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  Embodied cognitive science

  Embodied cognitive science is an interdisciplinary field of research, the aim of which is to explain the mechanisms underlying intelligent behavior. It comprises three main methodologies: the modeling of psychological and biological systems in a holistic manner that considers the mind and body as a single entity; the formation of a common set of general principles of intelligent behavior; and the experimental use of robotic agents in controlled environments. == Contributors == Embodied cognitive science borrows heavily from embodied philosophy and the related research fields of cognitive science, psychology, neuroscience and artificial intelligence. Contributors to the field include: From the perspective of neuroscience, Gerald Edelman of the Neurosciences Institute at La Jolla, Francisco Varela of CNRS in France, and J. A. Scott Kelso of Florida Atlantic University From the perspective of psychology, Lawrence Barsalou, Michael Turvey, Vittorio Guidano and Eleanor Rosch From the perspective of linguistics, Gilles Fauconnier, George Lakoff, Mark Johnson, Leonard Talmy and Mark Turner From the perspective of language acquisition, Eric Lenneberg and Philip Rubin at Haskins Laboratories From the perspective of anthropology, Edwin Hutchins, Bradd Shore, James Wertsch and Merlin Donald. From the perspective of autonomous agent design, early work is sometimes attributed to Rodney Brooks or Valentino Braitenberg From the perspective of artificial intelligence, Understanding Intelligence by Rolf Pfeifer and Christian Scheier or How the Body Shapes the Way We Think, by Rolf Pfeifer and Josh C. Bongard From the perspective of philosophy, Andy Clark, Dan Zahavi, Shaun Gallagher, and Evan Thompson In 1950, Alan Turing proposed that a machine may need a human-like body to think and speak: It can also be maintained that it is best to provide the machine with the best sense organs that money can buy, and then teach it to understand and speak English. That process could follow the normal teaching of a child. Things would be pointed out and named, etc. Again, I do not know what the right answer is, but I think both approaches should be tried. == Traditional cognitive theory == Embodied cognitive science is an alternative theory to cognition in which it minimizes appeals to computational theory of mind in favor of greater emphasis on how an organism's body determines how and what it thinks. Traditional cognitive theory is based mainly around symbol manipulation, in which certain inputs are fed into a processing unit that produces an output. These inputs follow certain rules of syntax, from which the processing unit finds semantic meaning. Thus, an appropriate output is produced. For example, a human's sensory organs are its input devices, and the stimuli obtained from the external environment are fed into the nervous system which serves as the processing unit. From here, the nervous system is able to read the sensory information because it follows a syntactic structure, thus an output is created. This output then creates bodily motions and brings forth behavior and cognition. Of particular note is that cognition is sealed away in the brain, meaning that mental cognition is cut off from the external world and is only possible by the input of sensory information. == The embodied cognitive approach == Embodied cognitive science differs from the traditionalist approach in that it denies the input-output system. This is chiefly due to the problems presented by the Homunculus argument, which concluded that semantic meaning could not be derived from symbols without some kind of inner interpretation. If some little man in a person's head interpreted incoming symbols, then who would interpret the little man's inputs? Because of the specter of an infinite regress, the traditionalist model began to seem less plausible. Thus, embodied cognitive science aims to avoid this problem by defining cognition in three ways. === Physical attributes of the body === The first aspect of embodied cognition examines the role of the physical body, particularly how its properties affect its ability to think. This part attempts to overcome the symbol manipulation component that is a feature of the traditionalist model. Depth perception, for instance, can be better explained under the embodied approach due to the sheer complexity of the action. Depth perception requires that the brain detect the disparate retinal images obtained by the distance of the two eyes. In addition, body and head cues complicate this further. When the head is turned in a given direction, objects in the foreground will appear to move against objects in the background. From this, it is said that some kind of visual processing is occurring without the need of any kind of symbol manipulation. This is because the objects appearing to move the foreground are simply appearing to move. This observation concludes then that depth can be perceived with no intermediate symbol manipulation necessary. A more poignant example exists through examining auditory perception. Generally speaking the greater the distance between the ears, the greater the possible auditory acuity. Also relevant is the amount of density in between the ears, for the strength of the frequency wave alters as it passes through a given medium. The brain's auditory system takes these factors into account as it process information, but again without any need for a symbolic manipulation system. This is because the distance between the ears for example does not need symbols to represent it. The distance itself creates the necessary opportunity for greater auditory acuity. The amount of density between the ears is similar, in that it is the actual amount itself that simply forms the opportunity for frequency alteration. Thus under consideration of the physical properties of the body, a symbolic system is unnecessary and an unhelpful metaphor. === The body's role in the cognitive process === The second aspect draws heavily from George Lakoff's and Mark Johnson's work on concepts. They argued that humans use metaphors whenever possible to better explain their external world. Humans also have a basic stock of concepts in which other concepts can be derived from. These basic concepts include spatial orientations such as up, down, front, and back. Humans can understand what these concepts mean because they can directly experience them from their own bodies. For example, because human movement revolves around standing erect and moving the body in an up-down motion, humans innately have these concepts of up and down. Lakoff and Johnson contend this is similar with other spatial orientations such as front and back too. As mentioned earlier, these basic stocks of spatial concepts are the basis in which other concepts are constructed. Happy and sad for instance are seen now as being up or down respectively. When someone says they are feeling down, what they are really saying is that they feel sad for example. Thus the point here is that true understanding of these concepts is contingent on whether one can have an understanding of the human body. So the argument goes that if one lacked a human body, they could not possibly know what up or down could mean, or how it could relate to emotional states. [I]magine a spherical being living outside of any gravitational field, with no knowledge or imagination of any other kind of experience. What could UP possibly mean to such a being? While this does not mean that such beings would be incapable of expressing emotions in other words, it does mean that they would express emotions differently from humans. Human concepts of happiness and sadness would be different because human would have different bodies. So then an organism's body directly affects how it can think, because it uses metaphors related to its body as the basis of concepts. === Interaction of local environment === A third component of the embodied approach looks at how agents use their immediate environment in cognitive processing. Meaning, the local environment is seen as an actual extension of the body's cognitive process. The example of a personal digital assistant (PDA) is used to better imagine this. Echoing functionalism (philosophy of mind), this point claims that mental states are individuated by their role in a much larger system. So under this premise, the information on a PDA is similar to the information stored in the brain. So then if one thinks information in the brain constitutes mental states, then it must follow that information in the PDA is a cognitive state too. Consider also the role of pen and paper in a complex multiplication problem. The pen and paper are so involved in the cognitive process of solving the problem that it seems ridiculous to say they are somehow different from the process, in very much the same way the PDA is used for information like the brain. Another example examines how humans control and manipulate their environment

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  Influencer

  An influencer is an individual who has the capacity to shape the attitudes, behavior, or decisions of others through authority, knowledge, position, or the nature of the relationship with the audience. The term is used in various fields such as media, business, politics, religion, and communication, referring to influencers such as social media influencers, podcasters, public speakers, religious influencers, writers, and newsletter writers etc who have dedicated followings in various areas. One writer defines influencers as "a range of third parties who exercise influence over the organization and its potential customers." Another writer defines an influencer as a "third party who significantly shapes the customer's purchasing decision but may never be accountable for it." According to another writer, influencers are "well-connected, create an impact, have active minds, and are trendsetters". Just because a person has many followers does not necessarily mean they have much influence over those people. In contemporary usage, the term frequently refers to a social media influencer, (also known as an online influencer or simply influencer) a person who builds a grassroots online presence through engaging content such as photos, videos, and updates. This is done by using direct audience interaction to establish authenticity, expertise, and appeal, and by standing apart from traditional celebrities by growing their platform through social media rather than pre-existing fame. The modern referent of the term is commonly a paid role in which a business entity pays for the social media influence-for-hire activity to promote its products and services, known as influencer marketing. A 1% increase in spending on influencer marketing can lead to a 0.5% increase in audience engagement. As such, an influencer effectively acts as a modern salesperson or a marketer. Types of influencers include fashion influencer, travel influencer, and virtual influencer, and they involve content creators and streamers. Some influencers are associated primarily with specific social media apps such as TikTok, Instagram, or Pinterest; many influencers are also considered internet celebrities. As of 2023, Instagram is the social media platform businesses spend the most advertising money towards marketing with influencers. However, influencers can have an impact on any social media network. == History == === Origins === The word influencer in its general sense of a person or thing that exerts influence, is attested in historical sources at least since the 17th century. The Oxford English Dictionary (OED) gives 1664 as the earliest example of usage and cites a sentence from Henry More's A Modest Enquiry into the Mystery of Iniquity: "The head and influencer of the whole Church". The origins of online influencing can be traced back to the emergence of digital blogs and platforms in the early 2000s. Nevertheless, recent studies demonstrate that Instagram, an application with more than one billion users, harbors the majority of the influencer demographic. These individuals are sometimes referred to as "Instagrammers" or "Instafamous". A crucial aspect of influencing is their association with sponsors. The 2015 debut of Vamp, a company that links influencers with sponsorships, transformed the landscape of influencing. There is much debate about whether social media influencers can be considered celebrities, as their path to fame is often less traditional and arguably easier. Melody Nouri addressed the differences between the two types in her article "The Power of Influence: Traditional Celebrities vs Social Media Influencer". Nouri asserts that social media platforms have a greater negative impact on young, impressionable audiences in comparison with traditional media such as magazines, billboards, advertisements, and tabloids featuring celebrities. Online, it is thought to be simpler to manipulate an image and lifestyle in such a way that viewers are more susceptible to believing it. One theory considers the former American First Lady Eleanor Roosevelt (1884–1962) to be the "original media influencer." While she achieved celebrity in her role as First Lady, she built a global personal brand as a wise, informative, trustworthy American woman. Her voice was her own, unrestricted by political advisors and powerful men, and with it, Roosevelt exerted unprecedented social and cultural influence in radio, print, public speaking, film, and television until she died. In one notable example, it may have been Roosevelt's television support of John F. Kennedy which nudged his "hairline victory" during the 1960 Presidential campaign. In another example, David Ogilvy paid Roosevelt more than a quarter of a million dollars in today's currency to make a TV commercial for Good Luck margarine (1959), in which Roosevelt also managed to mention world hunger. As a content creator, she wrote My Day, a popular daily newspaper column that ran nationwide for twenty-six years. Like a social media post, My Day covered all aspects of her life, and in it Roosevelt often recommended movies, books, and products that she admired. Roosevelt also had a hand in designing all three of her public affairs television shows. Unlike contemporary influencers, she was less motivated by a pay-to-play situation than by a desire to educate and inspire; but she did use her influence to benefit the entertainment industry careers of her children, and she welcomed the revenue that her influence bought, most of which was donated to charity. === 2000s === The early 2000s showed corporate endeavors to leverage the internet for influence, with some companies participating in forums for promotions or providing bloggers with complimentary products in return for favorable reviews. A few of these practices were viewed as unethical for taking advantage of the labor of young individuals without providing remuneration. In 2004, The Blogstar Network was established by Ted Murphy of MindComet. Bloggers were encouraged to join an email list and receive remunerated offers from corporations in exchange for creating specific posts. For instance, bloggers were compensated for writing reviews of fast-food meals on their blogs. Blogstar is widely regarded as the first influencer marketing network. Murphy succeeded Blogstar with PayPerPost, which was introduced in 2006. This platform compensated significant posters on prominent forums and social media platforms for every post made about a corporate product. Payment rates were determined by the influencer's status. Though very popular, PayPerPost, received a great deal of criticism as these influencers were not required to disclose their involvement with PayPerPost as traditional journalism would have. With the success of PayPerPost, the public became aware that there was a drive for corporate interests to influence what some people were posting to these sites. The platform also incentivized other firms to establish comparable programs. Despite concerns, marketing networks with influencers continued to grow throughout the 2000s and into the 2010s. The influencer marketing industry was worth as much as $8 billion in 2019, according to estimates from Business Insider Intelligence, which are based on Mediakix data. Evan Asano, the Former CEO and founder of the agency Mediakix, previously spoke with Business Insider and said he believed influencer marketing on Instagram would continue to grow despite likes being hidden. === 2010s === By the 2010s, the term "influencer" described digital content creators with a large following, distinctive brand persona, and a patterned relationship with commercial sponsors. By this period, influencer marketing had become a widely researched field globally, with systematic reviews drawing on hundreds of studies that documented the growing role of authenticity, audience engagement, and parasocial relationships in shaping how consumers responded to influencer content across different markets. During this period, influencer culture also developed through distinct channels outside Western markets. In South Korea, the global spread of Korean pop culture, also called K-Pop, through platforms such as YouTube, Facebook, and Twitter gave rise to what scholars have called 'Hallyu 2.0' or the 'New Korean Wave', where fans throughout Southeast Asia, North America, Latin America, and Europe shared, subtitled, and redistributed Korean music and film content on a large scale. This helped Korean entertainers to build substantial followings internationally. Consumers often mistakenly view celebrities as reliable, leading to trust and confidence in the products being promoted. A 2001 study from Rutgers University discovered that individuals were using "internet forums as influential sources of consumer information." The study proposes that consumers preferred internet forums and social media when making purchasing decisions over conventional advertising and print sources. An in

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  Information Networking Institute

  Information Networking Institute (INI) is an academic department within the College of Engineering at Carnegie Mellon University. The institute was established in 1989 as the nation's first research and education center devoted to information networking. The INI also partners with research and outreach entities to extend educational and training programs to a broad audience of people using information networking as part of their daily lives. The INI is the educational partner of Carnegie Mellon CyLab, a university-wide, multidisciplinary research center involving more than 50 faculty and 100 graduate students. == Center of Academic Excellence Designations == Through the work of the INI and CyLab, Carnegie Mellon University has been designated by the National Security Agency and the Department of Homeland Security as a National Center of Academic Excellence in Information Assurance/Cyber Defense Education (CAE-IA/CD) and a National Center of Academic Excellence in Information Assurance/Cyber Defense Research (CAE-R). It has also been designated by the NSA and the U.S. Cyber Command as a National Center of Academic Excellence in Cyber Operations (CAE-Cyber Ops). Through these designations, the INI and CyLab participate in the: Federal CyberCorps Scholarship for Service (SFS) Program - Students pursuing graduate degrees in information security (MSIS or MSISPM) are eligible for scholarships under the SFS program. Information Assurance Scholarship Program (IASP) - Students pursuing graduate degrees in information security and seeking careers with the Department of Defense may be eligible for scholarships under the IASP. Capacity Building Program for Faculty from Historically Black and Hispanic Serving Institutions - The INI and CyLab developed a month-long, in-residence summer program to help build information assurance education and research capacity at colleges and universities designated as Minority Serving Institutions – specifically, Historically Black Colleges and Universities (HBCUs) and Hispanic Serving Institutions (HSIs). This program is supported through a grant from the National Science Foundation. == Faculty and researchers == Faculty involved in teaching and advising in the INI programs are conducting research in all aspects of information networking and information security. Affiliated research centers are: Carnegie Mellon CyLab SEI's CERT Division == Alumni == The INI has graduated over 1,400 alumni who currently occupy positions in a variety of sectors across industry, government and academia.

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  Data

  Data ( DAY-tə, US also DAT-ə, India: DEE-tə) is a collection of discrete or continuous values that conveys information, describing the quantity, quality, fact, statistics, other basic units of meaning, or simply sequences of symbols that may be further interpreted formally. A data point or datum is an individual value in a collection of data. Data is usually organized into structures such as tables that provide additional context and meaning, and may itself be used as data in larger structures. Data may be used as variables in a computational process. Data may represent abstract ideas or concrete measurements. Data is commonly used in scientific research, economics, and virtually every other form of human organizational activity. Examples of data sets include price indices (such as the consumer price index), unemployment rates, literacy rates, and census data. In this context, data represents the raw facts and figures from which useful information can be extracted. Data is collected using techniques such as measurement, observation, query, or analysis, and is typically represented as numbers or characters that may be further processed. Field data is data that is collected in an uncontrolled, in-situ environment. Experimental data is data that is generated in the course of a controlled scientific experiment. Data is analyzed using techniques such as calculation, reasoning, discussion, presentation, visualization, or other forms of post-analysis. Prior to analysis, raw data (or unprocessed data) is typically cleaned: Outliers are removed, and obvious instrument or data entry errors are corrected. Data can be seen as the smallest unit of factual information that can be used as a basis for calculation, reasoning, or discussion. Data can range from abstract ideas to concrete measurements, including, but not limited to, statistics. Thematically connected data presented in some relevant context can be viewed as information. Contextually connected pieces of information can then be described as data insights or intelligence. The stock of insights and intelligence that accumulate over time, resulting from the synthesis of data into information, can then be described as knowledge. Data has been described as "the new oil of the digital economy". Data, as a general concept, refers to the fact that some existing information or knowledge is represented or coded in some form suitable for better usage or processing. Advances in computing technologies have led to the advent of big data, which generally refers to very large quantities of data, typically at the petabyte scale. If restricted to traditional data analysis methods and computing, working with such large (and growing) datasets is difficult, even impossible. In response, the relatively new field of data science uses machine learning (and other artificial intelligence) methods that allow for efficient applications of analytic methods to big data. == Etymology and terminology == The Latin word data is the plural of datum, "(thing) given," and the neuter past participle of dare, "to give". The first English use of the word "data" is from the 1640s. The word "data" was first used to mean "transmissible and storable computer information" in 1946. The expression "data processing" was first used in 1954. When "data" is used more generally as a synonym for "information", it is treated as a mass noun in singular form. This usage is common in everyday language and in technical and scientific fields such as software development and computer science. One example of this usage is the term "big data". When used more specifically to refer to the processing and analysis of sets of data, the term retains its plural form. This usage is common in the natural sciences, life sciences, social sciences, software development and computer science, and grew in popularity in the 20th and 21st centuries. Some style guides do not recognize the different meanings of the term and simply recommend the form that best suits the target audience of the guide. For example, APA style as of the 7th edition requires "data" to be treated as a plural form. == Meaning == Data, information, knowledge, and wisdom are closely related concepts, but each has its role concerning the other, and each term has its meaning. According to a common view, data is collected and analyzed; data only becomes information suitable for making decisions once it has been analyzed in some fashion. One can say that the extent to which a set of data is informative to someone depends on the extent to which it is unexpected by that person. The amount of information contained in a data stream may be characterized by its Shannon entropy. Knowledge is the awareness of its environment that some entity possesses, whereas data merely communicates that knowledge. For example, the entry in a database specifying the height of Mount Everest is a datum that communicates a precisely measured value. This measurement may be included in a book along with other data on Mount Everest to describe the mountain in a manner useful for those who wish to decide on the best method to climb it. Awareness of the characteristics represented by this data is knowledge. Data are often assumed to be the least abstract concept, information the next least, and knowledge the most abstract. In this view, data becomes information by interpretation; e.g., the height of Mount Everest is generally considered "data", a book on Mount Everest geological characteristics may be considered "information", and a climber's guidebook containing practical information on the best way to reach Mount Everest's peak may be considered "knowledge". "Information" bears a diversity of meanings that range from everyday usage to technical use. This view, however, has also been argued to reverse how data emerges from information, and information from knowledge. Generally speaking, the concept of information is closely related to notions of constraint, communication, control, data, form, instruction, knowledge, meaning, mental stimulus, pattern, perception, and representation. Beynon-Davies uses the concept of a sign to differentiate between data and information; data is a series of symbols, while information occurs when the symbols are used to refer to something. Before the development of computing devices and machines, people had to manually collect data and impose patterns on it. With the development of computing devices and machines, these devices can also collect data. In the 2010s, computers were widely used in many fields to collect data and sort or process it, in disciplines ranging from marketing, analysis of social service usage by citizens to scientific research. These patterns in the data are seen as information that can be used to enhance knowledge. These patterns may be interpreted as "truth" (though "truth" can be a subjective concept) and may be authorized as aesthetic and ethical criteria in some disciplines or cultures. Events that leave behind perceivable physical or virtual remains can be traced back through data. Marks are no longer considered data once the link between the mark and observation is broken. Mechanical computing devices are classified according to how they represent data. An analog computer represents a datum as a voltage, distance, position, or other physical quantity. A digital computer represents a piece of data as a sequence of symbols drawn from a fixed alphabet. The most common digital computers use a binary alphabet, that is, an alphabet of two characters typically denoted "0" and "1". More familiar representations, such as numbers or letters, are then constructed from the binary alphabet. Some special forms of data are distinguished. A computer program is a collection of data, that can be interpreted as instructions. Most computer languages make a distinction between programs and the other data on which programs operate, but in some languages, notably Lisp and similar languages, programs are essentially indistinguishable from other data. It is also useful to distinguish metadata, that is, a description of other data. A similar yet earlier term for metadata is "ancillary data." The prototypical example of metadata is the library catalog, which is a description of the contents of books. == Data sources == With respect to ownership of data collected in the course of marketing or other corporate collection, data has been characterized according to party depending on how close the data is to the source or if it has been generated through additional processing. "Zero-party data" refers to data that customers "intentionally and proactively shares". This kind of data can come from a variety of sources, including: subscriptions, preference centers, quizzes, surveys, pop-up forms, and interactive digital experiences. "First-party data" may be collected by a company directly from its customers. The secure exchange of first-party data among companies can be done using data clean rooms. "S

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  Color

  Color (or colour in Commonwealth English) is the visual perception produced by the activation of the different types of cone cells in the eye caused by light. Though color is not an inherent property of matter, color perception is related to an object's light absorption, emission, reflection and transmission. For most humans, visible wavelengths of light are the ones perceived in the visible light spectrum, with three types of cone cells (trichromacy). Other animals may have a different number of cone cell types or have eyes sensitive to different wavelengths, such as bees that can distinguish ultraviolet, and thus have a different color sensitivity range. Animal perception of color originates from different light wavelength or spectral sensitivity in cone cell types, which is then processed by the brain. Colors have perceived properties such as hue, colorfulness, and lightness. Colors can also be additively mixed (mixing light) or subtractively mixed (mixing pigments). If one color is mixed in the right proportions, because of metamerism, they may look the same as another stimulus with a different reflection or emission spectrum. For convenience, colors can be organized in a color space, which when being abstracted as a mathematical color model can assign each region of color with a corresponding set of numbers. Thus, color spaces are an essential tool for color reproduction in print, photography, computer monitors, and television. Some of the most well-known color models and color spaces are RGB, CMYK, HSL/HSV, CIE Lab, and YCbCr/YUV. Because the perception of color is an important aspect of human life, different colors have been associated with emotions, activity, and nationality. Names of color regions in different cultures can have different, sometimes overlapping areas. In visual arts, color theory is used to govern the use of colors in an aesthetically pleasing and harmonious way. The theory of color includes the color complements; color balance; and classification of primary colors, secondary colors, and tertiary colors. The study of colors in general is called color science. == Physical properties == Electromagnetic radiation is characterized by its wavelength (or frequency) and its intensity. When the wavelength is within the visible spectrum (the range of wavelengths humans can perceive, approximately from 390 nm to 700 nm), it is known as "visible light". Most light sources emit light at many different wavelengths; a source's spectrum is a distribution giving its intensity at each wavelength. Although the spectrum of light arriving at the eye from a given direction determines the color sensation in that direction, there are many more possible spectral combinations than color sensations. In fact, one may formally define a color as a class of spectra that give rise to the same color sensation, although such classes would vary widely among different animal species, and to a lesser extent among individuals within the same species. In each such class, the members are called metamers of the color in question. This effect can be visualized by comparing the light sources' spectral power distributions and the resulting colors. === Spectral colors === The familiar colors of the rainbow in the spectrum—named using the Latin word for appearance or apparition by Isaac Newton in 1671—include all those colors that can be produced by visible light of a single wavelength only, the pure spectral or monochromatic colors. The spectrum above shows approximate wavelengths (in nm) for spectral colors in the visible range. Spectral colors have 100% purity, and are fully saturated. A complex mixture of spectral colors can be used to describe any color, which is the definition of a light power spectrum. The spectral colors form a continuous spectrum, and how it is divided into distinct colors linguistically is a matter of culture and historical contingency. Despite the ubiquitous ROYGBIV mnemonic used to remember the spectral colors in English, the inclusion or exclusion of colors is contentious, with disagreement often focused on indigo and cyan. Even if the subset of color terms is agreed, their wavelength ranges and borders between them may not be. The intensity of a spectral color, relative to the context in which it is viewed, may alter its perception considerably. For example, a low-intensity orange-yellow is brown, and a low-intensity yellow-green is olive green. Additionally, hue shifts towards yellow or blue happen if the intensity of a spectral light is increased; this is called Bezold–Brücke shift. In color models capable of representing spectral colors, such as CIELUV, a spectral color has the maximal saturation. In Helmholtz coordinates, this is described as 100% purity. === Color of objects === The physical color of an object depends on how it absorbs and scatters light. Most objects scatter light to some degree and do not reflect or transmit light specularly like glasses or mirrors. A transparent object allows almost all light to transmit or pass through, thus transparent objects are perceived as colorless. Conversely, an opaque object does not allow light to transmit through and instead absorbs or reflects the light it receives. Like transparent objects, translucent objects allow light to transmit through, but translucent objects are seen colored because they scatter or absorb certain wavelengths of light via internal scattering. The absorbed light is often dissipated as heat. == Color vision == === Development of theories of color vision === Although Aristotle and other ancient scientists had already written on the nature of light and color vision, it was not until Isaac Newton that light was identified as the source of the color sensation. In 1810, Johann Wolfgang von Goethe published his comprehensive Theory of Colors in which he provided a rational description of color experience, which "tells us how it originates, not what it is". In 1801, Thomas Young proposed his trichromatic theory, to explain how a wide spectrum of different wavelengths could be detected by the human eye. It would be unreasonable to suppose that the human eye contained hundreds of different receptors each responding to the presence of a specific wavelength. Instead, he suggested that the human experience of color derives from a complex interaction and mixing from the output three receptors. This theory was later confirmed by James Clerk Maxwell and refined by Hermann von Helmholtz. Maxwell experimentally demonstrated that any color could be matched with a combination of three lights. As Helmholtz puts it, "the principles of Newton's law of mixture were experimentally confirmed by Maxwell in 1856. Young's theory of color sensations, like so much else that this marvelous investigator achieved in advance of his time, remained unnoticed until Maxwell directed attention to it." At the same time as Helmholtz, Ewald Hering developed the opponent process theory of color, noting that color blindness and afterimages typically come in opponent pairs (red-green, blue-orange, yellow-violet, and black-white). Ultimately these two theories were synthesized in 1957 by Hurvich and Jameson, who showed that retinal processing corresponds to the trichromatic theory, while processing at the level of the lateral geniculate nucleus corresponds to the opponent theory. In 1931, the International Commission on Illumination (CIE), an international group of experts, developed a mathematical color model which mapped out the space of observable colors, allowing every individual color able to be specified with a set of three numbers. === Color in the eye === The ability of the human eye to distinguish colors is based upon the varying sensitivity of different cells in the retina to light of different wavelengths. Humans are trichromatic—the retina contains three types of color receptor cells, or cones. One type, relatively distinct from the other two, is most responsive to light that is perceived as blue or blue-violet, with wavelengths around 450 nm; cones of this type are sometimes called short-wavelength cones or S cones (or misleadingly, blue cones). The other two types are closely related genetically and chemically: middle-wavelength cones, M cones, or green cones are most sensitive to light perceived as green, with wavelengths around 540 nm, while the long-wavelength cones, L cones, or red cones, are most sensitive to light that is perceived as greenish yellow, with wavelengths around 570 nm. Light, no matter how complex its composition of wavelengths, is reduced to three color components by the eye. Each cone type adheres to the principle of univariance, which is that each cone's output is determined by the amount of light that falls on it over all wavelengths. For each location in the visual field, the three types of cones yield three signals based on the extent to which each is stimulated. These amounts of stimulation are sometimes called tristimulus values. The response cu

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  Media engagement framework

  The media engagement framework is a planning framework used by marketing professionals to understand the behavior of social media marketing-based audiences. The construct was introduced in the book, ROI of Social Media. Powell’s background in marketing ROI and Groves' experience and understanding of the applications of social media in business led to a collaboration. Dimos joined as a brand strategist for Litmus Group, a global management consulting firm. The media engagement framework consists of the definitions of personas (Individuals, Consumers and Influencers), referenced by the competitive set or constraint that applies to that persona and the measurement framework that might be applied to those personas. It is referenced at the center of the marketing process diagram, surrounded by the marketing functions of strategy, tactics, metrics and ROI. The marketing process diagram describes how the media engagement framework can apply to any strategic marketing activity but was developed to establish a completely integrated framework describing how both traditional and social media marketing activities can be planned, executed, measured and improved. == Application == The media engagement framework provides a strategic planning construct in which measurements and metrics play a crucial role. Applying the media engagement framework aids in the development and management of an effective online marketing presence leveraging social media to engage a market or audience. By first personifying the audience, the marketer is able to identify the limiting aspect of the engagements possible with that audience segment and then, understand the type of engagement metrics to apply. Each persona makes decisions differently about how he/she acts in the social media universe. A framework metric can be applied for each of these personas: Endorsement funnel for influencers Community engagement funnel for individuals Purchase funnel for consumers Individuals, influencers and consumers make decisions based on alternatives available to them and constraints put on them. To engage with an individual brands must realize they are competing against the time an individual spends on line. If they find something else more engaging, they will engage with that activity. Brands compete against other brands for the purchases of consumers acting in the category. Lastly, influencers have only so many endorsements they can make and therefore brands compete with other endorsers for the endorsement of an influencer. Creating engaging content by keeping target audience in mind like create content that audience find it funny, interesting, and relatable will encourage audience to share it on social networks. Which will be beneficial for you brand, getting more people to know about your business and brand. Contact Digilord to create engaging content for your brand. Use of listening tools (Google Alerts, Twitter Search, SocialMention.com, Veooz.com, Alterian SM2, Radian6, Sysomos, Buzzient etc.) can be employed within the model to help identify the members of the audience segment and to support the formation of other social engagement planning and management tools.

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  Tumblr

  Tumblr ( TUM-blər) is a microblogging and social media platform founded by David Karp in 2007 and operated by American company Tumblr, Inc., a subsidiary of Automattic. The service allows users to post multimedia and other content to a short-form blog. It has attracted significant attention and controversy for hosting a wide range of progressive user-generated content. == History == === Beginnings (2006–2012) === Development of Tumblr began in 2006 during a two-week gap between contracts at David Karp's software consulting company, Davidville. Karp had been interested in tumblelogs (short-form blogs, hence the name Tumblr) for some time and was waiting for one of the established blogging platforms to introduce their own tumblelogging platform. As none had done so after a year of waiting, Karp and developer Marco Arment began working on their own platform. Tumblr was launched in February 2007, and within two weeks had gained 75,000 users. Arment left the company in September 2010 to work on Instapaper. In June 2012, Tumblr featured its first major brand advertising campaign in collaboration with Adidas, who launched an official soccer Tumblr blog and bought ad placements on the user dashboard. This launch came only two months after Tumblr announced it would be moving towards paid advertising on its site. === Ownership by Yahoo! (2013–2018) === On May 20, 2013, it was announced that Yahoo and Tumblr had reached an agreement for Yahoo! Inc. to acquire Tumblr for $1.1 billion in cash. Many of Tumblr's users were unhappy with the news, causing some to start a petition, achieving nearly 170,000 signatures. David Karp remained CEO and the deal was finalized on June 20, 2013. Advertising sales goals were not met and in 2016 Yahoo wrote down $712 million of Tumblr's value. Verizon Communications acquired Yahoo in June 2017, and placed Yahoo and Tumblr under its Oath subsidiary. Karp announced in November 2017 that he would be leaving Tumblr by the end of the year. Jeff D'Onofrio, Tumblr's president and COO, took over leading the company. The site, along with the rest of the Oath division (renamed Verizon Media Group in 2019), continued to struggle under Verizon. In March 2019, Similarweb estimated Tumblr had lost 30% of its user traffic since December 2018, when the site had introduced a stricter content policy with heavier restrictions on adult content (which had been a notable draw to the service). In May 2019, it was reported that Verizon was considering selling the site due to its continued struggles since the purchase (as it had done with another Yahoo property, Flickr, via its sale to SmugMug). Following this news, Pornhub's vice president publicly expressed interest in purchasing Tumblr, with a promise to reinstate the previous adult content policies. === Automattic (2019–present) === On August 12, 2019, Verizon Media announced that it would sell Tumblr to Automattic, the operator of blog service WordPress.com and corporate backer of the open source blog software of the same name. The sale was for an undisclosed amount, but Axios reported that the sale price was less than $3 million, less than 0.3% of Yahoo's original purchase price. Automattic CEO Matt Mullenweg stated that the site will operate as a complementary service to WordPress.com, and that there were no plans to reverse the content policy decisions made during Verizon ownership. In November 2022, Mullenweg stated that Tumblr will add support for the decentralized social networking protocol ActivityPub. In November 2023, most of Tumblr's product development and marketing teams were transferred to other groups within Automattic. Mullenweg stated that focus would shift to core functionality and streamlining existing features. In February 2024, Automattic announced that it would begin selling user data from Tumblr and WordPress.com to Midjourney and OpenAI. Tumblr users are opted-in by default, with an option to opt out. In August 2024, Automattic announced that it would migrate Tumblr's backend to an architecture derived from WordPress, in order to ease development and code sharing between the platforms. The company stated that this migration would not impact the service's user experience and content, and that users "won't even notice a difference from the outside". In January 2025, Mullenweg stated that the migration, once completed, would also "unlock" ActivityPub access for Tumblr, including native support for the company's official ActivityPub plugin for WordPress. In April 2025, Automattic announced layoffs for 16% of its workforce, reducing a large portion of Tumblr staff. On March 16, 2026, Tumblr implemented a change to how notes were assigned to reblogs, making it more similar to sites like Twitter and Bluesky. The change was rolled back the next day after heavy user backlash. == Features == === Blog management === Dashboard: The dashboard is the primary tool for the typical Tumblr user. It is a live feed of recent posts from blogs that they follow. Through the dashboard, users are able to comment, reblog, and like posts from other blogs that appear on their dashboard. The dashboard allows the user to upload text posts, images, videos, quotes, or links to their blog with a click of a button displayed at the top of the dashboard. Users are also able to connect their blogs to their Twitter and Facebook accounts, so that whenever they make a post, it will also be sent as a tweet and a status update. As of June 2022, users can also turn off reblogs on specific posts through the dashboard. Queue: Users are able to set up a schedule to delay posts that they make. They can spread their posts over several hours or even days. Tags: Users can help their audience find posts about certain topics by adding tags. If someone were to upload a picture to their blog and wanted their viewers to find pictures, they would add the tag #picture, and their viewers could use that word to search for posts with the tag #picture. HTML editing: Tumblr allows users to edit their blog's theme using HTML to control the appearance of their blog. Custom themes are able to be shared and used by other users, or sold. Custom domains: Tumblr allows users to use custom domains for their blogs. Users must purchase a domain from Tumblr Domains, an in-house registrar that provides domains that can only be used with Tumblr unless removed from the user's blog and transferred to another registrar. Blogs previously were able to be linked with any domain/subdomain from any registrar, however following the introduction of the Tumblr Domains service, now requires you to purchase a domain directly from Tumblr to be used with a blog. Users who kept their blogs connected to a domain after the introduction got to keep their custom domain, as long as they do not disconnect it from Tumblr or let the domain expire. === Tags === The tagging system on the website operates on a hybrid tagging system, involving both self-tagging (user write their own tags on their posts) and an auto-manual function (the website will recommend popular tags and ones that the user has used before.) Only the first 20 tags added to any post will be indexed by the site. The tags are prefaced by a hashtag and separated by commas, and spaces and special characters are allowed, but only up to 140 characters total per tag. There are two main types used by Tumblr users: descriptive tagging, and opinion or commentary tagging. Descriptive tags are usually introduced by the original poster, and describe what is in the post (e.g. #art, #sky). These are important for the original poster to use, so their post will be indexed and searchable by others wishing to view that subject of content. Tags used as a form of communication are unique to Tumblr, and are typically more personal, expressing opinions, reactions, meta-commentary, background information, and more. Instead of adding onto the reblogged post (with their comments becoming an addition to each subsequent reblog from them) a user may add their comments in the tags, not changing the content or appearance of the original post in any way. Not all users choose to use tags this way, but those who do use tags for commentary may prefer it over adding a comment on the actual post. === Mobile === With Tumblr's 2009 acquisition of Tumblerette, an iOS application created by Jeff Rock and Garrett Ross, the service launched its official iPhone app. The site became available to BlackBerry smartphones on April 17, 2010, via a Mobelux application in BlackBerry World. In June 2012, Tumblr released a new version of its iOS app, Tumblr 3.0, allowing support for Spotify integration, hi-res images and offline access. An app for Android is also available. A Windows Phone app was released on April 23, 2013. An app for Google Glass was released on May 16, 2013. === Inbox and messaging === Tumblr blogs have the option to allow users to submit questions, either as themselves or anonymously, to the blog for a response. Tumblr

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  Link encryption

  Link encryption is an approach to communications security that encrypts and decrypts all network traffic at each network routing point (e.g. network switch, or node through which it passes) until arrival at its final destination. This repeated decryption and encryption is necessary to allow the routing information contained in each transmission to be read and employed further to direct the transmission toward its destination, before which it is re-encrypted. This contrasts with end-to-end encryption where internal information, but not the header/routing information, is encrypted by the sender at the point of origin and only decrypted by the intended recipient. Link encryption offers two main advantages: encryption is automatic so there is less opportunity for human error. if the communications link operates continuously and carries an unvarying level of traffic, link encryption defeats traffic analysis. On the other hand, end-to-end encryption ensures only the intended recipient has access to the plaintext. Link encryption can be used with end-to-end systems by superencrypting the messages. Bulk encryption refers to encrypting a large number of circuits at once, after they have been multiplexed.

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  Gooch shading

  Gooch shading is a non-photorealistic rendering technique for shading objects. It is also known as "cool to warm" shading, and is widely used in technical illustration. == History == Gooch shading was developed by Amy Gooch et al. at the University of Utah School of Computing and first presented at the 1998 SIGGRAPH conference. It has since been implemented in shader libraries, software, and games released by Autodesk, Nvidia, and Valve. == Process == Gooch shading defines an additional two colors in conjunction with the original model color: a warm color (such as yellow) and a cool color (such as blue). The warm color indicates surfaces that are facing toward the light source while the cool color indicates surfaces facing away. This allows shading to occur only in mid-tones so that edge lines and highlights remain visually prominent. The Gooch shader is typically implemented in two passes: all objects in the scene are first drawn with the "cool to warm" shading, and in the second pass the object's edges are rendered in black.

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  Smart-ID

  Smart-ID is an electronic authentication tool developed by SK ID Solutions, an Estonian company. Users can log in to various electronic services and sign documents with an electronic signature. Smart-ID meets the European Union's eIDAS Regulation and the European Central Bank's standards for a secure authentication solution. Smart-ID is a Qualified Signature Creator Device (QSCD) that can issue a Qualified Electronic Signature (QES). The Smart-ID app is compatible with both iOS and Android devices and does not require a SIM card. By 2021, the Smart-ID application was launched in the Huawei AppGallery. As of May 2023, Smart-ID has 3,298,969 active users across the Baltic States (Latvia, Lithuania, and Estonia). Every month, the Smart-ID processes 79 million transactions. In March 2023, Smart-ID users made an exceptional 85 million transactions. == History == In November 2016, SK ID Solutions debuted the Smart-ID tool for the first time at its annual conference. In February 2017, eKool, Starman, and Tallinn Kaubamaja Grupp were the first to implement Smart-ID authentication in their e-services. In March 2017, Smart-ID was added as an authentication option to SEB bank and Swedbank's online banking in all three Baltic States. Dokobit, previously known as DigiDoc, began offering its clients the ability to use e-services using Smart-ID in April 2017. More than 100 service providers had implemented Smart-ID as an authentication solution for their services by November 2019. At its annual conference on November 8, 2018, SK ID Solutions revealed that Smart-ID had been certified as compatible with the QSCD[8] level, the highest level of qualified electronic signature in the European Union, following a rigorous certification process. As a result, the Smart-QES-level ID's electronic signature, the digital counterpart of a handwritten signature, is now available to all users who have registered with the tool. This signature is accepted by all European Union member states. On August 26, 2019, Estonian Information Systems Supervisory Authority experts reviewed Smart-ID (ISSA). Based on the methods provided in the eIDAS Regulation, the expert committee concluded that Smart-ID offers a high level of electronic identification assurance. SK ID Solutions and RIA struck an agreement in September 2019 that allows Smart-ID to authenticate Estonian state e-services via RIA's central authentication service, which is used by over 60 public authorities. Smart-ID accounts created three years ago have expired in January 2020. Therefore, renewing them and performing mandatory updates was necessary. In February 2020, SK ID Solutions announced that Smart-ID could be used to give digital signatures in the national digital signature software DigiDoc4, which up until this moment was only possible with ID cards via Mobile-ID. Users must have at least version 4.2.4.71 or later of the DigiDoc4 software installed on their computers to use this feature. Since February 2020, Smart-ID accounts can now be created with biometric information from an ID card or passport, but only by users who have previously used a Smart-ID account. Since October 2022, 13–17 years old minors in Lithuania are able to create a Smart-ID account using biometric information too. A parent or legal guardian must approve the registration. SK ID Solutions collaborated on the new solution with iProov from the United Kingdom and InnoValor from the Netherlands. TÜV Informationstechnik GmbH, a German certification company, assessed it. Since May 2023, Smart-ID can be used to submit company's annual reports in Estonia and digitally sign anything in the e-business register using your PIN2. == Overview == The Smart-ID app is available for download on Google Play and Apple's App Store. Android 4.4 and iOS 11 are the oldest supported operating system versions for Smart-ID. Smart-ID works on the premise of two-factor authentication, combining an intelligent device (something the user owns) with PINs (something the user knows). A new user must first authenticate themselves with an ID card or a mobile phone number and then confirm a PIN1 and PIN2 code, either manually or automatically produced. The first PIN is used to authenticate a person's identity when accessing e-banking or e-services, while the second PIN is used to support electronic signatures and authenticate transactions (e.g., transfers). The PIN1 code must be four digits long, while the PIN2 code must be five digits long. To log in to an e-service, the user must use Smart-ID as the authentication method and enter their unique Smart-ID user ID. A notification will open on the user's smart device where the software is installed and display a verification code. If the code matches the code presented to the user by the e-service, then the user can confirm the match by entering their PIN1 code. The user must verify the action with their PIN2 code when giving digital signatures. A Smart-ID account is valid for three years. The report can be updated, changed, and deleted at any given time, free of charge. Smart-ID is available in five languages: Estonian, Latvian, Lithuanian, Russian, and English. An international survey conducted in 2021 revealed that Smart-ID is the most reliable authentication solution in Baltic countries. In January 2023, the number of times Smart-ID was used to access State Authentication Service (TARA) in Estonia has surpassed those of Mobile-ID and ID-cards for the first time since July 2022. == Security == Smart-ID is based on Cybernetica's SplitKey authentication and digital signature platform technology, for which the company has filed a patent application. Public key cryptography, digital signature methods, and critical public infrastructures are all used in the technology. The user's PIN is not saved on the device and is only needed to decrypt the private key in the Smart-ID app. When the user inputs the PIN, the private key is cracked, and the answer is transmitted to the Smart-ID server, where a portion of the key given by the app is joined with the server's encrypted key. The app will block the user from accessing it for three hours if they input the incorrect PIN three times in a row. If this happens once again, the app will lock for 24 hours. If this happens a third time, the account will be permanently disabled. PINs cannot be changed or recovered once an account has been created. The user must create a new account if the account is permanently blocked. Smart-ID uses the Apple and Google messaging networks to notify the app when new data is saved on its servers. == Phishing == In February 2019, unknown criminals attempted to create Smart-ID accounts with stolen IDs obtained via phishing customers' text messages and website addresses, according to a monthly report by the Estonian Information System Manager in April 2019. The Latvian Information Technology Security Incident Assessment Body Cert was also notified of these intrusions on March 1. Fraudsters sent emails to potential victims pretending to be bank representatives. The mails linked users to a phishing page after redirecting them to a phony bank login page. Victims were asked to log in using their identification information and PIN1 code. The fraudsters then began the process of generating a new Smart-ID account. As a result, the victim had to input a PIN2 number, which permitted the fraudster to finish setting up a new tab with the victim's personal information. Fraudsters in Estonia were able to log in to multiple e-services utilizing Smart-ID using a Smart-ID account and the victim's data. On behalf of the victims, fraudsters also employed online banking services. Later, the Estonian Information System Manager identified several victims, some of whom had also experienced financial losses. The Estonian Information System Manager requested a full report on the event from SK ID Solutions. The organization opted not to criticize the corporation after receiving the information, although it did propose that the procedure of creating Smart-ID accounts be reviewed. According to the Estonian Banking Association, Estonian banks have not discontinued using Smart-ID and do not think it is required. Smart-ID was exposed to a thorough review process in September 2019 to determine this authentication instrument's level of security. Reviewers discovered no flaws, and SK ID Solutions and the Estonian Information System Manager signed a contract. Estonia later introduced Smart-ID and other authentication mechanisms to the central public services portal.

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  Social media use in education

  Social media in education is the use of social media to enhance education. Social media are "a group of Internet-based applications...that allow the creation and exchange of user-generated content". It is also known as the read/write web. As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers. However, social media are controversial because, in addition to providing new means of connection, critics claim that they damage self-esteem, shorten attention spans, and increase mental health issues. A 2016 dissertation presented surveys that focused on the impact of social media. It reported that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed. 53% of female students reported that social media negatively impacted their studies. Among male students, 40% agreed that social media had a negative impact on studies, while 59% disagreed. A 2023 article dives deep into the rewards system of the brain in response to social media. This study compares the social rewards system in our brain to those from social media. From ages 10-12, most are receiving a cell phone, social rewards in the brain start to feel more satisfying. Leading to adulthood, the effects of social rewards are less likely to feel reliant on feedback from peers. Equivalent to a more mature prefrontal cortex, this enables a better management of their emotional reaction to these social rewards, meaning a more balanced and controlled reaction. == History == A survey from Cambridge International of nearly 20,000 teachers and students (ages 12–19) from 100 countries found that 48% of students use a desktop computer in class, 42% uses phones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are more used than tablets. Teachers were abandoning the "no phones at school" rule. A 2024 research survey through Common Sense Education reported 54% of age 8-12 and 69% of ages 13-18 social media is an extensive distraction from homework. === United States === The long-running technology boom accelerated after the millennium. As of 2018, 95% of US teenage students had access to a smartphone and 45% said they were online almost constantly. In the early days of social media, access to technology was a significant issue as many students did not own not compatible devices and school budgets were often insufficient to purchase devices for student use. Despite backlash, Missouri passed a law that prohibited teachers from communicating privately with students over social media in 2011. Supporters were concerned that online communication between underage students and faculty could lead to inappropriate relationships. Some schools adopted a "Bring Your Own Device" (BYOD) policy, allowing students to bring Internet-accessing devices, such as phones or tablets to class. During the pandemic, the federal government offered funds that allowed more schools to purchase devices. Over time, more students acquired phones with social media access. Personal devices increased student satisfaction, but reduced teachers' ability to control device use in their classrooms. A 2018 Pew Research study reported that 95% of teenagers had a phone and used social media consistently. === Canada === The Peel District School Board (PDSB) in Ontario accepted the use of social media in the classroom. In 2013, the PDSB introduced BYOD and unblocked many social media sites. That was later replaced by a policy that dealt specifically with social media. == Uses == === Classroom === In the classroom, social media offers a way to systematically distribute and gather information from students. Teachers can supply documents, and audio/video media to students for immediate or later use. One study on higher education reported that devices and social media: created opportunities for interaction provided occasions for collaboration sped up information access offered more ways to learn situated learning. Frustrations included anti-technology instructors, device challenges, and devices as a distraction. Social media in classrooms can have a negative effect. A Yale University publication reported that students who used laptops in class for non-academic reasons had poorer performance. Students spent most of their time on social media, shopping, and other personal activities. Social media has helped many educators mentor their students more effectively. === Outside of class === Social media offer a venue for video calls, stories, feeds, and game playing that can enhance the learning process. Teachers can utilize social media to communicate with their students. Social media can provide students with resources that they can utilize in essays, projects, and presentations. Students can easily access comments made by teachers and peers and offer feedback to teachers. Social media can offer students the opportunity to collaborate by sharing information without requiring face to face meetings. Social media can allow students to more easily connect with experts, to go beyond course materials. Instructors in a 2010 study reported that online technologies (social media) can help students become comfortable having discussions outside the classroom better than traditional means. Teachers may face some risk when using social media outside the classroom, without appropriate work rules. Studies explores how college students' engagement with social media platforms influences their communication preferences and habits, particularly in relation to using school email for academic purposes. === Professional development === Social media can aid professional development, as teachers become students, enhancing knowledge transfer, skill master, and collaboration. === Non-academic uses === Schools can use social media to make public announcements. Teachers and administrators can communicate other important information to parents and students and to receive feedback from them. Families can keep up with school events and policies. === Ecology education === The potential of using social media in ecological, nature and forest education include: virtual nature groups can help promote good habits in forest tourism and recreation (nature ethics), by entering general rules in the regulations by administrators, e.g. "DO NOT PICK UP PLANTS UNKNOWN TO US", which is to protects rare species from pointless picking. social media activity motivates people to learn about nature in the field, allows them to gain knowledge, dispels popular myths, enables contact with scientists and practitioners, promotes valuable literature, websites, and at the same time reveals distortions and substantive errors in popular news services. contact is not only virtual. Despite financial barriers and distance, Internet users organize nature conventions. Such meetings are an opportunity not only to make friends, but also to learn about nature together and have fun. the possibility of contact between scientists and nature lovers via Facebook has become a source of cooperation in species inventory, e.g. the online campaign of the NATRIX Herpetological Society, which consists not only of collecting reports of observations of the smooth snake by Internet users, but also of drawing attention to the biology and threats to this species. Social media has become a place where ecology education quickly reaches people of different ages and social statuses. The nature groups that have been created, in which nature lovers, biologists, foresters and scientists participate, can have a real impact on the state of knowledge and data collection through citizen science. == Apps and services == Social media can allow students to participate in their field by working with organizations outside the classroom. By offering easier access to peers outside the classroom, students can broaden their perspectives and find support resources. Social media aided learning outside of the classroom through collaboration and innovation. One specific study, "Exploring education-related use of social media," called this "audience connectors". Audience connectors bring students together while studying with WhatsApp and Facebook. This study reported that "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, downsides exist. Students may become skilled at "lifting material from the internet" rather than enhancing their personal understanding. Another downside is student attention spans decline. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option. Apps like X allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on th

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  Content repository

  A content repository or content store is a database of digital content with an associated set of data management, search and access methods allowing application-independent access to the content, rather like a digital library, but with the ability to store and modify content in addition to searching and retrieving. The content repository acts as the storage engine for a larger application such as a content management system or a document management system, which adds a user interface on top of the repository's application programming interface. == Advantages provided by repositories == Common rules for data access allow many applications to work with the same content without interrupting the data. They give out signals when changes happen, letting other applications using the repository know that something has been modified, which enables collaborative data management. Developers can deal with data using programs that are more compatible with the desktop programming environment. The data model is scriptable when users use a content repository. == Content repository features == A content repository may provide functionality such as: Add/edit/delete content Hierarchy and sort order management Query / search Versioning Access control Import / export Locking Life-cycle management Retention and holding / records management == Examples == Apache Jackrabbit ModeShape == Applications == Content management Document management Digital asset management Records management Revision control Social collaboration Web content management == Standards and specification == Content repository API for Java WebDAV Content Management Interoperability Services

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  Human-centered AI

  Human-centered AI is the initiative at the intersection of the fields of artificial intelligence (AI) and human-computer interaction (HCI) to develop AI systems in a way that prioritizes human values, needs, and general flourishing. Emphasis is placed on the recognition that artificial intelligence systems are rapidly changing, and will continue to influence, many aspects of the human experience, in areas ranging from scientific inquiry, governance and policy, labor and the economy, and creative expression, with an aim set to adapt current developments and guide future developments on a trajectory which is most beneficial to the human population at large, with the goal of augmenting human intelligence and capacities across these areas, as opposed to replacing them. Particular attention is paid to mitigating negative effects of AI automation on the livelihoods of the labor force, the use of AI in healthcare fields, and imbuing AI systems with societal values. Human-centered AI is linked to related endeavors in AI alignment and AI safety, but while these fields primarily focus on mitigating risks posed by AI that is unaligned to human values and/or uncontrollable AI self-development, human-centered AI places significant focus in exploring how AI systems can augment human capacities and serve as collaborators. == Conceptual history == The importance of the alignment of artificial intelligence development towards human values in some sense predates artificial intelligence itself, as before the modern conception of artificial intelligence as coined at the 1956 Dartmouth Workshop, the conception of robots as constructed, autonomous agents entered the cultural consciousness as early as the 1920s, with Karel Capek's Rossum's Universal Robots. The imagined issues relating to robots' aims and values requiring intentional alignment and direction with those of humans followed soon after, most widely known from science fiction author Isaac Asimov’s Three Laws of Robotics, dating to his 1942 short story “Runaround”. Two of the three eponymous laws are directly concerned with robots’ interaction with and positioned deference towards humans, and have in recent times been reexamined in the face of modern AI. In 1985, after artificial intelligence research had taken off and its effects were more acutely conceptualized, Asimov added a Rule Zero, treating robots' relationship with humanity as a whole, distinct from individual humans. While modern artificial intelligence is largely distinct from robotics, the conceptualization of both robots and AI systems as autonomous agents positions this as a foundation for conceptions of human-centered AI. Aside from robots, artificially intelligent autonomous agents in interaction with humans have been conceived of for at least 75 years. In 1950, Alan Turing published his famous "Imitation Game", often also called the Turing Test, a thought experiment that uses human-machine interaction as an assessor for the intelligence of a system. In recent times, artificial intelligence researchers such as Stanford's Erik Brynjolfsson have conceived of rapid AI development leading to a so-called "Turing Trap". == Augmentation and automation == A major stated aim of human-centered AI is to promote the development of AI in ways that augment human capabilities, rather than replacing them. To this end, organizations and initiatives that take a human-centered approach to AI development focus on frameworks that encourage collaboration between humans and artificial intelligence systems to build towards even greater progress, rather than attempting to automate tasks currently handled by humans. Such avenues include everything from data visualization for big data, allowing human engineers to better understand extremely large datasets, allowing for the design of better machine learning models to handle them, to AI-powered sensors to monitor vitals, allowing for better responsiveness from healthcare providers. Many human-centered AI initiatives often position it as a better alternative to the apparent mainstream in AI development, which is primarily concerned with automation. Driven by the pressures of the market economy, AI development that does replace tasks currently performed by humans with automated processes is incentivized, as it allows for greater profit margins; this often comes at the detriment of the human whose performance is replaced, thus leading to an environment wherein human workers are outcompeted by AI systems across various service-sector and technology-based industries. At the same time, automation and augmentation are not always incompatible; a major aim of human-centered AI is towards the automation of rote tasks that would otherwise hinder a human’s productivity or creativity, freeing them to direct their energy and intelligence towards higher-level tasks, thus achieving augmentation through automation. Empirical research in pharmaceutical sales has shown that a human-centered implementation - where work procedures, training, and incentives are designed around individuals' cognitive needs - improves augmentation performance, while implementation without such adaptation can worsen outcomes relative to a legacy system. == Research == Much of the work done on human-centered AI comes from research institutes, within universities, companies, and as freestanding organizations. The Stanford Institute for Human-Centered AI (abbreviated to HAI) is one such group, engaging academics, industry professionals, and policymakers centered in Stanford University to conduct research and inform policy in various areas in human-centered AI, including on aspects of the intelligence itself, augmentation, and on measuring the impacts of AI systems on sociopolitcal and cultural institutions. Similar groups exist at other universities, including the Chicago Human + AI (CHAI) Lab at the University of Chicago, the HCAI@GU group at the University of Gothenburg, and the Human-Centered AI (HAI) Lab at the University of Oxford. Outside of the academy, companies such as IBM have research initiatives dedicated to advancements in human-centered AI. At Kenyon College, the Integrated Program for Humane Studies (IPHS) launched a human-centered AI program in 2016 integrating artificial intelligence research with humanities and social science inquiry. This approach treats computation and humanistic scholarship as a single unified field of research rather than as separate disciplines requiring collaboration. The program's researchers have published in both AI venues (such as the International Conference on Machine Learning and Frontiers of Computer Science) and humanities journals (such as PMLA and Poetics Today), and the lab was selected in December 2025 by Schmidt Sciences for its Humanities and AI Virtual Institute to apply AI methods to cultural heritage preservation.

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  Cognos ReportNet

  Cognos ReportNet (CRN) was a web-based software product for creating and managing ad hoc and custom-made reports. ReportNet was developed by the Ottawa-based company Cognos (formerly Cognos Incorporated), an IBM company. The web-based reporting tool was launched in September 2003. Since IBM's acquisition of Cognos, ReportNet has been renamed IBM Cognos ReportNet like all other Cognos products. ReportNet uses web services standards such as XML and Simple Object Access Protocol and also supports dynamic HTML and Java. ReportNet is compatible with multiple databases including Oracle, SAP, Teradata, Microsoft SQL server, DB2 and Sybase. The product provides interface in over 10 languages, has Web Services architecture to meet the needs of multi-national, diversified enterprises and helps reduce total cost of ownership. Multiple versions of Cognos ReportNet have since been released by the company. Cognos ReportNet was awarded the Software and Information Industry Association (SIIA) 2005 Codie awards for the "Best Business Intelligence or Knowledge Management Solution" category. CRN's capabilities have been further used in IBM Cognos 8 BI (2005), the latest reporting tool. CRN comes with its own software development kit (SDK). == Launch == Early adopters of Cognos ReportNet for their corporate reporting needs included Bear Stearns, BMW and Alfred Publishing. Around this same time of launch, Cognos competitor Business Objects released version 6.1 of its enterprise reporting tool. Cognos ReportNet has been successful since its launch, raising revenues in 2004 from licensing fees. == Controversy == Cognos rival Business Objects announced in 2005 that BusinessObjects XI significantly outperformed Cognos ReportNet in benchmark tests conducted by VeriTest, an independent software testing firm. The tests performed showed Cognos ReportNet performed poorly when processing styled reports, complex business reports and combination of both. The tests reported a massive 21 times higher report throughput for BusinessObjects XI than Cognos ReportNet at capacity loads. Cognos soon dismissed the claims by stating Business Objects dictated the environment and testing criteria and Cognos did not provide the software to participate in benchmark test. Cognos later performed their own test to demonstrate Cognos ReportNet capabilities. == Components == Cognos Report Studio – A Web-based product for creating complex professional looking reports. Cognos Query Studio - A Web-based product for creating ad-hoc reports. Cognos Framework Manager – A metadata modeling tool to create BI metadata for reporting and dashboard applications. Cognos Connection – Main portal used to access reports, schedule reports and perform administrator activities. == Versions == Cognos ReportNet 1.1 – Java EE-style professional web-based authoring tool. (base version) Cognos ReportNet IBM Special Edition – comes with an embedded version of IBM WebSphere as its application server and IBM DB2 as its data store. Cognos Linux – for Intel-based Linux platforms.

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  Chunked transfer encoding

  Chunked transfer encoding is a streaming data transfer mechanism available in Hypertext Transfer Protocol (HTTP) version 1.1, defined in RFC 9112 §7.1. In chunked transfer encoding, the data stream is divided into a series of non-overlapping "chunks". The chunks are sent out and received independently of one another. At any given time, no knowledge of the data stream outside the currently-being-processed chunk is necessary for either the sender or the receiver. Each chunk is preceded by its size in bytes and transmission ends when a zero-length chunk is received. The chunked keyword in the Transfer-Encoding header is used to indicate chunked transfer. Chunked transfer encoding is not supported in HTTP/2, which provides its own mechanisms for data streaming. == Rationale == The introduction of chunked encoding provided various benefits: Chunked transfer encoding allows a server to maintain an HTTP persistent connection for dynamically generated content. In this case, the HTTP Content-Length header cannot be used to delimit the content and the next HTTP request/response, as the content size is not yet known. Chunked encoding has the benefit that it is not necessary to generate the full content before writing the header, as it allows streaming of content as chunks and explicitly signaling the end of the content, making the connection available for the next HTTP request/response. Chunked encoding allows the sender to send additional header fields after the message body. This is important in cases where values of a field cannot be known until the content has been produced, such as when the content of the message must be digitally signed. Without chunked encoding, the sender would have to buffer the content until it was complete in order to calculate a field value and send it before the content. == Applicability == For version 1.1 of the HTTP protocol, the chunked transfer mechanism is considered to be always and anyway acceptable, even if not listed in the Transfer-Encoding (TE) request header field, and when used with other transfer mechanisms, should always be applied last to the transferred data and never more than one time. This transfer encoding method also allows additional entity header fields to be sent after the last chunk if the client specified the "trailers" parameter as an argument of the TE request field. The origin server of the response can also decide to send additional entity trailers even if the client did not specify the "trailers" parameter, but only if the metadata is optional (i.e. the client can use the received entity without them). Whenever the trailers are used, the server should list their names in the Trailer header field; three header field types are specifically prohibited from appearing as a trailer field: Content-Length, Trailer, and Transfer-Encoding. == Format == If a Transfer-Encoding field with a value of "chunked" is specified in an HTTP message (either a request sent by a client or the response from the server), the body of the message consists of one or more chunks and one terminating chunk with an optional trailer before the final ␍␊ sequence (i.e. carriage return followed by line feed). Each chunk starts with the number of octets of the data it embeds expressed as a hexadecimal number in ASCII followed by optional parameters (chunk extension) and a terminating ␍␊ sequence, followed by the chunk data. The chunk is terminated by ␍␊. If chunk extensions are provided, the chunk size is terminated by a semicolon and followed by the parameters, each also delimited by semicolons. Each parameter is encoded as an extension name followed by an optional equal sign and value. These parameters could be used for a running message digest or digital signature, or to indicate an estimated transfer progress, for instance. The terminating chunk is a special chunk of zero length. It may contain a trailer, which consists of a (possibly empty) sequence of entity header fields. Normally, such header fields would be sent in the message's header; however, it may be more efficient to determine them after processing the entire message entity. In that case, it is useful to send those headers in the trailer. Header fields that regulate the use of trailers are Transfer-Encoding with the "trailers" parameter (used in requests) and Trailer (used in responses). == Use with compression == HTTP servers often use compression to optimize transmission, for example with Content-Encoding: gzip or Content-Encoding: deflate. If both compression and chunked encoding are enabled, then the content stream is first compressed, then chunked; so the chunk encoding itself is not compressed, and the data in each chunk is compressed holistically (i.e. based on the whole content). The remote endpoint then decodes the stream by concatenating the chunks and uncompressing the result. == Example == === Encoded data === The following example contains three chunks of size 4, 7, and 11 (hexadecimal "B") octets of data. 4␍␊Wiki␍␊7␍␊pedia i␍␊B␍␊n ␍␊chunks.␍␊0␍␊␍␊ Below is an annotated version of the encoded data. 4␍␊ (chunk size is four octets) Wiki (four octets of data) ␍␊ (end of chunk) 7␍␊ (chunk size is seven octets) pedia i (seven octets of data) ␍␊ (end of chunk) B␍␊ (chunk size is eleven octets) n ␍␊chunks. (eleven octets of data) ␍␊ (end of chunk) 0␍␊ (chunk size is zero octets, no more chunks) ␍␊ (end of final chunk with zero data octets) Note: Each chunk's size excludes the two ␍␊ bytes that terminate the data of each chunk. === Decoded data === Decoding the above example produces the following octets: Wikipedia in ␍␊chunks. The bytes above are typically displayed as Wikipedia in chunks.

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