AI Coding Github

AI Coding Github — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

Intel Threat Detection Technology

Intel Threat Detection Technology (TDT) is a CPU-level technology created by Intel in 2018 to enable host endpoint protections to use a CPU's low-level access to detect threats to a system. TDT consists of multiple components including Accelerated Memory Scanning, which uses the CPU's integrated GPU to scan memory, and Advanced Platform Telemetry, which uses processor-level activity monitoring to detect unusual activity. It is supported on sixth-generation or newer Intel Core CPUs and additional capabilities were added to the 11th generation Core processors. Intel TDT is integrated into several third-party anti-malware solutions including Microsoft Defender, Check Point Harmony Endpoint, CrowdStrike Falcon, and others. == Accelerated Memory Scanning == Accelerated Memory Scanning (also referred to as "Advanced Memory Scanning") uses the CPU's integrated GPU to scan memory for malicious code, instead of using the CPU directly. This improves system responsiveness during anti-malware scanning. and lowers power consumption. Features include pattern matching, using random forest decision trees, string extraction, entropy calculation, and Euclidean clustering. == Advanced Platform Telemetry == Advanced Platform Telemetry collects CPU-level telemetry to detect uncommon activity patterns which might be indicative of malware. The telemetry data is collected from the CPU performance monitoring unit (PMU) and doesn't require a large signature database to detect malware. Instead, it uses machine-learning based correlations to identify indicators of attack For example, Microsoft Defender is able to use TDT's Advanced Platform Telemetry features to detect processor usage patterns indicative of ransomware and cryptojacking with TDT so it can detect them.
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NewSQL

NewSQL is a class of relational database management systems that seek to provide the scalability of NoSQL systems for online transaction processing (OLTP) workloads while maintaining the ACID guarantees of a traditional database system. Many enterprise systems that handle high-profile data (e.g., financial and order processing systems) are too large for conventional relational databases, but have transactional and consistency requirements that are not practical for NoSQL systems. The only options previously available for these organizations were to either purchase more powerful computers or to develop custom middleware that distributes requests over conventional DBMS. Both approaches feature high infrastructure costs and/or development costs. NewSQL systems attempt to reconcile the conflicts. == History == The term was first used by 451 Group analyst Matthew Aslett in a 2011 research paper discussing the rise of a new generation of database management systems. One of the first NewSQL systems was the H-Store parallel database system. == Applications == Typical applications are characterized by heavy OLTP transaction volumes. OLTP transactions; are short-lived (i.e., no user stalls) touch small amounts of data per transaction use indexed lookups (no table scans) have a small number of forms (a small number of queries with different arguments). However, some support hybrid transactional/analytical processing (HTAP) applications. Such systems improve performance and scalability by omitting heavyweight recovery or concurrency control. == List of NewSQL-databases == Apache Trafodion Clustrix CockroachDB Couchbase CrateDB Google Spanner MySQL Cluster NuoDB OceanBase Pivotal GemFire XD SequoiaDB SingleStore was formerly known as MemSQL. TIBCO Active Spaces TiDB TokuDB TransLattice Elastic Database VoltDB YDB YugabyteDB == Features == The two common distinguishing features of NewSQL database solutions are that they support online scalability of NoSQL databases and the relational data model (including ACID consistency) using SQL as their primary interface. NewSQL systems can be loosely grouped into three categories: === New architectures === NewSQL systems adopt various internal architectures. Some systems employ a cluster of shared-nothing nodes, in which each node manages a subset of the data. They include components such as distributed concurrency control, flow control, and distributed query processing. === SQL engines === The second category are optimized storage engines for SQL. These systems provide the same programming interface as SQL, but scale better than built-in engines. === Transparent sharding === These systems automatically split databases across multiple nodes using Raft or Paxos consensus algorithm.
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Affective computing

Affective computing is the study and development of systems and devices that can recognize, interpret, process, and simulate human affects. It is an interdisciplinary field spanning computer science, psychology, and cognitive science. While some core ideas in the field may be traced as far back as to early philosophical inquiries into emotion, the modern idea originated with Rosalind Picard's 1995 paper entitled "Affective Computing" and her 1997 book of the same name published by MIT Press. One motivation for researching affective computing is the ability to give machines emotional intelligence, including simulating empathy. The goal is that a machine should interpret the emotional state of humans and adapt its behavior to those emotions, responding appropriately. Recent experimental research has shown that subtle affective haptic feedback can shape human reward learning and mobile interaction behavior, suggesting that affective computing systems may not only interpret emotional states but also actively modulate user actions through emotion-laden outputs. == Areas == === Detecting and recognizing emotional information === Detecting emotional information usually begins with passive sensors that capture data about the user's physical state or behavior without interpreting the input. The data gathered is analogous to the cues humans use to perceive emotions in others. For example, a video camera might capture facial expressions, body posture, and gestures, while a microphone might capture speech. Other sensors detect emotional cues by directly measuring physiological data, such as skin temperature and galvanic resistance. Recognizing emotional information requires the extraction of meaningful patterns from the gathered data. This is done using machine learning techniques that process different modalities, such as speech recognition, natural language processing, or facial expression detection. The goal of most of these techniques is to produce labels that would match the labels a human would give in the same situation. For example, if a person makes a facial expression furrowing their brow, then the computer vision system might be trained to label their face as appearing "confused" or as "concentrating" or "slightly negative" (as opposed to positive, which it might say if they were smiling in a happy-appearing way). This response is based on the data used to train the system. These labels may or may not correspond to what the person is actually feeling. === Emotion in machines === Another area within affective computing is the design of computational devices proposed to exhibit either innate emotional capabilities or that are capable of convincingly simulating emotions. A more practical approach, based on current technological capabilities, is the simulation of emotions in conversational agents in order to enrich and facilitate interactivity between human and machine. Marvin Minsky, one of the pioneering computer scientists in artificial intelligence, relates emotions to the broader issues of machine intelligence stating in The Emotion Machine that emotion is "not especially different from the processes that we call 'thinking.'" The innovative approach "digital humans" or virtual humans includes an attempt to give these programs, which simulate humans, an emotional dimension as well, including reactions, facial expressions, and gestures in accordance with the reaction that a real person would have in certain emotionally stimulating situations. Emotion in machines often refers to emotion in computational, often AI-based, systems. As a result, the terms 'emotional AI' is being used. Some modern large language models simulate emotions in their chats with humans. ChatGPT's simulated emotion leans more positive than that of most human responses. == Technologies == In psychology, cognitive science, and in neuroscience, there have been two main approaches for describing how humans perceive and classify emotion: continuous or categorical. The continuous approach tends to use dimensions such as negative vs. positive, calm vs. aroused. The categorical approach tends to use discrete classes such as happy, sad, angry, fearful, surprise, and disgust. Different kinds of machine learning regression and classification models are used for machines to produce continuous or discrete labels. Sometimes, models are also built that allow combinations across the categories (e.g. a happy-surprised face or a fearful-surprised face). The following sections consider many of the kinds of input data used for the task of emotion recognition. === Emotional speech === Various changes in the autonomic nervous system can indirectly alter a person's speech, and affective technologies can leverage this information to recognize emotion. For example, speech produced in a state of fear, anger, or joy becomes fast, loud, and precisely enunciated, with a higher and wider range in pitch, whereas emotions such as tiredness, boredom, or sadness tend to generate slow, low-pitched, and slurred speech. Some emotions have been found to be more easily computationally identified, such as anger or approval. Emotional speech processing technologies recognize the user's emotional state using computational analysis of speech features. Vocal parameters and prosodic features such as pitch variables and speech rate can be analyzed through pattern recognition techniques. Speech analysis is an effective method of identifying affective state, having an average reported accuracy of 70-80% in research from 2003 and 2006. These systems tend to outperform average human accuracy (approximately 60%) but are less accurate than systems which employ other modalities for emotion detection, such as physiological states or facial expressions. However, since many speech characteristics are independent of semantics or culture, this technique is considered to be a promising route for further research. ==== Algorithms ==== The process of speech/text affect detection requires the creation of a reliable database, knowledge base, or vector space model, broad enough to fit every need for its application, as well as the selection of a successful classifier which will allow for quick and accurate emotion identification. As of 2010, the most frequently used classifiers were linear discriminant classifiers (LDC), k-nearest neighbor (k-NN), Gaussian mixture model (GMM), support vector machines (SVM), artificial neural networks (ANN), decision tree algorithms, and hidden Markov models (HMMs). Various studies showed that choosing the appropriate classifier can significantly enhance the overall performance of the system. The list below gives a brief description of each algorithm: LDC – Classification happens based on the value obtained from the linear combination of the feature values, which are usually provided in the form of vector features. k-NN – Classification happens by locating the object in the feature space, and comparing it with the k nearest neighbors (training examples). The majority vote decides on the classification. GMM – A probabilistic model used for representing the existence of subpopulations within the overall population. Each sub-population is described using the mixture distribution, which allows for classification of observations into the sub-populations. SVM – A type of (usually binary) linear classifier which decides in which of the two (or more) possible classes, each input may fall into. ANN – is a mathematical model, inspired by biological neural networks, that can better grasp possible non-linearities of the feature space. Decision tree algorithms – work based on following a decision tree in which leaves represent the classification outcome, and branches represent the conjunction of subsequent features that lead to the classification. HMMs – a statistical Markov model in which the states and state transitions are not directly available to observation. Instead, the series of outputs dependent on the states are visible. In the case of affect recognition, the outputs represent the sequence of speech feature vectors, which allow the deduction of states' sequences through which the model progressed. The states can consist of various intermediate steps in the expression of an emotion, and each of them has a probability distribution over the possible output vectors. The states' sequences allow us to predict the affective state which we are trying to classify, and this is one of the most commonly used techniques within the area of speech affect detection. It has been proven that having enough acoustic evidence available the emotional state of a person can be classified by a set of majority voting classifiers. The proposed set of classifiers is based on three main classifiers: kNN, C4.5 and SVM-RBF Kernel. This set achieves better performance than each basic classifier taken separately. It is compared with two other sets of classifiers: one-against-all (OAA) multiclass SVM with Hybrid kernels and th
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Algorithms and Combinatorics

Algorithms and Combinatorics (ISSN 0937-5511) is a book series in mathematics, and particularly in combinatorics and the design and analysis of algorithms. It is published by Springer Science+Business Media, and was founded in 1987. == Books == The books published in this series include: The Simplex Method: A Probabilistic Analysis (Karl Heinz Borgwardt, 1987, vol. 1) Geometric Algorithms and Combinatorial Optimization (Martin Grötschel, László Lovász, and Alexander Schrijver, 1988, vol. 2; 2nd ed., 1993) Systems Analysis by Graphs and Matroids (Kazuo Murota, 1987, vol. 3) Greedoids (Bernhard Korte, László Lovász, and Rainer Schrader, 1991, vol. 4) Mathematics of Ramsey Theory (Jaroslav Nešetřil and Vojtěch Rödl, eds., 1990, vol. 5) Matroid Theory and its Applications in Electric Network Theory and in Statics (Andras Recszki, 1989, vol. 6) Irregularities of Partitions: Papers from the meeting held in Fertőd, July 7–11, 1986 (Gábor Halász and Vera T. Sós, eds., 1989, vol. 8) Paths, Flows, and VLSI-Layout: Papers from the meeting held at the University of Bonn, Bonn, June 20–July 1, 1988 (Bernhard Korte, László Lovász, Hans Jürgen Prömel, and Alexander Schrijver, eds., 1990, vol. 9) New Trends in Discrete and Computational Geometry (János Pach, ed., 1993, vol. 10) Discrete Images, Objects, and Functions in Z n {\displaystyle \mathbb {Z} ^{n}} (Klaus Voss, 1993, vol. 11) Linear Optimization and Extensions (Manfred Padberg, 1999, vol. 12) The Mathematics of Paul Erdős I (Ronald Graham and Jaroslav Nešetřil, eds., 1997, vol. 13) The Mathematics of Paul Erdős II (Ronald Graham and Jaroslav Nešetřil, eds., 1997, vol. 14) Geometry of Cuts and Metrics (Michel Deza and Monique Laurent, 1997, vol. 15) Probabilistic Methods for Algorithmic Discrete Mathematics (M. Habib, C. McDiarmid, J. Ramirez-Alfonsin, and B. Reed, 1998, vol. 16) Modern Cryptography, Probabilistic Proofs and Pseudorandomness (Oded Goldreich, 1999, vol. 17) Geometric Discrepancy: An Illustrated Guide (Jiří Matoušek, 1999, vol. 18) Applied Finite Group Actions (Adalbert Kerber, 1999, vol. 19) Matrices and Matroids for Systems Analysis (Kazuo Murota, 2000, vol. 20; corrected ed., 2010) Combinatorial Optimization (Bernhard Korte and Jens Vygen, 2000, vol. 21; 5th ed., 2012) The Strange Logic of Random Graphs (Joel Spencer, 2001, vol. 22) Graph Colouring and the Probabilistic Method (Michael Molloy and Bruce Reed, 2002, Vol. 23) Combinatorial Optimization: Polyhedra and Efficiency (Alexander Schrijver, 2003, vol. 24. In three volumes: A. Paths, flows, matchings; B. Matroids, trees, stable sets; C. Disjoint paths, hypergraphs) Discrete and Computational Geometry: The Goodman-Pollack Festschrift (B. Aronov, S. Basu, J. Pach, and M. Sharir, eds., 2003, vol. 25) Topics in Discrete Mathematics: Dedicated to Jarik Nešetril on the Occasion of his 60th birthday (M. Klazar, J. Kratochvíl, M. Loebl, J. Matoušek, R. Thomas, and P. Valtr, eds., 2006, vol. 26) Boolean Function Complexity: Advances and Frontiers (Stasys Jukna, 2012, Vol. 27) Sparsity: Graphs, Structures, and Algorithms (Jaroslav Nešetřil and Patrice Ossona de Mendez, 2012, vol. 28) Optimal Interconnection Trees in the Plane (Marcus Brazil and Martin Zachariasen, 2015, vol. 29) Combinatorics and Complexity of Partition Functions (Alexander Barvinok, 2016, vol. 30)
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Exploration–exploitation dilemma

The exploration–exploitation dilemma, also known as the explore–exploit tradeoff, is a fundamental concept in decision-making that arises in many domains. It is depicted as the balancing act between two opposing strategies. Exploitation involves choosing the best option based on current knowledge of the system (which may be incomplete or misleading), while exploration involves trying out new options that may lead to better outcomes in the future at the expense of an exploitation opportunity. Finding the optimal balance between these two strategies is a crucial challenge in many decision-making problems whose goal is to maximize long-term benefits. == Application in machine learning == In the context of machine learning, the exploration–exploitation tradeoff is fundamental in reinforcement learning (RL), a type of machine learning that involves training agents to make decisions based on feedback from the environment. Crucially, this feedback may be incomplete or delayed. The agent must decide whether to exploit the current best-known policy or explore new policies to improve its performance. === Multi-armed bandit methods === The multi-armed bandit (MAB) problem was a classic example of the tradeoff, and many methods were developed for it, such as epsilon-greedy, Thompson sampling, and the upper confidence bound (UCB). See the page on MAB for details. In more complex RL situations than the MAB problem, the agent can treat each choice as a MAB, where the payoff is the expected future reward. For example, if the agent performs an epsilon-greedy method, then the agent will often "pull the best lever" by picking the action that had the best predicted expected reward (exploit). However, it would pick a random action with probability epsilon (explore). Monte Carlo tree search, for example, uses a variant of the UCB method. === Exploration problems === There are some problems that make exploration difficult. Sparse reward. If rewards occur only once a long while, then the agent might not persist in exploring. Furthermore, if the space of actions is large, then the sparse reward would mean the agent would not be guided by the reward to find a good direction for deeper exploration. A standard example is Montezuma's Revenge. Deceptive reward. If some early actions give immediate small reward, but other actions give later large reward, then the agent might be lured away from exploring the other actions. Noisy TV problem. If certain observations are irreducibly noisy (such as a television showing random images), then the agent might be trapped exploring those observations (watching the television). === Exploration reward === This section based on. The exploration reward (also called exploration bonus) methods convert the exploration-exploitation dilemma into a balance of exploitations. That is, instead of trying to get the agent to balance exploration and exploitation, exploration is simply treated as another form of exploitation, and the agent simply attempts to maximize the sum of rewards from exploration and exploitation. The exploration reward can be treated as a form of intrinsic reward. We write these as r t i , r t e {\displaystyle r_{t}^{i},r_{t}^{e}} , meaning the intrinsic and extrinsic rewards at time step t {\displaystyle t} . However, exploration reward is different from exploitation in two regards: The reward of exploitation is not freely chosen, but given by the environment, but the reward of exploration may be picked freely. Indeed, there are many different ways to design r t i {\displaystyle r_{t}^{i}} described below. The reward of exploitation is usually stationary (i.e. the same action in the same state gives the same reward), but the reward of exploration is non-stationary (i.e. the same action in the same state should give less and less reward). Count-based exploration uses N n ( s ) {\displaystyle N_{n}(s)} , the number of visits to a state s {\displaystyle s} during the time-steps 1 : n {\displaystyle 1:n} , to calculate the exploration reward. This is only possible in small and discrete state space. Density-based exploration extends count-based exploration by using a density model ρ n ( s ) {\displaystyle \rho _{n}(s)} . The idea is that, if a state has been visited, then nearby states are also partly-visited. In maximum entropy exploration, the entropy of the agent's policy π {\displaystyle \pi } is included as a term in the intrinsic reward. That is, r t i = − ∑ a π ( a | s t ) ln ⁡ π ( a | s t ) + ⋯ {\displaystyle r_{t}^{i}=-\sum _{a}\pi (a|s_{t})\ln \pi (a|s_{t})+\cdots } . === Prediction-based === This section based on. The forward dynamics model is a function for predicting the next state based on the current state and the current action: f : ( s t , a t ) ↦ s t + 1 {\displaystyle f:(s_{t},a_{t})\mapsto s_{t+1}} . The forward dynamics model is trained as the agent plays. The model becomes better at predicting state transition for state-action pairs that had been done many times. A forward dynamics model can define an exploration reward by r t i = ‖ f ( s t , a t ) − s t + 1 ‖ 2 2 {\displaystyle r_{t}^{i}=\|f(s_{t},a_{t})-s_{t+1}\|_{2}^{2}} . That is, the reward is the squared-error of the prediction compared to reality. This rewards the agent to perform state-action pairs that had not been done many times. This is however susceptible to the noisy TV problem. Dynamics model can be run in latent space. That is, r t i = ‖ f ( s t , a t ) − ϕ ( s t + 1 ) ‖ 2 2 {\displaystyle r_{t}^{i}=\|f(s_{t},a_{t})-\phi (s_{t+1})\|_{2}^{2}} for some featurizer ϕ {\displaystyle \phi } . The featurizer can be the identity function (i.e. ϕ ( x ) = x {\displaystyle \phi (x)=x} ), randomly generated, the encoder-half of a variational autoencoder, etc. A good featurizer improves forward dynamics exploration. The Intrinsic Curiosity Module (ICM) method trains simultaneously a forward dynamics model and a featurizer. The featurizer is trained by an inverse dynamics model, which is a function for predicting the current action based on the features of the current and the next state: g : ( ϕ ( s t ) , ϕ ( s t + 1 ) ) ↦ a t {\displaystyle g:(\phi (s_{t}),\phi (s_{t+1}))\mapsto a_{t}} . By optimizing the inverse dynamics, both the inverse dynamics model and the featurizer are improved. Then, the improved featurizer improves the forward dynamics model, which improves the exploration of the agent. Random Network Distillation (RND) method attempts to solve this problem by teacher–student distillation. Instead of a forward dynamics model, it has two models f , f ′ {\displaystyle f,f'} . The f ′ {\displaystyle f'} teacher model is fixed, and the f {\displaystyle f} student model is trained to minimize ‖ f ( s ) − f ′ ( s ) ‖ 2 2 {\displaystyle \|f(s)-f'(s)\|_{2}^{2}} on states s {\displaystyle s} . As a state is visited more and more, the student network becomes better at predicting the teacher. Meanwhile, the prediction error is also an exploration reward for the agent, and so the agent learns to perform actions that result in higher prediction error. Thus, we have a student network attempting to minimize the prediction error, while the agent attempting to maximize it, resulting in exploration. The states are normalized by subtracting a running average and dividing a running variance, which is necessary since the teacher model is frozen. The rewards are normalized by dividing with a running variance. Exploration by disagreement trains an ensemble of forward dynamics models, each on a random subset of all ( s t , a t , s t + 1 ) {\displaystyle (s_{t},a_{t},s_{t+1})} tuples. The exploration reward is the variance of the models' predictions. === Noise === For neural network–based agents, the NoisyNet method changes some of its neural network modules by noisy versions. That is, some network parameters are random variables from a probability distribution. The parameters of the distribution are themselves learnable. For example, in a linear layer y = W x + b {\displaystyle y=Wx+b} , both W , b {\displaystyle W,b} are sampled from Gaussian distributions N ( μ W , Σ W ) , N ( μ b , Σ b ) {\displaystyle {\mathcal {N}}(\mu _{W},\Sigma _{W}),{\mathcal {N}}(\mu _{b},\Sigma _{b})} at every step, and the parameters μ W , Σ W , μ b , Σ b {\displaystyle \mu _{W},\Sigma _{W},\mu _{b},\Sigma _{b}} are learned via the reparameterization trick.
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Umbrella review

In medical research, an umbrella review is a review of systematic reviews or meta-analyses. They may also be called overviews of reviews, reviews of reviews, summaries of systematic reviews, or syntheses of reviews. Umbrella reviews are among the highest levels of evidence currently available in medicine. By summarizing information from multiple overview articles, umbrella reviews make it easier to review the evidence and allow for comparison of results between each of the individual reviews. Umbrella reviews may address a broader question than a typical review, such as discussing multiple different treatment comparisons instead of only one. They are especially useful for developing guidelines and clinical practice, and when comparing competing interventions.
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Information history

Information history may refer to the history of each of the categories listed below (or to combinations of them). It should be recognized that the understanding of, for example, libraries as information systems only goes back to about 1950. The application of the term information for earlier systems or societies is a retronym. == Academic discipline == Information history is an emerging discipline related to, but broader than, library history. An important introduction and review was made by Alistair Black (2006). A prolific scholar in this field is also Toni Weller, for example, Weller (2007, 2008, 2010a and 2010b). As part of her work Toni Weller has argued that there are important links between the modern information age and its historical precedents. A description from Russia is Volodin (2000). Alistair Black (2006, p. 445) wrote: "This chapter explores issues of discipline definition and legitimacy by segmenting information history into its various components: The history of print and written culture, including relatively long-established areas such as the histories of libraries and librarianship, book history, publishing history, and the history of reading. The history of more recent information disciplines and practice, that is to say, the history of information management, information systems, and information science. The history of contiguous areas, such as the history of the information society and information infrastructure, necessarily enveloping communication history (including telecommunications history) and the history of information policy. The history of information as social history, with emphasis on the importance of informal information networks." "Bodies influential in the field include the American Library Association’s Round Table on Library History, the Library History Section of the International Federation of Library Associations and Institutions (IFLA), and, in the U.K., the Library and Information History Group of the Chartered Institute of Library and Information Professionals (CILIP). Each of these bodies has been busy in recent years, running conferences and seminars, and initiating scholarly projects. Active library history groups function in many other countries, including Germany (The Wolfenbuttel Round Table on Library History, the History of the Book and the History of Media, located at the Herzog August Bibliothek), Denmark (The Danish Society for Library History, located at the Royal School of Library and Information Science), Finland (The Library History Research Group, University of Tamepere), and Norway (The Norwegian Society for Book and Library History). Sweden has no official group dedicated to the subject, but interest is generated by the existence of a museum of librarianship in Bods, established by the Library Museum Society and directed by Magnus Torstensson. Activity in Argentina, where, as in Europe and the U.S., a "new library history" has developed, is described by Parada (2004)." (Black (2006, p. 447). === Journals === Information & Culture (previously Libraries & the Cultural Record, Libraries & Culture) Library & Information History (until 2008: Library History; until 1967: Library Association. Library History Group. Newsletter) == Information technology (IT) == The term IT is ambiguous although mostly synonym with computer technology. Haigh (2011, pp. 432-433) wrote "In fact, the great majority of references to information technology have always been concerned with computers, although the exact meaning has shifted over time (Kline, 2006). The phrase received its first prominent usage in a Harvard Business Review article (Haigh, 2001b; Leavitt & Whisler, 1958) intended to promote a technocratic vision for the future of business management. Its initial definition was at the conjunction of computers, operations research methods, and simulation techniques. Having failed initially to gain much traction (unlike related terms of a similar vintage such as information systems, information processing, and information science) it was revived in policy and economic circles in the 1970s with a new meaning. Information technology now described the expected convergence of the computing, media, and telecommunications industries (and their technologies), understood within the broader context of a wave of enthusiasm for the computer revolution, post-industrial society, information society (Webster, 1995), and other fashionable expressions of the belief that new electronic technologies were bringing a profound rupture with the past. As it spread broadly during the 1980s, IT increasingly lost its association with communications (and, alas, any vestigial connection to the idea of anybody actually being informed of anything) to become a new and more pretentious way of saying "computer". The final step in this process is the recent surge in references to "information and communication technologies" or ICTs, a coinage that makes sense only if one assumes that a technology can inform without communicating". Some people use the term information technology about technologies used before the development of the computer. This is however to use the term as a retronym. =
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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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Fabric computing

Fabric computing or unified computing involves constructing a computing fabric consisting of interconnected nodes that look like a weave or a fabric when seen collectively from a distance. Usually the phrase refers to a consolidated high-performance computing system consisting of loosely coupled storage, networking and parallel processing functions linked by high bandwidth interconnects (such as 10 Gigabit Ethernet and InfiniBand) but the term has also been used to describe platforms such as the Azure Services Platform and grid computing in general (where the common theme is interconnected nodes that appear as a single logical unit). The fundamental components of fabrics are "nodes" (processor(s), memory, and/or peripherals) and "links" (functional connections between nodes). While the term "fabric" has also been used in association with storage area networks and with switched fabric networking, the introduction of compute resources provides a complete "unified" computing system. Other terms used to describe such fabrics include "unified fabric", "data center fabric" and "unified data center fabric". Ian Foster, director of the Computation Institute at the Argonne National Laboratory and University of Chicago suggested in 2007 that grid computing "fabrics" were "poised to become the underpinning for next-generation enterprise IT architectures and be used by a much greater part of many organizations". == History == While the term has been in use since the mid to late 1990s the growth of cloud computing and Cisco's evangelism of unified data center fabrics followed by unified computing (an evolutionary data center architecture whereby blade servers are integrated or unified with supporting network and storage infrastructure) starting March 2009 has renewed interest in the technology. There have been mixed reactions to Cisco's architecture, particularly from rivals who claim that these proprietary systems will lock out other vendors. Analysts claim that this "ambitious new direction" is "a big risk" as companies such as IBM and HP who have previously partnered with Cisco on data center projects (accounting for $2–3bn of Cisco's annual revenue) are now competing with them. In 2007, Wombat Financial Software launched the "Wombat Data Fabric," the first commercial off-the-shelf software platform providing high performance / low-latency RDMA-based messaging across an Infiniband switch. == Key characteristics == The main advantages of fabrics are that massive concurrent processing combined with a huge, tightly coupled address space makes it possible to solve huge computing problems (such as those presented by delivery of cloud computing services); and that they are both scalable and able to be dynamically reconfigured. Challenges include a non-linearly degrading performance curve, whereby adding resources does not linearly increase performance which is a common problem with parallel computing and maintaining security. == Companies == As of 2015 companies offering unified or fabric computing systems include Avaya, Brocade, Cisco, Dell, Egenera, HPE, IBM, Liquid Computing Corporation, TIBCO, Unisys, and Xsigo Systems.
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Mathematical knowledge management

Mathematical knowledge management (MKM) is the study of how society can effectively make use of the vast and growing literature on mathematics. It studies approaches such as databases of mathematical knowledge, automated processing of formulae and the use of semantic information, and artificial intelligence. Mathematics is particularly suited to a systematic study of automated knowledge processing due to the high degree of interconnectedness between different areas of mathematics.
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Kinodynamic planning

In robotics and motion planning, kinodynamic planning is a class of problems for which velocity, acceleration, and force/torque bounds must be satisfied, together with kinematic constraints such as avoiding obstacles. The term was coined by Bruce Donald, Pat Xavier, John Canny, and John Reif. Donald et al. developed the first polynomial-time approximation schemes (PTAS) for the problem. By providing a provably polynomial-time ε-approximation algorithm, they resolved a long-standing open problem in optimal control. Their first paper considered time-optimal control ("fastest path") of a point mass under Newtonian dynamics, amidst polygonal (2D) or polyhedral (3D) obstacles, subject to state bounds on position, velocity, and acceleration. Later they extended the technique to many other cases, for example, to 3D open-chain kinematic robots under full Lagrangian dynamics. == Modern approaches == Since the foundational theoretical work of the 1990s, the field has evolved significantly with new algorithmic approaches that address the computational and practical limitations of early methods. === Sampling-based methods === Many practical heuristic algorithms based on stochastic optimization and iterative sampling have been developed by a wide range of authors to address the kinodynamic planning problem. Popular approaches include extensions of RRT algorithms such as RRT for kinodynamic systems, and sampling-based methods like Model Predictive Path Integral (MPPI) control. These stochastic techniques have been shown to work well in practice and can handle complex, high-dimensional state spaces more efficiently than deterministic methods. However, all motion planning methods are subject to the PSPACE-hardnesss of classical motion planning even without dynamics, which means (assuming the usual structural complexity conjectures) they all can be worst-case exponential-time in the state-space dimension (the number of degrees of freedom). On the other hand, the deterministic methods have provable guarantees of completeness, accuracy, and complexity (for fixed dimension, they are polynomial-time not only in the geometric complexity, but also in ( 1 / ε ) {\displaystyle (1/\varepsilon )} , the closeness of the desired approximation), whereas most of the recent heuristic/stochastic methods sacrifice at least one of these criteria. === Mixed-integer optimization approaches === Recent advances in mixed-integer programming have enabled new deterministic approaches to kinodynamic planning. These methods formulate the planning problem as an optimization task that simultaneously determines the spatial path and control sequence while respecting all kinodynamic constraints. By using techniques such as McCormick envelopes to handle bilinear constraints, these approaches can provide globally optimal solutions with mathematical guarantees while achieving significant computational speedups over traditional methods. === Genetic algorithm approaches === Genetic algorithms have also been adapted for kinodynamic planning, particularly for gradient-free optimization in challenging terrain. These methods use evolutionary computation to optimize trajectories over receding horizons, with specialized mutation operators that ensure vehicle controls remain within operational limits. This approach is particularly useful when dealing with non-differentiable cost functions or when gradient information is unavailable or unreliable. === Three-dimensional terrain planning === The foundational theoretical work of the 1990s was extended to higher degrees of freedom, and even to n {\displaystyle n} -link, 3D open-chain kinematic robots under full Lagrangian dynamics. However, many of the subsequent heuristic techniques (typically employing stochastic optimization) were confined to planar environments. More recent kinodynamic planning has extended beyond these planar environments to handle complex 3D terrains represented as simplicial complexes or triangular meshes. This advancement is particularly important for applications such as autonomous vehicle navigation in off-road environments, where elevation changes and terrain geometry significantly impact vehicle dynamics. These methods must account for pitch angles, surface curvature, and the coupling between terrain geometry and vehicle kinodynamic constraints. == Performance and guarantees == The landscape of performance guarantees in kinodynamic planning has evolved considerably. While early heuristic methods could not guarantee optimality, recent mixed-integer approaches have demonstrated the ability to find globally optimal solutions with proven constraint satisfaction. Experimental comparisons have shown that modern optimization-based planners can achieve execution times several orders of magnitude faster than sampling-based methods while maintaining strict adherence to kinodynamic constraints. However, the choice of method often depends on the specific application requirements. Sampling-based methods remain valuable for their ability to quickly find feasible solutions in high-dimensional spaces and their robustness to modeling uncertainties. Optimization-based methods excel when optimality guarantees and constraint compliance are critical, particularly in safety-critical applications. == Applications == Kinodynamic planning finds applications across numerous domains including: Autonomous vehicles: Path planning for cars, trucks, and other ground vehicles that must respect acceleration, steering, and velocity limits Aerial robotics: Trajectory planning for quadrotors and other unmanned aerial vehicles with dynamic constraints Manipulation: Planning for robotic arms where joint velocities, accelerations, and torques are limited Legged locomotion: Footstep and trajectory planning for walking and running robots Space robotics: Planning under thrust and fuel constraints for spacecraft and rovers
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Reverse data management

Reverse data management describes a branch and set of research questions in relational database theory that aim to reverse the common focus of standard data management. Instead of focusing on the "forward" transformation of an input databases (a set of relational tables) to an output table, which is the main focus of standard query evaluation, reverse data management reverses that focus and studies the possible input database transformations that would achieve a desired output. Usually the objective is to find an intervention (a deletion, addition, or change of tuples) of minimal size, in order to achieve a particular change in the output. The problem has been studied at least since the 1980s, but has received renewed attention due to an influential paper in the early 2000s that made a connection between provenance and view propagation. The term was coined in a VLDB 2011 vision paper. The problem has been receiving significant attention in recent years due to its connection to computational fairness. == Topics in reverse data management problems == Example topics in reverse data management include: Deletion propagation with source side-effects: Find a minimal number of tuples to delete in the database in order to delete a particular tuple in the output. Deletion propagation with view side-effects: Find a set of tuples to delete in the database in order to delete a particular tuple in the output, while removing the minimal number of other output tuples. Causal responsibility: Find a minimal number of tuples to delete in the database in order to make a particular input tuple counterfactual. This notion is inspired by the notions of actual cause and causal responsibility from the work of Halpern and Pearl. Resilience: Find a minimal number of tuples to delete in the database in order to make a Boolean query false. The complexity of this problem is identical to the problem of deletion propagation with source-side effects over a different database. Smallest witness problem: Find a minimal number of tuples to keep in the a database (or equivalently, delete a maximal number of tuples) while keeping a particular tuple in the output. Minimum repair: Given a database that violates certain integrity constraints, find a minimal number of tuples to delete in the database in order to fulfill all constraints (also called to "repair" the database).
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Microsoft Forms

Microsoft Forms (formerly Office 365 Forms) is an online survey creator, part of Microsoft 365. == Usage == Forms allows users to create surveys and quizzes with automatic marking. The data can be exported to Microsoft Excel, Power BI dashboards and viewed live using the Present feature. == Phishing and fraud == Due to a wave of phishing attacks utilizing Microsoft 365 in early 2021, Microsoft uses algorithms to automatically detect and block phishing attempts with Microsoft Forms. Also, Microsoft advises Forms users not to submit personal information, such as passwords, in a form or survey. It also place a similar advisory underneath the “Submit” button in every form created with Forms, warning users not to give out their password.
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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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Information quality

Information quality (IQ) is a contextual property of or a perspective to the content within information systems. There exist two complementary yet partially conflicting definitions of high-quality: firstly, information is considered high quality if it is fit for its intended purpose ; secondly, it is deemed high quality if it conforms to specified requirements . The primary distinction between these definitions is that Juran's perspective focuses on the suitability of information for its intended purpose, which can be measured by the success of its application even without direct access to or exact knowledge of the data. For example, a black-box AI with access to English Wikipedia can work well for users' purposes but using Estonian Wikipedia fails for the same purposes. Given that the AI remains the same, it can be concluded that English version data would be of higher quality in comparison to Estonian version, even without exact comparison of data contents and their properties in each version. In contrast, Crosby emphasizes adherence to predefined specifications, assuming specific criteria rather than measuring the success of its use; for instance, information in Wikipedia could be proven to be good based on criteria such as existing peer validation and academic references, even if the AI results are poor. This approach falls into problems when data is not completely accessible or all quality properties cannot be known and measured leading to false impression of quality due to lacking and misleading metrics. Numerous IQ frameworks and methodologies provide tangible approach to assess and measure DQ/IQ in a robust and rigorous manner. == Conceptual problems == Although the foundational definitions are usable for most everyday purposes, specialists often use more complex models for information quality. It has been suggested, however, that higher the quality the greater will be the confidence in meeting more general, less specific contexts. == Dimensions and metrics of information quality == "Information quality" is a measure of its fitness for use or conformance to requirements. In this way, "quality" is considered contextual and it can then vary across users and uses of the information. The exact degree of quality is often described with dimensions such as accuracy, timeliness, completeness, and similar scales. Although a huge amount of academic research has been directed to these dimensions, there does not exist consensus on their definitions or practical usefulness . Historically, Richard Wang and Diane Strong proposed a list of dimensions or elements used in assessing Information Quality is: Intrinsic IQ: accuracy, objectivity, believability, reputation Contextual IQ: relevance, value-added, timeliness, completeness, amount of information Representational IQ: interpretability, format, coherence, compatibility Accessibility IQ: accessibility, access security Other authors propose similar but different lists of dimensions for analysis, and emphasize measurement and reporting as information quality metrics. Larry English prefers the term "characteristics" to dimensions. However, a considerable amount of information quality research involves investigating and describing various categories of desirable attributes (or dimensions) of data. Research has recently shown the huge diversity of terms and classification structures used. === Quality metrics === Source: Authority/verifiability Authority refers to the expertise or recognized official status of a source. Consider the reputation of the author and publisher. When working with legal or government information, consider whether the source is the official provider of the information. Verifiability refers to the ability of a reader to verify the validity of the information irrespective of how authoritative the source is. To verify the facts is part of the duty of care of the journalistic deontology, as well as, where possible, to provide the sources of information so that they can be verified Scope of coverage Scope of coverage refers to the extent to which a source explores a topic. Consider time periods, geography or jurisdiction and coverage of related or narrower topics. Composition and organization Composition and organization has to do with the ability of the information source to present its particular message in a coherent, logically sequential manner. Objectivity Objectivity is the bias or opinion expressed when a writer interprets or analyze facts. Consider the use of persuasive language, the source's presentation of other viewpoints, its reason for providing the information and advertising. Integrity Adherence to moral and ethical principles; soundness of moral character The state of being whole, entire, or undiminished Comprehensiveness Of large scope; covering or involving much; inclusive: a comprehensive study. Comprehending mentally; having an extensive mental grasp. Insurance. covering or providing broad protection against loss. Validity Validity of some information has to do with the degree of obvious truthfulness which the information carries Uniqueness As much as 'uniqueness' of a given piece of information is intuitive in meaning, it also significantly implies not only the originating point of the information but also the manner in which it is presented and thus the perception which it conjures. The essence of any piece of information we process consists to a large extent of those two elements. Timeliness Timeliness refers to information that is current at the time of publication. Consider publication, creation and revision dates. Beware of Web site scripting that automatically reflects the current day's date on a page. Reproducibility (utilized primarily when referring to instructive information) Means that documented methods are capable of being used on the same data set to achieve a consistent result. == Professional associations == IQ International—the International Association for Information and Data Quality IQ International is a not-for-profit, vendor neutral, professional association formed in 2004, dedicated to building the information and data quality profession. CDOIQ Society Chief Data Officers and Information Quality Society is a global professional society supporting data leaders with networking, meetings, best practices, experience, certification, and training. == Information quality conferences == A number of major conferences relevant to information quality are held annually: Annual MIT Chief Data Officer & Information Quality (CDOIQ) Symposium Annual conferences held at the Massachusetts Institute of Technology, Cambridge, MA, USA Data Governance and Information Quality Conference Commercial conferences held each year in the USA Data Quality Asia Pacific Commercial conference held annually in Sydney or Melbourne, Australia Enterprise Data and Business Intelligence Conference Europe Commercial conferences held annually in London, England. Information and Data Quality Conference Not for profit conference run annually by IQ International (the International Association for Information and Data Quality) in the USA International Conference on Information Quality Academic Conference launched through MITIQ held annually at a University Master Data Management & Data Governance Conferences Six major conferences are run annually by the MDM Institute in venues such as London, San Francisco, Sydney, Toronto, Madrid, Frankfurt, Shanghai and New York City.
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