1 Second Everyday (1SE) is an application developed by Cesar Kuriyama. The application allows the user to record one second of video every day and then chronologically edits (mashes) them together into a single film. It is compatible with iOS and Android. The idea of the application was developed by Kuriyama's 1 Second Everyday — Age 30 video. The application was launched in January 2013. 1 Second Everyday played a part in the plot of Chef and also became the inspiration for the 2014 short animated clip Feast. == Background == === Kuriyama's video === In February 2011, when Cesar Kuriyama turned 30, after saving money, he quit his job in an advertising firm and took a year off to travel. During this time, he started working on a project he called 1 Second Everyday. As part of the project, every day he recorded one second of video – something that was supposed to help him remember that day. He started the project because he was frustrated with his memory. He planned to stockpile the 365 one-second clips into one film to serve as a memento of his year. While working on the project Kuriyama realized that recording one second every day impacted the decisions he made in a positive way. After a year he made a 365-second clip out of his recordings. The video called 1 Second Everyday – Age 30, went viral. According to Kuriyama, he was initially inspired to take a year off from work by a TED talk given by Stefan Sagmeister called "The Power of Time Off." Kuriyama also delivered a TED talk about 1 Second Everyday in 2012 at TED 2012 in Long Beach California. === Kickstarter campaign === After completing his own video, Kuriyama decided to develop an application that would allow the users to record one second every day and compile their own videos. He developed a prototype of the application and then in 2012, he launched a Kickstarter campaign to raise funds for completing the application. The campaign became one of the most backed app campaigns in the history of Kickstarter. It was backed by 11,281 backers who pledged a total of $56,959 on an initial goal of $20,000. Following the completion of the Kickstarter campaign, he partnered with an application design studio in Brooklyn to develop the application. 1 Second Everyday was released two weeks after the completion of its Kickstarter campaign. == Application == The application was released for iOS on 10 January 2013. An Android-compatible version of the application was developed later. Using it, the user can record the videos in the application or they can select one second portions from their libraries. 1 Second Everyday dates every snippet. The user can also set alarms to remember to record their daily video. In order to compile a video, the user selects the seconds they want and the application creates a compilation video. The user can keep multiple timelines. It also allows users to post directly on social networks. The main interface in 1 Second Everyday is a calendar, which shows the user which days have snippets and which they can still fill in. In the beginning, 1 Second Everyday restricted the recording to one second. However, the developers later released Super Seconds, which allowed users to record an additional half a second video. In 2014, 1 Second Everyday Crowds was launched, which is an area in the application featuring compilations of second clips from different users. == In the media == The Kickstarter campaign of 1 Second Everyday was featured in Entrepreneur's 3 Innovative Tech Startups on Kickstarter Right Now in 2012. The application was featured in The New York Times, The Washington Post, Gawker and other media outlets. By the end of the launch day, it was in Top 10 Free Apps on App Store. It was also selected as the App of the Week on GeekWire in 2013. Several other one-second compilation videos were also posted on the Internet after Kuriyama's video gained media attention. Sam Cornwell, an English photographer documented his son Indigo's growth using a montage of one-second iPhone clips. He shot these clips every single day from the moment of birth right up to the baby's first birthday. According to Cornwell, he was inspired by Kuriyama's project. The video of Cornwell's son gained considerable media attention after it was posted on YouTube. Save the Children also made a video commercial based on a similar format that showed a British girl oblivious of the Syrian war end up being a refugee. 1SE was a finalist for the Fast Company Innovation by Design Award in 2015, but lost to Google Maps. In 2015, Google Android created a gallery, Leap Second 2015, with the help of Droga5 and Kuriyama. The gallery showcased how people around the world enjoyed the one extra second of their lives. Through the 1 Second Everyday app available at Google Play, people were able to submit their extra second, which were then vetted and added to the gallery. The viewers were able to view other celebratory seconds from around the world as well as searching for them using different hashtags.
Gonioreflectometer
A gonioreflectometer is a device for measuring a bidirectional reflectance distribution function (BRDF). The device consists of a light source illuminating the material to be measured and a sensor that captures light reflected from that material. The light source should be able to illuminate and the sensor should be able to capture data from a hemisphere around the target. The hemispherical rotation dimensions of the sensor and light source are the four dimensions of the BRDF. The 'gonio' part of the word refers to the device's ability to measure at different angles. Several similar devices have been built and used to capture data for similar functions. Most of these devices use a camera instead of the light intensity-measuring sensor to capture a two-dimensional sample of the target. Examples include: a spatial gonioreflectometer for capturing the SBRDF (McAllister, 2002). a camera gantry for capturing the light field (Levoy and Hanrahan, 1996). an unnamed device for capturing the bidirectional texture function (Dana et al., 1999).
Qualification problem
In philosophy and AI (especially, knowledge-based systems), the qualification problem is concerned with the impossibility of listing all the preconditions required for a real-world action to have its intended effect. It might be posed as how to deal with the things that prevent me from achieving my intended result. It is strongly connected to, and opposite the ramification side of, the frame problem. John McCarthy gives the following motivating example, in which it is impossible to enumerate all the circumstances that may prevent a robot from performing its ordinary function: [T]he successful use of a boat to cross a river requires, if the boat is a rowboat, that the oars and rowlocks be present and unbroken, and that they fit each other. Many other qualifications can be added, making the rules for using a rowboat almost impossible to apply, and yet anyone will still be able to think of additional requirements not yet stated.
Korean Decimal Classification
The Korean Decimal Classification (KDC) is a system of library classification used in South Korea. The structure and main level classes of the KDC are based on the Dewey Decimal Classification. The KDC is maintained and published by the Classification Committee of the Korean Library Association. The first edition of the classification was published in 1964; the most recent edition is the sixth edition published in 2013. Almost all school and public libraries in South Korea use the KDC to organize their collections, as well as the National Library of Korea and some university libraries. == History == Multiple library classification systems had been developed for Korean libraries before the publication of the KDC. These included the Railway Bureau Library Classification(1920), the Korean Decimal Classification edited by Bong-Suk Park(known as KDCP, 1947), the Han-Un Decimal Classification(1954), and the Kuk-Yeon Decimal Classification(1958). After the disappearance of editor Bong-Suk Park in the 1950s, the KDCP system decreased in use. Korean librarians considered adopting the Dewey Decimal Classification (DDC), especially after it was implemented at Yonsei University in 1957, but struggled to apply it to East Asian and Korean-focused works in their collections. In February 1963, members of the Korean Library Association's Classification were appointed to create a national classification; they decided to make revisions to the order of the main classes of the DDC, for example bringing together the class Language(700) together with the class for Literature(800). Committee members prepared draft classes and indexes and the first edition of the KDC was published in May 1964. Both the text and the index were written in Korean Hangul characters and Chinese characters. The second edition was published just two years later, in 1966, correcting errors and omissions found in the first edition. The third edition was published in 1980, maintaining the basic framework of the previous editions while expanding significantly. The fourth edition, published in 1996, made considerable changes, including increasing the number of representatives on the Classification Committee. The committee sought feedback from the library community and implemented revisions included in the recently published edition 20 of the DDC and edition 9 of the Nippon Decimal Classification. New policies applied to the fourth edition included principles suggesting the main classes should remain as static as possible, with focus shown to expanding classes devoted to technology and science. Likewise, many subject specialists were consulted for the publication of the fifth edition in 2009. The publication of the 23rd edition of the DDC in 2011 provided opportunity for a new revision of the KDC, and the sixth edition was published in July 2013. Greater numbers of classes provided number building capacity in the sixth edition, allowing for more specificity. == Description == The KDC classifies resources primarily by discipline, though some classes are collocated by subject. There are eight auxiliary mnemonic tables used to expand class numbers. The main classes of the KDC are the same as the main classes of the Dewey Decimal Classification, but four of those main classes are in a different order: Natural sciences (400), Technology and engineering (500), Arts (600), and Language 700. Though the structure is heavily influenced by the DDC, aspects of multiple library classifications have been invoked in the creation of the KDC, including the Library of Congress Classification for the arrangement of the social sciences (300), the Universal Decimal Classification for medical sciences (510), the KDCP for Korean and Oriental subjects, the Nippon Decimal Classification for those of Japan and Oriental subjects. === Classes of the KDC 6th edition === 000 General works 000 General works 010 Books, Bibliography 020 Library & information science 030 General encyclopedias 040 General collected essays 050 General serial publications 060 General societies 070 Newspapers, journalism 080 General collected works 090 Materials of province 100 Philosophy 100 Philosophy 110 Metaphysics 120 Epistemology, etc. 130 Systems of philosophy 140 Chinese classics 150 Oriental philosophy and thought 160 Western philosophy 170 Logic 180 Psychology 190 Ethics, moral philosophy 200 Religion 200 Religion 210 Comparative religion 220 Buddhism 230 Christian religion 240 Taoism 250 Chondoism 260 [Unassigned] 270 Hinduism, Brahmanism 280 Islam, Mohammedianism 290 Other religions 300 Social sciences 300 Social sciences 310 Statistics 320 Economics 330 Sociology and social problems 340 Political sciences 350 Public administration 360 Law 370 Education 380 Customs, Etiquette, Folklore 390 Military science 400 Natural sciences 400 Natural sciences 410 Mathematics 420 Physics 430 Chemistry 440 Astronomy 450 Earth science 460 Mineralogy 470 Life science 480 Botany 490 Zoological science 500 Technology 500 Technology 510 Medical science 520 Agriculture 530 Engineering, technology, etc. 540 Construction and architecture 550 Mechanical engineering 560 Electrical, comm. & electric engineering 570 Chemical engineering 580 Manufactures 590 Human ecology 600 Arts 600 Arts 610 [Unassigned] 620 Sculpture, plastic art 630 Crafts 640 Calligraphy 650 Painting, design 660 Photography 670 Music 680 Stage performance, museum arts 690 Amusements, sports & physical training 700 Language 700 Language 710 Korean language 720 Chinese language 730 Japanese & other Asian languages 740 English 750 German 760 French languages 770 Spanish languages & Portuguese language 780 Italian languages 790 Other languages 800 Literature 800 Literature 810 Korean literature 820 Chinese literature 830 Japanese & other Asian literature 840 English & American literature 850 German literature 860 French literature 870 Spanish & Portuguese literature 880 Italian literature 890 Other literatures 900 History 900 History 910 Asia 920 Europe 930 Africa 940 North America 950 South America 960 Oceania and Polar regions 970 [Unassigned] 980 Geography 990 Biography === Expansion tables === Table 1. Standard subdivisions Table 2. Geographic Areas Table 3. Korean geographic areas Table 4. Korean historical period Table 5. Languages Table 6. Subdivisions of individual languages Table 7. Subdivisions of individual literatures Table 8. Subdivisions of individual religions == Usage == KDC is used by a wide range of libraries within Korea, including by the National Library of Korea and most school and public libraries in the country, along with some university libraries, such as the one at Keimyung University.
Knowledge space
In mathematical psychology and education theory, a knowledge space is a combinatorial structure used to formulate mathematical models describing the progression of a human learner. Knowledge spaces were introduced in 1985 by Jean-Paul Doignon and Jean-Claude Falmagne, and remain in extensive use in the education theory. Modern applications include two computerized tutoring systems, ALEKS and the defunct RATH. Formally, a knowledge space assumes that a domain of knowledge is a collection of concepts or skills, each of which must be eventually mastered. Not all concepts are interchangeable; some require other concepts as prerequisites. Conversely, competency at one skill may ease the acquisition of another through similarity. A knowledge space marks out which collections of skills are feasible: they can be learned without mastering any other skills. Under reasonable assumptions, the collection of feasible competencies forms the mathematical structure known as an antimatroid. Researchers and educators usually explore the structure of a discipline's knowledge space as a latent class model. == Motivation == Knowledge Space Theory attempts to address shortcomings of standardized testing when used in educational psychometry. Common tests, such as the SAT and ACT, compress a student's knowledge into a very small range of ordinal ranks, in the process effacing the conceptual dependencies between questions. Consequently, the tests cannot distinguish between true understanding and guesses, nor can they identify a student's particular weaknesses, only the general proportion of skills mastered. The goal of knowledge space theory is to provide a language by which exams can communicate What the student can do and What the student is ready to learn. == Model structure == Knowledge Space Theory-based models presume that an educational subject S can be modeled as a finite set Q of concepts, skills, or topics. Each feasible state of knowledge about S is then a subset of Q; the set of all such feasible states is K. The precise term for the information (Q, K) depends on the extent to which K satisfies certain axioms: A knowledge structure assumes that K contains the empty set (a student may know nothing about S) and Q itself (a student may have fully mastered S). A knowledge space is a knowledge structure that is closed under set union: if, for each topic, there is an expert in a class on that topic, then it is possible, with enough time and effort, for each student in the class to become an expert on all those topics simultaneously. A quasi-ordinal knowledge space is a knowledge space that is also closed under set intersection: if student a knows topics A and B; and student c knows topics B and C; then it is possible for another student b to know only topic B. A well-graded knowledge space or learning space is a knowledge space satisfying the following axiom: If S∈K, then there exists x∈S such that S\{x}∈K In educational terms, any feasible body of knowledge can be learned one concept at a time. === Prerequisite partial order === The more contentful axioms associated with quasi-ordinal and well-graded knowledge spaces each imply that the knowledge space forms a well-understood (and heavily studied) mathematical structure: A quasi-ordinal knowledge space can be associated with a distributive lattice under set union and set intersection. The name "quasi-ordinal" arises from Birkhoff's representation theorem, which explains that distributive lattices uniquely correspond to partial orders. A well-graded knowledge space is an antimatroid, a type of mathematical structure that describes certain problems solvable with a greedy algorithm. In either case, the mathematical structure implies that set inclusion defines partial order on K, interpretable as an educational prerequirement: if a(⪯)b in this partial order, then a must be learned before b. === Inner and outer fringe === The prerequisite partial order does not uniquely identify a curriculum; some concepts may lead to a variety of other possible topics. But the covering relation associated with the prerequisite partial does control curricular structure: if students know a before a lesson and b immediately after, then b must cover a in the partial order. In such a circumstance, the new topics covered between a and b constitute the outer fringe of a ("what the student was ready to learn") and the inner fringe of b ("what the student just learned"). == Construction of knowledge spaces == In practice, there exist several methods to construct knowledge spaces. The most frequently used method is querying experts. There exist several querying algorithms that allow one or several experts to construct a knowledge space by answering a sequence of simple questions. Another method is to construct the knowledge space by explorative data analysis (for example by item tree analysis) from data. A third method is to derive the knowledge space from an analysis of the problem solving processes in the corresponding domain.
Shepp–Logan phantom
The Shepp–Logan phantom is a standard test image created by Larry Shepp and Benjamin F. Logan for their 1974 paper "The Fourier Reconstruction of a Head Section". It serves as the model of a human head in the development and testing of image reconstruction algorithms. == Definition == The function describing the phantom is defined as the sum of 10 ellipses inside a 2×2 square:
Jess (programming language)
Jess is a rule engine for the Java computing platform, written in the Java programming language. It was developed by Ernest Friedman-Hill of Sandia National Laboratories. It is a superset of the CLIPS language. It was first written in late 1995. The language provides rule-based programming for the automation of an expert system, and is often termed as an expert system shell. In recent years, intelligent agent systems have also developed, which depend on a similar ability. Rather than a procedural paradigm, where one program has a loop that is activated only one time, the declarative paradigm used by Jess applies a set of rules to a set of facts continuously by a process named pattern matching. Rules can modify the set of facts, or can execute any Java code. It uses the Rete algorithm to execute rules. == License == The licensing for Jess is freeware for education and government use, and is proprietary software, needing a license, for commercial use. In contrast, CLIPS, which is the basis and starting code for Jess, is free and open-source software. == Code examples == Code examples: Sample code: