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Bitstrips

Bitstrips, Inc. was a Canadian media and technology company based in Toronto, founded in 2007 by Jacob Blackstock, David Kennedy, Shahan Panth, Dorian Baldwin, and Jesse Brown. The company created and offered a web application, Bitstrips.com, which allowed users to create comic strips using personalized avatars, and preset templates and poses. Brown and Blackstock explained that the service was meant to enable self-expression without the need to have artistic skills. Bitstrips was first presented in 2008 at South by Southwest in Austin, Texas, and the service later piloted and launched a version designed for use as educational software. The service achieved increasing prominence following the launch of versions for Facebook and mobile platforms. In 2014, Bitstrips launched a spin-off app known as Bitmoji, which allows users to create personalized stickers for use in instant messaging. In July 2016, Snapchat Inc. announced that it had acquired the company; the Bitstrips comic service was shut down, but Bitmoji remains operational, and has subsequently been given greater prominence within Snapchat's overall platform. == History == Bitstrips was co-developed by Toronto-based comic artist Jacob Blackstock and his high school friend, journalist Jesse Brown. The service was originally envisioned as a means to allow anyone to create their own comic strip without needing artistic skills. Brown explained that "it's so difficult and time-consuming to tell a story in comic book form, drawing the same characters again and again in these tiny little panels, and just the amount of craftsmanship required. And even if you can do it well, which I never could, it takes years to make a story." Brown stated that the service would be "groundwork for a whole new way to communicate", and went as far as describing the service as being a "YouTube for comics". Blackstock explained that the concept of Bitstrips was influenced by his own use of comics as a form of socialization; a student, Blackstock and his friends drew comics featuring each other and shared them during classes. He felt that Bitstrips was a "medium for self-expression", stating that "It's not just about you making the comics, but since you and your friends star in these comics, it's like you're the medium. The visual nature of comics just speaks so much louder than text." The service was publicly unveiled at South by Southwest in 2008. In 2009, the service introduced a version oriented towards the educational market, Bitstrips for Schools, which was initially piloted at a number of schools in Ontario. The service was praised by educators for being engaging to students, especially within language classes. Brown noted that students were using the service to create comics outside of class as well, stating that it was "so gratifying and shocking what people do with your tool to make their own stories in ways that you never would have anticipated. Some of them are just brilliant." In December 2012, Bitstrips launched a version for Facebook; by July 2013, Bitstrips had 10 million unique users on Facebook, having created over 50 million comics. In October 2013, Bitstrips launched a mobile app; in two months, Bitstrips became a top-downloaded app in 40 countries, and over 30 million avatars had been created with it. In November 2013, Bitstrips secured a round of funding from Horizons Ventures and Li Ka-shing. In October 2014, Bitstrips launched Bitmoji, a spin-off app that allows users to create stickers featuring Bitstrips characters in various templates. In July 2016, following unconfirmed reports earlier in the year, Snapchat Inc. announced that it had acquired Bitstrips. The company's staff continue to operate out of Toronto, but the original Bitstrips comic service was shut down in favour of focusing exclusively on Bitmoji, leaving many Bitstrips users to call for a reboot of the comic service.
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KiSAO

The Kinetic Simulation Algorithm Ontology (KiSAO) supplies information about existing algorithms available for the simulation of systems biology models, their characterization and interrelationships. KiSAO is part of the BioModels.net project and of the COMBINE initiative. == Structure == KiSAO consists of three main branches: simulation algorithm simulation algorithm characteristic simulation algorithm parameter The elements of each algorithm branch are linked to characteristic and parameter branches using has characteristic and has parameter relationships accordingly. The algorithm branch itself is hierarchically structured using relationships which denote that the descendant algorithms were derived from, or specify, more general ancestors.
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Mobile content management system

A mobile content management system (MCMs) is a type of content management system (CMS) capable of storing and delivering content and services to mobile devices, such as mobile phones, smart phones, and PDAs. Mobile content management systems may be discrete systems, or may exist as features, modules or add-ons of larger content management systems capable of multi-channel content delivery. Mobile content delivery has unique, specific constraints including widely variable device capacities, small screen size, limitations on wireless bandwidth, sometimes small storage capacity, and (for some devices) comparatively weak device processors. Demand for mobile content management increased as mobile devices became increasingly ubiquitous and sophisticated. MCMS technology initially focused on the business to consumer (B2C) mobile market place with ringtones, games, text-messaging, news, and other related content. Since, mobile content management systems have also taken root in business-to-business (B2B) and business-to-employee (B2E) situations, allowing companies to provide more timely information and functionality to business partners and mobile workforces in an increasingly efficient manner. A 2008 estimate put global revenue for mobile content management at US$8 billion. == Key features == === Multi-channel content delivery === Multi-channel content delivery capabilities allow users not to manage a central content repository while simultaneously delivering that content to mobile devices such as mobile phones, smartphones, tablets and other mobile devices. Content can be stored in a raw format (such as Microsoft Word, Excel, PowerPoint, PDF, Text, HTML etc.) to which device-specific presentation styles can be applied. === Content access control === Access control includes authorization, authentication, access approval to each content. In many cases the access control also includes download control, wipe-out for specific user, time specific access. For the authentication, MCM shall have basic authentication which has user ID and password. For higher security many MCM supports IP authentication and mobile device authentication. === Specialized templating system === While traditional web content management systems handle templates for only a handful of web browsers, mobile CMS templates must be adapted to the very wide range of target devices with different capacities and limitations. There are two approaches to adapting templates: multi-client and multi-site. The multi-client approach makes it possible to see all versions of a site at the same domain (e.g. sitename.com), and templates are presented based on the device client used for viewing. The multi-site approach displays the mobile site on a targeted sub-domain (e.g. mobile.sitename.com). === Location-based content delivery === Location-based content delivery provides targeted content, such as information, advertisements, maps, directions, and news, to mobile devices based on current physical location. Currently, GPS (global positioning system) navigation systems offer the most popular location-based services. Navigation systems are specialized systems, but incorporating mobile phone functionality makes greater exploitation of location-aware content delivery possible.
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Semantic heterogeneity

Semantic heterogeneity is when database schema or datasets for the same domain are developed by independent parties, resulting in differences in meaning and interpretation of data values. Beyond structured data, the problem of semantic heterogeneity is compounded due to the flexibility of semi-structured data and various tagging methods applied to documents or unstructured data. Semantic heterogeneity is one of the more important sources of differences in heterogeneous datasets. Yet, for multiple data sources to interoperate with one another, it is essential to reconcile these semantic differences. Decomposing the various sources of semantic heterogeneities provides a basis for understanding how to map and transform data to overcome these differences. == Classification == One of the first known classification schemes applied to data semantics is from William Kent in the late 80s. Kent's approach dealt more with structural mapping issues than differences in meaning, which he pointed to data dictionaries as potentially solving. One of the most comprehensive classifications is from Pluempitiwiriyawej and Hammer, "Classification Scheme for Semantic and Schematic Heterogeneities in XML Data Sources". They classify heterogeneities into three broad classes: Structural conflicts arise when the schema of the sources representing related or overlapping data exhibit discrepancies. Structural conflicts can be detected when comparing the underlying schema. The class of structural conflicts includes generalization conflicts, aggregation conflicts, internal path discrepancy, missing items, element ordering, constraint and type mismatch, and naming conflicts between the element types and attribute names. Domain conflicts arise when the semantics of the data sources that will be integrated exhibit discrepancies. Domain conflicts can be detected by looking at the information contained in the schema and using knowledge about the underlying data domains. The class of domain conflicts includes schematic discrepancy, scale or unit, precision, and data representation conflicts. Data conflicts refer to discrepancies among similar or related data values across multiple sources. Data conflicts can only be detected by comparing the underlying sources. The class of data conflicts includes ID-value, missing data, incorrect spelling, and naming conflicts between the element contents and the attribute values. Moreover, mismatches or conflicts can occur between set elements (a "population" mismatch) or attributes (a "description" mismatch). Michael Bergman expanded upon this schema by adding a fourth major explicit category of language, and also added some examples of each kind of semantic heterogeneity, resulting in about 40 distinct potential categories . This table shows the combined 40 possible sources of semantic heterogeneities across sources: A different approach toward classifying semantics and integration approaches is taken by Sheth et al. Under their concept, they split semantics into three forms: implicit, formal and powerful. Implicit semantics are what is either largely present or can easily be extracted; formal languages, though relatively scarce, occur in the form of ontologies or other description logics; and powerful (soft) semantics are fuzzy and not limited to rigid set-based assignments. Sheth et al.'s main point is that first-order logic (FOL) or description logic is inadequate alone to properly capture the needed semantics. == Relevant applications == Besides data interoperability, relevant areas in information technology that depend on reconciling semantic heterogeneities include data mapping, semantic integration, and enterprise information integration, among many others. From the conceptual to actual data, there are differences in perspective, vocabularies, measures and conventions once any two data sources are brought together. Explicit attention to these semantic heterogeneities is one means to get the information to integrate or interoperate. A mere twenty years ago, information technology systems expressed and stored data in a multitude of formats and systems. The Internet and Web protocols have done much to overcome these sources of differences. While there is a large number of categories of semantic heterogeneity, these categories are also patterned and can be anticipated and corrected. These patterned sources inform what kind of work must be done to overcome semantic differences where they still reside.
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Graphics software

In computer graphics, graphics software refers to a program or collection of programs that enable a person to manipulate images or models visually on a computer. Computer graphics can be classified into two distinct categories: raster graphics and vector graphics, with further 2D and 3D variants. Many graphics programs focus exclusively on either vector or raster graphics, but there are a few that operate on both. It is simple to convert from vector graphics to raster graphics, but going the other way is harder. Some software attempts to do this. In addition to static graphics, there are animation and video editing software. Different types of software are often designed to edit different types of graphics such as video, photos, and vector-based drawings. The exact sources of graphics may vary for different tasks, but most can read and write files. Most graphics programs have the ability to import and export one or more graphics file formats, including those formats written for a particular computer graphics program. Such programs include, but are not limited to: GIMP, Adobe Photoshop, CorelDRAW, Microsoft Publisher, Picasa, etc. The use of a swatch is a palette of active colours that are selected and rearranged by the preference of the user. A swatch may be used in a program or be part of the universal palette on an operating system. It is used to change the colour of a text or image and in video editing. Vector graphics animation can be described as a series of mathematical transformations that are applied in sequence to one or more shapes in a scene. Raster graphics animation works in a similar fashion to film-based animation, where a series of still images produces the illusion of continuous movement. == History == SuperPaint was one of the earliest graphics software applications, first conceptualized in 1972 and achieving its first stable image in 1973 Fauve Matisse (later Macromedia xRes) was a pioneering program of the early 1990s, notably introducing layers in customer software. Currently Adobe Photoshop is one of the most used and best-known graphics programs in the Americas, having created more custom hardware solutions in the early 1990s, but was initially subject to various litigation. GIMP is a popular open-source alternative to Adobe Photoshop.
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Subject (documents)

In library and information science documents (such as books, articles and pictures) are classified and searched by subject – as well as by other attributes such as author, genre and document type. This makes "subject" a fundamental term in this field. Library and information specialists assign subject labels to documents to make them findable. There are many ways to do this and in general there is not always consensus about which subject should be assigned to a given document. To optimize subject indexing and searching, we need to have a deeper understanding of what a subject is. The question: "what is to be understood by the statement 'document A belongs to subject category X'?" has been debated in the field for more than 100 years (see below) == Theoretical view == === Charles Ammi Cutter (1837–1903) === For Cutter the stability of subjects depends on a social process in which their meaning is stabilized in a name or a designation. A subject "referred [...] to those intellections [...] that had received a name that itself represented a distinct consensus in usage" (Miksa, 1983a, p. 60) and: the "systematic structure of established subjects" is "resident in the public realm" (Miksa, 1983a, p. 69); "[s]ubjects are by their very nature locations in a classificatory structure of publicly accumulated knowledge (Miksa, 1983a, p. 61). Bernd Frohmann adds: "The stability of the public realm in turn relies upon natural and objective mental structures which, with proper education, govern a natural progression from particular to general concepts. Since for Cutter, mind, society, and SKO [Systems of Knowledge Organization] stand one behind the other, each supporting each, all manifesting the same structure, his discursive construction of subjects invites connections with discourses of mind, education, and society. The Dewey Decimal Classification (DDC), by contrast, severs those connections. Melvil Dewey emphasized more than once that his system maps no structure beyond its own; there is neither a "transcendental deduction" of its categories nor any reference to Cutter's objective structure of social consensus. It is content-free: Dewey disdained any philosophical excogitation of the meaning of his class symbols, leaving the job of finding verbal equivalents to others. His innovation and the essence of the system lay in the notation. The DDC is a poorly semiotic system of expanding nests of ten digits, lacking any referent beyond itself. In it, a subject is wholly constituted in terms of its position in the system. The essential characteristic of a subject is a class symbol which refers only to other symbols. Its verbal equivalent is accidental, a merely pragmatic characteristic... .... The conflict of interpretations over "subjects" became explicit in the battles between "bibliography" (an approach to subjects having much in common with Cutter's) and Dewey's "close classification". William Fletcher spoke for the scholarly bibliographer.... Fletcher's "subjects", like Cutter's, referred to the categories of a fantasized, stable social order, whereas Dewey's subjects were elements of a semiological system of standardized, techno-bureaucratic administrative software for the library in its corporate, rather than high culture, incarnation". (Frohmann, 1994, 112–113). Cutter's early view on what a subject is, is probably wiser than most understandings that dominated the 20th century – and also the understanding reflected in the ISO-standard quoted below. The early statements quoted by Frohmann indicate that subjects are somehow shaped in social processes. When that is said, it should be added that they are not particularly detailed or clear. We only get a vague idea of the social nature of subjects. === S. R. Ranganathan (1892–1972) === A classification system with an explicit theoretical foundation is Ranganathan's Colon Classification. Ranganathan provided an explicit definition of the concept of "subject": Subject – an organized body of ideas, whose extension and intension are likely to fall coherently within the field of interests and comfortably within the intellectual competence and the field of inevitable specialization of a normal person. A related definition is given by one of Ranganathan's students: A subject is an organized and systematized body of ideas. It may consist of one idea or a combination of several... Ranganathan's definition of "subject" is strongly influenced by his Colon Classification system. The colon system is based on the combination of single elements from facets to subject designation. This is the reason why the combined nature of subjects are emphasized so strongly. It leads, however, to absurdities such as the claim that gold cannot be a subject (but is alternatively termed "an isolate"). This aspect of the theory has been criticized by Metcalfe (1973, p. 318). Metcalfe's skepticism regarding Ranganathan's theory is formulated in hard words (op. cit., p. 317): "This pseudo-science imposed itself on British disciples from about 1950 on...". It seems unacceptable that Ranganathan defines the word subject in a way that favors his own system. A scientific concept like "subject" should make it possible to compare different ways of establishing access to information. Whether or not subjects are combined or not should be examined once their definition has been given, it should not determined a priori, in the definition. Besides the emphasis on the combined, organizing and systematizing nature of subjects contains Ranganathan's definition of subject the pragmatic demand, that a subject should be determined in a way that suits a normal person's competency or specialization. Again we see a strange kind of wishful thinking mixing a general understanding of a concept with demands put by his own specific system. One thing is what the word subject means, quite another issue is how to provide subject descriptions that fulfill demands such as the specificity of a given information retrieval language which fulfill demands put on the system, such as precision and recall. If researchers too often define terms in ways that favor specific kinds of systems, that are such definitions not useful to provide more general theories about subjects, subject analysis and IR. Among other things are comparative studies of different kinds of systems made difficult. Based on these arguments, as well as additional arguments which have been used in the literature, we may conclude that Ranganathan's definition of the concept "subject" is not suited for scientific use. Like the definition of "subject" given by the ISO-standard for topic maps, may Ranganathan's definition be useful within his own closed system. The purpose of a scientific and scholarly field is, however, to examine the relative fruitfulness of systems such as topic maps and Colon Classification. For such purpose is another understanding of "subject" necessary. === Patrick Wilson (1927–2003) === In his book Wilson (1968) examined – in particular by thought experiments – the suitability of different methods of examining the subject of a document. The methods were: identifying the author's purpose for writing the document, weighing the relative dominance and subordination of different elements in the picture, which the reading imposes on the reader, grouping or count the document's use of concepts and references, construing a set of rules for selecting elements deemed necessary (as opposed to unnecessary) for the work as a whole. Patrick Wilson shows convincingly that each of these methods are insufficient to determine the subject of a document and is led to conclude ( p. 89): "The notion of the subject of a writing is indeterminate..." or, on p. 92 (about what users may expect to find using a particular position in a library classification system): "For nothing definite can be expected of the things found at any given position". In connection to the last quote has Wilson an interesting footnote in which he writes that authors of documents often use terms in ambiguous ways ("hostility" is used as an example). Even if the librarian could personally develop a very precise understanding of a concept, he would be unable to use it in his classification, because none of the documents use the term in the same precise way. Based on this argumentation is Wilson led to conclude: "If people write on what are for them ill-defined phenomena, a correct description of their subjects must reflect the ill-definedness". Wilson's concept of subject was discussed by Hjørland (1992) who found that it is problematic to give up the precise understanding of such a basic term in LIS. Wilson's arguments led him to an agnostic position which Hjørland found unacceptable and unnecessary. Concerning the authors' use of ambiguous terms, the role of the subject analysis is to determine which documents would be fruitful for users to identify whether or not the documents use one or another term or whether a given term i
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Transliteracy

Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups. Transliteracy combines a range of capabilities required to move across a range of contexts, media, technologies and genres. Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. (See figure below) The concept of transliteracy is impacting the system of education and libraries. == History == While the term appears to come from the prefix trans- ('across') and the word literacy, the scholars who coined it say they developed it from the practice of transliteration, which means to use the letters of one language to write down a different language. The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by University of California at Santa Barbara Professor Alan Liu. The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time De Montfort University Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group. The current meaning of transliteracy was defined in the group's seminal paper Transliteracy: crossing divides as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks." The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. Transliteracy Research Group Archive 2006–2013 curates numerous resources from this period. For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context. Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity, while Suzana Sukovic, executive director of educational research and evidence-based practice at HETI, researched transliteracy in relation to digital storytelling. The first book on the topic, Transliteracy in complex information environment by Sukovic, is based on research and experience with practice-based projects. == Transliteracy in education == Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today. In 2012, Adam Marcus, a teacher and librarian at the New York City Department of Education (NYCDOE), decided to incorporate transliteracy into his school's public library summer reading program. He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media. He used a tool called VoiceThread in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music". Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life. The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given. Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then. The Agence nationale de la recherche funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed. Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students." The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally. In addition, students were not allotted a lot of time to complete their projects which also impacted their final product. == Transliteracy in libraries == In 2009, Dr. Susie Andretta, senior lecturer in Information Management at London Metropolitan University, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline. She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)." The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at. Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy. Bernadette Daly Swanson, an Academic Librarian at UC Davis, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term transliteracy, they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at Dominican University, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking – I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it." Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services. "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users." Thomas Ipri, a librarian at the University of Nevada, advocates for libraries needing to make a change in their literary functions. He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He f
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Online public access catalog

The online public access catalog (OPAC), now frequently synonymous with library catalog, is an online database of materials held by a library or group of libraries. Online catalogs have largely replaced the analog card catalogs previously used in libraries. == History == === Early online === Although a handful of experimental systems existed as early as the 1960s, the first large-scale online catalogs were developed at Ohio State University in 1975 and the Dallas Public Library in 1978. These and other early online catalog systems tended to closely reflect the card catalogs that they were intended to replace. Using a dedicated terminal or telnet client, users could search a handful of pre-coordinate indexes and browse the resulting display in much the same way they had previously navigated the card catalog. Throughout the 1980s, the number and sophistication of online catalogs grew. The first commercial systems appeared, and would by the end of the decade largely replace systems built by libraries themselves. Library catalogs began providing improved search mechanisms, including Boolean and keyword searching, as well as ancillary functions, such as the ability to place holds on items that had been checked-out. At the same time, libraries began to develop applications to automate the purchase, cataloging, and circulation of books and other library materials. These applications, collectively known as an integrated library system (ILS) or library management system, included an online catalog as the public interface to the system's inventory. Most library catalogs are closely tied to their underlying ILS system. === Stagnation and dissatisfaction === The 1990s saw a relative stagnation in the development of online catalogs. Although the earlier character-based interfaces were replaced with ones for the Web, both the design and the underlying search technology of most systems did not advance much beyond that developed in the late 1980s. At the same time, organizations outside of libraries began developing more sophisticated information retrieval systems. Web search engines like Google and popular e-commerce websites such as Amazon.com provided simpler to use (yet more powerful) systems that could provide relevancy ranked search results using probabilistic and vector-based queries. Prior to the widespread use of the Internet, the online catalog was often the first information retrieval system library users ever encountered. Now accustomed to web search engines, newer generations of library users have grown increasingly dissatisfied with the complex (and often arcane) search mechanisms of older online catalog systems. This has, in turn, led to vocal criticisms of these systems within the library community itself, and in recent years to the development of newer (often termed 'next-generation') catalogs. === Next-generation catalogs === Newer generations of library catalog systems, typically called discovery systems (or a discovery layer), are distinguished from earlier OPACs by their use of more sophisticated search technologies, including relevancy ranking and faceted search, as well as features aimed at greater user interaction and participation with the system, including tagging and reviews. These new features rely heavily on existing metadata which may be poor or inconsistent, particularly for older records. Newer catalog platforms may be independent of the organization's integrated library system (ILS), instead providing drivers that allow for the synchronization of data between the two systems. While the original online catalog interfaces were almost exclusively built by ILS vendors, libraries have increasingly sought next-generation catalogs built by enterprise search companies and open-source software projects, often led by libraries themselves. == Union catalogs == Although library catalogs typically reflect the holdings of a single library, they can also contain the holdings of a group or consortium of libraries. These systems, known as union catalogs, are usually designed to aid the borrowing of books and other materials among the member institutions via interlibrary loan. Examples of this type of catalogs include COPAC, SUNCAT, NLA Trove, and WorldCat—the last catalogs the collections of libraries worldwide. == Related systems == There are a number of systems that share much in common with library catalogs, but have traditionally been distinguished from them. Libraries utilize these systems to search for items not traditionally covered by a library catalog, although these systems are sometimes integrated into a more comprehensive discovery system. Bibliographic databases—such as Medline, ERIC, PsycINFO, Scopus, Web of Science, and many others—index journal articles and other research data. There are also a number of applications aimed at managing documents, photographs, and other digitized or born-digital items such as Digital Commons and DSpace. Particularly in academic libraries, these systems (often known as digital library systems or institutional repository systems) assist with efforts to preserve documents created by faculty and students. Electronic resource management helps librarians to track selection, acquisition, and licensing of a library's electronic information resources.
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The Outliner of Giants

The Outliner of Giants was commercial outlining software. Like other outliners, it allowed the user to create a document consisting of a series of nested lists. It was one of a number of browser-based outliners that are delivered as a web application, used through a web browser, rather than being installed as a stand-alone application. The Outliner of Giants was released in 2009. The service was shut down on December 31, 2017 and only exports are allowed at this time. == Feature set == Unlike most other browser-based outliners - which often focus on providing a minimum viable product - the Outliner of Giants had much of the functionality typically associated with a desktop outliner, such as the ability to use of columns to structure information. However, The Outliner of Giants did not support offline editing, requiring an active internet connection in order to make changes to an outline document. === Outlining === Like all outliners, The Outliner of Giants supported the creation of a hierarchy of items, with users modifying the parent-child relationship between items in order to structure a document. This included the ability to promote or demote items up or down the hierarchy, or move an item up or down a list of siblings on the same level. The Outliner of Giants did not support the true cloning of items (where an item can appear to be in multiple places within the hierarchy at the same time), although it did support the copying of single or multiple nodes. === Import === The Outliner of Giants could import both plain text and the OPML XML format, which is commonly used to transfer data between outlining applications. === Editing === Outline documents could be edited using a WYSIWYG editor, as well as the Markdown, and Textile markup languages. === Annotation === The Outliner of Giants supported functions to annotate an outline, such as the ability to add colored labels, highlights and text, as well as tags and hashtags. === Collaboration === The Outliner of Giants supported real-time collaboration, where multiple users could edit the same document, and can see the changes made by another user as they happened. === Publication === Outlines created through The Outliner of Giants could be published directly online through the service, either as outlines, pages or in a blog format. === Export === The Outliner of Giants can export outline data as plain text, HTML, as well as directly to the Google Docs word processor.
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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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Education by algorithm

Education by algorithm refers to automated solutions that algorithmic agents or social bots offer to education, to assist with mundane educational tasks. These are often instrumentalist “educational reforms” or “curriculum transformations”, which have been implemented by policy makers and are supported by proprietary education technologies. New educational policies, mandated by transnational governance forums (like the OECD), have manufactured a connection between economies and education. Governments, schools and universities are expected to introduce or prepare students for an “unknown future”, to “future proof” them against an identified issue or to mitigate a national crisis. Technologies are seen as a catalyst to effect these changes. However, these policies mask a deeper problem, which include the assetization of education and the use of technologies as a means for surveillance and behavior modification. The traces that students and leave, through cookies, logins learning activities, assignments and tests, are collected, facetted, and shared with commercial organizations by these agents, to both predict future behavior and shape it. Techno solutionist thinking has led to managers adopting educational policies and reforms, and looking towards technologies to act as disrupters, liberators or agents to improve efficiency. During the COVID-19 pandemic, many more students had to modify their learning and working circumstances to protect themselves. Academics shifted their assessment practices from the dominant assessment of learning paradigm to an orientation that saw value in "assessment for learning". Big tech assisted, and teaching infrastructure became further privatized, and unbundling of education provision went a step further. Following the return to class, this assessment paradigm became rationalised in education. Leaving the space for algorithmic agents to step in. Academics work was increasingly driven by learning experience platforms and student understanding was extended through interleaving, behavior modification nudges and rewards and scheduled high stakes assessments. This data collection may also be construed as surveillance., or perceived as evidence of a Fourth Industrial Revolution
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Hindley–Milner type system

A Hindley–Milner (HM) type system is a classical type system for the lambda calculus with parametric polymorphism. It is also known as Damas–Milner or Damas–Hindley–Milner. It was first described by J. Roger Hindley and later rediscovered by Robin Milner. Luis Damas contributed a close formal analysis and proof of the method in his PhD thesis. Among HM's more notable properties are its completeness and its ability to infer the most general type of a given program without programmer-supplied type annotations or other hints. Algorithm W is an efficient type inference method in practice and has been successfully applied on large code bases, although it has a high theoretical complexity. HM is preferably used for functional programming languages. It was first implemented as part of the type system of the programming language ML. Since then, HM has been extended in various ways, most notably with type class constraints like those in Haskell. == Introduction == As a type inference method, Hindley–Milner is able to deduce the types of variables, expressions and functions from programs written in an entirely untyped style. Being scope sensitive, it is not limited to deriving the types only from a small portion of source code, but rather from complete programs or modules. Being able to cope with parametric types, too, it is core to the type systems of many functional programming languages. It was first applied in this manner in the ML programming language. The origin is the type inference algorithm for the simply typed lambda calculus that was devised by Haskell Curry and Robert Feys in 1958. In 1969, J. Roger Hindley extended this work and proved that their algorithm always inferred the most general type. In 1978, Robin Milner, independently of Hindley's work, provided an equivalent algorithm, Algorithm W. In 1982, Luis Damas finally proved that Milner's algorithm is complete and extended it to support systems with polymorphic references. === Monomorphism vs. polymorphism === In the simply typed lambda calculus, types T are either atomic type constants or function types of form T → T {\displaystyle T\rightarrow T} . Such types are monomorphic. Typical examples are the types used in arithmetic values: 3 : N u m b e r a d d 3 4 : N u m b e r a d d : N u m b e r → N u m b e r → N u m b e r {\displaystyle {\begin{array}{ll}3&:{\mathtt {Number}}\\{\mathtt {add}}\ 3\ 4&:{\mathtt {Number}}\\{\mathtt {add}}&:{\mathtt {Number}}\rightarrow {\mathtt {Number}}\rightarrow {\mathtt {Number}}\end{array}}} Contrary to this, the untyped lambda calculus is neutral to typing at all, and many of its functions can be meaningfully applied to all type of arguments. The trivial example is the identity function i d ≡ λ x . x {\displaystyle {\mathtt {id}}\equiv \lambda x.x} which simply returns whatever value it is applied to. Less trivial examples include parametric types like lists. While polymorphism in general means that operations accept values of more than one type, the polymorphism used here is parametric. One finds the notation of type schemes in the literature, too, emphasizing the parametric nature of the polymorphism. Additionally, constants may be typed with (quantified) type variables. For example, the following type schemes quantify universally over α {\displaystyle \alpha } , meaning that they are true for all possible α {\displaystyle \alpha } : c o n s : ∀ α . α → L i s t α → L i s t α n i l : ∀ α . L i s t α i d : ∀ α . α → α {\displaystyle {\begin{array}{ll}{\mathtt {cons}}&:\forall \alpha .\alpha \rightarrow {\mathtt {List}}\ \alpha \rightarrow {\mathtt {List}}\ \alpha \\{\mathtt {nil}}&:\forall \alpha .{\mathtt {List}}\ \alpha \\{\mathtt {id}}&:\forall \alpha .\alpha \rightarrow \alpha \end{array}}} Polymorphic types can become monomorphic by consistent substitution of their variables. Examples of monomorphic instances are: i d ′ : S t r i n g → S t r i n g n i l ′ : L i s t N u m b e r {\displaystyle {\begin{array}{ll}{\mathtt {id}}'&:{\mathtt {String}}\rightarrow {\mathtt {String}}\\{\mathtt {nil}}'&:{\mathtt {List}}\ {\mathtt {Number}}\end{array}}} More generally, types are polymorphic when they contain type variables, while types without them are monomorphic. Contrary to the type systems used for example in Pascal (1970) or C (1972), which only support monomorphic types, HM is designed with emphasis on parametric polymorphism. The successors of the languages mentioned, like C++ (1985), focused on different types of polymorphism, namely subtyping in connection with object-oriented programming and overloading. While subtyping is incompatible with HM, a variant of systematic overloading is available in the HM-based type system of Haskell. === Let-polymorphism === When extending the type inference for the simply-typed lambda calculus towards polymorphism, one has to decide whether assigning a polymorphic type not only as type of an expression, but also as the type of a λ-bound variable is admissible. This would allow the generic identity type to be assigned to the variable 'id' in: (λ id . ... (id 3) ... (id "text") ... ) (λ x . x) Allowing this gives rise to the polymorphic lambda calculus; however, type inference in this system is not decidable. Instead, HM distinguishes variables that are immediately bound to an expression from more general λ-bound variables, calling the former let-bound variables, and allows polymorphic types to be assigned only to these. This leads to let-polymorphism where the above example takes the form let id = λ x . x in ... (id 3) ... (id "text") ... which can be typed with a polymorphic type for 'id'. As indicated, the expression syntax is extended to make the let-bound variables explicit, and by restricting the type system to allow only let-bound variable to have polymorphic types, while the parameters in lambda-abstractions must get a monomorphic type, type inference becomes decidable. == Overview == The remainder of this article proceeds as follows: The HM type system is defined. This is done by describing a deduction system that makes precise what expressions have what type, if any. From there, it works towards an implementation of the type inference method. After introducing a syntax-driven variant of the above deductive system, it sketches an efficient implementation (algorithm J), appealing mostly to the reader's metalogical intuition. Because it remains open whether algorithm J indeed realises the initial deduction system, a less efficient implementation (algorithm W), is introduced and its use in a proof is hinted. Finally, further topics related to the algorithm are discussed. The same description of the deduction system is used throughout, even for the two algorithms, to make the various forms in which the HM method is presented directly comparable. == The Hindley–Milner type system == The type system can be formally described by syntax rules that fix a language for the expressions, types, etc. The presentation here of such a syntax is not too formal, in that it is written down not to study the surface grammar, but rather the depth grammar, and leaves some syntactical details open. This form of presentation is usual. Building on this, typing rules are used to define how expressions and types are related. As before, the form used is a bit liberal. === Syntax === The expressions to be typed are exactly those of the lambda calculus extended with a let-expression as shown in the adjacent table. Parentheses can be used to disambiguate an expression. The application is left-binding and binds stronger than abstraction or the let-in construct. Types are syntactically split into two groups, monotypes and polytypes. ==== Monotypes ==== Monotypes always designate a particular type. Monotypes τ {\displaystyle \tau } are syntactically represented as terms. Examples of monotypes include type constants like i n t {\displaystyle {\mathtt {int}}} or s t r i n g {\displaystyle {\mathtt {string}}} , and parametric types like M a p ( S e t s t r i n g ) i n t {\displaystyle {\mathtt {Map\ (Set\ string)\ int}}} . The latter types are examples of applications of type functions, for example, from the set { M a p 2 , S e t 1 , s t r i n g 0 , i n t 0 , → 2 } {\displaystyle \{{\mathtt {Map^{2},\ Set^{1},\ string^{0},\ int^{0}}},\ \rightarrow ^{2}\}} , where the superscript indicates the number of type parameters. The complete set of type functions C {\displaystyle C} is arbitrary in HM, except that it must contain at least → 2 {\displaystyle \rightarrow ^{2}} , the type of functions. It is often written in infix notation for convenience. For example, a function mapping integers to strings has type i n t → s t r i n g {\displaystyle {\mathtt {int}}\rightarrow {\mathtt {string}}} . Again, parentheses can be used to disambiguate a type expression. The application binds stronger than the infix arrow, which is right-binding. Type variables are admitted as monotypes. Monotypes are not to be confused with monomorphic types, which exc
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Steerable filter

In image processing, a steerable filter is an orientation-selective filter that can be computationally rotated to any direction. Rather than designing a new filter for each orientation, a steerable filter is synthesized from a linear combination of a small, fixed set of "basis filters". This approach is efficient and is widely used for tasks that involve directionality, such as edge detection, texture analysis, and shape-from-shading. The principle of steerability has been generalized in deep learning to create equivariant neural networks, which can recognize features in data regardless of their orientation or position. == Example == A common example of a steerable filter is the first derivative of a two-dimensional Gaussian function. This filter responds strongly to oriented image features like edges. It is constructed from two basis filters: the partial derivative of the Gaussian with respect to the horizontal direction ( x {\displaystyle x} ) and the vertical direction ( y {\displaystyle y} ). If G ( x , y ) {\displaystyle G(x,y)} is the Gaussian function, and G x {\displaystyle G_{x}} and G y {\displaystyle G_{y}} are its partial derivatives (which measure the rate of change in the x {\displaystyle x} and y {\displaystyle y} directions, respectively), a new filter G θ {\displaystyle G_{\theta }} oriented at an angle θ {\displaystyle \theta } can be synthesized with the formula: G θ = cos ⁡ ( θ ) G x + sin ⁡ ( θ ) G y {\displaystyle G_{\theta }=\cos(\theta )G_{x}+\sin(\theta )G_{y}} Here, the basis filters G x {\displaystyle G_{x}} and G y {\displaystyle G_{y}} are weighted by cos ⁡ ( θ ) {\displaystyle \cos(\theta )} and sin ⁡ ( θ ) {\displaystyle \sin(\theta )} to "steer" the filter's sensitivity to the desired orientation. This is equivalent to taking the dot product of the direction vector ( cos ⁡ θ , sin ⁡ θ ) {\displaystyle (\cos \theta ,\sin \theta )} with the filter's gradient, ( G x , G y ) {\displaystyle (G_{x},G_{y})} . == Generalization in deep learning: Equivariant neural networks == The concept of steerability is foundational to equivariant neural networks, a class of models in deep learning designed to understand symmetries in data. A network is considered equivariant to a transformation (like a rotation) if transforming the input and then passing it through the network produces the same result as passing the input through the network first and then transforming the output. Formally, for a transformation T {\displaystyle T} and a network f {\displaystyle f} , this property is defined as f ( T ( input ) ) = T ( f ( input ) ) {\displaystyle f(T({\text{input}}))=T(f({\text{input}}))} . This built-in understanding of geometry makes models more data-efficient. For example, a network equivariant to rotation does not need to be shown an object in multiple orientations to learn to recognize it; it inherently understands that a rotated object is still the same object. This leads to better generalization and performance, particularly in scientific applications. === Mathematical foundation === Equivariant neural networks use principles from group theory to create operations that respect geometric symmetries, such as the SO(3) group for 3D rotations or the E(3) group for rotations and translations. Instead of learning standard filter kernels, these networks learn how to combine a fixed set of basis kernels. These basis functions are chosen so that they have well-defined behaviors under transformation groups. Spherical harmonics are frequently used as basis functions because they form a complete set of functions that behave predictably under rotation, making them ideal for creating steerable 3D kernels. Features within the network are treated as geometric tensors, which are mathematical objects (like scalars or vectors) that are "typed" by their behavior under transformations. These types correspond to the irreducible representations (irreps) of the group. The tensor product is the fundamental operation used to combine these typed features in a way that preserves equivariance, guaranteeing that the network as a whole respects the desired symmetry. Frameworks like e3nn simplify the construction of these networks by automating the complex mathematics of irreducible representations and tensor products. === Applications === Steerable and equivariant models are highly effective for problems with inherent geometric symmetries. Examples include: Protein structure analysis: SE(3)-equivariant networks can process 3D molecular structures while respecting their rotational and translational symmetries. 3D Point cloud processing: Rotation-equivariant filters built from steerable spherical functions can perform tasks like 3D shape classification. Computational chemistry: E(3)-equivariant graph neural networks are used to model interatomic potentials for molecular dynamics simulations, creating highly accurate and data-efficient models of physical systems.
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Jump-and-Walk algorithm

Jump-and-Walk is an algorithm for point location in triangulations (though most of the theoretical analysis were performed in 2D and 3D random Delaunay triangulations). Surprisingly, the algorithm does not need any preprocessing or complex data structures except some simple representation of the triangulation itself. The predecessor of Jump-and-Walk was due to Lawson (1977) and Green and Sibson (1978), which picks a random starting point S and then walks from S toward the query point Q one triangle at a time. But no theoretical analysis was known for these predecessors until after mid-1990s. Jump-and-Walk picks a small group of sample points and starts the walk from the sample point which is the closest to Q until the simplex containing Q is found. The algorithm was a folklore in practice for some time, and the formal presentation of the algorithm and the analysis of its performance on 2D random Delaunay triangulation was done by Devroye, Mucke and Zhu in mid-1990s (the paper appeared in Algorithmica, 1998). The analysis on 3D random Delaunay triangulation was done by Mucke, Saias and Zhu (ACM Symposium of Computational Geometry, 1996). In both cases, a boundary condition was assumed, namely, Q must be slightly away from the boundary of the convex domain where the vertices of the random Delaunay triangulation are drawn. In 2004, Devroye, Lemaire and Moreau showed that in 2D the boundary condition can be withdrawn (the paper appeared in Computational Geometry: Theory and Applications, 2004). Jump-and-Walk has been used in many famous software packages, e.g., QHULL, Triangle and CGAL.
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Enterprise bus matrix

The enterprise bus matrix is a data warehouse planning tool and model created by Ralph Kimball, and is part of the data warehouse bus architecture. The matrix is the logical definition of one of the core concepts of Kimball's approach to dimensional modeling conformed dimension. The bus matrix defines part of the data warehouse bus architecture and is an output of the business requirements phase in the Kimball lifecycle. It is applied in the following phases of dimensional modeling and development of the data warehouse. The matrix can be categorized as a hybrid model, being part technical design tool, part project management tool and part communication tool == Background == The need for an enterprise bus matrix stems from the way one goes about creating the overall data warehouse environment. Historically there have been two approaches: a structured, centralized and planned approach and a more loosely defined, department specific approach, in which solutions are developed in a more independent matter. Autonomous projects can result in a range of isolated stove pipe data marts. Naturally each approach has its issues; the visionary approach often struggles with long delivery cycles and lack of reaction time as needs emerge and scope issues arise. On the other hand, the development of isolated data marts leads to stovepipe systems that lack synergy in development. Over time this approach will lead to a so-called data-mart-in-a-box architecture where interoperability and lack of cohesion is apparent, and can hinder the realization of an overall enterprise data warehouse. As an attempt to handle this issue, Ralph Kimball introduced the enterprise bus. == Description == The bus matrix purpose is one of high abstraction and visionary planning on the data warehouse architectural level. By dictating coherency in the development and implementation of an overall data warehouse the bus architecture approach enables an overall vision of the broader enterprise integration and consistency while at the same time dividing the problem into more manageable parts – all in a technology and software independent manner. The bus matrix and architecture builds upon the concept of conformed dimensions, creating a structure of common dimensions that ideally can be used across the enterprise by all business processes related to the data warehouse and the corresponding fact tables from which they derive their context. According to Kimball and Margy Ross's article “Differences of Opinion” "The Enterprise Data warehouse built on the bus architecture ”identifies and enforces the relationship between business process metrics (facts) and descriptive attributes (dimensions)”. The concept of a bus is well known in the language of information technology, and is what reflects the conformed dimension concept in the data warehouse, creating the skeletal structure where all parts of a system connect, ensuring interoperability and consistency of data, and at the same time considers future expansion. This makes the conformed dimensions act as the integration ‘glue’, creating a robust backbone of the enterprise Data Warehouse.
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