Xulvi-Brunet and Sokolov's algorithm generates networks with chosen degree correlations. This method is based on link rewiring, in which the desired degree is governed by parameter ρ. By varying this single parameter it is possible to generate networks from random (when ρ = 0) to perfectly assortative or disassortative (when ρ = 1). This algorithm allows to keep network's degree distribution unchanged when changing the value of ρ. == Assortative model == In assortative networks, well-connected nodes are likely to be connected to other highly connected nodes. Social networks are examples of assortative networks. This means that an assortative network has the property that almost all nodes with the same degree are linked only between themselves. The Xulvi-Brunet–Sokolov algorithm for this type of networks is the following. In a given network, two links connecting four different nodes are chosen randomly. These nodes are ordered by their degrees. Then, with probability ρ, the links are randomly rewired in such a way that one link connects the two nodes with the smaller degrees and the other connects the two nodes with the larger degrees. If one or both of these links already existed in the network, the step is discarded and is repeated again. Thus, there will be no self-connected nodes or multiple links connecting the same two nodes. Different degrees of assortativity of a network can be achieved by changing the parameter ρ. Assortative networks are characterized by highly connected groups of nodes with similar degree. As assortativity grows, the average path length and clustering coefficient increase. == Disassortative model == In disassortative networks, highly connected nodes tend to connect to less-well-connected nodes with larger probability than in uncorrelated networks. Examples of such networks include biological networks. The Xulvi-Brunet and Sokolov's algorithm for this type of networks is similar to the one for assortative networks with one minor change. As before, two links of four nodes are randomly chosen and the nodes are ordered with respect to their degrees. However, in this case, the links are rewired (with probability p) such that one link connects the highest connected node with the node with the lowest degree and the other link connects the two remaining nodes randomly with probability 1 − ρ. Similarly, if the new links already existed, the previous step is repeated. This algorithm does not change the degree of nodes and thus the degree distribution of the network.
Token maxxing
Token Maxxing or Token Maxing is a metric used in an attempt to track productivity in the workplace especially for those using Artificial Intelligence (AI) based services. AI services charge for each token which represent units of effort expended by an AI service to solve a problem. Some believe that token consumption equates to productivity and thus can be used as a metric to monitor an employee's work. Supporters believe that higher token usage indicates higher productivity and higher utilization of powerful AI services. This also suggests that those not consuming enough tokens may be less productive and underutilizing powerful AI services. This belief might lead to an environment that incentivizes higher token usage to predict increased productivity. Critics of token maxxing as a metric claim that prudent workers will maximize any metric that management wants increased to gain a workplace advantage. For example: Engineers in the tech industries pressed to consume as many tokens as possible might run several AI agents in tandem, enter longer input prompts, or automate their tasks to maximize their token consumption. To management, this higher token usage may indicate potential productivity, but in reality may cause additional token costs, worker burnout, or actually create more bloated code of lower quality. Another claim is AI service companies potentially benefit from such an emphasis on token consumption and actively encourage the trend. Some developers have publicly advocated the practice. Developer Sigrid Jin, who said he used 50 billion tokens in a single year, has argued that maximizing token consumption is the best way to understand the value of AI, advising others to spend as much on AI usage as they pay in rent to obtain a return on investment. == See Also == Goodhart's law Perverse incentive Jevons Paradox
Information school
Information school (sometimes abbreviated I-school or iSchool) is a university-level institution committed to understanding the role of information in nature and human endeavors. Synonyms include school of information, department of information studies, or information department. Information schools faculty conduct research into the fundamental aspects of information and related technologies. In addition to granting academic degrees, information schools educate information professionals, researchers, and scholars for an increasingly information-driven world. Information school can also refer, in a more restricted sense, to the members of the iSchools organization (formerly the "iSchools Project"), as governed by the iCaucus. Members of this group share a fundamental interest in the relationships between people, information, technology, and science. These schools, colleges, and departments have been either newly established or have evolved from programs focused on information systems, library science, informatics, computer science, library and information science and information science. Information schools promote an interdisciplinary approach to understanding the opportunities and challenges of information management, with a core commitment to concepts like universal access and user-centered organization of information. The field is concerned broadly with questions of design and preservation across information spaces, from digital and virtual spaces like online communities, the World Wide Web, and databases to physical spaces such as libraries, museums, archives, and other repositories. Information school degree programs include course offerings in areas such as data science, information architecture, design, economics, policy, retrieval, security, and telecommunications; knowledge management, user experience design, and usability; conservation and preservation, including digital preservation; librarianship and library administration; the sociology of information; and human–computer interaction.
Source criticism
Source criticism (or information evaluation) is the process of evaluating an information source, i.e.: a document, a person, a speech, a fingerprint, a photo, an observation, or anything used in order to obtain knowledge. In relation to a given purpose, a given information source may be more or less valid, reliable or relevant. Broadly, "source criticism" is the interdisciplinary study of how information sources are evaluated for given tasks. == Meaning == Problems in translation: The Danish word kildekritik, like the Norwegian word kildekritikk and the Swedish word källkritik, derived from the German Quellenkritik and is closely associated with the German historian Leopold von Ranke (1795–1886). Historian Wolfgang Hardtwig wrote: His [Ranke's] first work Geschichte der romanischen und germanischen Völker von 1494–1514 (History of the Latin and Teutonic Nations from 1494 to 1514) (1824) was a great success. It already showed some of the basic characteristics of his conception of Europe, and was of historiographical importance particularly because Ranke made an exemplary critical analysis of his sources in a separate volume, Zur Kritik neuerer Geschichtsschreiber (On the Critical Methods of Recent Historians). In this work he raised the method of textual criticism used in the late eighteenth century, particularly in classical philology to the standard method of scientific historical writing. (Hardtwig, 2001, p. 12739) Historical theorist Chris Lorenz wrote: The larger part of the nineteenth and twentieth centuries would be dominated by the research-oriented conception of historical method of the so-called Historical School in Germany, led by historians as Leopold Ranke and Berthold Niebuhr. Their conception of history, long been regarded as the beginning of modern, 'scientific' history, harked back to the 'narrow' conception of historical method, limiting the methodical character of history to source criticism. (Lorenz, 2001) In the early 21st century, source criticism is a growing field in, among other fields, library and information science. In this context source criticism is studied from a broader perspective than just, for example, history, classical philology, or biblical studies (but there, too, it has more recently received new attention). == Principles == The following principles are from two Scandinavian textbooks on source criticism, written by the historians Olden-Jørgensen (1998) and Thurén (1997): Human sources may be relics (e.g. a fingerprint) or narratives (e.g. a statement or a letter). Relics are more credible sources than narratives. A given source may be forged or corrupted; strong indications of the originality of the source increases its reliability. The closer a source is to the event which it purports to describe, the more one can trust it to give an accurate description of what really happened A primary source is more reliable than a secondary source, which in turn is more reliable than a tertiary source and so on. If a number of independent sources contain the same message, the credibility of the message is strongly increased. The tendency of a source is its motivation for providing some kind of bias. Tendencies should be minimized or supplemented with opposite motivations. If it can be demonstrated that the witness (or source) has no direct interest in creating bias, the credibility of the message is increased. Two other principles are: Knowledge of source criticism cannot substitute for subject knowledge: "Because each source teaches you more and more about your subject, you will be able to judge with ever-increasing precision the usefulness and value of any prospective source. In other words, the more you know about the subject, the more precisely you can identify what you must still find out". (Bazerman, 1995, p. 304). The reliability of a given source is relative to the questions put to it. "The empirical case study showed that most people find it difficult to assess questions of cognitive authority and media credibility in a general sense, for example, by comparing the overall credibility of newspapers and the Internet. Thus these assessments tend to be situationally sensitive. Newspapers, television and the Internet were frequently used as sources of orienting information, but their credibility varied depending on the actual topic at hand" (Savolainen, 2007). The following questions are often good ones to ask about any source according to the American Library Association (1994) and Engeldinger (1988): How was the source located? What type of source is it? Who is the author and what are the qualifications of the author in regard to the topic that is discussed? When was the information published? In which country was it published? What is the reputation of the publisher? Does the source show a particular cultural or political bias? For literary sources complementing criteria are: Does the source contain a bibliography? Has the material been reviewed by a group of peers, or has it been edited? How does the article/book compare with similar articles/books? == Levels of generality == Some principles of source criticism are universal, other principles are specific for certain kinds of information sources. There is today no consensus about the similarities and differences between source criticism in the natural science and humanities. Logical positivism claimed that all fields of knowledge were based on the same principles. Much of the criticism of logical positivism claimed that positivism is the basis of the sciences, whereas hermeneutics is the basis of the humanities. This was, for example, the position of Jürgen Habermas. A newer position, in accordance with, among others, Hans-Georg Gadamer and Thomas Kuhn, understands both science and humanities as determined by researchers' preunderstanding and paradigms. Hermeneutics is thus a universal theory. The difference is, however, that the sources of the humanities are themselves products of human interests and preunderstanding, whereas the sources of the natural sciences are not. Humanities are thus "doubly hermeneutic". Natural scientists, however, are also using human products (such as scientific papers) which are products of preunderstanding (and can lead to, for example, academic fraud). == Contributing fields == === Epistemology === Epistemological theories are the basic theories about how knowledge is obtained and are thus the most general theories about how to evaluate information sources. Empiricism evaluates sources by considering the observations (or sensations) on which they are based. Sources without basis in experience are not seen as valid. Rationalism provides low priority to sources based on observations. In order to be meaningful, observations must be explained by clear ideas or concepts. It is the logical structure and the well definedness that is in focus in evaluating information sources from the rationalist point of view. Historicism evaluates information sources on the basis of their reflection of their sociocultural context and their theoretical development. Pragmatism evaluate sources on the basis of how their values and usefulness to accomplish certain outcomes. Pragmatism is skeptical about claimed neutral information sources. The evaluation of knowledge or information sources cannot be more certain than is the construction of knowledge. If one accepts the principle of fallibilism then one also has to accept that source criticism can never 100% verify knowledge claims. As discussed in the next section, source criticism is intimately linked to scientific methods. The presence of fallacies of argument in sources is another kind of philosophical criterion for evaluating sources. Fallacies are presented by Walton (1998). Among the fallacies are the ad hominem fallacy (the use of personal attack to try to undermine or refute a person's argument) and the straw man fallacy (when one arguer misrepresents another's position to make it appear less plausible than it really is, in order more easily to criticize or refute it.) === Research methodology === Research methods are methods used to produce scholarly knowledge. The methods that are relevant for producing knowledge are also relevant for evaluating knowledge. An example of a book that turns methodology upside-down and uses it to evaluate produced knowledge is Katzer; Cook & Crouch (1998). === Science studies === Studies of quality evaluation processes such as peer review, book reviews and of the normative criteria used in evaluation of scientific and scholarly research. Another field is the study of scientific misconduct. Harris (1979) provides a case study of how a famous experiment in psychology, Little Albert, has been distorted throughout the history of psychology, starting with the author (Watson) himself, general textbook authors, behavior therapists, and a prominent learning theorist. Harris proposes possible causes for these distortions and analyzes the Albert study as an ex
Information scientist
The term information scientist developed in the latter part of the twentieth century by Wm. Hovey Smith to describe an individual, usually with a relevant subject degree (such as one in Information and Computer Science - CIS) or high level of subject knowledge, providing focused information to scientific and technical research staff in industry. It is a role quite distinct from and complementary to that of a librarian. Developments in end-user searching, together with some convergence between the roles of librarian and information scientist, have led to a diminution in its use in this context, and the term information officer or information professional (information specialist) are also now used. The term was, and is, also used for an individual carrying out research in information science. Brian C. Vickery mentions that the Institute of Information Scientists (IIS) was established in London during 1958 and lists the criteria put forward by this institute "Criteria for Information Science" (appendix 1) as well as his own "Areas of study in information science" (appendix 2). The IIS merged with the Library Association in 2002 to form the Chartered Institute of Library and Information Professionals (CILIP). == Notable Information Scientists == See also Award of Merit - Association for Information Science and Technology Marcia Bates David Blair (information technologist) Samuel C. Bradford Michael Buckland John M. Carroll Blaise Cronin Emilia Currás Brenda Dervin Eugene Garfield Paul B. Kantor Frederick Wilfrid Lancaster Calvin Mooers Tefko Saracevic Linda C. Smith Robert Saxton Taylor Brian Campbell Vickery Thomas D. Wilson == Additional reading == Ellis, David and Merete Haugan. (1997) "Modelling the information seeking patterns of engineers and research scientists in an industrial environment" (Journal of Documentation, Volume 53(4): pp. 384–403) Poole, Alex H. (2024). "'There's a big difference between going through life with the wind at your back, and going through life leaning into the wind': Feminism in Post-World War II Information Science". Proceedings of the Association for Information Science and Technology. 61: 300–313. doi:10.1002/pra2.1029. Vickery, Brian Campbell (1988) "Essays presented to B. C. Vickery" (Journal of Documentation, Volume 44, pp. 199–283). Vickery, B. & Vickery, A. (1987) Information Science in theory and practice (London: Bowker-Saur, pp. 361–369)
Josh (app)
Josh (stylized as JOSH) was a video-sharing social networking service but it has since evolved into a live call and chat application owned by VerSe Innovation – an Indian technology company based in Bangalore, India. Josh was an Indian short video app that was launched in immediately after the Indian Government banned TikTok and other Chinese apps in June 2020. The founders of the platform have promoted the app as the “Instagram for Bharat” referring to their focus on the Indian audience that speaks its own regional and state languages. Josh was among the top 10 most downloaded apps social and entertainment apps in India of 2021 and had 150 million monthly active users as per April 2022. The word 'Josh' translates to fervour or passion. The app was launched under the aegis of the Atmanirbhar Bharat campaign and to compete with the duopoly of Google and Facebook in India. Josh's parent company VerSe Innovations Pvt. Ltd. owns another startup Dailyhunt, which a content and news aggregator application. Both Dailyhunt and Josh are a part of the VerSe's focus on the "next billion" regional language users of India. Founders Virendra Gupta and Umang Bedi conceptualised Josh as a short-video platform that made content creation accessible to vernacular language users, essentially the non-English speaking audience in India. == Features == Josh is currently available in 12 Indian languages and allows users to upload, share, remix bite-sized videos of up to 120 seconds. There are various categories across the video section including viral, trending, glamour, dance, devotion, yoga and cooking among others. Similar to Instagram and TikTok, it has a video feed which is curated for individuals on the basis of their app behaviour. The app hosts many daily, weekly and monthly social media challenges. == Funding == In December 2020, within 3 months of its launch, Josh's parent app VerSe Innovation raised more than $100 million from investors including Alphabet Inc's Google and Microsoft. In February 2021, VerSe Innovation raised $100 million in Series H funding from Qatar Investment Authority, the sovereign wealth fund of the State of Qatar, and Glade Brook Capital Partners. In August 2021, VerSe raised over $450 million in its Series I financing round with a valuation of $1 billion. Investors included Canada Pension Plan Investment Board (CPPIB), Siguler Guff, Baillie Gifford, Carlyle Asia Partners Growth II affiliates, and others. The startup announced its plan to expand overseas and broaden its ecommerce play for both Dailyhunt and Josh. In April 2022, VerSe announced that it has raised $805 million in funding from investors at a valuation of nearly $5 billion. ByteDance Offloads Stake In Josh Parent VerSe, Exits At 56% Discount == Partnerships == In February 2021, Saregama and Josh signed a music licensing deal, wherein Josh expanded its musical library with 1.3 lakh songs from Saregama in 25 different languages. To improve their user experience, Josh partnered with computer vision company D-ID in August 2021. The company helped Josh introduce photo-to-video features, live portrait technology, animate their photos etc. In order to solidify their efforts in enhancing Josh, VerSe acquired Indian social networking platform GolBol in October 2021. The move came as an effort by the startup to strengthen their discovery initiatives on the platform and classify content at scale and understand the core behaviour of Indian regional audiences. Josh has also announced its plans to include live commerce as a potential revenue stream through its partnership with multiple large e-commerce players. == Notable campaigns == Say No To Dowry – In association with Josh, the Kerala Police partook in the #SayNo2Dowry online social media campaign that was started to highlight and stop the social evil in the state. Salute India – Josh entered the Guinness World Records by creating the largest online video album of people saluting (29,529). It organised an online campaign #SaluteIndia on the app during the 75th Independence Day of India during 10–15 August 2021.
Source criticism
Source criticism (or information evaluation) is the process of evaluating an information source, i.e.: a document, a person, a speech, a fingerprint, a photo, an observation, or anything used in order to obtain knowledge. In relation to a given purpose, a given information source may be more or less valid, reliable or relevant. Broadly, "source criticism" is the interdisciplinary study of how information sources are evaluated for given tasks. == Meaning == Problems in translation: The Danish word kildekritik, like the Norwegian word kildekritikk and the Swedish word källkritik, derived from the German Quellenkritik and is closely associated with the German historian Leopold von Ranke (1795–1886). Historian Wolfgang Hardtwig wrote: His [Ranke's] first work Geschichte der romanischen und germanischen Völker von 1494–1514 (History of the Latin and Teutonic Nations from 1494 to 1514) (1824) was a great success. It already showed some of the basic characteristics of his conception of Europe, and was of historiographical importance particularly because Ranke made an exemplary critical analysis of his sources in a separate volume, Zur Kritik neuerer Geschichtsschreiber (On the Critical Methods of Recent Historians). In this work he raised the method of textual criticism used in the late eighteenth century, particularly in classical philology to the standard method of scientific historical writing. (Hardtwig, 2001, p. 12739) Historical theorist Chris Lorenz wrote: The larger part of the nineteenth and twentieth centuries would be dominated by the research-oriented conception of historical method of the so-called Historical School in Germany, led by historians as Leopold Ranke and Berthold Niebuhr. Their conception of history, long been regarded as the beginning of modern, 'scientific' history, harked back to the 'narrow' conception of historical method, limiting the methodical character of history to source criticism. (Lorenz, 2001) In the early 21st century, source criticism is a growing field in, among other fields, library and information science. In this context source criticism is studied from a broader perspective than just, for example, history, classical philology, or biblical studies (but there, too, it has more recently received new attention). == Principles == The following principles are from two Scandinavian textbooks on source criticism, written by the historians Olden-Jørgensen (1998) and Thurén (1997): Human sources may be relics (e.g. a fingerprint) or narratives (e.g. a statement or a letter). Relics are more credible sources than narratives. A given source may be forged or corrupted; strong indications of the originality of the source increases its reliability. The closer a source is to the event which it purports to describe, the more one can trust it to give an accurate description of what really happened A primary source is more reliable than a secondary source, which in turn is more reliable than a tertiary source and so on. If a number of independent sources contain the same message, the credibility of the message is strongly increased. The tendency of a source is its motivation for providing some kind of bias. Tendencies should be minimized or supplemented with opposite motivations. If it can be demonstrated that the witness (or source) has no direct interest in creating bias, the credibility of the message is increased. Two other principles are: Knowledge of source criticism cannot substitute for subject knowledge: "Because each source teaches you more and more about your subject, you will be able to judge with ever-increasing precision the usefulness and value of any prospective source. In other words, the more you know about the subject, the more precisely you can identify what you must still find out". (Bazerman, 1995, p. 304). The reliability of a given source is relative to the questions put to it. "The empirical case study showed that most people find it difficult to assess questions of cognitive authority and media credibility in a general sense, for example, by comparing the overall credibility of newspapers and the Internet. Thus these assessments tend to be situationally sensitive. Newspapers, television and the Internet were frequently used as sources of orienting information, but their credibility varied depending on the actual topic at hand" (Savolainen, 2007). The following questions are often good ones to ask about any source according to the American Library Association (1994) and Engeldinger (1988): How was the source located? What type of source is it? Who is the author and what are the qualifications of the author in regard to the topic that is discussed? When was the information published? In which country was it published? What is the reputation of the publisher? Does the source show a particular cultural or political bias? For literary sources complementing criteria are: Does the source contain a bibliography? Has the material been reviewed by a group of peers, or has it been edited? How does the article/book compare with similar articles/books? == Levels of generality == Some principles of source criticism are universal, other principles are specific for certain kinds of information sources. There is today no consensus about the similarities and differences between source criticism in the natural science and humanities. Logical positivism claimed that all fields of knowledge were based on the same principles. Much of the criticism of logical positivism claimed that positivism is the basis of the sciences, whereas hermeneutics is the basis of the humanities. This was, for example, the position of Jürgen Habermas. A newer position, in accordance with, among others, Hans-Georg Gadamer and Thomas Kuhn, understands both science and humanities as determined by researchers' preunderstanding and paradigms. Hermeneutics is thus a universal theory. The difference is, however, that the sources of the humanities are themselves products of human interests and preunderstanding, whereas the sources of the natural sciences are not. Humanities are thus "doubly hermeneutic". Natural scientists, however, are also using human products (such as scientific papers) which are products of preunderstanding (and can lead to, for example, academic fraud). == Contributing fields == === Epistemology === Epistemological theories are the basic theories about how knowledge is obtained and are thus the most general theories about how to evaluate information sources. Empiricism evaluates sources by considering the observations (or sensations) on which they are based. Sources without basis in experience are not seen as valid. Rationalism provides low priority to sources based on observations. In order to be meaningful, observations must be explained by clear ideas or concepts. It is the logical structure and the well definedness that is in focus in evaluating information sources from the rationalist point of view. Historicism evaluates information sources on the basis of their reflection of their sociocultural context and their theoretical development. Pragmatism evaluate sources on the basis of how their values and usefulness to accomplish certain outcomes. Pragmatism is skeptical about claimed neutral information sources. The evaluation of knowledge or information sources cannot be more certain than is the construction of knowledge. If one accepts the principle of fallibilism then one also has to accept that source criticism can never 100% verify knowledge claims. As discussed in the next section, source criticism is intimately linked to scientific methods. The presence of fallacies of argument in sources is another kind of philosophical criterion for evaluating sources. Fallacies are presented by Walton (1998). Among the fallacies are the ad hominem fallacy (the use of personal attack to try to undermine or refute a person's argument) and the straw man fallacy (when one arguer misrepresents another's position to make it appear less plausible than it really is, in order more easily to criticize or refute it.) === Research methodology === Research methods are methods used to produce scholarly knowledge. The methods that are relevant for producing knowledge are also relevant for evaluating knowledge. An example of a book that turns methodology upside-down and uses it to evaluate produced knowledge is Katzer; Cook & Crouch (1998). === Science studies === Studies of quality evaluation processes such as peer review, book reviews and of the normative criteria used in evaluation of scientific and scholarly research. Another field is the study of scientific misconduct. Harris (1979) provides a case study of how a famous experiment in psychology, Little Albert, has been distorted throughout the history of psychology, starting with the author (Watson) himself, general textbook authors, behavior therapists, and a prominent learning theorist. Harris proposes possible causes for these distortions and analyzes the Albert study as an ex