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Inductive programming

Inductive programming (IP) is a special area of automatic programming, covering research from artificial intelligence and programming, which addresses learning of typically declarative (logic or functional) and often recursive programs from incomplete specifications, such as input/output examples or constraints. Depending on the programming language used, there are several kinds of inductive programming. Inductive functional programming, which uses functional programming languages such as Lisp or Haskell, and most especially inductive logic programming, which uses logic programming languages such as Prolog and other logical representations such as description logics, have been more prominent, but other (programming) language paradigms have also been used, such as constraint programming or probabilistic programming. == Definition == Inductive programming incorporates all approaches which are concerned with learning programs or algorithms from incomplete (formal) specifications. Possible inputs in an IP system are a set of training inputs and corresponding outputs or an output evaluation function, describing the desired behavior of the intended program, traces or action sequences which describe the process of calculating specific outputs, constraints for the program to be induced concerning its time efficiency or its complexity, various kinds of background knowledge such as standard data types, predefined functions to be used, program schemes or templates describing the data flow of the intended program, heuristics for guiding the search for a solution or other biases. Output of an IP system is a program in some arbitrary programming language containing conditionals and loop or recursive control structures, or any other kind of Turing-complete representation language. In many applications the output program must be correct with respect to the examples and partial specification, and this leads to the consideration of inductive programming as a special area inside automatic programming or program synthesis, usually opposed to 'deductive' program synthesis, where the specification is usually complete. In other cases, inductive programming is seen as a more general area where any declarative programming or representation language can be used and we may even have some degree of error in the examples, as in general machine learning, the more specific area of structure mining or the area of symbolic artificial intelligence. A distinctive feature is the number of examples or partial specification needed. Typically, inductive programming techniques can learn from just a few examples. The diversity of inductive programming usually comes from the applications and the languages that are used: apart from logic programming and functional programming, other programming paradigms and representation languages have been used or suggested in inductive programming, such as functional logic programming, constraint programming, probabilistic programming, abductive logic programming, modal logic, action languages, agent languages and many types of imperative languages. == History == The early works of Plotkin, and his "relative least general generalization (rlgg)", had an enormous impact in inductive logic programming. There were some encouraging results on learning recursive Prolog programs such as quicksort from examples together with suitable background knowledge, for example with GOLEM. However, after initial success, the community got disappointed by limited progress about the induction of recursive programs with ILP less and less focusing on recursive programs and leaning more and more towards a machine learning setting with applications in relational data mining and knowledge discovery. In parallel to work in ILP, Koza proposed genetic programming in the early 1990s as a generate-and-test based approach to learning programs. The idea of genetic programming was further developed into the inductive programming system ADATE and the systematic-search-based system MagicHaskeller. Here again, functional programs are learned from sets of positive examples together with an output evaluation (fitness) function which specifies the desired input/output behavior of the program to be learned. The early work in grammar induction (also known as grammatical inference) is related to inductive programming, as rewriting systems or logic programs can be used to represent production rules. In fact, early works in inductive inference considered grammar induction and Lisp program inference as basically the same problem. The results in terms of learnability were related to classical concepts, such as identification-in-the-limit, as introduced in the seminal work of Gold. More recently, the language learning problem was addressed by the inductive programming community. In the recent years, the classical approaches have been resumed and advanced with great success. Therefore, the synthesis problem has been reformulated on the background of constructor-based term rewriting systems taking into account modern techniques of functional programming, as well as moderate use of search-based strategies and usage of background knowledge as well as automatic invention of subprograms. Many new and successful applications have recently appeared beyond program synthesis, most especially in the area of data manipulation, programming by example and cognitive modelling (see below). Other ideas have also been explored with the common characteristic of using declarative languages for the representation of hypotheses. For instance, the use of higher-order features, schemes or structured distances have been advocated for a better handling of recursive data types and structures; abstraction has also been explored as a more powerful approach to cumulative learning and function invention. One powerful paradigm that has been recently used for the representation of hypotheses in inductive programming (generally in the form of generative models) is probabilistic programming (and related paradigms, such as stochastic logic programs and Bayesian logic programming). == Application areas == The first workshop on Approaches and Applications of Inductive Programming (AAIP) Archived 2016-03-03 at the Wayback Machine held in conjunction with ICML 2005 identified all applications where "learning of programs or recursive rules are called for, [...] first in the domain of software engineering where structural learning, software assistants and software agents can help to relieve programmers from routine tasks, give programming support for end users, or support of novice programmers and programming tutor systems. Further areas of application are language learning, learning recursive control rules for AI-planning, learning recursive concepts in web-mining or for data-format transformations". Since then, these and many other areas have shown to be successful application niches for inductive programming, such as end-user programming, the related areas of programming by example and programming by demonstration, and intelligent tutoring systems. Other areas where inductive inference has been recently applied are knowledge acquisition, artificial general intelligence, reinforcement learning and theory evaluation, and cognitive science in general. There may also be prospective applications in intelligent agents, games, robotics, personalisation, ambient intelligence and human interfaces.
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Solid-state electronics

Solid-state electronics are semiconductor electronics: electronic equipment that use semiconductor devices such as transistors, diodes and integrated circuits (ICs). The term is also used as an adjective for devices in which semiconductor electronics that have no moving parts replace devices with moving parts, such as the solid-state relay, in which transistor switches are used in place of a moving-arm electromechanical relay, or the solid-state drive (SSD), a type of semiconductor memory used in computers to replace hard disk drives, which store data on rotating disks. == History == The term solid-state became popular at the beginning of the semiconductor era in the 1960s to distinguish this new technology. A semiconductor device works by controlling an electric current consisting of electrons or holes moving within a solid crystalline piece of semiconducting material such as silicon, while the thermionic vacuum tubes it replaced worked by controlling a current of electrons or ions in a vacuum within a sealed tube. Although the first solid-state electronic device was the cat's whisker detector, a crude semiconductor diode invented around 1904, solid-state electronics started with the invention of the transistor in 1947. Before that, all electronic equipment used vacuum tubes, because vacuum tubes were the only electronic components that could amplify—an essential capability in all electronics. The transistor, which was invented by John Bardeen and Walter Houser Brattain while working under William Shockley at Bell Laboratories in 1947, could also amplify, and replaced vacuum tubes. The first transistor hi-fi system was developed by engineers at GE and demonstrated at the University of Philadelphia in 1955. In terms of commercial production, The Fisher TR-1 was the first "all transistor" preamplifier, which became available mid-1956. In 1961, a company named Transis-tronics released a solid-state amplifier, the TEC S-15. The replacement of bulky, fragile, energy-hungry vacuum tubes by transistors in the 1960s and 1970s created a revolution not just in technology but in people's habits, making possible the first truly portable consumer electronics such as the transistor radio, cassette tape player, walkie-talkie and quartz watch, as well as the first practical computers and mobile phones. Other examples of solid state electronic devices are the microprocessor chip, LED lamp, solar cell, charge coupled device (CCD) image sensor used in cameras, and semiconductor laser. Also during the 1960s and 1970s, television set manufacturers switched from vacuum tubes to semiconductors, and advertised sets as "100% solid state" even though the cathode-ray tube (CRT) was still a vacuum tube. It meant only the chassis was 100% solid-state, not including the CRT. Early advertisements spelled out this distinction, but later advertisements assumed the audience had already been educated about it and shortened it to just "100% solid state". LED displays can be said to be truly 100% solid-state.
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Mike Little

Mike Little (born 12 May 1962) is an English web developer and writer. He is the co-founder of the free and open source web publishing software WordPress. == Biography == Mike Little was born in Manchester, England in 1962 to a Nigerian father, who was a mathematics lecturer and musician, and an English mother who worked as a primary school teacher. Little was placed into foster care when he was four months of age, and was later adopted by the same family. He grew up on a council estate in Brinnington, Stockport, and was educated at Stockport School. In 2003, Little and Matt Mullenweg started working on a project in which they built on b2/cafelog and later named it WordPress, releasing the first version on 27 May 2003. Little states that, despite not being invited to join his co-founder's for-profit business Automattic, he and Mullenweg remain on good terms. He clarified: "I don’t want it to sound like he cheated me out of something or ripped me off in some way. He didn’t." In June 2013, Little was awarded the SAScon's "Outstanding Contribution to Digital" award for his part in co-founding and developing WordPress. Little has been described as "modest" and living in "virtual anonymity". He has one daughter. He identifies as a follower of Stoicism and a humanist, and in 2021, he became a patron of charity Humanists UK.
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Artificial Intelligence for Digital Response

Artificial Intelligence for Digital Response (AIDR) is a free and open source platform to filter and classify social media messages related to emergencies, disasters, and humanitarian crises. It has been developed by the Qatar Computing Research Institute and awarded the Grand Prize for the 2015 Open Source Software World Challenge. Muhammad Imran stated that he and his team "have developed novel computational techniques and technologies, which can help gain insightful and actionable information from online sources to enable rapid decision-making" - according to him the system "combines human intelligence with machine learning techniques, to solve many real-world challenges during mass emergencies and health issues". == How to use == It can be used by logging in with ones Twitter credentials and by collecting tweets by specifying keywords or hashtags, like #ChileEarthquake, and possibly a geographical region as well. == Use == It has been deployed in conjunction with UNICEF in Zambia to classify short messages related to AIDS/HIV received through the U-Report platform. AIDR was used for the first time during the 2010 Pakistan floods. The first real test of AIDR took place during the 2014 Iquique earthquake in Chile. == Related talks and events == Muhammad Imran delivered a keynote talk on the science behind the AIDR system at the International Conference on Information Systems for Crisis Response And Management (ISCRAM). Abdelkader Lattab and Ji Lucas also presented the system at the 2016 QCRI-IBM Data Science Connect event.
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LRE Map

The LRE Map (Language Resources and Evaluation) is a freely accessible large database on resources dedicated to Natural language processing. The original feature of LRE Map is that the records are collected during the submission of different major Natural language processing conferences. The records are then cleaned and gathered into a global database called "LRE Map". The LRE Map is intended to be an instrument for collecting information about language resources and to become, at the same time, a community for users, a place to share and discover resources, discuss opinions, provide feedback, discover new trends, etc. It is an instrument for discovering, searching and documenting language resources, here intended in a broad sense, as both data and tools. The large amount of information contained in the Map can be analyzed in many different ways. For instance, the LRE Map can provide information about the most frequent type of resource, the most represented language, the applications for which resources are used or are being developed, the proportion of new resources vs. already existing ones, or the way in which resources are distributed to the community. == Context == Several institutions worldwide maintain catalogues of language resources (ELRA, LDC, NICT Universal Catalogue, ACL Data and Code Repository, OLAC, LT World, etc.) However, it has been estimated that only 10% of existing resources are known, either through distribution catalogues or via direct publicity by providers (web sites and the like). The rest remains hidden, the only occasions where it briefly emerges being when a resource is presented in the context of a research paper or report at some conference. Even in this case, nevertheless, it might be that a resource remains in the background simply because the focus of the research is not on the resource per se. == History == The LRE Map originated under the name "LREC Map" during the preparation of LREC 2010 conference. More specifically, the idea was discussed within the FlaReNet project, and in collaboration with ELRA and the Institute of Computational Linguistics of CNR in Pisa, the Map was put in place at LREC 2010. The LREC organizers asked the authors to provide some basic information about all the resources (in a broad sense, i.e. including tools, standards and evaluation packages), either used or created, described in their papers. All these descriptors were then gathered in a global matrix called the LREC Map. The same methodology and requirements from the authors has been then applied and extended to other conferences, namely COLING-2010, EMNLP-2010, RANLP-2011, LREC 2012, LREC 2014 and LREC 2016. After this generalization to other conferences, the LREC Map has been renamed as the LRE Map. == Size and content == The size of the database increases over time. The data collected amount to 4776 entries. Each resource is described according to the following attributes: Resource type, e.g. lexicon, annotation tool, tagger/parser. Resource production status, e.g. newly created finished, existing-updated. Resource availability, e.g. freely available, from data center. Resource modality, e.g. speech, written, sign language. Resource use, e.g. named entity recognition, language identification, machine translation. Resource language, e.g. English, 23 European Union languages, official languages of India. == Uses == The LRE map is a very important tool to chart the NLP field. Compared to other studied based on subjective scorings, the LRE map is made of real facts. The map has a great potential for many uses, in addition to being an information gathering tool: It is a great instrument for monitoring the evolution of the field (useful for funders), if applied in different contexts and times. It can be seen as a huge joint effort, the beginning of an even larger cooperative action not just among few leaders but among all the researchers. It is also an "educational" means towards the broad acknowledgment of the need of meta-research activities with the active involvement of many. It is also instrumental in introducing the new notion of "citation of resources" that could provide an award and a means of scholarly recognition for researchers engaged in resource creation. It is used to help the organization of the conferences of the field like LREC. == Derived matrices == The data were then cleaned and sorted by Joseph Mariani (CNRS-LIMSI IMMI) and Gil Francopoulo (CNRS-LIMSI IMMI + Tagmatica) in order to compute the various matrices of the final FLaReNet reports. One of them, the matrix for written data at LREC 2010 is as follows: English is the most studied language. Secondly, come French and German languages and then Italian and Spanish. == Future == The LRE Map has been extended to Language Resources and Evaluation Journal and other conferences.
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Infone

Infone was a service launched by Metro One Telecommunications in 2003. The service was discontinued effective December 14, 2005. == How it worked == Infone included directory assistance and other services via a toll-free phone number. A user could call 888-411-1111 to request directory assistance, directions, traffic information, movie times, call completion, dinner reservation assistance and other services. Infone provided a number of innovative 411 'concierge'-like services, including movie listings from a live operator, and offered a feature where they could provide information from a linked Microsoft Outlook calendar when set up in advance. For a period of time they advertised heavily on U.S. television, featuring ads with then Governor of Minnesota Jesse Ventura, emphasizing their use of all U.S. based operators. The price offered was $0.89 per call up to 15 minutes (for use when the operator connects you to the requested number, as well as for additional information requests afterwards), with $0.05 for each additional minute, making Infone also a competitively priced long-distance service. New users received 5–10 free calls. Infone identified a registered user (along with billing information; the service was only payable by credit card) by caller ID (numbers were registered on signing up) and by an advanced voiceprint recognition system (VPRS) from SpeechWorks that identified the user when the user called from an unregistered telephone number (or no caller ID) through the use of a personal phrase spoken by the user (e.g., "Hello Infone!") after the welcome tone.
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Glossary of operating systems terms

This page is a glossary of Operating systems terminology. == A == access token: In Microsoft Windows operating systems, an access token contains the security credentials for a login session and identifies the user, the user's groups, the user's privileges, and, in some cases, a particular application. == B == binary semaphore: See semaphore. booting: In computing, booting (also known as booting up) is the initial set of operations that a computer performs after electrical power is switched on or when the computer is reset. This can take tens of seconds and typically involves performing a power-on self-test, locating and initializing peripheral devices, and then finding, loading and starting the operating system. == C == cache: In computer science, a cache is a component that transparently stores data so that future requests for that data can be served faster. The data that is stored within a cache might be values that have been computed earlier or duplicates of original values that are stored elsewhere. cloud: Cloud computing operating systems are recent, and were not mentioned in Gagne's 8th Edition (2009). In contrast, by Gagne's 9th (2012), cloud o/s received 3 pages of coverage (41, 42, 716). Doeppner (2011) mentions them (p. 3), but only to prove that operating systems "are not a solved problem" and that even if the day of the dedicated PC is waning, cloud computing has created an entirely new opportunity for o/s development ala sharing, networks, memory, parallelism, etc. Gagne (2012) adds that in addition to numerous traditional o/s's at cloud warehouses, Virtual machine o/s (VMMs), Eucalyptus, Vware, vCloud Director and others are being developed specifically for cloud management with numerous traditional o/s features (security, threads, file and memory management, guis, etc.) (p. 42). Microsoft's investment in cloud aspects of o/s tend to support that argument. concurrency == D == daemon: Operating systems often start daemons at boot time and serve the function of responding to network requests, hardware activity, or other programs by performing some task. Daemons can also configure hardware (like udevd on some Linux systems), run scheduled tasks (like cron), and perform a variety of other tasks. == E == == F == == G == == H == == I == == J == == K == kernel: In computing, the kernel is a computer program that manages input/output requests from software and translates them into data processing instructions for the central processing unit and other electronic components of a computer. The kernel is a fundamental part of a modern computer's operating system. == L == lock: In computer science, a lock or mutex (from mutual exclusion) is a synchronization mechanism for enforcing limits on access to a resource in an environment where there are many threads of execution. A lock is designed to enforce a mutual exclusion concurrency control policy. == M == mutual exclusion: Mutual exclusion is to allow only one process at a time to access the same critical section (a part of code which accesses the critical resource). This helps prevent race conditions. mutex: See lock. == N == == O == == P == paging daemon: See daemon. process == Q == == R == == S == semaphore: In computer science, particularly in operating systems, a semaphore is a variable or abstract data type that is used for controlling access, by multiple processes, to a common resource in a parallel programming or a multi user environment. == T == thread: In computer science, a thread of execution is the smallest sequence of programmed instructions that can be managed independently by an operating system scheduler. The scheduler itself is a light-weight process. The implementation of threads and processes differs from one operating system to another, but in most cases, a thread is contained inside a process. templating: In an o/s context, templating refers to creating a single virtual machine image as a guest operating system, then saving it as a tool for multiple running virtual machines (Gagne, 2012, p. 716). The technique is used both in virtualization and cloud computing management, and is common in large server warehouses. == U == == V == == W == == Z ==
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Electronic submission

Electronic submission refers to the submission of a document by electronic means: that is, via e-mail or a web form on the Internet, or on an electronic medium such as a compact disc, a hard disk or a USB flash drive. Traditionally, the term "manuscript" referred to anything that was explicitly "written by hand". However, in popular usage and especially in the context of computers and the internet, the term "manuscript" may even refer to documents (text or otherwise) typed out or prepared on typewriters and computers and can be extended to digital photographs and videos, and online surveys too. In other words, any manuscript prepared and submitted online can be considered to be an electronic submission. == History and early usage == There is no concrete data indicating when and by whom were electronic submissions used for the first time. However, research based universities in several countries have been encouraging the collection of course assignments and projects in the form of electronic submissions for almost a decade now. Several governments and organizations are also switching to electronic submissions for the collection of research papers, grant applications and government application forms. == Types of electronic submissions == Since modern computers can store and process information and data in virtually any format and with the Internet allowing easy transfer of this data, the number of scenarios in which submissions can be collected electronically has increased exponentially in the last few years. Some of these scenarios are described below. In most of these scenarios, submissions were collected on hard paper until the Information Technology revolution occurred. === Academic Submissions === Teachers, professors and teaching assistants often collect course assignments and projects electronically. Electronic submissions are usually collected using a web-based system which more often than not also helps in the management of submissions collected and stored on it. (Explained By Henny L, University of Lethbridge, AB, Canada) === Research Papers === In call-for-paper or academic conferences, prospective presenters are usually asked to submit a short abstract or a full paper on their presentation or research work electronically, which is reviewed before being accepted for the conference. === Proposals for Grants === Several grant-giving organizations like the NSA, W3C, NIA, NIH etc. require grant seekers to submit a proposal which if accepted result in the desired grants. A majority of these proposals are now submitted electronically on systems that also help in the managing and tracking the proposals submitted. === Articles for Publication === Magazines, newspapers and other publishing houses have begun accepting electronic submissions for articles from various sources - both internal (by journalists and writers hired by them) as well as external (by users and popular readers). The submitted articles are stored on a server hosted by the publication house or by a third-party Archived 2019-10-13 at the Wayback Machine vendor and are usually evaluated before being given a green signal. === Contests and Competition Entries === Almost every kind of contest or competition requires participants to submit an entry in a format described by the organizers of the contest. If the contest is an Internet-based one, then the entries or nominations for the contest are collected electronically using e-mail or other electronic means depending on feasibility and the choice of the organizers. === Government Applications === The governments of several countries are turning to electronic submission of applications and forms for various government procedures. Electronic submissions allow easier management of the applications and forms submitted. === Legal documents === Many legal documents may be submitted to the courts electronically. In England and Wales, the Civil Procedure Rules include a suitable "document exchange" as an acceptable "method of service". Case law in employment law cases has established that where a claim is submitted electronically, a prudent legal adviser should "check that it has been received and there must be systems in place for doing that". === Resumés and CVs === It has become commonplace for job-seekers to submit soft copies (electronic versions) of their resumés and CVs to recruiting agencies and online job portals. This is usually done over the Internet using e-mail or a pre-hosted web-based system. == Submission management systems == The art and science of collecting and managing electronic submissions is called Submission Management. Certain software vendors have begun developing submission management systems to assist in the collection, tracking and management of complex submission processes realized electronically. Most of these systems are web based and accessible from any device with a browser and an Internet connection. However, a majority of these systems are application specific and cannot be applied to all submission management scenarios. == Resistance to electronic submissions == Despite the easier management and tracking of electronic submissions compared to their paper-based counterparts, widespread adoption and use of electronic submissions and systems for managing them has been hampered by several facts, which include but are not limited to: Inconvenience while drawing figures, diagrams and equations on a computer Resistance to change and adoption of new technologies Lack of or limited access to the Internet.
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Character computing

Character computing is a trans-disciplinary field of research at the intersection of computer science and psychology. It is any computing that incorporates the human character within its context. Character is defined as all features or characteristics defining an individual and guiding their behavior in a specific situation. It consists of stable trait markers (e.g., personality, background, history, socio-economic embeddings, culture,...) and variable state markers (emotions, health, cognitive state, ...). Character computing aims at providing a holistic psychologically driven model of human behavior. It models and predicts behavior based on the relationships between a situation and character. Three main research modules fall under the umbrella of character computing: character sensing and profiling, character-aware adaptive systems, and artificial characters. == Overview == Character computing can be viewed as an extension of the well-established field of affective computing. Based on the foundations of the different psychology branches, it advocates defining behavior as a compound attribute that is not driven by either personality, emotions, situation or cognition alone. It rather defines behavior as a function of everything that makes up an individual i.e., their character and the situation they are in. Affective computing aims at allowing machines to understand and translate the non-verbal cues of individuals into affect. Accordingly, character computing aims at understanding the character attributes of an individual and the situation to translate it to predicted behavior, and vice versa. ''In practical terms, depending on the application context, character computing is a branch of research that deals with the design of systems and interfaces that can observe, sense, predict, adapt to, affect, understand, or simulate the following: character based on behavior and situation, behavior based on character and situation, or situation based on character and behavior.'' The Character-Behavior-Situation (CBS) triad is at the core of character computing and defines each of the three edges based on the other two. Character computing relies on simultaneous development from a computational and psychological perspective and is intended to be used by researchers in both fields. Its main concept is aligning the computational model of character computing with empirical results from in-lab and in-the-wild psychology experiments. The model is to be continuously built and validated through the emergence of new data. Similar to affective and personality computing, the model is to be used as a base for different applications towards improving user experience. == History == Character computing as such was first coined in its first workshop in 2017. Since then it has had 3 international workshops and numerous publications. Despite its young age, it has already drawn some interest in the research community, leading to the publication of the first book under the same title in early 2020 published by Springer Nature. Research that can be categorized under the field dates much older than 2017. The notion of combining several factors towards the explanation of behavior or traits and states has long been investigated in both Psychology and Computer Science, for example. == Character == The word character originates from the Greek word meaning “stamping tool”, referring to distinctive features and traits. Over the years it has been given many different connotations, like the moral character in philosophy, the temperament in psychology, a person in literature or an avatar in various virtual worlds, including video games. According to character computing character is a unification of all the previous definitions, by referring back to the original meaning of the word. Character is defined as the holistic concept representing all interacting trait and state markers that distinguish an individual. Traits are characteristics that mainly remain stable over time. Traits include personality, affect, socio-demographics, and general health. States are characteristics that vary in short periods of time. They include emotions, well-being, health, cognitive state. Each characteristic has many representation methods and psychological models. The different models can be combined or one model can be preset for each characteristic. This depends on the use-case and the design choices. == Areas == Research into character computing can be divided into three areas, which complement each other but can each be investigated separately. The first area is sensing and predicting character states and traits or ensuing behavior. The second area is adapting applications to certain character states or traits and the behavior they predict. It also deals with trying to change or monitor such behavior. The final area deals with creating artificial agents e.g., chatbots or virtual reality avatars that exhibit certain characteristics. The three areas are investigated separately and build on existing findings in the literature. The results of each of the three areas can also be used as a stepping stone for the next area. Each of the three areas has already been investigated on its own in different research fields with focus on different subsets of character. For example, affective computing and personality computing both cover different areas with a focus on some character components without the others to account for human behavior. == The Character-Behavior-Situation triad == Character computing is based on a holistic psychologically driven model of human behavior. Human behavior is modeled and predicted based on the relationships between a situation and a human's character. To further define character in a more formal or holistic manner, we represent it in light of the Character–Behavior–Situation triad. This highlights that character not only determines who we are but how we are, i.e., how we behave. The triad investigated in Personality Psychology is extended through character computing to the Character–Behavior–Situation triad. Any member of the CBS triad is a function of the two other members, e.g., given the situation and personality, the behavior can be predicted. Each of the components in the triad can be further decomposed into smaller units and features that may best represent the human's behavior or character in a particular situation. Character is thus behind a person's behavior in any given situation. While this is a causality relation, the correlation between the three components is often more easily used to predict the components that are most difficult to measure from those measured more easily. There are infinitely many components to include in the representation of any of C, B, and S. The challenge is always to choose the smallest subset needed for prediction of a person's behavior in a particular situation.
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Digital media in education

Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.
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Institute of Telecommunications Professionals

The Institute of Telecommunications Professionals (ITP) is a membership organisation for professionals in the telecommunications industry, based in the United Kingdom. The Institute was originally founded in 1906. It is now a registered company with Companies House in the United Kingdom, incorporated in 2002. Brendan O' Mahony has been the chief executive of the ITP. Lucy Woods presided over ITP for fifteen years, until 2018, when the organization named Kevin Paige chairman for five years. In 2022 the ITP appointed its new CEO, Charlotte Goodwill. In 2021, the ITP assisted a UK fibre network Vorboss in establishing its training academy. In 2023, the ITP appointed Tim Creswick, the CEO of Vorboss, as the new chair of its board of directors. The institute has an associated journal, the Journal of the Institute of Telecommunications Professionals, established in 2007 and published quarterly.
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Virtual Print Fee

Virtual Print Fee (VPF) is a subsidy paid by a film distributor towards the purchase of digital cinema projection equipment for use by a film exhibitor in the presentation of first release motion pictures. The subsidy is paid in the form of a fee per booking of a movie, intended to match the savings that occurs by not shipping a film print. The model is designed to help redistribute the savings realized by studios when using digital distribution instead of film print distribution and is intended to vanish when the transition phase is over when the vast majority of cinemas screens are equipped. == History == The first public demonstration of digital projection for cinema took place at ShoWest in 1999, and it was readily apparent that the technology was further ahead than the business model. Early technology presentations attempted to claim that the technology would pay for itself through new revenues generated by new forms of content. But exhibitors knew their audience, and could see that digital projection was only a replacement technology, creating new financial liabilities, and not new revenue. It wasn’t until the rollout of digital 3-D years later in 2005 that digital projection demonstrated that it could be used to generate additional revenue. The economics were challenging. Film projectors and platters cost in the neighborhood of US$30,000, while early digital projectors cost up to US$150,000. Further, film projectors had a lifetime of 30 years with relatively small annual expenditures in maintenance and replacement parts. On the other hand, exhibitors felt they would be lucky to get 10 years of service from a digital projector, after which there would have to be a refresh in capital expenditure. Meanwhile, distributors would realize significant savings by eliminating the high cost of film prints with corresponding shipping costs, and instead distributing digital files either by satellite or hard drive. The Virtual Print Fee was designed to better balance savings and expenditures for both exhibitors and distributors. It is intended to primarily assist in the replacement of film projectors, and not assist in the purchase of new projection equipment for new construction. To give confidence to financial institutions that digital cinema technology was stable and worthy of investment, Digital Cinema Initiatives was created in 2002, resulting in the release of the first version of the DCI Digital Cinema System Specification in 2005. The DCI Specification continues to be the core specification for digital cinema, establishing the baseline technology and system requirements for which studios will release digital movies. The first set of VPF agreements executed with four major studios were announced by Christie/AIX in November 2005. Christie/AIX at that time was a subsidiary of Access Integrated Technology, now renamed Cinedigm Digital Cinema Corp. The agreements were for the rollout of digital cinema technology to 4000 screens. Since that time, numerous other Digital Cinema Deployment Agreements have been executed around the world, allowing exhibitors in nearly every territory to benefit from VPF subsidies in the conversion from film projection to digital projection.
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Personoid

Personoid is the concept coined by Stanisław Lem, a Polish science-fiction writer, in Non Serviam, from his book A Perfect Vacuum (1971). His personoids are an abstraction of functions of human mind and they live in computers; they do not need any human-like physical body. In cognitive and software modeling, personoid is a research approach to the development of intelligent autonomous agents. In frame of the IPK (Information, Preferences, Knowledge) architecture, it is a framework of abstract intelligent agent with a cognitive and structural intelligence. It can be seen as an essence of high intelligent entities. From the philosophical and systemics perspectives, personoid societies can also be seen as the carriers of a culture. According to N. Gessler, the personoids study can be a base for the research on artificial culture and culture evolution. == Personoids on TV and cinema == Welt am Draht (1973) The Thirteenth Floor (1999)
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CodePen

CodePen is an online community for testing and showcasing user-created HTML, CSS and JavaScript code snippets. It functions as an online code editor and open-source learning environment, where developers can create code snippets, called "pens," and test them. It was founded in 2012 by full-stack developers Alex Vazquez and Tim Sabat and front-end designer Chris Coyier. Its employees work remotely, rarely all meeting together in person. CodePen is a large community for web designers and developers to showcase their coding skills, with an estimated 330,000 registered users and 14.16 million monthly visitors.
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Grid network

A grid network is a computer network consisting of a number of computer systems connected in a grid topology. In a regular grid topology, each node in the network is connected with two neighbors along one or more dimensions. If the network is one-dimensional, and the chain of nodes is connected to form a circular loop, the resulting topology is known as a ring. Network systems such as FDDI use two counter-rotating token-passing rings to achieve high reliability and performance. In general, when an n-dimensional grid network is connected circularly in more than one dimension, the resulting network topology is a torus, and the network is called "toroidal". When the number of nodes along each dimension of a toroidal network is 2, the resulting network is called a hypercube. A parallel computing cluster or multi-core processor is often connected in regular interconnection network such as a de Bruijn graph, a hypercube graph, a hypertree network, a fat tree network, a torus, or cube-connected cycles. A grid network is not the same as a grid computer or a computational grid, although the nodes in a grid network are usually computers, and grid computing requires some kind of computer network or "universal coding" to interconnect the computers.
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