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  H (company)

  H Company, also known simply as H, is a French artificial intelligence startup which develops "action-oriented" artificial intelligence agents for enterprise automation and productivity. In May 2024, H Company closed a record-setting $220 million seed round, at the time the largest AI raise in Europe. In 2026, H Company released Holo 3, the latest generation of its computer-use AI models. The update marked a major advance in agentic AI, enabling agents to navigate any user interface, interpret screens, and complete complex, multi-step tasks across enterprise systems—much like a human user. This breakthrough positioned H Company at the frontier of computer-use autonomy, accelerating the integration of AI in enterprise workflows. == History == H Company was founded in 2023 in Paris by Laurent Sifre, Charles Kantor, and three DeepMind veterans: Daan Wiestra, Karl Tuyls, Julien Perollat. In May 2024, the firm secured what was then the largest European AI seed round, totaling $220 million led by US investors including Eric Schmidt (former Google CEO), Amazon, and backed by Accel, Bpifrance, UiPath, Eurazeo, Xavier Niel, Yuri Milner, Bernard Arnault, Samsung and others. In August 2024, three cofounders (Wiestra, Tuyls, Perollat) left the company over operational disagreements. In November 2024, H launched Runner H, its first agentic-API platform, which combined a large language model (LLM) and a reduced, 2-billion parameter vision-language model (VLM). In May 2025, H Company acquired Mithril Security, and in June 2025 the company widened its offering for agentic models. In June 2025, Gautier Cloix (formerly CEO Palantir France) replaced Charles Kantor as CEO of H Company, aiming to pivot the company towards a "forward deployed engineers" model. In July 2025, H Company introduced Surfer-H-CLI, an open-source, web-native Chrome agent designed for browser-based automation—able to search, scroll, click, and type on behalf of users and controllable via any visual language model (VLM). When paired with its June 2025 open-sourced 3B-parameter Holo-1 model, Surfer-H-CLI achieved 92.2% WebVoyager benchmark accuracy. == Activity == H Company creates enterprise AI models and agents (agentic AI) to automate and optimize complex workflows. H Company specifically designs AI agents called computer use capable of autonomously interfacing with any software (local or cloud-based) to detect and automate repetitive operations. H Company is based in Paris, France, with international offices in London and New York. H Company raised $220 million since its inception. Gautier Cloix is president and CEO of the company. H Company client include the French national lottery FDJ United. In March 2026, H Company released Holo3, a family of artificial intelligence models designed to operate digital systems by interacting directly with user interfaces. Holo3 enables agents ("virtual humanoids") to understand what is displayed in front-end environments—such as web pages, desktop applications, and other graphical user interfaces—and perform actions such as clicking, typing, and navigating across them to complete multi-step tasks. On the OSWorld-Verified benchmark, Holo3 reportedly achieved about 78.9%, surpassing the scores of OpenAI’s GPT‑5.4 and Anthropic’s Claude Opus 4.6 on this specific test, at roughly one-tenth of the inference cost of these proprietary systems. The release has been presented as a significant step toward automating routine digital workflows, allowing organizations to offload repetitive on-screen work, such as data entry and reconciliation across multiple tools, to AI-based agents.

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  Learning augmented algorithm

  A learning augmented algorithm (also called algorithm with predictions) is an algorithm that can make use of a prediction to improve its performance. Whereas in regular algorithms just the problem instance is inputted, learning augmented algorithms accept an extra parameter. This extra parameter often is a prediction of some property of the solution. This prediction is then used by the algorithm to improve its running time or the quality of its output. The most common application are online algorithms, where a prediction on the uncertain instance is provided. == Description == A learning augmented algorithm typically takes an input ( I , A ) {\displaystyle ({\mathcal {I}},{\mathcal {A}})} . Here I {\displaystyle {\mathcal {I}}} is a problem instance and A {\displaystyle {\mathcal {A}}} is the prediction. A prediction can be any object. Common are the following types: Prediction of an optimal solution. The prediction gives a solution to the problem or characterizes an optimal solution. Prediction of the input. This is mainly used for online problems. Prediction of algorithmic actions. A prediction tailored to a specific algorithm that suggests a specific algorithm execution. Learning augmented algorithms usually satisfy the following three properties: Consistency. A learning augmented algorithm is said to be consistent if the algorithm can be proven to have a good performance when it is provided with an accurate prediction. Smoothness. A learning augmented algorithm is called smooth if its performance can be bounded by a function of the quality of the prediction. Here, the quality can be measured in a problem specific way. This is also called the prediction error. Robustness. A learning augmented algorithm is called robust if its worst-case performance can be bounded even if the given prediction is inaccurate. Learning augmented algorithms generally do not prescribe how the prediction should be done. For this purpose machine learning can be used. == Applications == A few examples of problems where learning augmented algorithms have been applied are the following. === Online algorithms === The ski rental problem The weighted paging problem The set cover problem Nonclairvoyant scheduling The online bipartite matching problem === Warm starting === ==== Data structures ==== The binary search algorithm is an algorithm for finding elements of a sorted list x 1 , … , x n {\displaystyle x_{1},\ldots ,x_{n}} . It needs O ( log ⁡ ( n ) ) {\displaystyle O(\log(n))} steps to find an element with some known value y {\displaystyle y} in a list of length n {\displaystyle n} . With a prediction i {\displaystyle i} for the position of y {\displaystyle y} , the following learning augmented algorithm can be used. First, look at position i {\displaystyle i} in the list. If x i = y {\displaystyle x_{i}=y} , the element has been found. If x i < y {\displaystyle x_{i} y {\displaystyle x_{i}>y} , do the same as in the previous case, but instead consider i − 1 , i − 2 , i − 4 , … {\displaystyle i-1,i-2,i-4,\ldots } . The error is defined to be η = | i − i ∗ | {\displaystyle \eta =|i-i^{}|} , where i ∗ {\displaystyle i^{}} is the real index of y {\displaystyle y} . In the learning augmented algorithm, probing the positions i + 1 , i + 2 , i + 4 , … {\displaystyle i+1,i+2,i+4,\ldots } takes log 2 ⁡ ( η ) {\displaystyle \log _{2}(\eta )} steps. Then a binary search is performed on a list of size at most 2 η {\displaystyle 2\eta } , which takes log 2 ⁡ ( η ) {\displaystyle \log _{2}(\eta )} steps. This makes the total running time of the algorithm 2 log 2 ⁡ ( η ) {\displaystyle 2\log _{2}(\eta )} . So, when the error is small, the algorithm is faster than a normal binary search. This shows that the algorithm is consistent. Even in the worst case, the error will be at most n {\displaystyle n} . Then the algorithm takes at most O ( log ⁡ ( n ) ) {\displaystyle O(\log(n))} steps, so the algorithm is robust. ==== More examples ==== The maximum weight matching problem === Approximation algorithms === The maximum cut problem The vertex cover problem === Mechanism Design === The facility location problem

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  Penril

  Penril DataComm Networks, Inc. was a computer telecommunications hardware company that made some acquisitions and was eventually split into two parts: one was acquired by Bay Networks and the other was a newly formed company named Access Beyond. The focus of both company's products was end-to-end data transfer. By the mid-1990s, with the popularization of the internet, this was no longer of wide interest. == History == Penril, whose earnings reports and other financials were followed by The New York Times in the 1990s, made several acquisitions but also grew internally. Following its Datability acquisition it renamed itself Penril Datability Networks. By the time the 1968-founded Penril was acquired by Bay their name was Penril DataComm Networks. The company, which as of 1985 "had made 14 acquisitions in 12 years," also had done extensive work regarding quality control, and leveraged their product line by what The Washington Post called clever packaging: "software, cables, instructions and telephone support" sold to those less technically skilled as "Network in a Box." == Datability == Datability Software Systems Inc. was the initial name of what by 1991 became 'Datability, Inc.', "a manufacturer of hardware that links computer networks." The 1977-founded firm began as a software consulting company, especially in the area of databases. To speed up project development they built a program generator, which they marketed as Control 10/20 (targeted at users of Digital Equipment Corporation's DECsystem-10 and DECSYSTEM-20). After trying their hand at time-sharing they built hardware to enhance bridging these computers to DEC's VAX product line. In particular they focused on Digital's LAT protocol, selling "boxes" that reimplemented the protocol, at a lower price than DEC's. They later expanded into other areas of telecommunications hardware The firm relocated to a larger manufacturing plant in 1991 and was acquired by Penril in 1993. == Access Beyond == Access Beyond was initially housed by Penril, from which it was spun off. A securities analyst noted that Access began operations with no debt. They subsequently merged with Hayes Corporation. Some of the funds brought to the merger came from a sale by Penril of two of its divisions, each bringing about $4 million. == Ron Howard == Ron Howard, founder of Datability, became part of Penril when the latter acquired the former, and was CEO of Access Beyond when it was spun off by Penril. Access merged with Hayes Microcomputer Products and was renamed Hayes Corp, at which time Howard became executive VP of business development and corporate vice chairman of Hayes. == People == In the matter of hiring immigrants, in an industry where recent arrivals came from a culture of six day work weeks, and subcontracting was then common, these assembly line workers at Penril comprised about 25%, compared to double in other firms. Placement was overseen by government agencies. == Controversy == Penril had a joint development agreement, beginning in 1990, with a Standard Microsystems Corporation (SMSC) subsidiary. A dispute arose, and the matter was brought to court. Penril was awarded $3.5 million in 1996.

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  Hybrid algorithm

  A hybrid algorithm is an algorithm that combines two or more other algorithms that solve the same problem, either choosing one based on some characteristic of the data, or switching between them over the course of the algorithm. This is generally done to combine desired features of each, so that the overall algorithm is better than the individual components. "Hybrid algorithm" does not refer to simply combining multiple algorithms to solve a different problem – many algorithms can be considered as combinations of simpler pieces – but only to combining algorithms that solve the same problem, but differ in other characteristics, notably performance. == Examples == In computer science, hybrid algorithms are very common in optimized real-world implementations of recursive algorithms, particularly implementations of divide-and-conquer or decrease-and-conquer algorithms, where the size of the data decreases as one moves deeper in the recursion. In this case, one algorithm is used for the overall approach (on large data), but deep in the recursion, it switches to a different algorithm, which is more efficient on small data. A common example is in sorting algorithms, where the insertion sort, which is inefficient on large data, but very efficient on small data (say, five to ten elements), is used as the final step, after primarily applying another algorithm, such as merge sort or quicksort. Merge sort and quicksort are asymptotically optimal on large data, but the overhead becomes significant if applying them to small data, hence the use of a different algorithm at the end of the recursion. A highly optimized hybrid sorting algorithm is Timsort, which combines merge sort, insertion sort, together with additional logic (including binary search) in the merging logic. A general procedure for a simple hybrid recursive algorithm is short-circuiting the base case, also known as arm's-length recursion. In this case whether the next step will result in the base case is checked before the function call, avoiding an unnecessary function call. For example, in a tree, rather than recursing to a child node and then checking if it is null, checking null before recursing. This is useful for efficiency when the algorithm usually encounters the base case many times, as in many tree algorithms, but is otherwise considered poor style, particularly in academia, due to the added complexity. Another example of hybrid algorithms for performance reasons are introsort and introselect, which combine one algorithm for fast average performance, falling back on another algorithm to ensure (asymptotically) optimal worst-case performance. Introsort begins with a quicksort, but switches to a heap sort if quicksort is not progressing well; analogously introselect begins with quickselect, but switches to median of medians if quickselect is not progressing well. Centralized distributed algorithms can often be considered as hybrid algorithms, consisting of an individual algorithm (run on each distributed processor), and a combining algorithm (run on a centralized distributor) – these correspond respectively to running the entire algorithm on one processor, or running the entire computation on the distributor, combining trivial results (a one-element data set from each processor). A basic example of these algorithms are distribution sorts, particularly used for external sorting, which divide the data into separate subsets, sort the subsets, and then combine the subsets into totally sorted data; examples include bucket sort and flashsort. However, in general distributed algorithms need not be hybrid algorithms, as individual algorithms or combining or communication algorithms may be solving different problems. For example, in models such as MapReduce, the Map and Reduce step solve different problems, and are combined to solve a different, third problem.

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  Trigram

  Trigrams are a special case of the n-gram, where n is 3. They are often used in natural language processing for performing statistical analysis of texts and in cryptography for control and use of ciphers and codes. See results of analysis of "Letter Frequencies in the English Language". == Frequency == Context is very important, varying analysis rankings and percentages are easily derived by drawing from different sample sizes, different authors; or different document types: poetry, science-fiction, technology documentation; and writing levels: stories for children versus adults, military orders, and recipes. Typical cryptanalytic frequency analysis finds that the 16 most common character-level trigrams in English are: Because encrypted messages sent by telegraph often omit punctuation and spaces, cryptographic frequency analysis of such messages includes trigrams that straddle word boundaries. This causes trigrams such as "edt" to occur frequently, even though it may never occur in any one word of those messages. == Examples == The sentence "the quick red fox jumps over the lazy brown dog" has the following word-level trigrams: the quick red quick red fox red fox jumps fox jumps over jumps over the over the lazy the lazy brown lazy brown dog And the word-level trigram "the quick red" has the following character-level trigrams (where an underscore "_" marks a space): the he_ e_q _qu qui uic ick ck_ k_r _re red

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  Subject indexing

  Subject indexing is the act of describing or classifying a document by index terms, keywords, or other symbols in order to indicate what different documents are about, to summarize their contents or to increase findability. In other words, the objective is to identify and describe the subject of documents. Indexes are constructed, separately, on three distinct levels: terms in a document, such as a book; objects in a collection, such as a library; and documents (such as books and articles) within a field of knowledge. Subject indexing is used in information retrieval especially to create bibliographic indexes to retrieve documents on a particular subject. Examples of academic indexing services are Zentralblatt MATH, Chemical Abstracts, and PubMed. The index terms were mostly assigned by experts but author keywords are also common. The process of indexing begins with any analysis of the subject of the document. The indexer must then identify terms that appropriately identify the subject, either by extracting words directly from the document or assigning words from a controlled vocabulary. The terms in the index are then presented in a systematic order. Indexers must decide how many terms to include and how specific the terms should be. Together this gives a depth of indexing. == Subject analysis == The first step in indexing is to decide on the subject matter of the document. In manual indexing, the indexer would consider the subject matter in terms of answer to a set of questions such as "Does the document deal with a specific product, condition or phenomenon?". As the analysis is influenced by the knowledge and experience of the indexer, it follows that two indexers may analyze the content differently and so come up with different index terms. This will impact on the success of retrieval. === Automatic vs. manual subject analysis === Automatic indexing follows set processes of analyzing frequencies of word patterns and comparing results to other documents in order to assign to subject categories. This requires no understanding of the material being indexed. This leads to more uniform indexing but at the expense of the true meaning being interpreted. A computer program will not understand the meaning of statements and may therefore fail to assign some relevant terms or assign incorrectly. Human indexers focus their attention on certain parts of the document such as the title, abstract, summary and conclusions, as analyzing the full text in depth is costly and time-consuming. An automated system takes away the time limit and allows the entire document to be analyzed, but also has the option to be directed to particular parts of the document. == Term selection == The second stage of indexing involves the translation of the subject analysis into a set of index terms. This can involve extracting from the document or assigning from a controlled vocabulary. With the ability to conduct a full text search widely available, many people have come to rely on their own expertise in conducting information searches and full text search has become very popular. Subject indexing and its experts, professional indexers, catalogers, and librarians, remains crucial to information organization and retrieval. These experts understand controlled vocabularies and are able to find information that cannot be located by full text search. The cost of expert analysis to create subject indexing is not easily compared to the cost of hardware, software and labor to manufacture a comparable set of full-text, fully searchable materials. With new web applications that allow every user to annotate documents, social tagging has gained popularity especially in the Web. One application of indexing, the book index, remains relatively unchanged despite the information revolution. === Extraction/Derived indexing === Extraction indexing involves taking words directly from the document. It uses natural language and lends itself well to automated techniques where word frequencies are calculated and those with a frequency over a pre-determined threshold are used as index terms. A stop-list containing common words (such as "the", "and") would be referred to and such stop words would be excluded as index terms. Automated extraction indexing may lead to loss of meaning of terms by indexing single words as opposed to phrases. Although it is possible to extract commonly occurring phrases, it becomes more difficult if key concepts are inconsistently worded in phrases. Automated extraction indexing also has the problem that, even with use of a stop-list to remove common words, some frequent words may not be useful for allowing discrimination between documents. For example, the term glucose is likely to occur frequently in any document related to diabetes. Therefore, use of this term would likely return most or all the documents in the database. Post-coordinated indexing where terms are combined at the time of searching would reduce this effect but the onus would be on the searcher to link appropriate terms as opposed to the information professional. In addition terms that occur infrequently may be highly significant for example a new drug may be mentioned infrequently but the novelty of the subject makes any reference significant. One method for allowing rarer terms to be included and common words to be excluded by automated techniques would be a relative frequency approach where frequency of a word in a document is compared to frequency in the database as a whole. Therefore, a term that occurs more often in a document than might be expected based on the rest of the database could then be used as an index term, and terms that occur equally frequently throughout will be excluded. Another problem with automated extraction is that it does not recognize when a concept is discussed but is not identified in the text by an indexable keyword. Since this process is based on simple string matching and involves no intellectual analysis, the resulting product is more appropriately known as a concordance than an index. === Assignment indexing === An alternative is assignment indexing where index terms are taken from a controlled vocabulary. This has the advantage of controlling for synonyms as the preferred term is indexed and synonyms or related terms direct the user to the preferred term. This means the user can find articles regardless of the specific term used by the author and saves the user from having to know and check all possible synonyms. It also removes any confusion caused by homographs by inclusion of a qualifying term. A third advantage is that it allows the linking of related terms whether they are linked by hierarchy or association, e.g. an index entry for an oral medication may list other oral medications as related terms on the same level of the hierarchy but would also link to broader terms such as treatment. Assignment indexing is used in manual indexing to improve inter-indexer consistency as different indexers will have a controlled set of terms to choose from. Controlled vocabularies do not completely remove inconsistencies as two indexers may still interpret the subject differently. == Index presentation == The final phase of indexing is to present the entries in a systematic order. This may involve linking entries. In a pre-coordinated index the indexer determines the order in which terms are linked in an entry by considering how a user may formulate their search. In a post-coordinated index, the entries are presented singly and the user can link the entries through searches, most commonly carried out by computer software. Post-coordination results in a loss of precision in comparison to pre-coordination. == Depth of indexing == Indexers must make decisions about what entries should be included and how many entries an index should incorporate. The depth of indexing describes the thoroughness of the indexing process with reference to exhaustivity and specificity. === Exhaustivity === An exhaustive index is one which lists all possible index terms. Greater exhaustivity gives a higher recall, or more likelihood of all the relevant articles being retrieved, however, this occurs at the expense of precision. This means that the user may retrieve a larger number of irrelevant documents or documents which only deal with the subject in little depth. In a manual system a greater level of exhaustivity brings with it a greater cost as more man-hours are required. The additional time taken in an automated system would be much less significant. At the other end of the scale, in a selective index only the most important aspects are covered. Recall is reduced in a selective index as if an indexer does not include enough terms, a highly relevant article may be overlooked. Therefore, indexers should strive for a balance and consider what the document may be used. They may also have to consider the implications of time and expense. === Specificity === The specificity describes how closel

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  Manufacture Modules Technologies

  Manufacture Modules Technologies Sarl (MMT) is a Swiss company established in Geneva in 2015 which originally specialised in the development and commercialization of "Horological Smartwatch modules", firmware, apps and cloud. Located at Geneva's Skylab high-tech hub, it expanded into the development and manufacturing of "E-Straps" operated with a mobile application. Philippe Fraboulet is the CEO. == History == In June 2015, Fullpower Technologies and Union Horlogère Suisse (Swiss Watchmakers Corporation) formed MMT as a joint venture, which then launched the MotionX Horological Smartwatch Open Platform for the Swiss watch industry. The initial licensees were Frederique Constant, Alpina and Mondaine, brands owned by Union Horlogère Suisse. Fullpower created and managed the circuit design, firmware, smartphone applications (including sleep activity), as well as the cloud Infrastructure. MMT managed the Swiss watch movement development and production as well as licensing and support. In July 2016, Union Horlogere Holding and MMT were spun-out of the Frédérique Constant Group. Fullpower Technologies' 19.99% share was acquired by Union Horlogere Holding BV, giving it 100% of MMT's shares. == Business == The company offers firmware, a cloud, manufacturing, service and over-the-air facilities for upgrades. The company also offers its own apps, which bear the label “Swiss Made software”.

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  Information and media literacy

  Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.

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  Database

  In computing, a database is an organized collection of data or a type of data store based on the use of a database management system (DBMS), the software that interacts with end users, applications, and the database itself to capture and analyze the data. The DBMS additionally encompasses the core facilities provided to administer the database. The sum total of the database, the DBMS and the associated applications can be referred to as a database system. Often the term "database" is also used loosely to refer to any of the DBMS, the database system or an application associated with the database. Before digital storage and retrieval of data became widespread, index cards were used for data storage in a wide range of applications and environments: in the home to record and store recipes, shopping lists, contact information and other organizational data; in business to record presentation notes, project research and notes, and contact information; in schools as flash cards or other visual aids; and in academic research to hold data such as bibliographical citations or notes in a card file. Professional book indexers used index cards in the creation of book indexes until they were replaced by indexing software in the 1980s and 1990s. Small databases can be stored on a file system, while large databases are hosted on computer clusters or cloud storage. The design of databases spans formal techniques and practical considerations, including data modeling, efficient data representation and storage, query languages, security and privacy of sensitive data, and distributed computing issues, including supporting concurrent access and fault tolerance. Computer scientists may classify database management systems according to the database models that they support. Relational databases became dominant in the 1980s. These model data as rows and columns in a series of tables, and the vast majority use SQL for writing and querying data. In the 2000s, non-relational databases became popular, collectively referred to as NoSQL, because they use different query languages. == Terminology and overview == Formally, a "database" refers to a set of related data accessed through the use of a "database management system" (DBMS), which is an integrated set of computer software that allows users to interact with one or more databases and provides access to all of the data contained in the database (although restrictions may exist that limit access to particular data). The DBMS provides various functions that allow entry, storage and retrieval of large quantities of information and provides ways to manage how that information is organized. Because of the close relationship between them, the term "database" is often used casually to refer to both a database and the DBMS used to manipulate it. Outside the world of professional information technology, the term database is often used to refer to any collection of related data (such as a spreadsheet or a card index) as size and usage requirements typically necessitate use of a database management system. Existing DBMSs provide various functions that allow management of a database and its data which can be classified into four main functional groups: Data definition – Creation, modification and removal of definitions that detail how the data is to be organized. Update – Insertion, modification, and deletion of the data itself. Retrieval – Selecting data according to specified criteria (e.g., a query, a position in a hierarchy, or a position in relation to other data) and providing that data either directly to the user, or making it available for further processing by the database itself or by other applications. The retrieved data may be made available in a more or less direct form without modification, as it is stored in the database, or in a new form obtained by altering it or combining it with existing data from the database. Administration – Registering and monitoring users, enforcing data security, monitoring performance, maintaining data integrity, dealing with concurrency control, and recovering information that has been corrupted by some event such as an unexpected system failure. Both a database and its DBMS conform to the principles of a particular database model. "Database system" refers collectively to the database model, database management system, and database. Physically, database servers are dedicated computers that hold the actual databases and run only the DBMS and related software. Database servers are usually multiprocessor computers, with generous memory and RAID disk arrays used for stable storage. Hardware database accelerators, connected to one or more servers via a high-speed channel, are also used in large-volume transaction processing environments. DBMSs are found at the heart of most database applications. DBMSs may be built around a custom multitasking kernel with built-in networking support, but modern DBMSs typically rely on a standard operating system to provide these functions. Since DBMSs comprise a significant market, computer and storage vendors often take into account DBMS requirements in their own development plans. Databases and DBMSs can be categorized according to the database model(s) that they support (such as relational or XML), the type(s) of computer they run on (from a server cluster to a mobile phone), the query language(s) used to access the database (such as SQL or XQuery), and their internal engineering, which affects performance, scalability, resilience, and security. == History == The sizes, capabilities, and performance of databases and their respective DBMSs have grown in orders of magnitude. These performance increases were enabled by the technology progress in the areas of processors, computer memory, computer storage, and computer networks. The concept of a database was made possible by the emergence of direct access storage media such as magnetic disks, which became widely available in the mid-1960s; earlier systems relied on sequential storage of data on magnetic tape. The subsequent development of database technology can be divided into three eras based on data model or structure: navigational, SQL/relational, and post-relational. The two main early navigational data models were the hierarchical model and the CODASYL model (network model). These were characterized by the use of pointers (often physical disk addresses) to follow relationships from one record to another. The relational model, first proposed in 1970 by Edgar F. Codd, departed from this tradition by insisting that applications should search for data by content, rather than by following links. The relational model employs sets of ledger-style tables, each used for a different type of entity. Only in the mid-1980s did computing hardware become powerful enough to allow the wide deployment of relational systems (DBMSs plus applications). By the early 1990s, however, relational systems dominated in all large-scale data processing applications, and as of 2018 they remain dominant: IBM Db2, Oracle, MySQL, and Microsoft SQL Server are the most searched DBMS. The dominant database language, standardized SQL for the relational model, has influenced database languages for other data models. Object databases were developed in the 1980s to overcome the inconvenience of object–relational impedance mismatch, which led to the coining of the term "post-relational" and also the development of hybrid object–relational databases. The next generation of post-relational databases in the late 2000s became known as NoSQL databases, introducing fast key–value stores and document-oriented databases. A competing "next generation" known as NewSQL databases attempted new implementations that retained the relational/SQL model while aiming to match the high performance of NoSQL compared to commercially available relational DBMSs. === 1960s, navigational DBMS === The introduction of the term database coincided with the availability of direct-access storage (disks and drums) from the mid-1960s onwards. The term represented a contrast with the tape-based systems of the past, allowing shared interactive use rather than daily batch processing. The Oxford English Dictionary cites a 1962 report by the System Development Corporation of California as the first to use the term "data-base" in a specific technical sense. As computers grew in speed and capability, a number of general-purpose database systems emerged; by the mid-1960s a number of such systems had come into commercial use. Interest in a standard began to grow, and Charles Bachman, author of one such product, the Integrated Data Store (IDS), founded the Database Task Group within CODASYL, the group responsible for the creation and standardization of COBOL. In 1971, the Database Task Group delivered their standard, which generally became known as the CODASYL approach, and soon a number of commercial products based on this approach entered the market. The CODASYL approach of

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  Webometrics Ranking of Business Schools

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

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  Artificial intelligence in government

  Artificial intelligence (AI) has a range of uses in government. It can be used to further public policy objectives (in areas such as emergency services, health and welfare), as well as assist the public to interact with the government (through the use of virtual assistants, for example). According to the Harvard Business Review, "Applications of artificial intelligence to the public sector are broad and growing, with early experiments taking place around the world." Hila Mehr from the Ash Center for Democratic Governance and Innovation at Harvard University notes that AI in government is not new, with postal services using machine methods in the late 1990s to recognise handwriting on envelopes to automatically route letters. The use of AI in government comes with significant benefits, including efficiencies resulting in cost savings (for instance by reducing the number of front office staff) and reducing the opportunities for corruption. However, it also carries risks (described below). == Uses of AI in government == The potential uses of AI in government are wide and varied, with Deloitte considering that "Cognitive technologies could eventually revolutionize every facet of government operations". Mehr suggests that six types of government problems are appropriate for AI applications: Resource allocation—such as where administrative support is required to complete tasks more quickly. Large datasets—where these are too large for employees to work efficiently and multiple datasets could be combined to provide greater insights. Expert shortage—including where basic questions could be answered and niche issues can be learned. Predictable scenario—historical data makes the situation predictable. Procedural tasks refer to repetitive tasks in which the answers to inputs or outputs are binary. Diverse data—where data takes various forms (such as visual and linguistic) and needs to be summarized regularly. Mehr states that "While applications of AI in government work have not kept pace with the rapid expansion of AI in the private sector, the potential use cases in the public sector mirror common applications in the private sector." Potential and actual uses of AI in government can be divided into three broad categories: those that contribute to public policy objectives, those that assist public interactions with the government, and other uses. === Contributing to public policy objectives === There are a range of examples of where AI can contribute to public policy objectives. These include: Receiving benefits at job loss, retirement, bereavement and child birth almost immediately, in an automated way (thus without requiring any actions from citizens at all) Social insurance service provision Classifying emergency calls based on their urgency (like the system used by the Cincinnati Fire Department in the United States) Detecting and preventing the spread of diseases Assisting public servants in making welfare payments and immigration decisions Adjudicating bail hearings Triaging health care cases Monitoring social media for public feedback on policies Monitoring social media to identify emergency situations Identifying fraudulent benefits claims Predicting a crime and recommending optimal police presence Predicting traffic congestion and car accidents Anticipating road maintenance requirements Identifying breaches of health regulations Providing personalised education to students Marking exam papers Assisting with defence and national security (see Artificial intelligence § Military and Applications of artificial intelligence § Other fields in which AI methods are implemented respectively) Artificial Intelligence in China has been used to drive both political and economic markets. In 2019, Shanghai’s government rolled out 100 billion yuan to assist in funding enterprises that used AI to introduce 22 new policy agendas. Shanghai invested in these enterprises to attract top international talent in order to set up the Shanghai Municipal Big Data Center. City Brain AI is an urban management platform made by Alibaba. China uses City Brain AI to maintain a significant share of capital investment through public and state owned enterprises. The synergy between public and private sectors are more than capital-driven with City Brain AI. The blend of both public and private shareholding is only made out to be through the role of provincial and sub-provincial governments. Both hold control over the direction that City Brain AI makes both socially and economically. === Assisting public interactions with government === AI can be used to assist members of the public to interact with government and access government services, for example by: Answering questions using virtual assistants or chatbots (see below) Directing requests to the appropriate area within government Filling out forms Assisting with searching documents (e.g. IP Australia's trade mark search) Scheduling appointments Various governments, including those of Australia and Estonia, have implemented virtual assistants to aid citizens in navigating services, with applications ranging from tax inquiries to life-event registrations. === Gerrymandering === Gerrymandering is a method of influencing political process by drawing map boundaries in favor of incumbent parties. Academic researchers Wendy Tam Cho and Bruce Cain have proposed partially automating the map-drawing process with an AI system to reduce partisan gerrymandering. Even with this AI system, the process may still be manipulated to favor partisan interests, so the researchers emphasized the importance of transparency and human involvement. === Other uses === Other uses of AI in government include: Translation Language interpretation pioneered by the European Commission's Directorate General for Interpretation and Florika Fink-Hooijer. Drafting documents == Potential benefits == AI offers potential efficiencies and cost savings for the government. For example, Deloitte has estimated that automation could save US Government employees between 96.7 million to 1.2 billion hours a year, resulting in potential savings of between $3.3 billion to $41.1 billion a year. The Harvard Business Review has stated that while this may lead a government to reduce employee numbers, "Governments could instead choose to invest in the quality of its services. They can re-employ workers' time towards more rewarding work that requires lateral thinking, empathy, and creativity—all things at which humans continue to outperform even the most sophisticated AI program." == Risks == Risks associated with the use of AI in government include AI becoming susceptible to bias, a lack of transparency in how an AI application may make decisions, and the accountability for any such decisions. For example, a 2026 lawsuit alleged that the U.S. Department of Government Efficiency used ChatGPT to flag and cancel federal humanities grants, including projects on Jewish history and Israeli culture, over some objections from NEH officials, illustrating how automated decision-making could affect funding outcomes.

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  Information and media literacy

  Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.

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  Color reproduction

  Color reproduction is an aspect of color science concerned with producing light spectra that evoke a desired color, either through additive (light emitting) or subtractive (surface color) models. It converts physical correlates of color perception (CIE 1931 XYZ color space tristimulus values and related quantities) into light spectra that can be experienced by observers. In this way, it is the opposite of colorimetry. It is concerned with the faithful reproduction of a color in one medium, with a color in another, so it is a central concept in color management and relies heavily on color calibration. For example, food packaging must be able to faithfully reproduce the colors of the foods therein in order to appeal to a customer. This involves proper color calibration of at least four devices: Lighting, which must have a high color rendering index and not give a color cast to the object. Camera, which measures the reflected spectrum of the object and converts to a trichromatic color space (e.g. RGB). Screen, which reproduces color so a designer can proof the captured image and make color corrections as necessary. Printer, which reproduces the final color on paper.

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  Token-based replay

  Token-based replay technique is a conformance checking algorithm that checks how well a process conforms with its model by replaying each trace on the model (in Petri net notation ). Using the four counters produced tokens, consumed tokens, missing tokens, and remaining tokens, it records the situations where a transition is forced to fire and the remaining tokens after the replay ends. Based on the count at each counter, we can compute the fitness value between the trace and the model. == The algorithm == Source: The token-replay technique uses four counters to keep track of a trace during the replaying: p: Produced tokens c: Consumed tokens m: Missing tokens (consumed while not there) r: Remaining tokens (produced but not consumed) Invariants: At any time: p + m ≥ c ≥ m {\displaystyle p+m\geq c\geq m} At the end: r = p + m − c {\displaystyle r=p+m-c} At the beginning, a token is produced for the source place (p = 1) and at the end, a token is consumed from the sink place (c' = c + 1). When the replay ends, the fitness value can be computed as follows: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})} == Example == Suppose there is a process model in Petri net notation as follows: === Example 1: Replay the trace (a, b, c, d) on the model M === Step 1: A token is initiated. There is one produced token ( p = 1 {\displaystyle p=1} ). Step 2: The activity a {\displaystyle \mathbf {a} } consumes 1 token to be fired and produces 2 tokens ( p = 1 + 2 = 3 {\displaystyle p=1+2=3} and c = 1 {\displaystyle c=1} ). Step 3: The activity b {\displaystyle \mathbf {b} } consumes 1 token and produces 1 token ( p = 3 + 1 = 4 {\displaystyle p=3+1=4} and c = 1 + 1 = 2 {\displaystyle c=1+1=2} ). Step 4: The activity c {\displaystyle \mathbf {c} } consumes 1 token and produces 1 token ( p = 4 + 1 = 5 {\displaystyle p=4+1=5} and c = 2 + 1 = 3 {\displaystyle c=2+1=3} ). Step 5: The activity d {\displaystyle \mathbf {d} } consumes 2 tokens and produces 1 token ( p = 5 + 1 = 6 {\displaystyle p=5+1=6} , c = 3 + 2 = 5 {\displaystyle c=3+2=5} ). Step 6: The token at the end place is consumed ( c = 5 + 1 = 6 {\displaystyle c=5+1=6} ). The trace is complete. The fitness of the trace ( a , b , c , d {\displaystyle \mathbf {a,b,c,d} } ) on the model M {\displaystyle \mathbf {M} } is: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) = 1 2 ( 1 − 0 6 ) + 1 2 ( 1 − 0 6 ) = 1 {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})={\frac {1}{2}}(1-{\frac {0}{6}})+{\frac {1}{2}}(1-{\frac {0}{6}})=1} === Example 2: Replay the trace (a, b, d) on the model M === Step 1: A token is initiated. There is one produced token ( p = 1 {\displaystyle p=1} ). Step 2: The activity a {\displaystyle \mathbf {a} } consumes 1 token to be fired and produces 2 tokens ( p = 1 + 2 = 3 {\displaystyle p=1+2=3} and c = 1 {\displaystyle c=1} ). Step 3: The activity b {\displaystyle \mathbf {b} } consumes 1 token and produces 1 token ( p = 3 + 1 = 4 {\displaystyle p=3+1=4} and c = 1 + 1 = 2 {\displaystyle c=1+1=2} ). Step 4: The activity d {\displaystyle \mathbf {d} } needs to be fired but there are not enough tokens. One artificial token was produced and the missing token counter is increased by one ( m = 1 {\displaystyle m=1} ). The artificial token and the token at place [ b , d ] {\displaystyle [\mathbf {b,d} ]} are consumed ( c = 2 + 2 = 4 {\displaystyle c=2+2=4} ) and one token is produced at place end ( p = 4 + 1 = 5 {\displaystyle p=4+1=5} ). Step 5: The token in the end place is consumed ( c = 4 + 1 = 5 {\displaystyle c=4+1=5} ). The trace is complete. There is one remaining token at place [ a , c ] {\displaystyle [\mathbf {a,c} ]} ( r = 1 {\displaystyle r=1} ). The fitness of the trace ( a , b , d {\displaystyle \mathbf {a,b,d} } ) on the model M {\displaystyle \mathbf {M} } is: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) = 1 2 ( 1 − 1 5 ) + 1 2 ( 1 − 1 5 ) = 0.8 {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})={\frac {1}{2}}(1-{\frac {1}{5}})+{\frac {1}{2}}(1-{\frac {1}{5}})=0.8}

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  Overcategorization

  Overcategorization or category clutter is a phenomenon during classification where too many categories or classes are assigned to a document, record, or item. Overcategorization is related to the library and information science (LIS) concepts of document classification and subject indexing. It is also related to online shopping where excessive product categories can overwhelm users with too many choices or make it more difficult for customers to find the products they need. Although these categories are intended to improve organization and ease of navigation when shipping online, too many categories can lower customer satisfaction, increase difficulty navigating the online store, and reduce future shopping intentions. In LIS, the ideal number of terms that should be assigned to classify an item are measured by the variables precision and recall. Assigning few category labels that are most closely related to the content of the item being classified will result in searches that have high precision, I.e., where a high proportion of the results are closely related to the query. Assigning more category labels to each item will reduce the precision of each search, but increase the recall, retrieving more relevant results. Related LIS concepts include exhaustivity of indexing and information overload. == Basic principles == If too many categories are assigned to a given document, the implications for users depend on how informative the links are. If the user is able to distinguish between useful and not useful links, the damage is limited: The user only wastes time selecting links. In many cases, however, the user cannot judge whether or not a given link will turn out to be fruitful. In that case he or she has to follow the link and to read or skim another document. The worst case scenario is, of course, that even after reading the new document the user is unable to decide whether or not it might be useful if its subject matter is not thoroughly investigated. Overcategorization also has another unpleasant implication: It makes the system (for example in Wikipedia) difficult to maintain in a consistent way. If the system is inconsistent, it means that when the user considers the links in a given category, he or she will not find all documents relevant to that category. Basically, the problem of overcategorization should be understood from the perspective of relevance and the traditional measures of recall and precision. If too few relevant categories are assigned to a document, recall may decrease. If too many non-relevant categories are assigned, precision becomes lower. The hard job is to say which categories are fruitful or relevant for future use of the document.

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