AI Assistant Maker

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  • AlphaChip (controversy)

    AlphaChip (controversy)

    The AlphaChip controversy refers to a series of public, scholarly, and legal disputes surrounding a 2021 Nature paper by Google-affiliated researchers. The paper describes an approach to macro placement, a stage of chip floorplanning, based on reinforcement learning (RL), a machine learning method in which a system iteratively improves its decisions by optimizing performance-based reward signals. The primary technical question is whether the new techniques are better than existing (non-AI) techniques. Both internal Google studies and external attempts to replicate the algorithm have failed to show the claimed benefits. No head-to-head comparison is available because the data used in the paper is proprietary, and Google has not released any results from running its algorithm on public benchmarks. This has resulted in considerable skepticism over the paper's claims. In addition, the inability of others (both inside and outside of Google) to replicate the claimed results have sparked concerns about the paper’s methodology, reproducibility, and scientific integrity. The lead researchers of the Nature paper were affiliated with Google Brain, which became part of Google DeepMind, and later spun off into the company Ricursive. == Motivation for research: Macro placement in chip layout == Chip design for modern integrated circuits is a complex, expert-driven process that relies on electronic design automation. It determines the performance of the final chip, and takes weeks or months to complete. Advances that produce better designs, or complete the process faster, are commercially and academically significant. Macro placement is a step during chip design that determines the locations of large circuit components (macros) within a chip. It is followed by detailed placement, which places the far more numerous but much smaller standard cells. Alternatively, mixed-size placement simultaneously places both large macros and millions of small cells, requiring algorithms to handle objects that differ by several orders of magnitude in area and mobility. The number of macros per circuit typically ranges from several to thousands. Wiring must be performed after placement, and the details of this wiring strongly influence the power, performance, and area (PPA) of the completed chip. The full wiring calculation is very resource intensive, so placement tools typically use a proxy cost, a simplified objective function used to guide the placement algorithm during training and evaluation. The faithfulness of the chosen proxy cost to the final objective cost is a critical aspect of placer performance. === State of the art as of 2021 === Chips have been designed since the 1960s, so there were many existing methods as of 2021. Available options included manual design, academic tools, and commercial offerings. Academic methods include combinatorial optimization techniques such as simulated annealing, analytical placement, hierarchical heuristics, and as of 2019 reinforcement learning and broader machine learning techniques.. Existing (non-AI) academic tools for solving the same problem include APlace, NTUplace3, ePlace, RePlace, and DREAMPlace. Commercial EDA vendors also offered automated software tools for floorplanning and mixed-size placement. For instance, as of 2019 Cadence’s Innovus implementation software offered a Concurrent Macro Placer (CMP) feature to automatically place large blocks and standard cells. == The 2021 Nature paper and its claims == In 2021, Nature published a paper under the title “A graph‑placement methodology for fast chip design” co‑authored by 21 Google-affiliated researchers. The paper reported that an RL agent could generate macro placements for integrated circuits "in under six hours" and achieve improvements over human-designed layouts in power, timing performance, and area (PPA), standard chip-quality metrics referring respectively to energy consumption, chip operating speed, and silicon footprint (evaluated after wire routing). It introduced a sequential macro placement algorithm in which macros are placed one at a time instead of optimizing their locations concurrently. At each step, the algorithm selects a location for a single macro on a discretized chip canvas, conditioning its decision on the placements of previously placed macros. This sequential formulation converts macro placement into a long-horizon decision process in which early placement choices constrain later ones. After macro placement, force-directed placement is applied to place standard cells connected to the macros. Deep reinforcement learning is used to train a policy network to place macros by maximizing a reward that reflects final placement quality (for example, wirelength and congestion). Policy learning occurs during self‑play for one or multiple circuit designs. Further placement optimizations refine the overall layout by balancing wirelength, density, and overlap constraints, while treating the macro locations produced by the RL policy as fixed obstacles. The approach relies on pre-training, in which the RL model is first trained on a corpus of prior designs (twenty in the Nature paper) to learn general placement patterns before being fine-tuned on a specific chip. Circuit examples used in the study were parts of proprietary Google TPU designs, called blocks (or floorplan partitions). The paper reported results on five blocks and described the approach as generalizable across chip designs. == Controversy == Soon after the paper's publication, controversy arose over whether the claims were true, whether they were sufficiently proven, and whether academic standards were followed. These controversies arose both within Google and among external academic experts. === Internal dispute at Google and legal proceedings === In 2022, Satrajit Chatterjee, a Google engineer involved in reviewing the AlphaChip work, raised concerns internally and drafted an alternative analysis, (Stronger Baselines) arguing that established methods outperformed the RL approach under fair comparison. In March 2022, Google declined to publish this analysis and terminated Chatterjee's employment. Chatterjee filed a wrongful dismissal lawsuit, alleging that representations related to the AlphaChip research involved fraud and scientific misconduct. According to court documents, Chatterjee's study was conducted "in the context of a large potential Google Cloud deal". He noted that it "would have been unethical to imply that we had revolutionary technology when our tests showed otherwise" and claimed Google was deliberately withholding material information. Furthermore, the committee that reviewed his paper and disapproved its publication was allegedly chaired by subordinates of Jeff Dean, a senior co-author of the Nature paper. Google’s subsequent motion to dismiss was denied, holding that Chatterjee had plausibly alleged retaliation for refusing to engage in conduct he believed would violate state or federal law. === External controversy === The external questions can be summarized in four main points: (a) Are the claims supported by the evidence provided? (b) Did the paper provide enough information to allow the results to be independently reproduced and verified? If so, are the results an improvement over existing academic and commercial tools? (c) Were the comparisons in the paper done fairly and with full disclosure? (d) Were academic standards followed? Each of these is discussed below. ==== Are the claims supported by the evidence provided? ==== The Nature paper described the reduction in design-process time as going from "days or weeks" to "hours", but did not provide per-design time breakdowns or specify the number of engineers, their level of expertise, or the baseline tools and workflow against which this comparison was made. It was also unclear whether the "days or weeks" baseline included time spent on other tasks such as functional design changes. The paper also evaluated the method on fewer benchmarks (five) than is common in the field, and showed mixed results across different evaluation goals While the approach was described as improving circuit area, this claim seems unsupported, as the RL optimization did not alter the overall circuit area, as it adjusted only the locations of fixed-shape non-overlapping circuit components within a fixed rectangular layout boundary. ==== Comparison with existing methods, and replicating the algorithm ==== Because macro placement is largely geometric and its fundamental algorithms are not tied to a specific process node, competing approaches can be evaluated on public benchmarks (tests) across technologies, rather than primarily on proprietary internal designs. This is standard procedure when comparing academic placers, see . In contrast, Google has only reported results only on internal proprietary designs, and as of 2026 has not offered comparisons with prior methods on common benchmarks. Researchers at the University of Califor

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  • Bibliographic database

    Bibliographic database

    A bibliographic database is a database of bibliographic records. This is an organised online collection of references to published written works like journal and newspaper articles, conference proceedings, reports, government and legal publications, patents and books. In contrast to library catalogue entries, a majority of the records in bibliographic databases describe articles and conference papers rather than complete monographs, and they generally contain very rich subject descriptions in the form of keywords, subject classification terms, or abstracts. A bibliographic database may cover a wide range of topics or one academic field like computer science. A significant number of bibliographic databases are marketed under a trade name by licensing agreement from vendors, or directly from their makers: the indexing and abstracting services. Many bibliographic databases have evolved into digital libraries, providing the full text of the organised contents:for instance CORE also organises and mirrors scholarly articles and OurResearch develops a search engine for open access content in Unpaywall. Others merge with non-bibliographic and scholarly databases to create more complete disciplinary search engine systems, such as Chemical Abstracts or Entrez. == History == Prior to the mid-20th century, individuals searching for published literature had to rely on printed bibliographic indexes, generated manually from index cards. During the early 1960s computers were used to digitize text for the first time; the purpose was to reduce the cost and time required to publish two American abstracting journals, the Index Medicus of the National Library of Medicine and the Scientific and Technical Aerospace Reports of the National Aeronautics and Space Administration (NASA). By the late 1960s, such bodies of digitized alphanumeric information, known as bibliographic and numeric databases, constituted a new type of information resource. Online interactive retrieval became commercially viable in the early 1970s over private telecommunications networks. The first services offered a few databases of indexes and abstracts of scholarly literature. These databases contained bibliographic descriptions of journal articles that were searchable by keywords in author and title, and sometimes by journal name or subject heading. The user interfaces were crude, the access was expensive, and searching was done by librarians on behalf of "end users".

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  • User-subjective approach

    User-subjective approach

    The user-subjective approach is the first interaction design approach dedicated specifically to personal information management (PIM). The approach offers design principles with which PIM systems (e.g. operating systems, email applications and web browsers) can make systematic use of subjective (i.e. user-dependent) attributes. The approach evolved in three stages: (a) theoretical foundations first published in a Journal of the American Society for Information Science and Technology during 2003. The paper introduces the approach and its design principles (b) evidence and implementation was published in another JASIST paper in 2008. The paper gives empirical evidence in support of the approach as well as seven novel design schemes that derives from it. It has won the Best JASIST paper award in 2009.(c) specific design evaluation this stage has already begun with evaluation of the first user-subjective design prototype called GrayArea in a Conference on Human Factors in Computing Systems paper published in 2009. == Theoretical foundations == The user-subjective approach takes advantage of the fact that in PIM the person who retrieves the information is the same person who had previously stored it. PIM can be seen as a communication between the person and him\her self at two different times: the time of storage and the time of retrieval. The PIM system design should help facilitate that unique communication by allowing the user use subjective (user-dependent) attributes in addition to the standard objective ones. PIM systems should capture these subjective attributes when the user interacts with the information item (either automatically or by using direct manipulation interface) in order to help the user retrieve the item later on. The user-subjective approach identifies three subjective attributes – the project which the item was classified to, its degree of importance to the user, and the context in which the item was used during the interaction with it. The approach also assigns a design principle for each. The principles (discussed below) are deliberately abstract to allow for a variety of different implementations. === The subjective project classification principle === The subjective project classification principle suggests that PIM systems design should allow all information items related to a project be classified under the same category regardless of whether they are files, emails, Web Favorites or of any other format. This stands in sharp contrast with the present PIM system design where there are distinct folder hierarchies for each of these formats. The current design forces the user to store information related to a single project in separate locations depending on their format causing the project fragmentation problem. === The subjective importance principle === The subjective importance principle suggests that the subjective importance of information should affect its degree of visual salience and accessibility: important information items should be highly visible and accessible as they are more likely to be retrieved (the promotion principle) and those of lower importance should be demoted (i.e. making them less visible) so as not to distract the user (the demotion principle). While the promotion principle is not new and has been widely applied in PIM system design, the demotion principle is novel and has been applied only sporadically in these systems. Currently these systems allow only two options: keeping information (where unneeded information items could clutter folders and obscure the target item) and deleting it (where there is a risk that the item will not be there when needed). Demotion suggests a third option where the item is less visible so it doesn’t distract the user but is kept within its original context in case the user would need it after all. === The subjective context principle === The subjective context principle suggests that PIM systems should allow users retrieve their information items in the same context that they had previously used in order to bridge the time gap between these two events. By "context" the approach refers to other information items that were used at the time of interaction with the item, thoughts that the users may have regarding the item, the phase the user got to in the interaction with the item and other people the user collaborates with regarding the information item. == Evidence and implementations == === Evidence === The user-subjective approach was evaluated in a multioperational designed study which used questionnaires, screen shots and in-depth interviews (N = 84). The research tested the use of subjective attributes in current PIM systems and its dependency on design. Results show that participants used subjective attributes whenever design allowed them to. When it didn't, they either used their own alternative ways to use these attributes or avoided using subjective attributes at all. Regarding the subjective project classification principle – many of the participants' recent files, emails and web pages related to the same projects (indicating that they were working on the same project using different formats), and they had saved files of different format in the same project folders. However, as design does not suggest storing emails and web favorites with files, users avoid doing so. Regarding the subjective importance principle – users tended to retrieve their important information from highly visible and accessible locations offered by current design (e.g. by using the desktop), however since current systems offers no way to demote files of low subjective importance participants tended to use their own walk around ways for doing so (e.g. by moving them to a folder called "old" inside their original folder). Regarding the subjective context principle – participants tended to talk spontaneously about the context of their information items during the interview. These evidence imply that current PIM systems could possibly be improved if it would allow users to make more use of subjective attributes of their personal information. === Implementations === Each of the user-subjective design principles can be implemented in various ways. Moreover, as the approach is generative it offers PIM designers to use these principles in order to create their own user subjective designs. Below are design schemes that demonstrate an implementation of each of the principles. A more complete set of implementation examples can be found in the user-subjective website Archived 2011-02-01 at the Wayback Machine. The single hierarchy solution – addresses the project fragmentation problem (the current situation where the users stores and retrieve their project-related files, emails and web favorites at different hierarchies) and implements the subjective classification principle by offering the user a single folder hierarchy for all information items. At the operation system level the users would navigate to a folder and find there all project related files, emails, web favorites, tasks, contacts and notes. This would allow them to retrieve all their project-related information items from a single location regardless of their formats. When looking at these folders at their mail box the users would see only their emails and only web favorites through their browser. The single hierarchy design scheme has not been evaluated yet. GrayArea – implements the demotion principle by allowing users to move subjectively unimportant files to a gray area at the bottom end of their folders. This clears the upper part of the folder from file that are unlikely to be retrieved while allowing the users to retrieve these unimportant file in their original context in case they are needed after all. GrayArea design scheme was positively evaluated (see next section). ItemHistory – is an implementation of the subjective context principle. It allows users to reach all information items that were previously retrieved while that information item was open. This design scheme has not been evaluated to date. == Specific design evaluation == The evaluation of specific designs is the third and final step of the approach development. It had begun with the assessment of GrayArea. === GrayArea evaluation === GrayArea was evaluated by using a prototype that simulated the participants' folders but included a gray area where they could drag & drop their subjectively unimportant files. In the study 96 participants were asked to clean up their folders from unimportant files once with GrayArea and once without it. Results show that the use of GrayArea reduced the clutter in folders, that it was easier for participants to demote files than to delete them and that they would use it if provided in their next operating system. These results encourage commercial implementation of GrayArea and the development and testing of other user-subjective designs. == Chronological development == The user-subjective approach was developed by

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  • Scriptella

    Scriptella

    Scriptella is an open source extract transform load (ETL) and script execution tool written in Java. It allows the use of SQL or another scripting language suitable for the data source to perform required transformations. Scriptella does not offer any graphical user interface. == Typical use == Database migration. Database creation/update scripts. Cross-database ETL operations, import/export. Alternative for Ant task. Automated database schema upgrade. == Features == Simple XML syntax for scripts. Add dynamics to your existing SQL scripts by creating a thin wrapper XML file: Support for multiple datasources (or multiple connections to a single database) in an ETL file. Support for many useful JDBC features, e.g. parameters in SQL including file blobs and JDBC escaping. Performance and low memory usage are one of the primary goals. Support for evaluated expressions and properties (JEXL syntax) Support for cross-database ETL scripts by using elements Transactional execution Error handling via elements Conditional scripts/queries execution (similar to Ant if/unless attributes but more powerful) Easy-to-Use as a standalone tool or Ant task, without deployment or installation. Easy-To-Run ETL files directly from Java code. Built-in adapters for popular databases for a tight integration. Support for any database with JDBC/ODBC compliant driver. Service Provider Interface (SPI) for interoperability with non-JDBC DataSources and integration with scripting languages. Out of the box support for JSR 223 (Scripting for the Java Platform) compatible languages. Built-in CSV, TEXT, XML, LDAP, Lucene, Velocity, JEXL and Janino providers. Integration with Java EE, Spring Framework, JMX and JNDI for enterprise ready scripts.

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  • AUTINDEX

    AUTINDEX

    AUTINDEX is a commercial text mining software package based on sophisticated linguistics. AUTINDEX, resulting from research in information extraction, is a product of the Institute of Applied Information Sciences (IAI) which is a non-profit institute that has been researching and developing language technology since its foundation in 1985. IAI is an institute affiliated to Saarland University in Saarbrücken, Germany. AUTINDEX is the result of a number of research projects funded by the EU (Project BINDEX), by Deutsche Forschungsgemeinschaft and the German Ministry for Economy. Amongst the latter there are the projects LinSearch, and WISSMER, see also the reference to IAI-Website. The basic functionality of AUTINDEX is the extraction of key words from a document to represent the semantics of the document. Ideally the system is integrated with a thesaurus that defines the standardised terms to be used for key word assignment. AUTINDEX is used in library applications (e.g. integrated in dandelon.com) as well as in high quality (expert) information systems, and in document management and content management environments. Together with AUTINDEX a number of additional software comes along such as an integration with Apache Solr / Lucene to provide a complete information retrieval environment, a classification and categorisation system on the basis of a machine learning software that assigns domains to the document, and a system for searching with semantically similar terms that are collected in so called tag clouds.

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  • Organizational metacognition

    Organizational metacognition

    Organizational metacognition is knowing what an organization knows, a concept related to metacognition, organizational learning, the learning organization and sensemaking. It is used to describe how organizations and teams develop an awareness of their own thinking, learning how to learn, where awareness of ignorance can motivate learning. The organizational deutero-learning concept identified by Argyris and Schon defines when organizations learn how to carry out single-loop and double-loop learning. It has also been described as learning how to learn through a process of collaborative inquiry and reflection (evaluative inquiry). "When an organization engages in deutero-learning its members learn about the previous context for learning. They reflect on and inquire into previous episodes of organizational learning, or failure to learn. They discover what they did that facilitated or inhibited learning, they invent new strategies for learning, they produce these strategies, and they evaluate and generalize what they have produced" Learning what facilitates and inhibits learning enables organizations to develop new strategies to develop their knowledge. For example, identification of a gap between perceived performance (such as satisfaction) and actual performance (outcomes) creates an awareness that makes the organization understand that learning needs to occur, driving appropriate changes to the environment and processes. == Learning prototypes == Wijnhoven (2001) grouped four learning prototypes that best meet learning needs, the match between these needs and learning norms dictating an organization's learning capabilities; deutero-learning is the acquisition of these capabilities. knowledge gap analysis classification of problems to select operationally required knowledge and skills coping with organizational tremors and jolts by anticipation, response and adjustments of behavioural repertoires decisional uncertainty measurement == Terminological ambiguities == Organizational metacognition and organizational deutero-learning have both been described as the concept or phenomenon where organizations learn how to learn. Argyris and Schon (1978) place deutero-learning into their cognitive theory of action framework, neglecting aspects of adaptive behaviour and context core to Bateson's (1972) original definitions. In order to resolve terminological ambiguities, Visser (2007) reviewed and reformulated the concept of deutero-learning as, "the behavioral adaptation to patterns of conditioning in relationships in organizational contexts, distinguishing it from meta-learning and planned learning" (pg. 659). == Significance == Organizational metacognition is considered a key norm to the prescriptive concept of the learning organization. Its significance has been recognized by industry, the military and in disaster response. == Examples in practice == Examples of poor metacognition (deutero-learning) have been described in knowledge network environments, "Knowledge networking is important to most competitive enterprises today. Enterprise knowledge is becoming ever more specialized in nature, so no single person or organization can know everything in detail. Hence addressing complex, multidisciplinary problems requires developing and accessing a network of knowledgeable people and organizations. The problem is, many otherwise knowledgeable people and organizations are not fully aware of their knowledge networks, and even more problematic, they are not aware that they are not aware. This focuses our attention toward organizational metacognition."

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  • Information literacy

    Information literacy

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

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  • Seismological Facility for the Advancement of Geoscience

    Seismological Facility for the Advancement of Geoscience

    The U.S. National Science Foundation's Seismological Facility for the Advancement of Geoscience (NSF SAGE) is a distributed, multi-user national facility that provides support for state of-the-art seismic research. It is operated by EarthScope Consortium. Its previous operator was the Incorporated Research Institutions for Seismology (IRIS), until its merger with UNAVCO to become EarthScope Consortium. NSF SAGE is one of the two premier geophysical facilities in support of geoscience and geoscience education of the National Science Foundation. The other premiere geophysical facility is NSF GAGE, the Geodetic Facility for the Advancement of Geoscience. The services of the facility include support for the Global Seismographic Network (GSN), Data Services, and instrument support via the EarthScope Primary Instrument Center (EPIC), including magnetotelluric (MT) geophysical research. == Global Seismographic Network (GSN) == NSF SAGE manages 40 stations of the 152-station Global Seismographic Network (GSN) for basic global seismicity and Earth structure research. The GSN also enables earthquake hazard mission-related data operations such as: Earthquake location and characterization Tsunami warning Nuclear explosion monitoring == Data Services == SAGE Data Services (DS) is the largest facility for the archiving, curation, and distribution of seismological and other geophysical data in the world. == EarthScope Primary Instrument Center (EPIC) == The EPIC facility maintains the largest open access, shared-use pool of portable seismic sensors in the world. It is located on the campus of New Mexico Tech. == MT == NSF SAGE provides instruments for magnetotelluric (MT) or electromagnetic geophysical research for the recording of our planet's ambient electric and magnetic fields, which allow for the characterization of the conductivity of the area consisting of the shallow crust to upper mantle. This helps with analysis of results obtained from seismic imaging methodologies. The NSF SAGE facility is: Developing open source MT data formatting and processing software. Providing access to proprietary software products.

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  • Inception score

    Inception score

    The Inception Score (IS) is an algorithm used to assess the quality of images created by a generative image model such as a generative adversarial network (GAN). The score is calculated based on the output of a separate, pretrained Inception v3 image classification model applied to a sample of (typically around 30,000) images generated by the generative model. The Inception Score is maximized when the following conditions are true: The entropy of the distribution of labels predicted by the Inceptionv3 model for the generated images is minimized. In other words, the classification model confidently predicts a single label for each image. Intuitively, this corresponds to the desideratum of generated images being "sharp" or "distinct". The predictions of the classification model are evenly distributed across all possible labels. This corresponds to the desideratum that the output of the generative model is "diverse". It has been somewhat superseded by the related Fréchet inception distance. While the Inception Score only evaluates the distribution of generated images, the FID compares the distribution of generated images with the distribution of a set of real images ("ground truth"). == Definition == Let there be two spaces, the space of images Ω X {\displaystyle \Omega _{X}} and the space of labels Ω Y {\displaystyle \Omega _{Y}} . The space of labels is finite. Let p g e n {\displaystyle p_{gen}} be a probability distribution over Ω X {\displaystyle \Omega _{X}} that we wish to judge. Let a discriminator be a function of type p d i s : Ω X → M ( Ω Y ) {\displaystyle p_{dis}:\Omega _{X}\to M(\Omega _{Y})} where M ( Ω Y ) {\displaystyle M(\Omega _{Y})} is the set of all probability distributions on Ω Y {\displaystyle \Omega _{Y}} . For any image x {\displaystyle x} , and any label y {\displaystyle y} , let p d i s ( y | x ) {\displaystyle p_{dis}(y|x)} be the probability that image x {\displaystyle x} has label y {\displaystyle y} , according to the discriminator. It is usually implemented as an Inception-v3 network trained on ImageNet. The Inception Score of p g e n {\displaystyle p_{gen}} relative to p d i s {\displaystyle p_{dis}} is I S ( p g e n , p d i s ) := exp ⁡ ( E x ∼ p g e n [ D K L ( p d i s ( ⋅ | x ) ‖ ∫ p d i s ( ⋅ | x ) p g e n ( x ) d x ) ] ) {\displaystyle IS(p_{gen},p_{dis}):=\exp \left(\mathbb {E} _{x\sim p_{gen}}\left[D_{KL}\left(p_{dis}(\cdot |x)\|\int p_{dis}(\cdot |x)p_{gen}(x)dx\right)\right]\right)} Equivalent rewrites include ln ⁡ I S ( p g e n , p d i s ) := E x ∼ p g e n [ D K L ( p d i s ( ⋅ | x ) ‖ E x ∼ p g e n [ p d i s ( ⋅ | x ) ] ) ] {\displaystyle \ln IS(p_{gen},p_{dis}):=\mathbb {E} _{x\sim p_{gen}}\left[D_{KL}\left(p_{dis}(\cdot |x)\|\mathbb {E} _{x\sim p_{gen}}[p_{dis}(\cdot |x)]\right)\right]} ln ⁡ I S ( p g e n , p d i s ) := H [ E x ∼ p g e n [ p d i s ( ⋅ | x ) ] ] − E x ∼ p g e n [ H [ p d i s ( ⋅ | x ) ] ] {\displaystyle \ln IS(p_{gen},p_{dis}):=H[\mathbb {E} _{x\sim p_{gen}}[p_{dis}(\cdot |x)]]-\mathbb {E} _{x\sim p_{gen}}[H[p_{dis}(\cdot |x)]]} ln ⁡ I S {\displaystyle \ln IS} is nonnegative by Jensen's inequality. Pseudocode:INPUT discriminator p d i s {\displaystyle p_{dis}} . INPUT generator g {\displaystyle g} . Sample images x i {\displaystyle x_{i}} from generator. Compute p d i s ( ⋅ | x i ) {\displaystyle p_{dis}(\cdot |x_{i})} , the probability distribution over labels conditional on image x i {\displaystyle x_{i}} . Sum up the results to obtain p ^ {\displaystyle {\hat {p}}} , an empirical estimate of ∫ p d i s ( ⋅ | x ) p g e n ( x ) d x {\displaystyle \int p_{dis}(\cdot |x)p_{gen}(x)dx} . Sample more images x i {\displaystyle x_{i}} from generator, and for each, compute D K L ( p d i s ( ⋅ | x i ) ‖ p ^ ) {\displaystyle D_{KL}\left(p_{dis}(\cdot |x_{i})\|{\hat {p}}\right)} . Average the results, and take its exponential. RETURN the result. === Interpretation === A higher inception score is interpreted as "better", as it means that p g e n {\displaystyle p_{gen}} is a "sharp and distinct" collection of pictures. ln ⁡ I S ( p g e n , p d i s ) ∈ [ 0 , ln ⁡ N ] {\displaystyle \ln IS(p_{gen},p_{dis})\in [0,\ln N]} , where N {\displaystyle N} is the total number of possible labels. ln ⁡ I S ( p g e n , p d i s ) = 0 {\displaystyle \ln IS(p_{gen},p_{dis})=0} iff for almost all x ∼ p g e n {\displaystyle x\sim p_{gen}} p d i s ( ⋅ | x ) = ∫ p d i s ( ⋅ | x ) p g e n ( x ) d x {\displaystyle p_{dis}(\cdot |x)=\int p_{dis}(\cdot |x)p_{gen}(x)dx} That means p g e n {\displaystyle p_{gen}} is completely "indistinct". That is, for any image x {\displaystyle x} sampled from p g e n {\displaystyle p_{gen}} , discriminator returns exactly the same label predictions p d i s ( ⋅ | x ) {\displaystyle p_{dis}(\cdot |x)} . The highest inception score N {\displaystyle N} is achieved if and only if the two conditions are both true: For almost all x ∼ p g e n {\displaystyle x\sim p_{gen}} , the distribution p d i s ( y | x ) {\displaystyle p_{dis}(y|x)} is concentrated on one label. That is, H y [ p d i s ( y | x ) ] = 0 {\displaystyle H_{y}[p_{dis}(y|x)]=0} . That is, every image sampled from p g e n {\displaystyle p_{gen}} is exactly classified by the discriminator. For every label y {\displaystyle y} , the proportion of generated images labelled as y {\displaystyle y} is exactly E x ∼ p g e n [ p d i s ( y | x ) ] = 1 N {\displaystyle \mathbb {E} _{x\sim p_{gen}}[p_{dis}(y|x)]={\frac {1}{N}}} . That is, the generated images are equally distributed over all labels.

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  • Information literacy

    Information literacy

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

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  • Semantic heterogeneity

    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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  • Information flow

    Information flow

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

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  • Sanad (government app)

    Sanad (government app)

    Sanad (Arabic: سند) is the official digital identity and e-government services application of the Hashemite Kingdom of Jordan. Developed and managed by the Ministry of Digital Economy and Entrepreneurship, the app provides a unified platform for accessing a range of public services and personal records digitally. == Overview == Launched in February 2020, Sanad is part of Jordan's broader digital transformation strategy aimed at improving public service delivery and enhancing administrative efficiency. The app allows users to authenticate their identity digitally and access over 550 services from more than 50 government and private sector entities. == Features == Sanad provides a wide array of services, including: Viewing and managing official digital documents Applying for government services (e.g., jordanian passport issuance or renewal, health insurance) Accessing personal records (e.g., pension, property ownership) Digitally signing documents Paying utility bills and traffic fines Receiving and tracking official notifications The app is available on iOS, Android, and HarmonyOS platforms and supports both Arabic and English languages. == Digital Identity == A core feature of Sanad is the digital identity system, which enables secure login and authentication for all integrated services. Users must activate their digital identity at designated Sanad stations across Jordan to access the full suite of services. == Adoption and Impact == As of 2025, more than 1.6 million Jordanians have activated their digital identities through Sanad. The app has played a significant role in streamlining government interactions and reducing the need for in-person visits, especially during the COVID-19 pandemic. == Recent Developments == In 2025, the Ministry launched an updated version of the app with enhanced user experience and new services, including the e-passport issuance feature.

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  • Golden record (informatics)

    Golden record (informatics)

    In informatics, a golden record is the valid version of a data element (record) in a single source of truth system. It may refer to a database, specific table or data field, or any unit of information used. A golden copy is a consolidated data set, and is supposed to provide a single source of truth and a "well-defined version of all the data entities in an organizational ecosystem". Other names sometimes used include master source or master version. The term has been used in conjunction with data quality, master data management, and similar topics. (Different technical solutions exist, see master data management). == Master data == In master data management (MDM), the golden copy refers to the master data (master version) of the reference data which works as an authoritative source for the "truth" for all applications in a given IT landscape.

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  • AI: When a Robot Writes a Play

    AI: When a Robot Writes a Play

    AI: When a Robot Writes a Play (in Czech: AI: Když robot píše hru) is a 2021 experimental theatre play, where 90% of its script was automatically generated by artificial intelligence (the GPT-2 language model). The play is in Czech language, but an English version of the script also exists. == Creation == The play is the first result of the THEaiTRE research project, aiming to commemorate the centenary of the R.U.R. play by Karel Čapek by investigating to what extent artificial intelligence could be used to create theatre play scripts. The script of the play was created using the THEaiTRobot tool, based on the GPT-2 language model. First, the play dramaturge, David Košťák, described the initial setting of each scene in a few sentences, and wrote the first line for each character. Next, THEaiTRobot suggested a continuation of the script, which the dramaturge could use, reject, or use part of it and let the tool generate a new continuation. Another option was to manually insert another line or a scenic remark. The script was generated in English and was automatically translated to Czech by the state-of-the-art CUBBITT machine translation tool. The resulting script was then further post-edited by the dramaturge. The resulting script was made freely available for non-commercial use both in English and in Czech, with marked manually inserted texts and manual edits. The analysis shows that 90% of the English script is automatically generated, with 10% manually written or manually post-edited. In the Czech script, a larger amount of edits were made, but the analysis claims that these additional edits are corrections of errors of the automated translation and stylistic corrections which do not change the meaning of the lines as represented by the English script, but rather bring the Czech script closer to the English one. == Characters == The play contains 9 characters. The Robot appears in all the scenes, while each of the other characters appears in only one scene. Robot – The lead character, a male humanoid robot. Master – An old man, the creator of the Robot. Boy – A schoolboy. Masseuse – A sex worker in a brothel. Stranger – An engineer. Man. Psychologist. Administrator – A female clerk at an employment agency. Actress – A film actress and a model in a robot-like costume. == Plot == The play is composed of 8 scenes. It tells the story of a humanoid robot, who encounters 8 other characters and engages into various typically human situations and activities, related to death, love, sex, violence, etc. The individual scenes are not tightly linked, but there are some linking points, such as the central character of the robot or some repeated and developing themes, such as the robot's search for love. The scenes often contain some absurd turns and it is often hard to find sense in them. It is therefore a very complicated piece interpretationally, requiring the director and the actors to invest a lot of effort and creativity in finding a meaningful interpretation which would not deviate from the script. In the interpretation by Švanda theatre, who premiered the play and who also participated on the creation of the script, the scenes typically contain non-verbally expressed content which can add a lot to the meaning of the scene compared to what is contained in the actual script (as the script only contains the lines said by the characters). === Scene 1: Death === The play opens by the Robot parting with his dying Master. The Master gives the Robot several last lessons and talks with him about death, soul, and love. === Scene 2: Sense of Humour === In the second scene, the Robot meets a sad and angry Boy, who complains that he wants to go to school, that his girlfriend is crazy, that he wants to buy a car, etc. The Robot tries to help the Boy by giving him advice, but the Boy's reactions are quite negative and irritated. The Boy then repeatedly asks the Robot to tell him a joke; the Robot keeps refusing, but ultimately tells the following joke: When you are dead. When your children are dead. When your grandchildren are dead, I will be still alive. === Scene 3: Nightclub === The Robot wants to feel pleasure, so he goes to a "night club" (a brothel), where he meets a "Masseuse" (a prostitute). The Robot is initially "a bit cold", but eventually manages to enjoy the experience and falls in love with the Masseuse. In the Švanda theatre performance, the Robot and the Masseuse seem to have a sort of virtual sex without touching each other, reminiscent of the sex scene in Demolition Man. === Scene 4: Fear of the Dark === It is the night. The Robot is standing under a lamp, unable to move away from the light as he finds that he is afraid of the dark. He meets a Stranger, an engineer who tells him that robots don't have feelings and that people cannot be trusted, and keeps hurting him. In the Švanda theatre performance, the Man repeatedly zaps the Robot with some kind of electric pulse. === Scene 5: Killer Robot === A Man approaches the Robot and repeatedly asks him to kill him. Instead, the Robot sticks a finger into the Man's anus, which leads to an argument between the Man and the Robot. === Scene 6: Burn Out === The Robot meets a Psychologist, who keeps asking him lots of questions regarding his life, burnout feeling, love, relationships, and emotions. They also talk about the Robot using a device called emotion machine which helps him to get rid of stress. === Scene 7: Search for Job === The Robot comes to an employment agency. He meets an Administrator and asks her to help him find a job. He expresses the wish to become an actor, and talks about his experience as a clown. He reveals his name to be Troy McClure, which is a character from The Simpsons who is an actor. In the Švanda theatre performance, the Administrator starts to seduce the Robot once his name is revealed, which he keeps ignoring; the Administrator then becomes irritated. === Scene 8: Love at First Sight === The Robot meets a human Actress in a robotic costume and falls in love with her immediately. The Actress is first reluctant, but the Robot manages to seduce her and she also falls in love with him. The Robot tells her about a binary world, in which he lives and where he will also take her. Ultimately, the Actress agrees, and the whole play concludes by the Robot and the Actress promising each to other to always be together. In the Švanda theatre performance, the Robot does not have a physical body in this scene, we can only hear his voice and see a pulsating light (based on the line in the script where the Robot says: "I have no body. So I don't need to wear clothes. You can't see me, you only hear me."), and the Actress eventually also agrees to lose her physical body so that she can be with the Robot forever. == Theatrical performances == The play premiered on 26 February 2021 in Švanda Theatre in Prague, Czech Republic, directed by Daniel Hrbek. Due to the COVID-19 pandemic, the play was not played in front of a live audience, but it was broadcast online, in Czech language with English subtitles. The play was followed by a panel discussion by the project members and experts on artificial intelligence. The premiere was viewed by 13,498 spectators worldwide. A short trailer of the premiere is available on YouTube. In 2021, after the opening of the theatres in the Czech Republic to spectators, the play can be viewed at Švanda Theatre. The performance takes approximately 60 minutes, and is followed by a discussion of the creators with the audience. The derniere is planned for 4 February 2023. == Reception == The play received a number of reviews, both in its country of origin as well as internationally. It is praised as first of its kind, although some reviewers note the similarity to previous works, such as the musical Beyond the Fence, the play Lifestyle of the Richard and Family, or the short movie Sunspring; however, these works used less advanced technology, and either were very short (Sunspring) or necessitated a larger amount of human interventions. The reviewers note that the script is far from perfect, with many inconsistencies and nonsensical parts, and conclude that the technology is definitely not yet ready to replace human authors; however, some find some parts of the script frighteningly human-like. The amount of human intervention is a somewhat controversial topic, with some reviewers finding the human influence too large (especially in interpreting the script and putting the play on scene), while others feel that a greater amount of human intervention would have been favorable as this could greatly improve the quality of the play. The reviews also frequently comment on the amount of sex, violence and strong language in the play; this can be attributed to the method used for creating the script, where the GPT-2 language model reflects topics and language common in the human-written articles on the internet that were used to train the model. Furthermore, some r

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