AI Headshot Create

AI Headshot Create — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

List of Ruby software and tools

This is a list of software and programming tools for the Ruby programming language, which includes libraries, web frameworks, implementations, tools, and related projects. == Web tools == Capistrano (software) – remote server automation tool Mongrel – Ruby web server Rack – interface between web servers and web applications Ruby on Rails – full-stack web application framework Sinatra – lightweight Ruby web application framework Spree Commerce – e-commerce platform WEBrick – Ruby HTTP server toolkit == Libraries == BioRuby – bioinformatics and computational biology library for Ruby Bogus – Ruby library for creating reliable test doubles with contract verification ERuby – embedded Ruby templating EventMachine – event-driven I/O library Factory Bot – test fixtures library Fat comma – Ruby library for JSON-like hash syntax Geocoder – Ruby library for geocoding and reverse geocoding addresses Haml – HTML templating engine Markaby – HTML generation via Ruby Nokogiri – XML/HTML parsing library RSpec – behavior-driven testing framework for Ruby RubyGems – package manager for Ruby libraries and applications Sass – CSS preprocessor Sidekiq – background job framework for Ruby, used to handle asynchronous tasks. Uconv – Unicode text conversion library Watir – web application testing framework == Ruby implementations == HotRuby – Ruby interpreter implemented in JavaScript, enabling Ruby code to run in web browsers. IronRuby – Ruby for .NET platform JRuby – Ruby on the Java Virtual Machine MacRuby – Ruby implementation for macOS Mod ruby – Apache module that embeds the Ruby interpreter to improve performance of Ruby web applications Mruby – lightweight Ruby interpreter Rubinius – alternative Ruby implementation, based loosely on the Smalltalk-80 Blue Book design. Ruby MRI – the standard Ruby interpreter YARV – "Yet Another Ruby VM," the bytecode interpreter used in modern Ruby implementations == Tools == Homebrew – package manager for macOS and Linux written in Ruby Pry – interactive Ruby shell Rake – build and task management Ruby Version Manager – environment manager RubyCocoa – bridge between Ruby and Cocoa RubyForge – project hosting site RubyMotion – for iOS/macOS development RubySpec – language specification tests == Integrated Development Environments == Aptana Studio — integrated RadRails plugin for Ruby on Rails development Eclipse DLTK Ruby Plugin — Ruby development plugin for Eclipse Eric — open-source Python-based IDE with Ruby support Komodo IDE — commercial cross-platform IDE with Ruby support RubyMine — commercial IDE for Ruby and Rails by JetBrains SlickEdit — commercial cross-platform IDE with Ruby support == List of websites using Ruby on Rails == Airbnb Basecamp Diaspora – decentralized social network application built with Ruby on Rails Discourse – open-source discussion platform built with Ruby on Rails Fiverr GitHub Hulu Shopify SoundCloud Twitch Zendesk
Read more →
SHRDLU

SHRDLU is an early natural-language understanding computer program that was developed by Terry Winograd at MIT in 1968–1970. In the program, the user carries on a conversation with the computer, moving objects, naming collections and querying the state of a simplified "blocks world", essentially a virtual box filled with different blocks. SHRDLU was written in the Micro Planner and Lisp programming language on the DEC PDP-6 computer and a DEC graphics terminal. Later additions were made at the computer graphics labs at the University of Utah, adding a full 3D rendering of SHRDLU's "world". The name SHRDLU was derived from ETAOIN SHRDLU, the arrangement of the letter keys on a Linotype machine, arranged in descending order of usage frequency in English. == Functionality == SHRDLU is primarily a language parser that allows user interaction using English terms. The user instructs SHRDLU to move various objects around in the "blocks world" containing various basic objects such as blocks, cones and balls. SHRDLU combined four simple ideas to make the simulation of "understanding" more convincing. One was that SHRDLU's world is so simple that the entire set of objects and locations could be described by including as few as 50 words: nouns like "block" and "cone", verbs like "place on" and "move to", and adjectives like "big" and "blue". The possible combinations of these basic language building blocks are quite simple. SHRDLU also includes a basic memory to supply context. One could ask SHRDLU to "put the green cone on the red block" and then "take the cone off"; "the cone" would be taken to mean the green cone one had just talked about. SHRDLU can search back further through the interactions to find the proper context in most cases when additional adjectives were supplied. One could also ask questions about the history; for instance, one could ask "did you pick up anything before the cone?" A side effect of this memory, and the original rules SHRDLU was supplied with, is that the program can answer questions about what was possible in the world and what was not. For instance, SHRDLU can deduce that blocks could be stacked by looking for examples, but also realize that triangles could not be stacked, after having tried it. The "world" contains basic physics to make blocks fall over, independent of the language parser. Finally, SHRDLU can also remember names given to objects, or arrangements of them. For instance one could say "a steeple is a small triangle on top of a tall rectangle"; SHRDLU can then answer questions about steeples in the blocks world, and build new ones. This is an example of a SHRDLU session: Person: Pick up a big red block. Computer: OK. Person: Grasp the pyramid. Computer: I DON'T UNDERSTAND WHICH PYRAMID YOU MEAN. Person (changing their mind): Find a block which is taller than the one you are holding and put it into the box. Computer: BY "IT", I ASSUME YOU MEAN THE BLOCK WHICH IS TALLER THAN THE ONE I AM HOLDING. Computer: OK. Person: What does the box contain? Computer: THE BLUE PYRAMID AND THE BLUE BLOCK. Person: What is the pyramid supported by? Computer: THE BOX. Person: How many blocks are not in the box? Computer: FOUR OF THEM. Person: Is at least one of them narrower than the one which i told you to pick up? Computer: YES, THE RED CUBE. Person: Is it supported? Computer: YES, BY THE TABLE. Person: Can the table pick up blocks? Computer: NO. Person: Can a pyramid be supported by a block? Computer: YES. Person: Can a pyramid support a pyramid? Computer: I DON'T KNOW. Person: Stack up two pyramids. Computer: I CAN'T. Person: Will you please stack up both of the red blocks and either a green cube or a pyramid? Computer: OK. Person: Which cube is sitting on the table? Computer: THE LARGE GREEN ONE WHICH SUPPORTS THE RED PYRAMID. Person: Is there a large block behind a pyramid? Computer: YES, THREE OF THEM: A LARGE RED ONE, A LARGE GREEN CUBE, AND THE BLUE ONE. Person: Put a small one onto the green cube which supports a pyramid. Computer: OK. Person: Put the littlest pyramid on top of it. Computer: OK. Person: Does the shortest thing the tallest pyramid's support supports support anything green? Computer: YES, THE GREEN PYRAMID. Person: What color is it? Computer: BY "IT", I ASSUME YOU MEAN THE SHORTEST THING THE TALLEST PYRAMID'S SUPPORT SUPPORTS. Computer: RED Person: How many things are on top of green cubes? Computer: I'M NOT SURE WHAT YOU MEAN BY "ON TOP OF" IN THE PHRASE "ON TOP OF GREEN CUBES" . DO YOU MEAN: 1 - DIRECTLY ON THE SURFACE 2 - ANWHERE ON TOP OF ? Person: 2 Computer: THREE OF THEM. Person: Had you touched any pyramid before you put the green one on the little cube? Computer: YES, THE GREEN ONE. Person: When did you pick it up? Computer: WHILE I WAS STACKING UP THE RED CUBE, A LARGE RED BLOCK AND A LARGE GREEN CUBE. Person: Why? Computer: TO GET RID OF IT. Person: Why did you do that? Computer: TO CLEAN OFF THE RED CUBE. Person: Why did you clear off that cube? Computer: TO PUT IT ON A LARGE GREEN CUBE. Person: Why did you do that? Computer: TO STACK UP THE RED CUBE , A LARGE RED BLOCK AND A LARGE GREEN CUBE. Person: Why did you do that? Computer: BECAUSE YOU ASKED ME TO. Person: How did you do it? Computer: BY PUTTING A LARGE RED BLOCK ON THE TABLE ; THEN LETTING GO OF IT ; THEN PUTTING A LARGE GREEN CUBE ON IT ; THEN LETTING GO OF THAT CUBE ; THEN PUTTING THE RED CUBE ON THAT CUBE; THEN LETTING GO OF THAT CUBE. Person: How many objects did you touch while you were doing it? Computer: FOUR OF THEM. Person: What did the red cube support before you started to clean it off? Computer: THE GREEN PYRAMID. Person: There were five blocks to the left of the box then. Computer: NO, ONLY FOUR OF THEM: THE RED CUBE, TWO LARGE GREEN CUBES AND A LARGE RED BLOCK. Person: Put the blue pyramid on the block in the box. Computer: OK. Person: Is there anything which is bigger than every pyramid but is not as wide as the thing that supports it? Computer: YES, THE BLUE BLOCK. Person: Does a steeple Computer (interrupting): SORRY, I DON'T KNOW THE WORD "STEEPLE". Person: A "steeple" is a stack which contains two green cubes and a pyramid. Computer: I UNDERSTAND. Person: Are there any steeples now? Computer: NO. Person: Build one. Computer: OK. Person: Call the biggest block "superblock". Computer: OK. Person: Have you picked superblock up since we began? Computer: YES. Person: Why did you drop it? Computer: BY "IT", I ASSUME YOU MEAN THE SUPERBLOCK. I CAN'T EXPLAIN A NON-EXISTENT EVENT. Person: Is there anything to the right of the red pyramid? Computer: YES, FOUR THINGS: THE BOX, THE RED CUBE, THE BLUE PYRAMID AND THE BLOCK NAMED SUPERBLOCK Person: Thank you. Computer: YOU'RE WELCOME! == Consequences == SHRDLU was considered a tremendously successful demonstration of artificial intelligence (AI). This led other AI researchers to excessive optimism which was soon lost when later systems attempted to deal with situations with a more realistic level of ambiguity and complexity. Subsequent efforts of the SHRDLU type, such as Cyc, have tended to focus on providing the program with considerably more information from which it can draw conclusions. In a 1991 interview, Winograd said about SHRDLU: [...] the famous dialogue with SHRDLU where you could pick up a block, and so on, I very carefully worked through, line by line. If you sat down in front of it, and asked it a question that wasn't in the dialogue, there was some probability it would answer it. I mean, if it was reasonably close to one of the questions that was there in form and in content, it would probably get it. But there was no attempt to get it to the point where you could actually hand it to somebody and they could use it to move blocks around. And there was no pressure for that whatsoever. Pressure was for something you could demo. Take a recent example, Negroponte's Media Lab, where instead of "perish or publish" it's "demo or die." I think that's a problem. I think AI suffered from that a lot, because it led to "Potemkin villages", things which - for the things they actually did in the demo looked good, but when you looked behind that there wasn't enough structure to make it really work more generally. Though not intentionally developed as such, SHRDLU is considered the first known formal example of interactive fiction, as the user interacts with simple commands to move objects around a virtual environment, though lacking the distinct story-telling normally present in the interactive fiction genre. The 1976-1977 game Colossal Cave Adventure is broadly considered to be the first true work of interactive fiction.
Read more →
Yale shooting problem

The Yale shooting problem is a conundrum or scenario in formal situational logic on which early logical solutions to the frame problem fail. The name of this problem comes from a scenario proposed by its inventors, Steve Hanks and Drew McDermott, working at Yale University when they proposed it. In this scenario, Fred (later identified as a turkey) is initially alive and a gun is initially unloaded. Loading the gun, waiting for a moment, and then shooting the gun at Fred is expected to kill Fred. However, if inertia is formalized in logic by minimizing the changes in this situation, then it cannot be uniquely proved that Fred is dead after loading, waiting, and shooting. In one solution, Fred indeed dies; in another (also logically correct) solution, the gun becomes mysteriously unloaded and Fred survives. Technically, this scenario is described by two fluents (a fluent is a condition that can change truth value over time): a l i v e {\displaystyle alive} and l o a d e d {\displaystyle loaded} . Initially, the first condition is true and the second is false. Then, the gun is loaded, some time passes, and the gun is fired. Such problems can be formalized in logic by considering four time points 0 {\displaystyle 0} , 1 {\displaystyle 1} , 2 {\displaystyle 2} , and 3 {\displaystyle 3} , and turning every fluent such as a l i v e {\displaystyle alive} into a predicate a l i v e ( t ) {\displaystyle alive(t)} depending on time. A direct formalization of the statement of the Yale shooting problem in logic is the following one: a l i v e ( 0 ) {\displaystyle alive(0)} ¬ l o a d e d ( 0 ) {\displaystyle \neg loaded(0)} t r u e → l o a d e d ( 1 ) {\displaystyle true\rightarrow loaded(1)} l o a d e d ( 2 ) → ¬ a l i v e ( 3 ) {\displaystyle loaded(2)\rightarrow \neg alive(3)} The first two formulae represent the initial state. The third formula formalizes the effect of loading the gun at time 1 {\displaystyle 1} . The fourth formula formalizes the effect of shooting at Fred at time 2 {\displaystyle 2} . This is a simplified formalization in which action names are neglected and the effects of actions are directly specified for the time points in which the actions are executed. See situation calculus for details. The formulae above, while being direct formalizations of the known facts, do not suffice to correctly characterize the domain. Indeed, ¬ a l i v e ( 1 ) {\displaystyle \neg alive(1)} is consistent with all these formulae, although there is no reason to believe that Fred dies before the gun has been shot. The problem is that the formulae above only include the effects of actions, but do not specify that all fluents not changed by the actions remain the same. In other words, a formula a l i v e ( 0 ) ≡ a l i v e ( 1 ) {\displaystyle alive(0)\equiv alive(1)} must be added to formalize the implicit assumption that loading the gun only changes the value of l o a d e d {\displaystyle loaded} and not the value of a l i v e {\displaystyle alive} . The necessity of a large number of formulae stating the obvious fact that conditions do not change unless an action changes them is known as the frame problem. An early solution to the frame problem was based on minimizing the changes. In other words, the scenario is formalized by the formulae above (that specify only the effects of actions) and by the assumption that the changes in the fluents over time are as minimal as possible. The rationale is that the formulae above enforce all effect of actions to take place, while minimization should restrict the changes to exactly those due to the actions. In the Yale shooting scenario, one possible evaluation of the fluents in which the changes are minimized is the following one. This is the expected solution. It contains two fluent changes: l o a d e d {\displaystyle loaded} becomes true at time 1 and a l i v e {\displaystyle alive} becomes false at time 3. The following evaluation also satisfies all formulae above. In this evaluation, there are still two changes only: l o a d e d {\displaystyle loaded} becomes true at time 1 and false at time 2. As a result, this evaluation is considered a valid description of the evolution of the state, although there is no valid reason to explain l o a d e d {\displaystyle loaded} being false at time 2. The fact that minimization of changes leads to wrong solution is the motivation for the introduction of the Yale shooting problem. While the Yale shooting problem has been considered a severe obstacle to the use of logic for formalizing dynamical scenarios, solutions to it have been known since the late 1980s. One solution involves the use of predicate completion in the specification of actions: in this solution, the fact that shooting causes Fred to die is formalized by the preconditions: alive and loaded, and the effect is that alive changes value (since alive was true before, this corresponds to alive becoming false). By turning this implication into an if and only if statement, the effects of shooting are correctly formalized. (Predicate completion is more complicated when there is more than one implication involved.) A solution proposed by Erik Sandewall was to include a new condition of occlusion, which formalizes the “permission to change” for a fluent. The effect of an action that might change a fluent is therefore that the fluent has the new value, and that the occlusion is made (temporarily) true. What is minimized is not the set of changes, but the set of occlusions being true. Another constraint specifying that no fluent changes unless occlusion is true completes this solution. The Yale shooting scenario is also correctly formalized by the Reiter version of the situation calculus, the fluent calculus, and the action description languages. In 2005, the 1985 paper in which the Yale shooting scenario was first described received the AAAI Classic Paper award. In spite of being a solved problem, that example is still sometimes mentioned in recent research papers, where it is used as an illustrative example (e.g., for explaining the syntax of a new logic for reasoning about actions), rather than being presented as a problem.
Read more →
Computer Science Ontology

The Computer Science Ontology (CSO) is an automatically generated taxonomy of research topics in the field of Computer Science. It was produced by the Open University in collaboration with Springer Nature by running an information extraction system over a large corpus of scientific articles. Several branches were manually improved by domain experts. The current version (CSO 3.2) includes about 14K research topics and 160K semantic relationships. CSO is available in OWL, Turtle, and N-Triples. It is aligned with several other knowledge graphs, including DBpedia, Wikidata, YAGO, Freebase, and Cyc. New versions of CSO are regularly released on the CSO Portal. CSO is mostly used to characterise scientific papers and other documents according to their research areas, in order to enable different kinds of analytics. The CSO Classifier is an open-source python tool for automatically annotating documents with CSO. == Applications == Recommender Systems. Computing the semantic similarity of documents. Extracting metadata from video lecture subtitles. Performing bibliometrics analysis.
Read more →
MSpy

mSpy is a brand of mobile and computer parental control monitoring software for iOS, Android, Windows, and macOS. The app monitors and logs user activity on the client device and sends the data to a personalized dashboard. Data the users can monitor includes text messages, calls, GPS locations, social media chats, and more. It is owned by Virtuoso Holding. == History == mSpy was launched as a product for mobile monitoring by Altercon Group in 2010. In 2012, the application allowed parents to monitor not only smartphones but also computers running Windows and macOS. In 2013, mSpy became TopTenReviews cell phone monitoring software award winner. By 2014, the business grew nearly 400%, and the app's user numbers exceeded 1 million. In 2015, mSpy received the Parents Tested Parents Approved (PTPA) Winner’s Seal of Approval in the United States. In 2015 and 2018, mSpy was the victim of data breaches which released user data. In 2016, mLite, a light version of mSpy, became available from Google Play. The same year, it was awarded the kidSAFE Certified Seal in the United States. In 2017, mSpy collaborated with YouTuber and journalist Coby Persin to conduct a social experiment on the dangers of social media and online predators. A social experiment, conducted with parental consent, involved Coby Persin to befriend three children—aged 12, 13, and 14—via Snapchat and then invite them to meet personally. Each of the participants agreed to the meeting and arrived at the designated location. The video of the experiment received widespread attention and helped to raise awareness about the importance of online security and parental controls. In early 2021, mSpy released a new feature - Screenrecorder. The feature allows parents to take screenshots of the kid's screen when they are browsing certain apps. In 2024, mSpy's Zendesk was compromised by an unknown threat actor, revealing their customer list. As of 2025, mSpy is compatible with Android, iPhone, and iPad devices. It provides access to various types of data stored on the device, including contact information, calendar entries, emails, SMS messages, browser history, photos, videos, and installed applications. Functions also include GPS tracking, geofencing, keyword alerts etc. == Reception == It was noted that since MSpy runs inconspicuously, there is risk of the software being used illegally. mSpy was called "terrifying" by The Next Web and was featured in NPR coverage of spyware used against victims of stalking and other domestic violence. In response mSpy released security updates aimed at reducing the risk of misuse and stated that it "uses encryption protocols to protect user data and that access is restricted to the account holder". In May 2015, Brian Krebs reported that mSpy was hacked, leaking personal data for hundreds of thousands of users of devices with mSpy installed. mSpy claimed that there was no data leak, but that instead, it was the victim of blackmailers. In September 2018, Krebs claimed and demonstrated that anyone could easily gain access to the mSpy database containing data for millions of users. The company responded by stating that the exposed data consisted primarily of error logs and incorrect login attempts. Following the incident, mSpy implemented new security measures, changed encryption keys, and reset passwords for affected accounts. A 2024 Sky News story characterised mSpy as "stalkerware". Leaked customer support messages from mSpy reveal misuse of its app for illegally monitoring partners and children.
Read more →
Z.ai

Knowledge Atlas Technology Joint Stock Co., Ltd., branded internationally as Z.ai, is a Chinese technology company specializing in artificial intelligence (AI). The company was formerly known as Zhipu AI outside China until its rebranding in 2025. Z.ai's flagship product is the GLM (General Language Model) family of large language models, which the company has released under the free and open-source MIT License since July 2025. As of 2024, it is one of China's "AI tiger" companies by investors and considered to be the third-largest LLM market player in China's AI industry according to the International Data Corporation. In January 2025, the United States Commerce Department blacklisted the company in its Entity List due to national security concerns. == History == Founded in 2019, the startup company began from Tsinghua University and was later spun out as an independent company. Researchers published an Association for Computational Linguistics conference paper in May 2022 introducing the GLM (General Language Model) training algorithm, which uses an "autoregressive blank infilling" strategy that creates cloze tests by randomly removing segments of input text and trains the model to autoregressively regenerate the removed text. In 2023, it raised 2.5 billion yuan (approx. 350 million in USD) from Alibaba Group and Tencent, along with Meituan, Ant Group, Xiaomi, and HongShan. In March 2024, Zhipu AI announced it was developing a Sora-like technology to achieve artificial general intelligence (AGI). In May 2024, the Saudi Arabian finance firm Prosperity7 Ventures, LLC participated in a USD $400 million financing round for Zhipu AI with a valuation of approximately 3 billion USD. In July 2024, they debuted the Ying text-to-video model. Zhipu released GLM-4-Plus in August 2024. In October 2024, Zhipu released GLM-4-Voice, an end-to-end speech large language model that can adjust its tone or dialect. Zhipu disclosed in April 2025 that it had started preparing for its initial public offering (IPO) and released two models under the free and open-source MIT License. In May 2025, the company sealed a 61.28 million yuan deal from the Chinese government for city projects in Hangzhou. In July 2025, Zhipu AI released GLM-4.5 and GLM-4.5 Air, their next generation language models, and the company rebranded itself as Z.ai internationally. In August 2025, Z.ai announced that their GLM models are compatible with Huawei's Ascend processors. On August 11, 2025, Z.ai released a new vision-language model (VLM) with a total of 106B parameters, GLM-4.5V. In late September 2025, the company released GLM-4.6 using China's domestic chips such as those from Cambricon Technologies. Z.ai released GLM-4.6V and GLM-4.7 in December 2025. That same year, the company changed its official name to Knowledge Atlas Technology JSC Ltd. On 8 January 2026, Z.ai held its IPO on the Hong Kong Stock Exchange to become a listed company. It is considered to be China's first major LLM company that went through an IPO. On February 11, 2026, Z.ai released GLM-5. In late February 2026, Z.ai's shares fell by 23%, and had a shortage of compute resources, leading to user complaints and Z.ai issuing a public call for support. Z.ai also restricted new user signups. In late March, 2026, Z.ai released the GLM-5.1 model to subscription users. On April 8th, 2026, Z.ai released GLM-5.1 as open-source. The same day, Z.ai increased its API prices by 10%, but maintained a lower price than its United States competitor Anthropic's Opus 4.6 model. On release, the company's share price increased 11.5%. == Description == Z.ai provides the following products and services: General Language Model (commonly abbreviated as GLM; formerly known as ChatGLM), a series of pre-trained dialogue models initially developed by Zhipu AI and Tsinghua KEG in 2023. GLM 4.5, released in July 2025 by Z.ai, can run on eight NVIDIA H20 chips. The release of GLM-4.6 in late September 2025 marked the first integration of FP8 and Int4 quantization on Cambricon chips. It also supports native FP8 on Moore Threads GPUs. Ying, a text-to-video model that generates image and text prompts into a six-second video clip for around 30 seconds. AutoGLM, an AI agent application that uses voice commands to complete tasks within a smartphone. The app can analyze complex tasks such as ordering an item from a nearby store and repeating an order based from the user's shopping history. AMiner, created by Jie Tang (co-founder of Z.ai) in March 2006, now owned by Z.ai. Z.ai has offices in the Middle East, United Kingdom, Singapore, and Malaysia, along with innovation center projects across Southeast Asia (2025). In January 2025, the United States Commerce Department added the company to its Entity List, citing national security concerns. == Models ==
Read more →
Cognitive tutor

A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness, or incorrectness, of their actions in the tutor interface; however, cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps. == Introduction == The name of Cognitive Tutor now usually refers to a particular type of intelligent tutoring system produced by Carnegie Learning for high school mathematics based on John Anderson's ACT-R theory of human cognition. However, cognitive tutors were originally developed to test ACT-R theory for research purposes since the early 1980s and they are developed also for other areas and subjects such as computer programming and science. Cognitive Tutors can be implemented into classrooms as a part of blended learning that combines textbook and software activities. The Cognitive Tutor programs utilize cognitive model and are based on model tracing and knowledge tracing. Model tracing means that the cognitive tutor checks every action performed by students such as entering a value or clicking a button, while knowledge tracing is used to calculate the required skills students learned by measuring them on a bar chart called Skillometer. Model tracing and knowledge tracing are essentially used to monitor students' learning progress, guide students to correct path to problem solving, and provide feedback. The Institute of Education Sciences published several reports regarding the effectiveness of Carnegie Cognitive Tutor. A 2013 report concluded that Carnegie Learning Curricula and Cognitive Tutor was found to have mixed effects on mathematics achievement for high school students. The report identified 27 studies that investigate the effectiveness of Cognitive Tutor, and the conclusion is based on 6 studies that meet What Works Clearinghouse standards. Among the 6 studies included, 5 of them show intermediate to significant positive effect, while 1 study shows statistically significant negative effect. Another report published by Institute of Education Sciences in 2009 found that Cognitive Tutor Algebra I to have potentially positive effects on math achievement based on only 1 study out of 14 studies that meets What Works Clearinghouse standards. It should be understood that What Works Clearinghouse standards call for relatively large numbers of participants, true random assignments to groups, and for a control group receiving either no treatment or a different treatment. Such experimental conditions are difficult to meet in schools, and thus only a small percentage of studies in education meet the standards of this clearinghouse, even though they may still be of value. == Theoretical foundations == === Four-component architecture === Intelligent tutoring systems (ITS) have a four-component architecture: a domain model, a student model, a tutoring model and an interface component. The domain model contains the rules, concepts, and knowledge related to the domain to be learned. It helps to evaluate students' performance and detect students' errors by setting a standard of domain expertise. The student model, the central component of an ITS, is expected to contain knowledge about the students: their cognitive and affective states, and their progress as they learn. The function of the student model is threefold: to gather data from and about the learner, to represent the learner's knowledge and learning process, and to perform diagnostics of a student's knowledge and select optimal pedagogical strategies. The tutoring model uses the data gained from the domain model and student model to make decisions about tutoring strategies such as whether or not to intervene, or when and how to intervene. Functions of the tutoring model include instruction delivery and content planning. The interface component reflects the decisions made by the tutoring model in different forms such as Socratic dialogs, feedback and hints. Students interact with the tutor through the learning interface, also known as communication. The interface provides domain knowledge elements. === Cognitive model === A cognitive model replicates the domain knowledge and skills comparable to that of a human expert or an advanced student of the domain. A cognitive model enables intelligent tutoring systems to respond to problem-solving situations in a way similar to a human tutor. A tutoring system adopting a cognitive model is called a cognitive tutor. A cognitive model is an expert system that generates a multitude of solutions to the problems presented to students. The cognitive model is used to trace each student's solution through complex alternative solution paths, enabling the tutor to provide step-by-step feedback and advice, and to maintain a targeted model of the student's knowledge based on student performance. === Cognitive Tutors === Cognitive Tutors provide step-by-step guidance as a learner develops a complex problem-solving skill through practice. Typically, cognitive tutors provide such forms of support as: (a) a problem-solving environment that is designed rich and "thinking visible"; (b) step-by-step feedback on student performance; (c) feedback messages specific to errors; (d) context-specific next-step hints at student's request, and (e) individualized problem selection. Cognitive Tutors accomplish two of the principal tasks characteristic of human tutoring: (1) monitors the student's performance and providing context-specific individual instruction, and (2) monitors the student's learning and selects appropriate problem-solving activities. Both cognitive model and two underlying algorithms, model tracing and knowledge tracing, are used to monitor the student's learning. In model tracing, the cognitive tutor uses the cognitive model in complex problems to follow the student's individual path and provide prompt accuracy feedback and context-specific advice. In knowledge tracing, the cognitive tutor uses a Bayesian Knowledge Tracing method of evaluating the student's knowledge and uses this student model to select appropriate problems for each student. === Cognitive architecture === Cognitive tutor development is guided by ACT-R cognitive architecture, which specifies the underlying framework developing the cognitive model or expert component of a cognitive tutor. ACT-R, a member of the ACT family, is the most recent cognitive architecture, devoted primarily to modelling human behavior. ACT-R includes a declarative memory of factual knowledge and a procedural memory of production rules. The architecture functions by matching productions on perceptions and facts, mediated by the real-valued activation levels of objects, and executing them to affect the environment or alter declarative memory. ACT-R has been used to model psychological aspects such as memory, attention, reasoning, problem solving, and language processing. == Application and utilization == The first real world applications of cognitive tutors were in the 1980s and involved a geometry proof tutor used by high school students and a LISP programming tutor used by college students in a mini course in introductory programming course at Carnegie Mellon University. Since then, cognitive tutors have been used in a variety of scenarios, with a few organizations developing their own cognitive tutor programs. These programs have been used with students spanning elementary school through university level, though primarily in the subject areas of Computer Programming, Mathematics, and Science. One of the first organizations to develop a system for use within the school system was the PACT Center at Carnegie Mellon University. Their aim was to "...develop systems that provide individualized assistance to students as they work on challenging real-world problems in complex domains such as computer programming, algebra and geometry". PACT's most successful product was the Cognitive Tutor Algebra course. Originally created in the early 1990s, this course was in use in 75 schools through the U.S. by 1999, and then its spin-off company, Carnegie Learning, now offers tutors to thousands of schools in the U.S. The Carnegie Mellon Cognitive Tutor has been shown to raise students' math test scores in high school and middle-school classrooms, and their Algebra course was designated one of five exemplary curricula for K-12 mathematics educated by the US Department of Education. There were several research projects conducted by the PACT Center to utilize Cognitive tutor for courses in Excel and to develop an intelligent tutoring system for algebra expression writing, called Ms. Lindquist. Further, in 2005, Carnegie Learning released Bridge to Algebra, a product intended for middle schools that was piloted in over 100 schools. Cognitive tutoring software is continuing to be used.
Read more →
AirSim

AirSim (Aerial Informatics and Robotics Simulation) is an open-source, cross-platform simulator for drones, ground vehicles such as cars and various other objects, built on Epic Games’ proprietary Unreal Engine 4 as a platform for AI research. It is developed by Microsoft and can be used to experiment with deep learning, computer vision and reinforcement learning algorithms for autonomous vehicles. This allows testing of autonomous solutions without worrying about real-world damage. AirSim provides some 12 kilometers of roads with 20 city blocks and APIs to retrieve data and control vehicles in a platform independent way. The APIs are accessible via a variety of programming languages, including C++, C#, Python and Java. AirSim supports hardware-in-the-loop with driving wheels and flight controllers such as PX4 for physically and visually realistic simulations. The platform also supports common robotic platforms, such as Robot Operating System (ROS). It is developed as an Unreal plug-in that can be dropped into any Unreal environment. An experimental release for a Unity plug-in is also available. On December 15, 2023 Microsoft has shutdown the development of the project.
Read more →
Adobe Presenter

Adobe Presenter is eLearning software released by Adobe Systems available on the Microsoft Windows platform as a Microsoft PowerPoint plug-in, and on both Windows and OS X as the screencasting and video editing tool Adobe Presenter Video Express. It is mainly targeted towards learning professionals and trainers. In addition to recording one's computer desktop and speech, it also provides the option to add quizzes and track performance by integrating with learning management systems. Adobe Presenter was designed to replace the discontinued Adobe Ovation software, which had similar functions. == Predecessor == Adobe Ovation was originally released by Serious Magic. It converted PowerPoint slides into visual presentations with additional effects. Ovation included themes called PowerLooks that could add motion and polish the presentations. They were available in a variety of color variations complete with animated backgrounds and dynamic text effects. Ovation could make text with jagged edges more readable. TimeKeeper could be used to set the period of the presentation, and the PointPrompter scrolled down the notes. Ovation's development has been discontinued, nor does it support PowerPoint 2007. == Features == The main purpose of Adobe Presenter is to capture on-screen presentations and convert them into more interactive and engaging videos. Support is given to convert Microsoft PowerPoint 2010 and 2013 presentations into videos. It also allows for content authoring on PowerPoint and ActionScript 3, and offers integration with Adobe Captivate. Slide branching enables users to control slide navigation and titles and create complex slide branching to guide viewers through the content of the presentation. Video editing tools are also provided, and offer the ability to upload to video-sharing platforms such as YouTube, Vimeo and other sites. Multimedia features such as annotations, eLearning templates, actors, audio narration and drag-and-drop elements enrich users' presentations. Quizzes and surveys is another highlighted feature, which include generating question pools, importing questions from existing quizzes and in-course collaboration which allows presenters to receive feedback by allowing them to comment on specific content within a course or ask questions for more clarity. Presenters could opt to receive feedback from viewers through video analytics and create Experience API, SCORM and AICC-compliant content. Options to publish to Adobe Connect are provided. Other unique features include universal standards support, file size control, navigational restrictions among others.
Read more →
China brain

In the philosophy of mind, the China brain thought experiment (also known as the Chinese Nation, Chinese Gym, or China-body) considers what would happen if each person in the entire population of China were asked to simulate the action of one neuron in the brain, using telephones or walkie-talkies to simulate the axons and dendrites that connect neurons. The question this thought experiment attempts to answer is whether this arrangement would have a mind or consciousness in the same way that the human brain exhibits. Early versions of this scenario were put forward in 1961 by Anatoly Dneprov, in 1974 by Lawrence Davis, and again in 1978 by Ned Block. Block argues that the China brain would not have a mind, whereas Daniel Dennett argues that it would. The China brain problem is a special case of the more general problem of whether minds could exist within other, larger minds. The Chinese room scenario analyzed by John Searle is a similar thought experiment in philosophy of mind that relates to artificial intelligence. Instead of people who each model a single neuron of the brain, in the Chinese room, clerks who do not speak Chinese accept notes in Chinese and return an answer in Chinese according to a set of rules, without the people in the room ever understanding what those notes mean. In fact, the original short story The Game (1961) by Dneprov contains both the China brain and the Chinese room scenarios. == Background == Many theories of mental states are materialist, that is, they describe the mind as the behavior of a physical object like the brain. One formerly prominent example is the identity theory, which says that mental states are brain states. One criticism is the problem of multiple realizability. The physicalist theory that responds to this is functionalism, which states that a mental state can be whatever functions as a mental state. That is, the mind can be composed of neurons, or it could be composed of wood, rocks or toilet paper, as long as it provides mental functionality. == Description == Suppose that the whole nation of China were reordered to simulate the workings of a single brain (that is, to act as a mind according to functionalism). Each Chinese person acts as (say) a neuron, and communicates by special two-way radio in corresponding way to the other people. The current mental state of the China brain is displayed on satellites that may be seen from anywhere in China. The China brain would then be connected via radio to a body, one that provides the sensory inputs and behavioral outputs of the China brain. Thus, the China brain possesses all the elements of a functional description of mind: sensory inputs, behavioral outputs, and internal mental states causally connected to other mental states. If the nation of China can be made to act in this way, then, according to functionalism, this system would have a mind. Block's goal is to show how unintuitive it is to think that such an arrangement could create a mind capable of thoughts and feelings. == Consciousness == The China brain argues that consciousness is a problem for functionalism. Block's Chinese nation presents a version of what is known as the absent qualia objection to functionalism because it purports to show that it is possible for something to be functionally equivalent to a human being and yet have no conscious experience. A creature that functions like a human being but does not feel anything is known as a "philosophical zombie". So the absent qualia objection to functionalism could also be called the "zombie objection". == Criticisms == Some philosophers, like Daniel Dennett, have concluded that the China brain does create a mental state. Functionalist philosophers of mind endorse the idea that something like the China brain can realise a mind, and that neurons are, in principle, not the only material that can create a mental state.
Read more →
Thomas Bolander

Thomas Bolander is a Danish professor at DTU Compute, Technical University of Denmark, where he studies logic and artificial intelligence. Most of his studies focus on the social aspect of artificial intelligence, and how we can make future AI able to navigate in social interactions. Thomas Bolander also sits in different commissions, expert panels and boards, among these he is a member of the Siri Commission, the TeckDK Commission, a member of the editorial board of the journal Studia Logica and co-organizer of Science and Cocktails. Bolander is known for his dissemination of science. In 2019 he was awarded the H. C. Ørsted Medal. Which he was the first to achieve after a break of three years.
Read more →
Six Little Dragons

Six Little Dragons (Chinese: 杭州六小龙), or Six Little Dragons of Hangzhou, are an informal grouping of the tech startups Game Science, DeepSeek, Unitree Robotics, DEEP Robotics, BrainCo and Manycore Tech. All six were established in Hangzhou, They are active in artificial intelligence, robotics, gaming, and brain-computer interface technology. Hangzhou is referred to as the China’s “e-commerce capital” (电商之都). The nickname "Six Little Dragons" originated from the Chinese internet. == Background == === Chinese government investments (2002 — 2010s) === From 2002 to 2007, under Xi Jinping's leadership as party secretary of Zhejiang, provincial spending on technology research grew over four times to 28 billion RMB. The province launched "Digital Zhejiang" (数字浙江) to advance modernization and the "Eight Eight Strategy" (八八战略), focusing on eight advantages and actions to boost industrial development, including specialized industries. In 2010, Hangzhou's government started "Project Eagle" (雏鹰计划) to aid science and technology startups. The project works with incubators and accelerators to find promising tech companies and offers public funding and other help, especially for startups by graduates and returning students. Unitree received support in the initial phase, along with government subsidies from Binjiang District. === AI-startups and further investments (2025 — present) === In January 2025, the Chinese government created the "Hangzhou AI Industry Chain High-Quality Development Action Plan" which focuses on computing power, LLM technologies, and AI applications. The plan was made to certify over 2,000 new high-tech enterprises, initiate over 300 major tech projects, and invest more than 300 billion RMB (US$40 billion) annually. The Chinese government also renewed "Project Eagle" and to allocate 15% of industrial policy funds for future industries. Hangzhou aimed to become a center for tech startups, highlighting the "six little dragons of Hangzhou," a nickname popularized in early 2025. This group includes DeepSeek, Game Science, Unitree Robotics, Manycore Tech, BrainCo, and DEEP Robotics, companies in gaming, robotics, and software development. Earlier in 2025, DeepSeek, one of the six dragons, launched an AI system at a much lower cost than those from Silicon Valley. Since then, DeepSeek and Alibaba have produced top-performing open source AI models. Game Science launched the successful video game Black Myth: Wukong in 2024, while Unitree gained attention for their dancing robots in the 2025 annual spring gala broadcast by Chinese state media. The group was acknowledged by Chinese authorities in Hangzhou in a New Years message for local businesses in January 2025. Hangzhou’s universities were given credit for the development of Chinese technological industry. Zhejiang University alumni founded three of the "Six Little Dragons". By September 2024, the university produced 102 executives in Chinese AI start-ups, ranking third among China's top institutions. On February 20, 2025, Alibaba's Eddie Wu stated that the company would focus on artificial generative intelligence and plans significant investment in AI. The company also sought to boost foreign investment to China's "Six Little Dragons" following Alibaba's founder Jack Ma attended General Secretary of the Chinese Communist Party Xi Jinping's business symposium with corporate leaders and entrepreneurs that same month. == Challenges == China's net foreign direct investment (FDI) fell by US$168 billion in 2024, marking the largest capital flight since 1990. Foreign investment peaked at US$344 billion in 2021 but has since declined according to the State Administration of Foreign Exchange. In 2024, foreign investors put in only US$4.5 billion while Chinese firms invested US$173 billion abroad. According to interviews conducted by The New York Times, some start-up company founders believe that Chinese government's support for Hangzhou's technological sector has deterred foreign investors. Tensions with the United States led many international companies to adopt a China Plus One strategy, while Chinese firms build factories overseas to avoid potential Trump tariffs. China also faced US restrictions on its access of advanced chips, forcing Chinese tech companies to stockpile Nvidia chips while Chinese producers like Huawei and Semiconductor Manufacturing International Corporation (SMIC) were competing to produce their own.
Read more →
Brownout (software engineering)

Brownout in software engineering is a technique that involves disabling certain features of an application. == Description == Brownout is used to increase the robustness of an application to computing capacity shortage. If too many users are simultaneously accessing an application hosted online, the underlying computing infrastructure may become overloaded, rendering the application unresponsive. Users are likely to abandon the application and switch to competing alternatives, hence incurring long-term revenue loss. To better deal with such a situation, the application can be given brownout capabilities: The application will disable certain features – e.g., an online shop will no longer display recommendations of related products – to avoid overload. Although reducing features generally has a negative impact on the short-term revenue of the application owner, long-term revenue loss can be avoided. The technique is inspired by brownouts in power grids, which consists in reducing the power grid's voltage in case electricity demand exceeds production. Some consumers, such as incandescent light bulbs, will dim – hence originating the term – and draw less power, thus helping match demand with production. Similarly, a brownout application helps match its computing capacity requirements to what is available on the target infrastructure. Brownout complements elasticity. The former can help the application withstand short-term capacity shortage, but does so without changing the capacity available to the application. In contrast, elasticity consists of adding (or removing) capacity to the application, preferably in advance, so as to avoid capacity shortage altogether. The two techniques can be combined; e.g., brownout is triggered when the number of users increases unexpectedly until elasticity can be triggered, the latter usually requiring minutes to show an effect. Brownout is relatively non-intrusive for the developer, for example, it can be implemented as an advice in aspect-oriented programming. However, surrounding components, such as load-balancers, need to be made brownout-aware to distinguish between cases where an application is running normally and cases where the application maintains a low response time by triggering brownout. == Usage in phased deprecation == A related use of the brownout concept in software engineering is the deliberate introduction of temporary outages to a system, API or feature that is being phased out. This is sometimes also called a "scream test" when it is used to discover unknown dependents of a system or API. The intention is to allow detection of downstream consumers of an API or service who may otherwise have missed deprecation announcements or to uncover hidden side-effects of the deprecation that may have been overlooked. The intention is that developers of dependent systems will notice their own system failures caused by the upstream brownout. Such brownouts are typically pre-announced scheduled outages or probabilistic in nature (such as artificially failing a percentage of requests). As a brownout is only a temporary or partial outage, it provides downstream consumers of an API or service time to remove any discovered dependencies on the deprecated API before it is fully retired. For consumers that have already prepared for the deprecation, a brownout provides valuable testing that the final removal of the service won't cause any unexpected problems.
Read more →
Interactive activation and competition networks

Interactive activation and competition (IAC) networks are artificial neural networks used to model memory and intuitive generalizations. They are made up of nodes or artificial neurons which are arrayed and activated in ways that emulate the behaviors of human memory. The IAC model is used by the parallel distributed processing (PDP) Group and is associated with James L. McClelland and David E. Rumelhart; it is described in detail in their book Explorations in Parallel Distributed Processing: A Handbook of Models, Programs, and Exercises. This model does not contradict any currently known biological data or theories, and its performance is close enough to human performance as to warrant further investigation.
Read more →
Metaclass (knowledge representation)

In knowledge representation, particularly in the Semantic Web, a metaclass is a class whose instances can themselves be classes. Similar to their role in programming languages, metaclasses in ontology languages can have properties otherwise applicable only to individuals, while retaining the same class's ability to be classified in a concept hierarchy. This enables knowledge about instances of those metaclasses to be inferred by semantic reasoners using statements made in the metaclass. Metaclasses thus enhance the expressivity of knowledge representations in a way that can be intuitive for users. While classes are suitable to represent a population of individuals, metaclasses can, as one of their feature, be used to represent the conceptual dimension of an ontology. Metaclasses are supported in the Web Ontology Language (OWL) and the data-modeling vocabulary RDFS. Metaclasses are often modeled by setting them as the object of claims involving rdf:type and rdfs:subClassOf—built-in properties commonly referred to as instance of and subclass of. Instance of entails that the subject of the claim is an instance, i.e. an individual that is a member of a class. Subclass of entails that the subject is a class. In the context of instance of and subclass of, the key difference between metaclasses and ordinary classes is that metaclasses are the object of instance of claims used on a class, while ordinary classes are not objects of such claims. (e.g. in a claim Bob instance of Human, Bob is the subject and an Instance, while the object, Human, is an ordinary class; but a further claim that Human instance of Animal species makes "Animal species" a metaclass because it has a member, "Human", that is also a Class). OWL 2 DL supports metaclasses by a feature called punning, in which one entity is interpreted as two different types of thing—a class and an individual—depending on its syntactic context. For example, through punning, an ontology could have a concept hierarchy such as Harry the eagle instance of golden eagle, golden eagle subclass of bird, and golden eagle instance of species. In this case, the punned entity would be golden eagle, because it is represented as a class (second claim) and an instance (third claim); whereas the metaclass would be species, as it has an instance that is a class. Punning also enables other properties that would otherwise be applicable only to ordinary instances to be used directly on classes, for example "golden eagle conservation status least concern." Having arisen from the fields of knowledge representation, description logic and formal ontology, Semantic Web languages have a closer relationship to philosophical ontology than do conventional programming languages such as Java or Python. Accordingly, the nature of metaclasses is informed by philosophical notions such as abstract objects, the abstract and concrete, and type-token distinction. Metaclasses permit concepts to be construed as tokens of other concepts while retaining their ontological status as types. This enables types to be enumerated over, while preserving the ability to inherit from types. For example, metaclasses could allow a machine reasoner to infer from a human-friendly ontology how many elements are in the periodic table, or, given that number of protons is a property of chemical element and isotopes are a subclass of elements, how many protons exist in the isotope hydrogen-2. Metaclasses are sometime organized by levels, in a similar way to the simple Theory of types where classes that are not metaclasses are assigned the first level, classes of classes in the first level are in the second level, classes of classes in the second level on the next and so on. == Examples == Following the type-token distinction, real world objects such as Abraham Lincoln or the planet Mars are regrouped into classes of similar objects. Abraham Lincoln is said to be an instance of human, and Mars is an instance of planet. This is a kind of is-a relationship. Metaclasses are class of classes, such as for example the nuclide concept. In chemistry, atoms are often classified as elements and, more specifically, isotopes. The glass of water one last drank has many hydrogen atoms, each of which is an instance of hydrogen. Hydrogen itself, a class of atoms, is an instance of nuclide. Nuclide is a class of classes, hence a metaclass. == Implementations == === RDF and RDFS === In RDF, the rdf:type property is used to state that a resource is an instance of a class. This enables metaclasses to be easily created by using rdf:type in a chain-like fashion. For example, in the two triples the resource species is a metaclass, because golden eagle is used as a class in the first statement and the class golden eagle is said to be an instance of the class species in the second statement. This way of doing allows :species to have non-class instances. RDF also provides rdf:Property as a way to create properties beyond those defined in the built-in vocabulary. Properties can be used directly on metaclasses, for example "species quantity 8.7 million", where quantity is a property defined via rdf:Property and species is a metaclass per the preceding example above. RDFS, an extension of RDF, introduced rdfs:Class and rdfs:subClassOf and enriched how vocabularies can classify concepts. Whereas rdf:type enables vocabularies to represent instantiation, the property rdfs:subClassOf enables vocabularies to represent subsumption. RDFS thus makes it possible for vocabularies to represent taxonomies, also known as subsumption hierarchies or concept hierarchies, which is an important addition to the type–token distinction made possible by RDF. Notably, the resource rdfs:Class is an instance of itself, demonstrating both the use of metaclasses in the language's internal implementation and a reflexive usage of rdf:type. RDFS is its own metamodel. This allows a second way to express that a resource is a metaclass. A triple to instantiate rdfs:Class, for example :golden_eagle rdf:type rdfs:Class will declare :golden_eagle as a class. It's also possible to subclass the rdfs:Class resource to declare a meta-class resource, for example :species rdfs:SubclassOf. By deduction, any instance of :species is then a class, so it is a class with class-instances, a meta-class.. This second way does not allows non-class instances of species and explicitly declares :tpecies as a meta-class. === OWL === In some OWL flavors like OWL1-DL, entities can be either classes or instances, but cannot be both. This limitations forbids metaclasses and metamodeling. This is not the case in the OWL1 full flavor, but this allows the model to be computationally undecidable. In OWL2, metaclasses can implemented with punning, that is a way to treat classes as if they were individuals. Other approaches have also been proposed and used to check the properties of ontologies at a meta level. ==== Punning ==== OWL 2 supports metaclasses through a feature called punning. In metaclasses implemented by punning, the same subject is interpreted as two fundamentally different types of thing—a class and an individual—depending on its syntactic context. This is similar to a pun in natural language, where different senses of the same word are emphasized to illustrate a point. Unlike in natural language, where puns are typically used for comedic or rhetorical effect, the main goal of punning in Semantic Web technologies is to make concepts easier to represent, closer to how they are discussed in everyday speech or academic literature. Although OWL 2 permits the same symbol to assume different roles, its standard semantics (known as Direct Semantics) still interprets the symbol differently depending on whether it is used as an individual, a class, or a property. === Protégé === In the ontology editor Protégé, metaclasses are templates for other classes who are their instances. == Classification == Some ontologies like the Cyc AI project's classifies classes and metaclasses. Classes are divided into fixed-order classes and variable-order classes. In the case of fixed-order classes, an order is attributed for metaclasses by measuring the distance to individuals with respect to the number of "instance of" triples that are necessary to find an individual. Classes that are not metaclasses are classes of individuals, so their order is "1" (first-order classes). Metaclasses that are classes of first-order classes' order is "2" (second-order classes), and so on. Variable-order metaclasses, on the other hand, can have instances; one example of variable-order metaclass is the class of all fixed-order classes.
Read more →