final, respondents shall not, without the prior approval of the Commission, directly or indirectly, through subsidiaries, partnerships, or otherwise .. Acquire any Professional Illustration Software or acquire or enter into any exclusive license to Professional Illustration Software;" (referring to FreeHand.) FreeHand was returned to Altsys with all licensing and marketing rights as well as Aldus FreeHand's customer list. === Macromedia Freehand === By late 1994, Altsys still retained all rights to FreeHand. Despite brief plans to keep it in-house to sell it along with Fontographer and Virtuoso, Altsys reached an agreement with the multimedia software company, Macromedia, to be acquired. This mutual agreement provided FreeHand and Fontographer a new home with ample resources for marketing, sales, and competition against the newly merged Adobe-Aldus company. Altsys would remain in Richardson, Texas, but would be renamed as the Digital Arts Group of Macromedia and was responsible for the continued development of FreeHand. Macromedia received FreeHand's 200,000 customers and expanded its traditional product line of multimedia graphics software to illustration and design graphics software. CEO James Von Ehr became a Macromedia vice-president until 1997 when he left to start another venture. FreeHand 5.0 sold for $595 in 1995. This version featured a more customizable and expanded workspace, multiple views, stronger design and editing tools, a report generator, spell check, paragraph styles, multicolor gradient fills up to 64 colors, speed improvements, and it accepted Illustrator plugins. In September 1995, a 5.5 upgrade added Photoshop plug-in support, PDF import capabilities, the Extract feature, inline graphics to text, improved auto-expanding text containers, the Crop feature, and the Create PICT Image feature. A FreeHand 5.5 upgrade was part of the FreeHand Graphics Studio (a suite that included Fontographer, Macromedia xRes image editing application, and Extreme 3D animation and modeling application). FreeHand 6.0 in 1996. This version only existed in beta. Some Freehand 7 prerelease versions were released under the Freehand 6 tag. FreeHand 7.0 sold for $399 in 1996, or $449 as part of the FreeHand Graphics Studio (see above.) Features included a redesigned user interface that allowed recombining Inspectors, Panel Tabs, Dockable Panels, Smart Cursors,

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  • Information literacy

    Information literacy

    The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed. The 1989 American Library Association (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information". In 1990, academic Lori Arp published a paper asking, "Are information literacy instruction and bibliographic instruction the same?" Arp argued that neither term was particularly well defined by theoreticians or practitioners in the field. Further studies were needed to lessen the confusion and continue to articulate the parameters of the question. The Alexandria Proclamation of 2005 defined the term as a human rights issue: "Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations." The United States National Forum on Information Literacy defined information literacy as "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand." Meanwhile, in the UK, the library professional body CILIP, define information literacy as "the ability to think critically and make balanced judgements about any information we find and use. It empowers us as citizens to develop informed views and to engage fully with society." A number of other efforts have been made to better define the concept and its relationship to other skills and forms of literacy. Other pedagogical outcomes related to information literacy include traditional literacy, computer literacy, research skills and critical thinking skills. Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the prevalence of misinformation, fake news, and disinformation. Scholars have argued that in order to maximize people's contributions to a democratic and pluralistic society, educators should be challenging governments and the business sector to support and fund educational initiatives in information literacy. == History == The phrase "information literacy" first appeared in print in a 1974 report written on behalf of the National Commission on Libraries and Information Science by Paul G. Zurkowski, who was at the time president of the Information Industry Association (now the Software and Information Industry Association). Zurkowski used the phrase to describe the "techniques and skills" learned by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems" and drew a relatively firm line between the "literates" and "information illiterates." The concept of information literacy appeared again in a 1976 paper by Lee Burchina presented at the Texas A&M University library's symposium. Burchina identified a set of skills needed to locate and use information for problem solving and decision making. In another 1976 article in Library Journal, M.R. Owens applied the concept to political information literacy and civic responsibility, stating, "All [people] are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates. The application of information resources to the process of decision-making to fulfill civic responsibilities is a vital necessity." In a literature review published in an academic journal in 2020, Oral Roberts University professor Angela Sample cites several conceptual waves of information literacy definitions as defining information as a way of thinking, a set of skills, and a social practice. The introduction of these concepts led to the adoption of a mechanism called metaliteracy and the creation of threshold concepts and knowledge dispositions, which led to the creation of the ALA's Information Literacy Framework. The American Library Association's Presidential Committee on Information Literacy released a report on January 10, 1989. Titled as the Presidential Committee on Information Literacy: Final Report, the article outlines the importance of information literacy, opportunities to develop it, and the idea of an Information Age School. The recommendations of the Committee led to establishment of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations. In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published Information Power: Building Partnerships for Learning, which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy," "independent learning," and "social responsibility." Also in 1998, the Presidential Committee on Information Literacy updated its final report. The report outlined six recommendations from the original report, and examined areas of challenge and progress. In 1999, the Society of College, National and University Libraries (SCONUL) in the UK published The Seven Pillars of Information Literacy to model the relationship between information skills and IT skills, and the idea of the progression of information literacy into the curriculum of higher education. In 2003, the National Forum on Information Literacy, along with UNESCO and the National Commission on Libraries and Information Science, sponsored an international conference in Prague. Representatives from twenty-three countries gathered to discuss the importance of information literacy in a global context. The resulting Prague Declaration described information literacy as a "key to social, cultural, and economic development of nations and communities, institutions and individuals in the 21st century" and declared its acquisition as "part of the basic human right of lifelong learning". In the United States specifically, information literacy was prioritized in 2009 during President Barack Obama's first term. In effort to stress the value information literacy has on everyday communication, he designated October as National Information Literacy Awareness Month in his released proclamation. In 2015, the Association of College and Research Libraries (ACRL) adopted the Framework for Information Literacy for Higher Education, which defines information literacy as "the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning".Association of College and Research Libraries (2015-02-09). "Framework for Information Literacy for Higher Education". Association of College and Research Libraries. American Library Association. Retrieved 2026-02-17. == Presidential Committee on Information Literacy == The American Library Association's Presidential Committee on Information Literacy defined information literacy as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" and highlighted information literacy as a skill essential for lifelong learning and the production of an informed and prosperous citizenry. The committee outlined six principal recommendations. Included were recommendations like "Reconsider the ways we have organized information institutionally, structured information access, and defined information's role in our lives at home in the community, and in the work place"; to promote "public awareness of the problems created by information illiteracy"; to develop a national research agenda related to information and its use; to ensure the existence of "a climate conducive to students' becoming information literate"; to include information literacy concerns in teacher education democracy. In the updated report, the committee ended with an invitation, asking the National Forum and regular citizens to recognize that "the result of these combined efforts will be a citizenry which is made up of effective lifelong learners who can always find the information needed for the issue or decision at hand. This new

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  • Australian Geoscience Data Cube

    Australian Geoscience Data Cube

    The Australian Geoscience Data Cube (AGDC) is an approach to storing, processing and analyzing large collections of Earth observation data. The technology is designed to meet challenges of national interest by being agile and flexible with vast amounts of layered grid data. The AGDC reduces processing time of traditional image analysis by calibrating, pre-computing known extents, pixel alignment and storing metadata in a cell lattice structure. The temporal-pixel aligned data can often be analysed faster across space and time dimensions than previous scene based techniques. This allows the AGDC to be flexible in tackling future challenges and improve analysis times on every-increasing data repositories of earth observation. The AGDC has also been used internationally to allow countries to maintain ecologically sustainable programs and reduce the difficulty curve of utilizing Remote Sensing data. == Background == The AGDC was originally conceived by Geoscience Australia but is now maintained in a partnership between Geoscience Australia, Commonwealth Scientific and Industrial Research Organisation (CSIRO) and National Computational Infrastructure National Facility (Australia) (NCI). This is made possible by the funding from the partnership and a number of organisations such as National Collaborative Research Infrastructure Strategy (NCRIS). == Analysis ready data, ingestion and indexing == The data processed in the cube is made analysis ready before being ingested and indexed into the AGDC. Analysis ready data is pre-processed data that has applied corrections for instrument calibration (gains and offsets), geolocation (spatial alignment) and radiometry (solar illumination, incidence angle, topography, atmospheric interference). The ingestion process manages the translation of datasets into the storage units while maintaining a database index. The data within the storage and index can be accessed via API calls often compiled within code such as Python (programming language). Example: s2a_l1c = dc.load(product='s2a_level1c_granule',x=(147.36, 147.41), y=(-35.1, -35.15), measurements=['04','03','02'], output_crs='EPSG:4326', resolution=(-0.00025,0.00025)) === Datasets currently stored === Geoscience Australia Landsat Surface Reflectance (1987 to present) Landsat Pixel Quality Landsat Fractional Cover Landsat NDVI === Datasets that have been piloted === USGS Landsat Surface Reflectance SRTM DEM Himawari 8 MODIS Sentinel-2 L1C / S2A Australian Gridded Climate Data == Open source == The AGDC code base is situated in GitHub as an open repository. The core code base moved to the Open Data Cube in early 2017 as part of an international collaboration. Whilst the code base is the Open Data Cube, individual cubes exist as their own right such as the AGDC on the National Computational Infrastructure National Facility (Australia) (NCI) using the High-Performance Computing Cluster HPCC. The core code can be installed on personal computers or public computers (using git) and has many unit tests. Documentation for the code base exists on Read the Docs. == Challenges of the AGDC == The AGDC is designed to meet nationally significant challenges such as the following. Sustainability Environment Water resource management Disaster assist Policy development Community planning Forest preservation Carbon measurement == International awards == The AGDC won the 2016 Content Platform of the Year award from Geospatial World Forum.

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  • Documentation science

    Documentation science

    Documentation science is the study of the recording and retrieval of information. It includes methods for storing, retrieving, and sharing of information captured on physical as well as digital documents. This field is closely linked to the fields of library science and information science but has its own theories and practices. The term documentation science was coined by Belgian lawyer and peace activist Paul Otlet. He is considered to be the forefather of information science. He along with Henri La Fontaine laid the foundations of documentation science as a field of study. Professionals in this field are called documentalists. Over the years, documentation science has grown to become a large and important field of study. Evolving from traditional practices like archiving and retrieval to modern theories about the nature of documents, novel methods for organizing digital information, and applications in libraries, research, healthcare, business, and technology and more. This field continues to evolve in the digital age. == Developments in documentation science == 1895: The International Institute of Bibliography (originally Institut International de Bibliographie, IIB) was established on 12 September 1895, in Brussels, Belgium by Paul Otlet and Henri La Fontaine. It aimed to catalog all recorded knowledge using a universal classification system now known as the Universal Decimal Classification (UDC). 1931: International Institute of Bibliography (originally Institut International de Bibliographie, IIB) was renamed The International Institute for Documentation, (Institut International de Documentation, IID). 1934: Paul Otlet envisioned a “radiated library,” a global network of interconnected documents accessible from anywhere via telecommunication. This early idea is now seen as a forerunner of the internet. 1937: American Documentation Institute was founded (1968 nameshift to American Society for Information Science). 1951: Suzanne Briet published Qu'est-ce que la documentation? where she proposed that “a document is evidence in support of a fact,” expanding the definition to include objects such as animals in zoos when they are part of a scientific study. This was a significant theoretical shift in defining documents. 1965-1990: Documentation departments were established, for example, large research libraries, online computer retrieval systems and more. The persons doing the searches were called documentalists. But with the appearance of first CD-ROM databases in the mid-1980s and later the internet in 1990s, these intermediary searches decreased and most such departments closed or merged with other departments. 1996: "Dokvit", Documentation Studies, was established in 1996 at the University of Tromsø in Norway. 2001: The Document Academy was established. It is an international network that celebrates documentation. It was conducted by The Program of Documentation Studies, University of Tromsø, Norway and The School of Information Management and Systems, UC Berkeley. 2003: The first Document Research Conference (DOCAM), a series of conferences made by the Document Academy. DOCAM '03 (2003) was held 13–15 August 2003 at The School of Information Management and Systems (SIMS) at the University of California, Berkeley. 2007: Michael Buckland, Ronald Day, and Birger Hjørland expanded the theoretical foundations of documentation science. They researched and explored documents to be social artifacts, the role of ideology in classification, and how documents influenced knowledge systems. 2010s: The concept of post-documentation or “documentality” began in the 2010s, which focused on how digital traces (e.g., tweets, logs) function as documents without traditional physical form. This led to new thinking in document theory. 2016–present: The Document Academy's DOCAM conferences have continued, offering ongoing developments in the theory and practice of documentation. Themes include affect, memory, activism, and born-digital records. 2017: The journal Information Research published special issues addressing “document theory,” including views on documentation in virtual environments and digital archives. 2020–present: The growth of research data management (RDM) and open science has made documentation practices central to data sharing, metadata standards, and reproducibility in scientific work. == Theoretical foundations == Documentation science has some deep theories that explain what a document is, how people use documents, and how they are organized. These concepts were introduced by scholars who have not only studied libraries, but also philosophy, language, and social sciences. Suzanne Briet described a document as “any material form of evidence” that is made to be used as proof or to share information. An antelope in a zoo, for example, can be a document because it is being studied, classified, and described. Documents are not just things or materials but are also shaped by society. Michael Buckland noted that documents have meaning only when people agree they are useful or valid as information. He explained a document becomes a document when someone decides to use it as evidence. Ronald Day wrote about how documentation is not neutral, it can be influenced by power, ideology, and politics. He claimed that classification systems, like how libraries organize books, are not just technical tools. They also show what kinds of knowledge are seen as more important than others. In recent years, new theories have been introduced, like “documentality” by Maurizio Ferraris. He proposed that a document does not have to be a paper or file, it can also be something digital like a tweet, a database entry, or a log file, as long as it leaves a trace that can be looked at later. This theory helps explain modern digital documents. == Methodologies and practice == Documentation science includes many methods that help people collect, organize, store, and find information. These practices are used in libraries, archives, research labs, companies, and now also in online systems. === Collecting and creating documents === In the past, documentation work included gathering books, articles, reports, and other printed materials. People created records of these materials manually, using catalog cards, indexes, or bibliographies. Paul Otlet’s work with the Universal Bibliographic Repertory is one example. He created millions of card entries to organize knowledge from around the world. Today, documents are not only created by humans. Computers and machines also generate documents, like log files, metadata, and sensor data. These need new tools and methods for collection and management. === Organizing information === Organizing documents has always been a foundational element of documentation science. Methods like classification (dividing things into groups) and indexing (making lists of topics or keywords) help individuals find what they need. A widely used system is the Universal Decimal Classification (UDC) developed by Otlet and La Fontaine. Another is the Library of Congress Classification (LCC) used in the majority of U.S. libraries. Indexing can be performed by humans or by software programs that read the text and add tags to documents. Metadata is also used to describe documents. Metadata is “data about data” like the title, author, date, and subject of a document. Standards like Dublin Core are used in digital libraries to keep metadata consistent. === Retrieval and access === One of the main objectives of documentation is helping users find the right document. This is called information retrieval. In the past, this meant using catalog drawers or printed indexes. Today, people use search engines, databases, and digital libraries. Modern retrieval tools use Boolean logic, ranking algorithms, and sometimes machine learning to show the most useful results first. This is part of what is studied in both documentation science and information retrieval. === Preservation and archiving === Documents require long-term storage. This is called preservation of documents. Printed documents can be damaged by light, pests, or even time on the other hand digital documents can be deemed worthless if formats become outdated or storage facilities fail. Archivists use methods like migration, which includes moving files to new formats, and emulation, which replicates obsolete systems, to preserve materials. These methods and tools are ever changing as new technologies develop. But the main objective of documentation has remained the same, which is to keep information safe, organized, and easy to find. == Documentation in the digital age == With the expansion of the internet, computers, and cloud storage, documents are no longer just books, papers, or reports. They can now be emails, tweets, videos, websites, databases, or even log files created by machines. === Born-digital documents === Many documents today are created directly in digital form. These are called born-digit

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  • Percept (artificial intelligence)

    Percept (artificial intelligence)

    A percept is the input that an intelligent agent is perceiving at any given moment. It is essentially the same concept as a percept in psychology, except that it is being perceived not by the brain but by the agent. A percept is detected by a sensor, often a camera, processed accordingly, and acted upon by an actuator. Each percept is added to a "percept sequence", which is a complete history of each percept ever detected. The agent's action at any instant point may depend on the entire percept sequence up to that particular instant point. An intelligent agent chooses how to act not only based on the current percept, but the percept sequence. The next action is chosen by the agent function, which maps every percept to an action. For example, if a camera were to record a gesture, the agent would process the percepts, calculate the corresponding spatial vectors, examine its percept history, and use the agent program (the application of the agent function) to act accordingly. == Examples == Examples of percepts include inputs from touch sensors, cameras, infrared sensors, sonar, microphones, mice, and keyboards. A percept can also be a higher-level feature of the data, such as lines, depth, objects, faces, or gestures.

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  • Systematic review

    Systematic review

    A systematic review is a scholarly synthesis of the evidence on a clearly presented topic using critical methods to identify, define and assess research on the topic. A systematic review extracts and interprets data from published studies on the topic (in the scientific literature), then analyzes, describes, critically appraises and summarizes interpretations into a refined evidence-based conclusion. For example, a systematic review of randomized controlled trials is a way of summarizing and implementing evidence-based medicine. Systematic reviews, sometimes along with meta-analyses, are generally considered the highest level of evidence in medical research. While a systematic review may be applied in the biomedical or health care context, it may also be used where an assessment of a precisely defined subject can advance understanding in a field of research. A systematic review may examine clinical tests, public health interventions, environmental interventions, social interventions, adverse effects, qualitative evidence syntheses, methodological reviews, policy reviews, and economic evaluations. Systematic reviews are closely related to meta-analyses, and often the same instance will combine both (being published with a subtitle of "a systematic review and meta-analysis"). The distinction between the two is that a meta-analysis uses statistical methods to induce a single number from the pooled data set (such as an effect size), whereas the strict definition of a systematic review excludes that step. However, in practice, when one is mentioned, the other may often be involved, as it takes a systematic review to assemble the information that a meta-analysis analyzes, and people sometimes refer to an instance as a systematic review, even if it includes the meta-analytical component. An understanding of systematic reviews and how to implement them in practice is common for professionals in health care, public health, and public policy. Systematic reviews contrast with a type of review often called a narrative review. Systematic reviews and narrative reviews both review the literature (the scientific literature), but the term literature review without further specification refers to a narrative review. == Characteristics == A systematic review can be designed to provide a thorough summary of current literature relevant to a research question. A systematic review uses a rigorous and transparent approach for research synthesis, with the aim of assessing and, where possible, minimizing bias in the findings. While many systematic reviews are based on an explicit quantitative meta-analysis of available data, there are also qualitative reviews and other types of mixed-methods reviews that adhere to standards for gathering, analyzing, and reporting evidence. Systematic reviews of quantitative data or mixed-method reviews sometimes use statistical techniques (meta-analysis) to combine results of eligible studies. Scoring levels are sometimes used to rate the quality of the evidence depending on the methodology used, although this is discouraged by the Cochrane Library. As evidence rating can be subjective, multiple people may be consulted to resolve any scoring differences between how evidence is rated. The EPPI-Centre, Cochrane, and the Joanna Briggs Institute have been influential in developing methods for combining both qualitative and quantitative research in systematic reviews. Several reporting guidelines exist to standardise reporting about how systematic reviews are conducted. Such reporting guidelines are not quality assessment or appraisal tools. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement suggests a standardized way to ensure a transparent and complete reporting of systematic reviews, and is now required for this kind of research by more than 170 medical journals worldwide. The latest version of this commonly used statement corresponds to PRISMA 2020 (the respective article was published in 2021). Several specialized PRISMA guideline extensions have been developed to support particular types of studies or aspects of the review process, including PRISMA-P for review protocols and PRISMA-ScR for scoping reviews. A list of PRISMA guideline extensions is hosted by the EQUATOR (Enhancing the QUAlity and Transparency Of health Research) Network. However, the PRISMA guidelines have been found to be limited to intervention research and the guidelines have to be changed in order to fit non-intervention research. As a result, Non-Interventional, Reproducible, and Open (NIRO) Systematic Reviews was created to counter this limitation. For qualitative reviews, reporting guidelines include ENTREQ (Enhancing transparency in reporting the synthesis of qualitative research) for qualitative evidence syntheses; RAMESES (Realist And MEta-narrative Evidence Syntheses: Evolving Standards) for meta-narrative and realist reviews; and eMERGe (Improving reporting of Meta-Ethnography) for meta-ethnograph. Developments in systematic reviews during the 21st century included realist reviews and the meta-narrative approach, both of which addressed problems of variation in methods and heterogeneity existing on some subjects. == Types == There are over 30 types of systematic review and Table 1 below non-exhaustingly summarises some of these. There is not always consensus on the boundaries and distinctions between the approaches described below. === Scoping reviews === Scoping reviews are distinct from systematic reviews in several ways. A scoping review is an attempt to search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry. This can mean that the concept search and method (including data extraction, organisation and analysis) are refined throughout the process, sometimes requiring deviations from any protocol or original research plan. A scoping review may often be a preliminary stage before a systematic review, which 'scopes' out an area of inquiry and maps the language and key concepts to determine if a systematic review is possible or appropriate, or to lay the groundwork for a full systematic review. The goal can be to assess how much data or evidence is available regarding a certain area of interest. This process is further complicated if it is mapping concepts across multiple languages or cultures. As a scoping review should be systematically conducted and reported (with a transparent and repeatable method), some academic publishers categorize them as a kind of 'systematic review', which may cause confusion. Scoping reviews are helpful when it is not possible to carry out a systematic synthesis of research findings, for example, when there are no published clinical trials in the area of inquiry. Scoping reviews are helpful when determining if it is possible or appropriate to carry out a systematic review, and are a useful method when an area of inquiry is very broad, for example, exploring how the public are involved in all stages systematic reviews. There is still a lack of clarity when defining the exact method of a scoping review as it is both an iterative process and is still relatively new. There have been several attempts to improve the standardisation of the method, for example via a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline extension for scoping reviews (PRISMA-ScR). PROSPERO (the International Prospective Register of Systematic Reviews) does not permit the submission of protocols of scoping reviews, although some journals will publish protocols for scoping reviews. == Stages == While there are multiple kinds of systematic review methods, the main stages of a review can be summarised as follows: === Defining the research question === Some reported that the 'best practices' involve 'defining an answerable question' and publishing the protocol of the review before initiating it to reduce the risk of unplanned research duplication and to enable transparency and consistency between methodology and protocol. Clinical reviews of quantitative data are often structured using the mnemonic PICO, which stands for 'Population or Problem', 'Intervention or Exposure', 'Comparison', and 'Outcome', with other variations existing for other kinds of research. For qualitative reviews, PICo is 'Population or Problem', 'Interest', and 'Context'. === Searching for sources === Relevant criteria can include selecting research that is of good quality and answers the defined question. The search strategy should be designed to retrieve literature that matches the protocol's specified inclusion and exclusion criteria. The methodology section of a systematic review should list all of the databases and citation indices that were searched. The titles and abstracts of identified articles can be checked against predetermined criteria for eligibility and r

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  • Conceptions of Library and Information Science

    Conceptions of Library and Information Science

    Conceptions of Library and Information Science (CoLIS) is a series of conferences about historical, empirical and theoretical perspectives in Library and Information Science. == CoLIS conferences == CoLIS 1 1991 in Tampere, Finland CoLIS 2 1996 in Copenhagen, Denmark CoLIS 3 1999 in Dubrovnik, Croatia CoLIS 4 2002 in Seattle, US CoLIS 5 2005 in Glasgow, Scotland CoLIS 6 2007 in Borås, Sweden CoLIS 7 June 2010 in London, at City University London. CoLIS 8 August 19–22, 2013, in Copenhagen, Denmark, at The Royal School of Library and Information Science. CoLIS 9 June 27–29, 2016, in Uppsala, Sweden, at Uppsala University. CoLIS 10 June 16–19, 2019, in Ljubljana, Slovenia, Faculty of Arts CoLIS 11 May 29–June 1, 2022, in Oslo, Norway, Oslo Metropolitan University.

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