Scikit-learn

scikit-learn (formerly scikits.learn and also known as sklearn) is a free and open-source machine learning library for the Python programming language. It features various classification, regression and clustering algorithms including support-vector machines, random forests, gradient boosting, k-means and DBSCAN, and is designed to interoperate with the Python numerical and scientific libraries NumPy and SciPy. Scikit-learn is a NumFOCUS fiscally sponsored project. == Overview == The scikit-learn project started as scikits.learn, a Google Summer of Code project by French data scientist David Cournapeau. The name of the project derives from its role as a "scientific toolkit for machine learning", originally developed and distributed as a third-party extension to SciPy. The original codebase was later rewritten by other developers. In 2010, contributors Fabian Pedregosa, Gaël Varoquaux, Alexandre Gramfort and Vincent Michel, from the French Institute for Research in Computer Science and Automation in Saclay, France, took leadership of the project and released the first public version of the library on February 1, 2010. In November 2012, scikit-learn as well as scikit-image were described as two of the "well-maintained and popular" scikits libraries. In 2019, it was noted that scikit-learn is one of the most popular machine learning libraries on GitHub. At that time, the project had over 1,400 contributors and the documentation received 42 million visits in 2018. According to a 2022 Kaggle survey of nearly 24,000 respondents from 173 countries, scikit-learn was identified as the most widely used machine learning framework. == Features == Large catalogue of well-established machine learning algorithms and data pre-processing methods (i.e. feature engineering) Utility methods for common data-science tasks, such as splitting data into train and test sets, cross-validation and grid search Consistent way of running machine learning models (estimator.fit() and estimator.predict()), which libraries can implement Declarative way of structuring a data science process (the Pipeline), including data pre-processing and model fitting == Examples == Fitting a random forest classifier: == Implementation == scikit-learn is largely written in Python, and uses NumPy extensively for high-performance linear algebra and array operations. Furthermore, some core algorithms are written in Cython to improve performance. Support vector machines are implemented by a Cython wrapper around LIBSVM; logistic regression and linear support vector machines by a similar wrapper around LIBLINEAR. In such cases, extending these methods with Python may not be possible. scikit-learn integrates well with many other Python libraries, such as Matplotlib and plotly for plotting, NumPy for array vectorization, Pandas dataframes, SciPy, and many more. == History == scikit-learn was initially developed by David Cournapeau as a Google Summer of Code project in 2007. Later that year, Matthieu Brucher joined the project and started to use it as a part of his thesis work. In 2010, INRIA, the French Institute for Research in Computer Science and Automation, got involved and the first public release (v0.1 beta) was published in late January 2010. The project released its first stable version, 1.0.0, on September 24, 2021. The release was the result of over 2,100 merged pull requests, approximately 800 of which were dedicated to improving documentation. Development continues to focus on bug fixes, efficiency and feature expansion. The latest version, 1.8, was released on December 10, 2025. This update introduced native Array API support, enabling the library to perform GPU computations by directly using PyTorch and CuPy arrays. This version also included bug fixes, improvements and new features, such as efficiency improvements to the fit time of linear models. == Applications == Scikit-learn is widely used across industries for a variety of machine learning tasks such as classification, regression, clustering, and model selection. The following are real-world applications of the library: === Finance and Insurance === AXA uses scikit-learn to speed up the compensation process for car accidents and to detect insurance fraud. Zopa, a peer-to-peer lending platform, employs scikit-learn for credit risk modelling, fraud detection, marketing segmentation, and loan pricing. BNP Paribas Cardif uses scikit-learn to improve the dispatching of incoming mail and manage internal model risk governance through pipelines that reduce operational and overfitting risks. J.P. Morgan reports broad usage of scikit-learn across the bank for classification tasks and predictive analytics in financial decision-making. === Retail and E-Commerce === Booking.com uses scikit-learn for hotel and destination recommendation systems, fraudulent reservation detection, and workforce scheduling for customer support agents. HowAboutWe uses it to predict user engagement and preferences on a dating platform. Lovely leverages the library to understand user behaviour and detect fraudulent activity on its platform. Data Publica uses it for customer segmentation based on the success of past partnerships. Otto Group integrates scikit-learn throughout its data science stack, particularly in logistics optimization and product recommendations. === Media, Marketing, and Social Platforms === Spotify applies scikit-learn in its recommendation systems. Betaworks uses the library for both recommendation systems (e.g., for Digg) and dynamic subspace clustering applied to weather forecasting data. PeerIndex used scikit-learn for missing data imputation, tweet classification, and community clustering in social media analytics. Bestofmedia Group employs it for spam detection and ad click prediction. Machinalis utilizes scikit-learn for click-through rate prediction and relational information extraction for content classification and advertising optimization. Change.org applies scikit-learn for targeted email outreach based on user behaviour. === Technology === AWeber uses scikit-learn to extract features from emails and build pipelines for managing large-scale email campaigns. Solido applies it to semiconductor design tasks such as rare-event estimation and worst-case verification using statistical learning. Evernote, Dataiku, and other tech companies employ scikit-learn in prototyping and production workflows due to its consistent API and integration with the Python ecosystem. === Academia === Télécom ParisTech integrates scikit-learn in hands-on coursework and assignments as part of its machine learning curriculum. == Awards == 2019 Inria-French Academy of Sciences-Dassault Systèmes Innovation Prize: Awarded in recognition of scikit-learn's impact as a major free software breakthrough in machine learning and its role in the digital transformation of science and industry. 2022 Open Science Award for Open Source Research Software: Awarded by the French Ministry of Higher Education and Research as part of the second National Plan for Open Science. The project was recognized in the "Community" category for its technical quality, its large international contributor network, and the quality of its documentation.

Local ternary patterns

Local ternary patterns (LTP) are an extension of local binary patterns (LBP). Unlike LBP, it does not threshold the pixels into 0 and 1, rather it uses a threshold constant to threshold pixels into three values. Considering k as the threshold constant, c as the value of the center pixel, a neighboring pixel p, the result of threshold is: { 1 , if p > c + k 0 , if p > c − k and p < c + k − 1 if p < c − k {\displaystyle {\begin{cases}1,&{\text{if }}p>c+k\\0,&{\text{if }}p>c-k{\text{ and }}p

Run-time algorithm specialization

In computer science, run-time algorithm specialization is a methodology for creating efficient algorithms for costly computation tasks of certain kinds. The methodology originates in the field of automated theorem proving and, more specifically, in the Vampire theorem prover project. The idea is inspired by the use of partial evaluation in optimising program translation. Many core operations in theorem provers exhibit the following pattern. Suppose that we need to execute some algorithm a l g ( A , B ) {\displaystyle {\mathit {alg}}(A,B)} in a situation where a value of A {\displaystyle A} is fixed for potentially many different values of B {\displaystyle B} . In order to do this efficiently, we can try to find a specialization of a l g {\displaystyle {\mathit {alg}}} for every fixed A {\displaystyle A} , i.e., such an algorithm a l g A {\displaystyle {\mathit {alg}}_{A}} , that executing a l g A ( B ) {\displaystyle {\mathit {alg}}_{A}(B)} is equivalent to executing a l g ( A , B ) {\displaystyle {\mathit {alg}}(A,B)} . The specialized algorithm may be more efficient than the generic one, since it can exploit some particular properties of the fixed value A {\displaystyle A} . Typically, a l g A ( B ) {\displaystyle {\mathit {alg}}_{A}(B)} can avoid some operations that a l g ( A , B ) {\displaystyle {\mathit {alg}}(A,B)} would have to perform, if they are known to be redundant for this particular parameter A {\displaystyle A} . In particular, we can often identify some tests that are true or false for A {\displaystyle A} , unroll loops and recursion, etc. == Difference from partial evaluation == The key difference between run-time specialization and partial evaluation is that the values of A {\displaystyle A} on which a l g {\displaystyle {\mathit {alg}}} is specialised are not known statically, so the specialization takes place at run-time. There is also an important technical difference. Partial evaluation is applied to algorithms explicitly represented as codes in some programming language. At run-time, we do not need any concrete representation of a l g {\displaystyle {\mathit {alg}}} . We only have to imagine a l g {\displaystyle {\mathit {alg}}} when we program the specialization procedure. All we need is a concrete representation of the specialized version a l g A {\displaystyle {\mathit {alg}}_{A}} . This also means that we cannot use any universal methods for specializing algorithms, which is usually the case with partial evaluation. Instead, we have to program a specialization procedure for every particular algorithm a l g {\displaystyle {\mathit {alg}}} . An important advantage of doing so is that we can use some powerful ad hoc tricks exploiting peculiarities of a l g {\displaystyle {\mathit {alg}}} and the representation of A {\displaystyle A} and B {\displaystyle B} , which are beyond the reach of any universal specialization methods. == Specialization with compilation == The specialized algorithm has to be represented in a form that can be interpreted. In many situations, usually when a l g A ( B ) {\displaystyle {\mathit {alg}}_{A}(B)} is to be computed on many values of B {\displaystyle B} in a row, a l g A {\displaystyle {\mathit {alg}}_{A}} can be written as machine code instructions for a special abstract machine, and it is typically said that A {\displaystyle A} is compiled. The code itself can then be additionally optimized by answer-preserving transformations that rely only on the semantics of instructions of the abstract machine. The instructions of the abstract machine can usually be represented as records. One field of such a record, an instruction identifier (or instruction tag), would identify the instruction type, e.g. an integer field may be used, with particular integer values corresponding to particular instructions. Other fields may be used for storing additional parameters of the instruction, e.g. a pointer field may point to another instruction representing a label, if the semantics of the instruction require a jump. All instructions of the code can be stored in a traversable data structure such as an array, linked list, or tree. Interpretation (or execution) proceeds by fetching instructions in some order, identifying their type, and executing the actions associated with said type. In many programming languages, such as C and C++, a simple switch statement may be used to associate actions with different instruction identifiers. Modern compilers usually compile a switch statement with constant (e.g. integer) labels from a narrow range by storing the address of the statement corresponding to a value i {\displaystyle i} in the i {\displaystyle i} -th cell of a special array, as a means of efficient optimisation. This can be exploited by taking values for instruction identifiers from a small interval of values. == Data-and-algorithm specialization == There are situations when many instances of A {\displaystyle A} are intended for long-term storage and the calls of a l g ( A , B ) {\displaystyle {\mathit {alg}}(A,B)} occur with different B {\displaystyle B} in an unpredictable order. For example, we may have to check a l g ( A 1 , B 1 ) {\displaystyle {\mathit {alg}}(A_{1},B_{1})} first, then a l g ( A 2 , B 2 ) {\displaystyle {\mathit {alg}}(A_{2},B_{2})} , then a l g ( A 1 , B 3 ) {\displaystyle {\mathit {alg}}(A_{1},B_{3})} , and so on. In such circumstances, full-scale specialization with compilation may not be suitable due to excessive memory usage. However, we can sometimes find a compact specialized representation A ′ {\displaystyle A^{\prime }} for every A {\displaystyle A} , that can be stored with, or instead of, A {\displaystyle A} . We also define a variant a l g ′ {\displaystyle {\mathit {alg}}^{\prime }} that works on this representation and any call to a l g ( A , B ) {\displaystyle {\mathit {alg}}(A,B)} is replaced by a l g ′ ( A ′ , B ) {\displaystyle {\mathit {alg}}^{\prime }(A^{\prime },B)} , intended to do the same job faster.

Species distribution modelling

Species distribution modelling (SDM), also known as environmental (or ecological) niche modelling (ENM), habitat suitability modelling, predictive habitat distribution modelling, and range mapping uses ecological models to predict the distribution of a species across geographic space and time using environmental data. The environmental data are most often climate data (e.g. temperature, precipitation), but can include other variables such as soil type, water depth, and land cover. SDMs are used in several research areas in conservation biology, ecology and evolution. These models can be used to understand how environmental conditions influence the occurrence or abundance of a species, and for predictive purposes (ecological forecasting). Predictions from an SDM may be of a species' future distribution under climate change, a species' past distribution in order to assess evolutionary relationships, or the potential future distribution of an invasive species. Predictions of current and/or future habitat suitability can be useful for management applications (e.g. reintroduction or translocation of vulnerable species, reserve placement in anticipation of climate change). There are two main types of SDMs. Correlative SDMs, also known as climate envelope models, bioclimatic models, or resource selection function models, model the observed distribution of a species as a function of environmental conditions. Mechanistic SDMs, also known as process-based models or biophysical models, use independently derived information about a species' physiology to develop a model of the environmental conditions under which the species can exist. The extent to which such modelled data reflect real-world species distributions will depend on a number of factors, including the nature, complexity, and accuracy of the models used and the quality of the available environmental data layers; the availability of sufficient and reliable species distribution data as model input; and the influence of various factors such as barriers to dispersal, geologic history, or biotic interactions, that increase the difference between the realized niche and the fundamental niche. Environmental niche modelling may be considered a part of the discipline of biodiversity informatics. == History == A. F. W. Schimper used geographical and environmental factors to explain plant distributions in his 1898 Pflanzengeographie auf physiologischer Grundlage (Plant Geography Upon a Physiological Basis) and his 1908 work of the same name. Andrew Murray used the environment to explain the distribution of mammals in his 1866 The Geographical Distribution of Mammals. Robert Whittaker's work with plants and Robert MacArthur's work with birds strongly established the role the environment plays in species distributions. Elgene O. Box constructed environmental envelope models to predict the range of tree species. His computer simulations were among the earliest uses of species distribution modelling. The adoption of more sophisticated generalised linear models (GLMs) made it possible to create more sophisticated and realistic species distribution models. The expansion of remote sensing and the development of GIS-based environmental modelling increase the amount of environmental information available for model-building and made it easier to use. == Correlative vs mechanistic models == === Correlative SDMs === SDMs originated as correlative models. Correlative SDMs model the observed distribution of a species as a function of geographically referenced climatic predictor variables using multiple regression approaches. Given a set of geographically referred observed presences of a species and a set of climate maps, a model defines the most likely environmental ranges within which a species lives. Correlative SDMs assume that species are at equilibrium with their environment and that the relevant environmental variables have been adequately sampled. The models allow for interpolation between a limited number of species occurrences. For these models to be effective, it is required to gather observations not only of species presences, but also of absences, that is, where the species does not live. Records of species absences are typically not as common as records of presences, thus often "random background" or "pseudo-absence" data are used to fit these models. If there are incomplete records of species occurrences, pseudo-absences can introduce bias. Since correlative SDMs are models of a species' observed distribution, they are models of the realized niche (the environments where a species is found), as opposed to the fundamental niche (the environments where a species can be found, or where the abiotic environment is appropriate for the survival). For a given species, the realized and fundamental niches might be the same, but if a species is geographically confined due to dispersal limitation or species interactions, the realized niche will be smaller than the fundamental niche. Correlative SDMs are easier and faster to implement than mechanistic SDMs, and can make ready use of available data. Since they are correlative however, they do not provide much information about causal mechanisms and are not good for extrapolation. They will also be inaccurate if the observed species range is not at equilibrium (e.g. if a species has been recently introduced and is actively expanding its range). In standard SDMs, the distribution of a single species is often modeled, with unique parameters describing how environmental (abiotic) factors influence its occurrence probability. This allows for differentiated responses to environmental drivers among species, but can be problematic for data-deficient species. In contrast, similarities in environmental responses can be accounted for in multi-species SDMs, which model several species jointly using shared or hierarchically related parameters. However, neither approach explicitly accounts for community-level biotic interactions, which can be important in explaining species diversity patterns. Joint species distribution models (joint SDMs or J-SDMs) address this by modeling species co-occurrence patterns directly. The occurrence probability of a given species is thus influenced not only by abiotic drivers but also by inferred biotic associations with other species. This can improve accuracy for rarer taxa and provide insights into community ecology. Both standard SDMs and J-SDMs can be used to generate community-level metrics, such as species richness, by aggregating outputs across multiple species. These can be important for decision-making such as conservation planning. === Mechanistic SDMs === Mechanistic SDMs are more recently developed. In contrast to correlative models, mechanistic SDMs use physiological information about a species (taken from controlled field or laboratory studies) to determine the range of environmental conditions within which the species can persist. These models aim to directly characterize the fundamental niche, and to project it onto the landscape. A simple model may simply identify threshold values outside of which a species can't survive. A more complex model may consist of several sub-models, e.g. micro-climate conditions given macro-climate conditions, body temperature given micro-climate conditions, fitness or other biological rates (e.g. survival, fecundity) given body temperature (thermal performance curves), resource or energy requirements, and population dynamics. Geographically referenced environmental data are used as model inputs. Because the species distribution predictions are independent of the species' known range, these models are especially useful for species whose range is actively shifting and not at equilibrium, such as invasive species. Mechanistic SDMs incorporate causal mechanisms and are better for extrapolation and non-equilibrium situations. However, they are more labor-intensive to create than correlational models and require the collection and validation of a lot of physiological data, which may not be readily available. The models require many assumptions and parameter estimates, and they can become very complicated. Dispersal, biotic interactions, and evolutionary processes present challenges, as they aren't usually incorporated into either correlative or mechanistic models. Correlational and mechanistic models can be used in combination to gain additional insights. For example, a mechanistic model could be used to identify areas that are clearly outside the species' fundamental niche, and these areas can be marked as absences or excluded from analysis. See for a comparison between mechanistic and correlative models. == Niche models (correlative) == There are a variety of mathematical methods that can be used for fitting, selecting, and evaluating correlative SDMs. Models include "profile" methods, which are simple statistical techniques that use e.g. environmental distance to known sites of occurrence such as

The Citation Project

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

Zhura

Zhura ( ZUR-ə) is a free, web-based screenwriting software application for writing and formatting screenplays to the film industry standard, as well as other formats. Zhura allows users to collaborate on scripts in public or private groups and uses Creative Commons Licensing for all work in the public workspace. On March 29, 2010, Zhura announced its merger with Scripped. Scripped's CEO, Sunil Rajaraman, remains the company's Chief Executive Officer (CEO) as of 2022. The Zhura CEO was Eric MacDonald, a former Cascade Communications engineer. Scripped later closed on April 1, 2015 after a catastrophic, irrecoverable data loss. == Script editor == Screenplay Template – The script editor provides a built-in screenplay template which formats the document to a standard for scripts as recommended by the AMPAS. The screenplay document is composed of seven elements: scene, action, character, dialogue, parenthetical, transition, and shot (see image). Each element has a specific style to which the script editor conforms as you type.Script Formats – Other major script formats for stage play, sitcom, audio drama and comic book are also supported as well as the ability to switch between them.Auto-Complete – Characters, scene headings and custom transitions are “remembered” as they are written and “recalled” with tab-completion when a writer starts a new character, scene heading or transition, respectively.Multiple Editors – With a collaborative editing model comparable to Google Docs, two or more users can edit the same script simultaneously, regardless of having a different operating system or web browser. Import/Export – A screenplay written in another program can be imported into the script editor and automatically conformed to the screenplay template. The closer the original script has adhered to the standard format, the better it will appear when imported. Supported import/export formats include Text (.txt) Word (.doc) Rich Text (.rtf) and OpenDocument (.odt). Scripts can also be exported as a PDF file with additional options.Tracking Changes – Similar to the “tracking” feature in Microsoft Word, a user can review all changes made to a script in the revision history as well as highlight the contributions of each writer. Offline Mode – The Google Gears-based offline functionality is in the process of being updated and is not available for new subscribers, according to the company founders. == Community == Scripped supports typical social networking features such as discussion boards, comments, user profiles, public and private writing groups, internal web mail and instant messaging within the script editor. There is also the option to share scripts with others outside of Scripped by making scripts externally viewable. Scripped is made up entirely of user-generated scripts that other users can share, critique and edit, offering creative support to a community of writers. == Licensing of user-created work == There are three types of work-spaces on Scripped (personal, group and public) with unique copyright and licensing management for the work created in each area. Any work a user originates may be moved from the personal area to a public or group area at any time. Once another user edits a script, however, it cannot be moved into the originator’s personal area. Personal Workspace – Any script created or video uploaded in the user’s personal workspace remains copyrighted to that user. Until the user moves that script or video from their personal area into a group or public area, no other user shares a copyright or license to that work. Private Group Workspace – The copyright to any script created or video uploaded in a private group workspace is allocated by the individual members of the group, however they see fit. Public Workspace – Any script created or video uploaded in the public workspace is assigned a Creative Commons license by the originator of that work. The originator of a script may select one of four Creative Commons licenses before introducing that script to the public. The selection of the license is determined by what the author wants to allow others to do with the work. Below is a list of Creative Commons licenses available for all scripts and videos in the public workspace. Share Alike (BY-SA) This license lets others remix, tweak, and build upon your work even for commercial reasons, as long as they credit the original user and license their new creations under the identical terms. This license is often compared to open source software licenses. All new works based on the original user's will carry the same license, so any derivatives will also allow commercial use. No Derivatives (BY-ND) This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to the original user. Non-Commercial, No Derivatives (BY-NC-ND) This license is the most restrictive of the four licenses, allowing redistribution. This license is often called the "free advertising" license because it allows others to download the original user work and share them with others as long as they mention the original user and link back to them, but they can't change them in any way or use them commercially. Non-Commercial, Share Alike (BY-NC-SA) This license lets others remix, tweak, and build upon the original user's work non-commercially, as long as they credit the original user and license their new creations under the identical terms. Others can download and redistribute the original user's work just like the BY-NC-ND license, but they can also translate, make remixes, and produce new stories based on the original user's work. All new work based on the original user's work will carry the same license, so any derivatives will also be non-commercial in nature. == Events == In April 2008, Zhura partnered with Improv Asylum, a comedy troupe in Boston, Massachusetts to produce a live sketch comedy show called "You Wrote It, Live" entirely written by the public on Zhura. Another show was produced in June.

Behavior selection algorithm

In artificial intelligence, a behavior selection algorithm, or action selection algorithm, is an algorithm that selects appropriate behaviors or actions for one or more intelligent agents. In game artificial intelligence, it selects behaviors or actions for one or more non-player characters. Common behavior selection algorithms include: Finite-state machines Hierarchical finite-state machines Decision trees Behavior trees Hierarchical task networks Hierarchical control systems Utility systems Dialogue tree (for selecting what to say) == Related concepts == In application programming, run-time selection of the behavior of a specific method is referred to as the strategy design pattern.