AI Chatbot Interface

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  Dental AI

  Dental artificial intelligence (Dental AI) refers to the application of artificial intelligence (AI) and machine-learning methods to oral healthcare data. These systems can be used to find patterns or make predictions that can aid in diagnosis, treatment, patient communication, or practice management. == History and development == Research into AI for dentistry dates to the 1990s and 2000s, alongside early CAD/CAM and image-analysis work in dental radiology. Recent developments in deep learning, especially those involving computer vision, such as convolutional neural networks, trained on large image datasets, led to a rapid improvement in performance, as well as a move from prototype technology to productization suitable for use in dental chairs. Dental schools and continuing education programs started incorporating AI content in the 2020s. == Definition and core technologies == The dental AI software accomplishes this task by using various dental images and patient data. Dental images and data used by the dental AI software include bitewing and periapical X-rays, complete mouth X-rays, detailed 3D images, intraoral images, and the patient’s medical history. The dental AI software utilizes several core technologies in accomplishing its task of assisting the dentist. First, the dental AI software utilizes machine learning and deep learning using programs that can learn from examples. Such programs are referred to as convolutional neural network (CNN) and can detect cavities and identify bone changes related to gum disease. The dental AI software utilizes computer vision, which enables the AI software to identify and quantify important features in images and data, whether they are 2D images or 3D images. Natural language processing (NLP) is used for the AI software to understand written text and can automatically generate dental notes and communicate with the patient. Furthermore, the dental AI software utilizes predictive analytics to identify patients that are more prone to dental complications and can suggest the best intervals for checkups or future dental procedures. == Applications in dentistry == Reported clinical and operational applications include diagnostic assistance for caries and periodontal disease, treatment planning assistance, patient education overlays, quality assurance, curriculum assistance for dental education, and claims documentation. Systematic reviews continue to find image-based applications such as caries detection with some variability in study design and a need for prospective validation. == Academic research and clinical validation == Several peer-reviewed studies have measured the effectiveness of AI for applications such as interproximal caries detection and periodontal bone level assessment, showing improvements over unaided readings with a focus on bias within the dataset. The Dental AI Council found variability among clinicians for diagnosis and treatment planning, suggesting the use of a standard tool as an assist. == Industry adoption == Multiple vendors offer FDA-cleared chairside AI for dental imaging: Pearl — Received U.S. FDA 510(k) clearance for its real-time radiologic aid (“Second Opinion”) in 2022 (2D), with subsequent clearances including pediatric and CBCT (“Second Opinion 3D”). TIME gave “Second Opinion” a special mention on its Best Inventions of 2022 list. Overjet — FDA-cleared for bone-level quantification and detection/outline of caries and calculus (e.g., K210187), with additional clearances expanding capabilities. VideaHealth — Received an FDA 510(k) covering 30+ detections across common dental findings (K232384), including indications for patients ages 3 and up; trade coverage has described elements of this as the first pediatric dental-AI clearance. == Regulations == In the U.S., AI-enabled dental imaging software is generally reviewed via the FDA’s 510(k) pathway. The FDA maintains a public AI-Enabled Medical Devices List, which includes numerous medical-imaging AI tools (including dental). Specific dental clearances include Overjet (K210187), VideaHealth (K232384), and Pearl entries such as “Second Opinion 3D” (K243989).

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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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  Computer and information science

  Computer and information science (CIS; also known as information and computer science) is a field that emphasizes both computing and informatics, upholding the strong association between the fields of information sciences and computer sciences and treating computers as a tool rather than a field. Information science is one with a long history, unlike the relatively very young field of computer science, and is primarily concerned with gathering, storing, disseminating, sharing and protecting any and all forms of information. It is a broad field, covering a myriad of different areas but is often referenced alongside computer science because of the incredibly useful nature of computers and computer programs in helping those studying and doing research in the field – particularly in helping to analyse data and in spotting patterns too broad for a human to intuitively perceive. While information science is sometimes confused with information theory, the two have vastly different subject matter. Information theory focuses on one particular mathematical concept of information while information science is focused on all aspects of the processes and techniques of information. Computer science, in contrast, is less focused on information and its different states, but more, in a very broad sense, on the use of computers – both in theory and practice – to design and implement algorithms in order to aid the processing of information during the different states described above. It has strong foundations in the field of mathematics, as the very first recognised practitioners of the field were renowned mathematicians such as Alan Turing. Information science and computing began to converge in the 1950s and 1960s, as information scientists started to realize the many ways computers would improve information storage and retrieval. == Terminology == Due to the distinction between computers and computing, some of the research groups refer to computing or datalogy. The French refer to computer science as the term informatique. The term information and communications technology (ICT), refers to how humans communicate with using machines and computers, making a distinction from information and computer science, which is how computers use and gain information. Informatics is also distinct from computer science, which encompasses the study of logic and low-level computing issues. == Education == Universities may confer degrees with a major in computer and information science, not to be confused with a more specific Bachelor of Computer Science or respective graduate computer science degrees. The QS World University Rankings is one of the most widely recognised and distinguished university comparisons. They ranked the top 10 universities for computer science and information systems in 2015. They are: Massachusetts Institute of Technology (MIT) Stanford University University of Oxford Carnegie Mellon University Harvard University University of California, Berkeley (UCB) University of Cambridge The Hong Kong University of Science and Technology Swiss Federal Institute of Technology (ETH Zurich) Princeton University A Computer Information Science degree gives students both network and computing knowledge which is needed to design, develop, and assist information systems which helps to solve business problems and to support business problems and to support business operations and decision making at a managerial level also. == Areas of information and computer science == Due to the nature of this field, many topics are also shared with computer science and information systems. The discipline of Information and Computer Science spans a vast range of areas from basic computer science theory (algorithms and computational logic) to in depth analysis of data manipulation and use within technology. === Programming theory === The process of taking a given algorithm and encoding it into a language that can be understood and executed by a computer. There are many different types of programming languages and various different types of computers, however, they all have the same goal: to turn algorithms into machine code. Popular programming languages used within the academic study of CIS include, but are not limited to: Java, Python, C#, C++, Perl, Ruby, Pascal, Swift, Visual Basic. === Information and information systems === The academic study of software and hardware systems that process large quantities and data, support large scale data management and how data can be used. This is where the field is unique from the standard study of computer science. The area of information systems focuses on the networks of hardware and software that are required to process, manipulate and distribute such data. === Computer systems and organisations === The process of analysing computer architecture and various logic circuits. This involves looking at low level computer processes at bit level computation. This is an in-depth look into the hardware processing of a computational system, involving looking at the basic structure of a computer and designing such systems. This can also involve evaluating complex circuit diagrams, and being able to construct these to solve a main problem. The main purpose behind this area of study is to achieve an understanding of how computers function on a basic level, often through tracing machine operations. === Machines, languages, and computation === This is the study into fundamental computer algorithms, which are the basis to computer programs. Without algorithms, no computer programs would exist. This also involves the process of looking into various mathematical functions behind computational algorithms, basic theory and functional (low level) programming. In an academic setting, this area would introduce the fundamental mathematical theorems and functions behind theoretical computer science which are the building blocks for other areas in the field. Complex topics such as; proofs, algebraic functions and sets will be introduced during studies of CIS. == Developments == Information and computer science is a field that is rapidly developing with job prospects for students being extremely promising with 75.7% of graduates gaining employment. Also the IT industry employs one in twenty of the workforce with it predicted to increase nearly five times faster than the average of the UK and between 2012 and 2017 more than half a million people will be needed within the industry and the fact that nine out of ten tech firms are suffering from candidate shortages which is having a negative impact on their business as it delays the creation and development of new products, and it's predicted in the US that in the next decade there will be more than one million jobs in the technology sector than computer science graduates to fill them. Because of this programming is now being taught at an earlier age with an aim to interest students from a young age into computer and information science hopefully leading more children to study this at a higher level. For example, children in England will now be exposed to computer programming at the age of 5 due to an updated national curriculum. == Employment == Due to the wide variety of jobs that now involve computer and information science related tasks, it is difficult to provide a comprehensive list of possible jobs in this area, but some of the key areas are artificial intelligence, software engineering and computer networking and communication. Work in this area also tends to require sufficient understanding of mathematics and science. Moreover, jobs that having a CIS degree can lead to, include: systems analyst, network administrator, system architect, information systems developer, web programmer, or software developer. The earning potential for CIS graduates is quite promising. A 2013 survey from the National Association of Colleges and Employers (NACE) found that the average starting salary for graduates who earned a degree in a computer related field was $59,977, up 4.3% from the prior year. This is higher than other popular degrees such as business ($54,234), education ($40,480) and math and sciences ($42,724). Furthermore, Payscale ranked 129 college degrees based on their graduates earning potential with engineering, math, science, and technology fields dominating the ranking. With eight computer related degrees appearing among the top 30. With the lowest starting salary for these jobs being $49,900. A Rasmussen College article describes various jobs CIS graduates may obtain with software applications developers at the top making a median income of $98,260. According to the National Careers Service an Information Scientist can expect to earn £24,000+ per year as a starting salary.

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  The Citation Project

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

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  Tinybop

  Tinybop is a Brooklyn based publisher of apps for children. == History == Tinybop is a Brooklyn-based children's media company established in 2011 by Raul Gutierrez. App titles are released in two series: the Explorer's Library - a series of science apps and Digital Toys - series of open-ended construction apps. == Published apps == Explorer's Library Titles: The Human Body – An anatomy app for children. Released 2013. The company's first app was illustrated by Kelli Anderson and has been downloaded millions of times. Selected for the American Library Association's Notable Children's Media List in 2022. Named Apple App Store's Best of 2013. Winner of the Digital Ehon Yuichi Kimura Prize for Children's Digital Media. Plants – An app about biomes around the world. Homes – An app about houses around with world. Illustrated by Tuesday Bassen. Winner of the Parents Gold Choice Award for children's apps. Simple Machines – A children's physics app about simple machines. The Earth – An app for children about the geologic Earth illustrated by Sarah Jacoby. Weather – A children's weather app. Skyscrapers – A children's app about building tall buildings. Space – An interactive solar system. Mammals – A children's app about mammals illustrated by Wenjia Tang. Winner of the Digital Ehon Award for Children's Educational media. Coral Reef – An app about marine ecosystems. Winner of an Excellence in Early Learning Digital Media Honor from the American Library Association. State of Matter – An app covering solids, liquids, and gases. Winner of Excellence in Early Learning Digital Media Honor from the American Library Association. Light and Color – An app about light and color. Selected for The American Library Association's Notable Children's Media List 2023. Winner of the 2022 Yoichi Sakakihara Prize for Children's Media. Digital Toys Titles: The Robot Factory – A robot building app for children illustrated by Owen Davey. Apple named The Robot Factory as iPad App of the Year in 2015. The Everything Machine – A visual coding app for children. The Everything Machine was named Apple's Best of 2015. Monsters – A monster creation app illustrated by Tianhua Mao. The Infinite Arcade – An arcade game building app. Me: A Kids Diary – A digital journal for children. Selected for The American Library Association's Notable Children's Media List 2020. The Creature Garden – An app that allows children to create fantastical animals illustrated by Natasha Durley. Selected for The American Library Association's Notable Children's Media List 2021. Things that Go Bump – A multiplayer game set in an enchanted Japanese house, released on Apple Arcade in 2018.

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  Collaborative diffusion

  Collaborative Diffusion is a type of pathfinding algorithm which uses the concept of antiobjects, objects within a computer program that function opposite to what would be conventionally expected. Collaborative Diffusion is typically used in video games, when multiple agents must path towards a single target agent. For example, the ghosts in Pac-Man. In this case, the background tiles serve as antiobjects, carrying out the necessary calculations for creating a path and having the foreground objects react accordingly, whereas having foreground objects be responsible for their own pathing would be conventionally expected. Collaborative Diffusion is favored for its efficiency over other pathfinding algorithms, such as A, when handling multiple agents. Also, this method allows elements of competition and teamwork to easily be incorporated between tracking agents. Notably, the time taken to calculate paths remains constant as the number of agents increases.

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  Data janitor

  A data janitor is a person who works to take big data and condense it into useful amounts of information. Also known as a "data wrangler", a data janitor sifts through data for companies in the information technology industry. A multitude of start-ups rely on large amounts of data, so a data janitor works to help these businesses with this basic, but difficult process of interpreting data. While it is a commonly held belief that data janitor work is fully automated, many data scientists are employed primarily as data janitors. The information technology industry has been increasingly turning towards new sources of data gathered on consumers, so data janitors have become more commonplace in recent years.

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  Encyclopaedistics

  Encyclopaedistics or encyclopaedics as a discipline, is the academic scholarship of encyclopedias as sources of encyclopedic knowledge and cultural objects as well; in this sense, this discipline is also known as "encyclopaedia studies" and can be termed as "theoretical encyclopaediography" by analogy with theoretical lexicography. Encyclopaedistics as a practical activity (profession or business) also called "encyclopaedic practice" or "encyclopedism" is the process of assembling encyclopaedias available to the public for sale or for free (encyclopaedia publishing or practical encyclopediography). In this sense, it is the art or craft of writing, compiling, and editing the paper or online encyclopedias. As a practical activity, encyclopaedistics originated in the Middle Ages in connection with the development of compendiums based on alphabetical structuring (e.g. first edition of Polyanthea by Dominicus Nanus Mirabellius). Encyclopaedistics is often defined as "the art and science of selecting and disseminating the information most significant to mankind". == Field of study == Encyclopaedistics is a specialized aspect of information science and communication science. At the same time, encyclopaedistics is also considered as one of scholarly disciplines which are seen as auxiliary for historical research (auxiliary sciences of history) . Third, encyclopaedics is a domain of philosophy (Romanticism). This term associated with German philosophers of the 18th century, such as Novalis, Friedrich Schlegel, who sought to create a "Scientific Bible" - both real and ideal book as the quintessence of human education (enlightenment). In any case, the most popular topics in encyclopaedia studies refferd the history of organization of encyclopaedic knowledge, encyclopaedic knowledge determination and selection, glossary composition, current state of development of encyclopaedic activity, features of making encyclopaedias and encyclopaedic articles, usage, role and significance of encyclopaedias, typology of encyclopaedic literature, encyclopaedists and encyclopaedic schools, opposition of classical encyclopaedias and Wikipedia as well as paper encyclopaedias and online encyclopaedias, case experience in building encyclopedias etc. In general, scholarly studies contribute to appearance of successful well-crafted encyclopaedias with high-quality articles. == Contemporary encyclopaedic practice == Today, academic institutions, universities, and publishing companies worldwide are engaged in encyclopaedic activity building national, multinational (universal), regional and subject-specific encyclopaedias, or doing studies related encyclopaedias. The development of national encyclopaedias is one of the prerogatives of the European Parliament in the policy of protection of accurate and verified information and in the fight against mis- and disinformation as well as in the policy of protecting, promoting and projecting Europe's values and interests in the world.

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  Breakup Notifier

  Breakup Notifier was a web application written by product developer and programmer Dan Loewenherz that enabled its registered users to track the relationship status of their Facebook friends. An email notification was sent to the user when one of their Facebook friends changed their relationship status. The app was one of the most viral Facebook app's at the time of its release. It was mentioned in a skit on The Jay Leno Show and news of its popularity was published in Time magazine, The New York Post, CNET, and The Globe and Mail. == Popularity and Facebook controversy == Breakup Notifier gathered 100,000 users in less than 24 hours of its launch and reached a user base of more than 3,000,000 in February 2011. Facebook then blocked the app. Loewenherz later created an app named Crush Notifier, which differs from the original app in that users can check if they have a mutual crush. Breakup Notifier was later unblocked by Facebook and monetized.

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  Reservoir sampling

  Reservoir sampling is a family of randomized algorithms for choosing a simple random sample, without replacement, of k items from a population of unknown size n in a single pass over the items. The size of the population n is not known to the algorithm and is typically too large for all n items to fit into main memory. The population is revealed to the algorithm over time, and the algorithm cannot look back at previous items. At any point, the current state of the algorithm must permit extraction of a simple random sample without replacement of size k over the part of the population seen so far. == Motivation == Suppose we see a sequence of items, one at a time. We want to keep 10 items in memory, and we want them to be selected at random from the sequence. If we know the total number of items n and can access the items arbitrarily, then the solution is easy: select 10 distinct indices i between 1 and n with equal probability, and keep the i-th elements. The problem is that we do not always know the exact n in advance. == Simple: Algorithm R == A simple and popular but slow algorithm, Algorithm R, was created by Jeffrey Vitter. Initialize an array R {\displaystyle R} indexed from 1 {\displaystyle 1} to k {\displaystyle k} , containing the first k items of the input x 1 , . . . , x k {\displaystyle x_{1},...,x_{k}} . This is the reservoir. For each new input x i {\displaystyle x_{i}} , generate a random number j uniformly in { 1 , . . . , i } {\displaystyle \{1,...,i\}} . If j ∈ { 1 , . . . , k } {\displaystyle j\in \{1,...,k\}} , then set R [ j ] := x i . {\displaystyle R[j]:=x_{i}.} Otherwise, discard x i {\displaystyle x_{i}} . Return R {\displaystyle R} after all inputs are processed. This algorithm works by induction on i ≥ k {\displaystyle i\geq k} . While conceptually simple and easy to understand, this algorithm needs to generate a random number for each item of the input, including the items that are discarded. The algorithm's asymptotic running time is thus O ( n ) {\displaystyle O(n)} . Generating this amount of randomness and the linear run time causes the algorithm to be unnecessarily slow if the input population is large. This is Algorithm R, implemented as follows: == Optimal: Algorithm L == If we generate n {\displaystyle n} random numbers u 1 , . . . , u n ∼ U [ 0 , 1 ] {\displaystyle u_{1},...,u_{n}\sim U[0,1]} independently, then the indices of the smallest k {\displaystyle k} of them is a uniform sample of the k {\displaystyle k} -subsets of { 1 , . . . , n } {\displaystyle \{1,...,n\}} . The process can be done without knowing n {\displaystyle n} : Keep the smallest k {\displaystyle k} of u 1 , . . . , u i {\displaystyle u_{1},...,u_{i}} that has been seen so far, as well as w i {\displaystyle w_{i}} , the index of the largest among them. For each new u i + 1 {\displaystyle u_{i+1}} , compare it with u w i {\displaystyle u_{w_{i}}} . If u i + 1 < u w i {\displaystyle u_{i+1} Read more →

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  Tagsistant

  Tagsistant is a semantic file system for the Linux kernel, written in C and based on FUSE. Unlike traditional file systems that use hierarchies of directories to locate objects, Tagsistant introduces the concept of tags. == Design and differences with hierarchical file systems == In computing, a file system is a type of data store which could be used to store, retrieve and update files. Each file can be uniquely located by its path. The user must know the path in advance to access a file and the path does not necessarily include any information about the content of the file. Tagsistant uses a complementary approach based on tags. The user can create a set of tags and apply those tags to files, directories and other objects (devices, pipes, ...). The user can then search all the objects that match a subset of tags, called a query. This kind of approach is well suited for managing user contents like pictures, audio recordings, movies and text documents but is incompatible with system files (like libraries, commands and configurations) where the univocity of the path is a security requirement to prevent the access to a wrong content. == The tags/ directory == A Tagsistant file system features four main directories: archive/ relations/ stats/ tags/ Tags are created as sub directories of the tags/ directory and can be used in queries complying to this syntax: tags/subquery/[+/subquery/[+/subquery/]]/@/ where a subquery is an unlimited list of tags, concatenated as directories: tag1/tag2/tag3/.../tagN/ The portion of a path delimited by tags/ and @/ is the actual query. The +/ operator joins the results of different sub-queries in one single list. The @/ operator ends the query. To be returned as a result of the following query: tags/t1/t2/+/t1/t4/@/ an object must be tagged as both t1/ and t2/ or as both t1/ and t4/. Any object tagged as t2/ or t4/, but not as t1/ will not be retrieved. The query syntax deliberately violates the POSIX file system semantics by allowing a path token to be a descendant of itself, like in tags/t1/t2/+/t1/t4/@ where t1/ appears twice. As a consequence a recursive scan of a Tagsistant file system will exit with an error or endlessly loop, as done by Unix find: This drawback is balanced by the possibility to list the tags inside a query in any order. The query tags/t1/t2/@/ is completely equivalent to tags/t2/t1/@/ and tags/t1/+/t2/t3/@/ is equivalent to tags/t2/t3/+/t1/@/. The @/ element has the precise purpose of restoring the POSIX semantics: the path tags/t1/@/directory/ refers to a traditional directory and a recursive scan of this path will properly perform. == The reasoner and the relations/ directory == Tagsistant features a simple reasoner which expands the results of a query by including objects tagged with related tags. A relation between two tags can be established inside the relations/ directory following a three level pattern: relations/tag1/rel/tag2/ The rel element can be includes or is_equivalent. To include the rock tag in the music tag, the Unix command mkdir can be used: mkdir -p relations/music/includes/rock The reasoner can recursively resolve relations, allowing the creation of complex structures: mkdir -p relations/music/includes/rock mkdir -p relations/rock/includes/hard_rock mkdir -p relations/rock/includes/grunge mkdir -p relations/rock/includes/heavy_metal mkdir -p relations/heavy_metal/includes/speed_metal The web of relations created inside the relations/ directory constitutes a basic form of ontology. == Autotagging plugins == Tagsistant features an autotagging plugin stack which gets called when a file or a symlink is written. Each plugin is called if its declared MIME type matches The list of working plugins released with Tagsistant 0.6 is limited to: text/html: tags the file with each word in