General Internet Corpus of Russian (GICR) is a corpus of Russian internet texts that has been accessible on request through an online query interface since 2013. The corpus includes rich text materials from the blogosphere, social networks, major news sources and literary magazines. == Goals of the project == The project has the status of an educational and scientific one, and many tasks of computational linguistics are solved by independent researchers and research groups with the materials obtained by GICR. While other corpus projects of Russian are focused on fiction and edited texts, General Internet Corpus provides linguists timely opportunity to learn the language as it is, with all the slang and regional peculiarities. Corpus gives the opportunity to carry out research in Linguistic research of a wide range: dialectological research, study of word distribution, study of the language of the social networks, study of the influence of gender, age and other factors on the language, frequency of words, fixed expressions and different constructions, stylistic features of texts of different segments of the Internet, etc. Social media analysis Corpus-based machine learning for evaluating automatic tagging At various times, student papers and independent researches were carried out on the project material by students, graduates and employees of MSU, MIPT, Russian State Humanitarian University, Novosibirsk State University, Higher School of Economics, Russian Academy of Sciences, SFU, CSU, SGMP, IAAS of MSU. Scientific project leaders: Belikov V. - RSUH, Moscow, Russia Selegey V. - RSUH, ABBYY, Moscow, Russia Sharoff S. - RSUH, Moscow, Russia; University of Leeds, UK The organizations involved in support of GICR: Russian State University of Humanities ABBYY Company Moscow Institute of Physics and Technology Skolkovo Institute of Science and Technology == Size and content of the corpus == Corpus size for the summer 2016 is 19.8 billion tokens, of which 49% are from VKontakte, 40% are from LiveJournal, another 4% - from Mail.ru Blogs and News, and 2% - from Russian Magazine Hall. The sources collected in news segment are: RIA Novosti, Regnum, Lenta.ru, Rosbalt. Texts are provided with metamarkup (by date of creation of the text, sex, place and year of birth of the author, Internet genre, etc.); all texts are provided with automatic morphological tagging and lemmatization. Most of the texts collected are of 2013–2014 years of creation, although in some segments, such as in Russian Magazine Hall, there are some texts collected since 1994. GICR is one of the few mega-corpora projects nowadays, which means its available size is reaching several billion of words. == Access == Currently the interface of GICR is in beta stage, so access to the search in the corpora is provided and is free, but is available for researchers on request.
24SevenOffice
24SevenOffice is a Norwegian software company headquartered in Oslo, Norway, with offices in Stockholm, Sweden and London, United Kingdom. Founded in 1997, the company specializes in web-based (SaaS) ERP and CRM systems. == Company history == 24SevenOffice was founded in 1997 in Porsgrunn, Norway, as IKT Interactive AS and marketed as kontorplassen.no. The name "24SevenOffice" was introduced for the company's London branch when the company entered the British market in 2003. The company changed its name to 24SevenOffice in February 2005. Originally based in Skien, the company later moved to Oslo Innovation Center, then to Tjuvholmen in the waterfront Fjord City of Oslo, and now the headquarters are located in Inkognitogaten 33, Solli plass, Oslo. The idea for the company's product was developed in 1996, and 24SevenOffice was an early innovator in the Scandinavian market in web-based enterprise resource planning solutions (ERP). A British office was established at Surrey Business Park in May 2003, with the company launching its web-based (SaaS) utility computing system to the UK SME market in 2004. An office in Chennai, India, was established in 2005, and 24SevenOffice entered the Swedish market when they acquired the leading competitor and ERP-provider Start & Run in a cash deal. In August 2005, the company had an initial public offering that raised NOK 15 million, and the company entered The Norwegian Over the Counter Market list as of 5 October 2005 (the ticker was 24SO), reaching a market value of NOK 175 million, with 5000 customers in Norway. In 2006, the company signed a deal to sponsor rally driver Petter Solberg, at the time the largest private sponsorship in Norwegian sport. Instead of receiving NOK 5 million in cash, Solberg received a 2.9 per cent ownership in the company. The company entered the German-speaking market in April 2006 when an office in Frankfurt am Main was opened. In late August/early September, they established an office with ten sales agents plus a general manager in Stockholm for the Swedish market. 24SevenOffice initiated strategic cooperation with Active 24 in early 2006 to develop a common platform. During the summer, Active 24 was bought by 24SevenOffice's ERP/CRM competitor Mamut (company), and 24SevenOffice terminated the contract with Active 24 in October demanding NOK 200 million in compensation for lost revenue. After a breakdown of settlement negotiations in the Forliksråd in January 2007, 24SevenOffice filed a case against Active 24 for breach of agreement in the Oslo District Court in March. 24SevenOffice lost on all counts in the District Court in December 2007. In January 2008, 24SevenOffice appealed the case to the Borgarting Court of Appeal, reducing the cause of action from NOK 250 to 30 million. 24SevenOffice lost on all counts in the Court of Appeal in December 2008, and was ordered to cover the costs incurred by Active 24 in connection with the dispute totaling NOK 6.91 million. 24SevenOffice appealed the case to the Supreme Court of Norway, but the Supreme Court Appeals Committee in March 2008 unanimously rejected the appeal from 24SevenOffice over the Borgarting Appeal Court's unanimous judgment of December 2008. On a counterclaim from Active 24 and Mamut against 24SevenOffice, the Oslo District Court in May 2010 found, that 24SevenOffice should pay Active 24 NOK 12 million in compensation for wrongfully having terminated the agreement, and a further NOK 360.000 of the opponent's legal costs. 24SevenOffice disagreed with the court ruling, and appealed once again. The Borgarting Court of Appeal in November 2011, ruled to reduce the amount of damages to NOK 4.4 million plus NOK 900.000 in penal interest. With several scrip issues, 24SevenOffice raised 25 million NOK (about $4 million at the time) between October 2005 and July 2006. They entered into a strategic partnership with Bluegarden, who for 30 years had delivered digital services for payroll, human resource planning, recruitment and training, in March 2006, and they made a large-scale agreement in April 2006, with US telecommunications software company Webex, a competitor to Norwegian Tandberg videoconferencing equipment manufacturer. In September 2006, 24SevenOffice signed an agreement with Fokus Bank to provide their customers with extended functionality in Internet banking. 24SevenOffice had by 2007 reportedly 9000 customers, joined the OpenAjax Alliance, and entered into a strategic partnership with Dun & Bradstreet in May 2007, but despite getting listed on Oslo Axess on 22 June (ticker: TFSO), reaching a market capitalization of NOK 120 million, the company was still losing money. The company ended 2007 with a revenue of NOK 21.7 million. In 2008, 24SevenOffice bought 50% of the stocks in telecommunication company Oyatel, partnered with Nets Group to facilitate invoicing for businesses, and telecommunications company Telipol chose 24SevenOffice's second-generation Internet platform for its 8,000 users. They announced an increase in revenues in Q2 to 11.1 million, up from 4.7 million in the same period the year before. 24SevenOffice had a turnover of NOK 37 million in the first half of 2009, a doubling compared to the same period the previous year, and presented its first positive EBITDA in Q2. The Norwegian Association of Auditors signed an agreement with 24SevenOffice in 2011, whereby they only recommend 24SevenOffice as a system for their members to use. On 27 June 2013, the shareholders of 24SevenOffice took off from the stock exchange and privatized the company. In recent years, the company has invested heavily in finance and accounting – and got leading auditing companies such as PwC and KPMG on the customer list. == Products == 24SevenOffice is a web-based (SaaS) ERP system. It includes modules for CRM, accounting, invoicing, e-mail, file/document management and project management. == Awards == 24SevenOffice won the Seal of Excellence in Multimedia Award at the 2004 CeBIT, became Norwegian Gazelle Company of the year 2004, chosen by Dagens Næringsliv and Dun & Bradstreet, won Product of the Year in the Norwegian finance magazine Kapital, and the IKT Grenland Innovation Award in 2008.
Information and media literacy
Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.
Token-based replay
Token-based replay technique is a conformance checking algorithm that checks how well a process conforms with its model by replaying each trace on the model (in Petri net notation ). Using the four counters produced tokens, consumed tokens, missing tokens, and remaining tokens, it records the situations where a transition is forced to fire and the remaining tokens after the replay ends. Based on the count at each counter, we can compute the fitness value between the trace and the model. == The algorithm == Source: The token-replay technique uses four counters to keep track of a trace during the replaying: p: Produced tokens c: Consumed tokens m: Missing tokens (consumed while not there) r: Remaining tokens (produced but not consumed) Invariants: At any time: p + m ≥ c ≥ m {\displaystyle p+m\geq c\geq m} At the end: r = p + m − c {\displaystyle r=p+m-c} At the beginning, a token is produced for the source place (p = 1) and at the end, a token is consumed from the sink place (c' = c + 1). When the replay ends, the fitness value can be computed as follows: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})} == Example == Suppose there is a process model in Petri net notation as follows: === Example 1: Replay the trace (a, b, c, d) on the model M === Step 1: A token is initiated. There is one produced token ( p = 1 {\displaystyle p=1} ). Step 2: The activity a {\displaystyle \mathbf {a} } consumes 1 token to be fired and produces 2 tokens ( p = 1 + 2 = 3 {\displaystyle p=1+2=3} and c = 1 {\displaystyle c=1} ). Step 3: The activity b {\displaystyle \mathbf {b} } consumes 1 token and produces 1 token ( p = 3 + 1 = 4 {\displaystyle p=3+1=4} and c = 1 + 1 = 2 {\displaystyle c=1+1=2} ). Step 4: The activity c {\displaystyle \mathbf {c} } consumes 1 token and produces 1 token ( p = 4 + 1 = 5 {\displaystyle p=4+1=5} and c = 2 + 1 = 3 {\displaystyle c=2+1=3} ). Step 5: The activity d {\displaystyle \mathbf {d} } consumes 2 tokens and produces 1 token ( p = 5 + 1 = 6 {\displaystyle p=5+1=6} , c = 3 + 2 = 5 {\displaystyle c=3+2=5} ). Step 6: The token at the end place is consumed ( c = 5 + 1 = 6 {\displaystyle c=5+1=6} ). The trace is complete. The fitness of the trace ( a , b , c , d {\displaystyle \mathbf {a,b,c,d} } ) on the model M {\displaystyle \mathbf {M} } is: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) = 1 2 ( 1 − 0 6 ) + 1 2 ( 1 − 0 6 ) = 1 {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})={\frac {1}{2}}(1-{\frac {0}{6}})+{\frac {1}{2}}(1-{\frac {0}{6}})=1} === Example 2: Replay the trace (a, b, d) on the model M === Step 1: A token is initiated. There is one produced token ( p = 1 {\displaystyle p=1} ). Step 2: The activity a {\displaystyle \mathbf {a} } consumes 1 token to be fired and produces 2 tokens ( p = 1 + 2 = 3 {\displaystyle p=1+2=3} and c = 1 {\displaystyle c=1} ). Step 3: The activity b {\displaystyle \mathbf {b} } consumes 1 token and produces 1 token ( p = 3 + 1 = 4 {\displaystyle p=3+1=4} and c = 1 + 1 = 2 {\displaystyle c=1+1=2} ). Step 4: The activity d {\displaystyle \mathbf {d} } needs to be fired but there are not enough tokens. One artificial token was produced and the missing token counter is increased by one ( m = 1 {\displaystyle m=1} ). The artificial token and the token at place [ b , d ] {\displaystyle [\mathbf {b,d} ]} are consumed ( c = 2 + 2 = 4 {\displaystyle c=2+2=4} ) and one token is produced at place end ( p = 4 + 1 = 5 {\displaystyle p=4+1=5} ). Step 5: The token in the end place is consumed ( c = 4 + 1 = 5 {\displaystyle c=4+1=5} ). The trace is complete. There is one remaining token at place [ a , c ] {\displaystyle [\mathbf {a,c} ]} ( r = 1 {\displaystyle r=1} ). The fitness of the trace ( a , b , d {\displaystyle \mathbf {a,b,d} } ) on the model M {\displaystyle \mathbf {M} } is: 1 2 ( 1 − m c ) + 1 2 ( 1 − r p ) = 1 2 ( 1 − 1 5 ) + 1 2 ( 1 − 1 5 ) = 0.8 {\displaystyle {\frac {1}{2}}(1-{\frac {m}{c}})+{\frac {1}{2}}(1-{\frac {r}{p}})={\frac {1}{2}}(1-{\frac {1}{5}})+{\frac {1}{2}}(1-{\frac {1}{5}})=0.8}
Evidence-based library and information practice
Evidence-based library and information practice (EBLIP) or evidence-based librarianship (EBL) is the use of evidence-based practices (EBP) in the field of library and information science (LIS). This means that all practical decisions made within LIS should 1) be based on research studies and 2) that these research studies are selected and interpreted according to some specific norms characteristic for EBP. Typically such norms disregard theoretical studies and qualitative studies and consider quantitative studies according to a narrow set of criteria of what counts as evidence. If such a narrow set of methodological criteria are not applied, it is better instead to speak of research based library and information practice. == Characteristics == Evidence-based practice in general has been characterised as a positivist approach; EBLIP is therefore also a positivist approach to LIS. As such, EBLIP is an approach in contrast to other approaches to LIS. The use of statistical approaches known as meta-analysis to conclude what evidence has been reported in the literature is one among other methods which is typical for the evidence-based approach. In 2002, Booth noted the three schools of EBILP had some commonalities, including the context of day-to-day decision-making, an emphasis on improving the quality of professional practice, a pragmatic focus on the 'best available evidence', incorporation of the user perspective, the acceptance of a broad range of quantitative and qualitative research designs, and access, either first-hand or second-hand, to the (process of) evidence-based practice and its products. He added one more, that EBILP is concerned with getting the best value for money. == The role of library and information science in EBP == Evidence-based practice in general is based on a very thorough search of the scientific literature and a very thorough selection and analysis of the retrieved literature. A close familiarity with database searching is needed, and library and information professionals have important roles to play in this respect. Therefore LIS professionals should be well suited to help professionals in other disciplines doing EBP. EBLIP is the application of this approach on LIS itself. It should be mentioned, however, that EBP started in medicine as evidence-based medicine (EBM) from which it spread to other fields. Only slowly and to a limited extent has EBP moved on to LIS. The EBLIP process can be applied to a variety of scenarios in LIS, including customer service, collection development, library management and information literacy instruction. In general, quantitative methods are used in LIS research. A 2010 study revealed five categories that capture the different ways library and information professionals experience evidence-based practice: Evidence-based practice is experienced as irrelevant; Evidence-based practice is experienced as learning from published research; Evidence-based practice is experienced as service improvement; Evidence-based practice is experienced as a way of being; Evidence-based practice is experienced as a weapon.
Cognitive robotics
Cognitive robotics or cognitive technology is a subfield of robotics concerned with endowing a robot with intelligent behavior by providing it with a processing architecture that will allow it to learn and reason about how to behave in response to complex goals in a complex world. Cognitive robotics may be considered the engineering branch of embodied cognitive science and embodied embedded cognition, consisting of robotic process automation, artificial intelligence, machine learning, deep learning, optical character recognition, image processing, process mining, analytics, software development and system integration. == Core issues == While traditional cognitive modeling approaches have assumed symbolic coding schemes as a means for depicting the world, translating the world into these kinds of symbolic representations has proven to be problematic if not untenable. Perception and action and the notion of symbolic representation are therefore core issues to be addressed in cognitive robotics. == Starting point == Cognitive robotics views human or animal cognition as a starting point for the development of robotic information processing, as opposed to more traditional artificial intelligence techniques. Target robotic cognitive capabilities include perception processing, attention allocation, anticipation, planning, complex motor coordination, reasoning about other agents and perhaps even about their own mental states. Robotic cognition embodies the behavior of intelligent agents in the physical world (or a virtual world, in the case of simulated cognitive robotics). Ultimately, the robot must be able to act in the real world. == Learning techniques == === Motor Babble === A preliminary robot learning technique called motor babbling involves correlating pseudo-random complex motor movements by the robot with resulting visual and/or auditory feedback such that the robot may begin to expect a pattern of sensory feedback given a pattern of motor output. Desired sensory feedback may then be used to inform a motor control signal. This is thought to be analogous to how a baby learns to reach for objects or learns to produce speech sounds. For simpler robot systems, where, for instance, inverse kinematics may feasibly be used to transform anticipated feedback (desired motor result) into motor output, this step may be skipped. === Imitation === Once a robot can coordinate its motors to produce a desired result, the technique of learning by imitation may be used. The robot monitors the performance of another agent and then the robot tries to imitate that agent. It is often a challenge to transform imitation information from a complex scene into a desired motor result for the robot. Note that imitation is a high-level form of cognitive behavior and imitation is not necessarily required in a basic model of embodied animal cognition. === Knowledge acquisition === A more complex learning approach is "autonomous knowledge acquisition": the robot is left to explore the environment on its own. A system of goals and beliefs is typically assumed. A somewhat more directed mode of exploration can be achieved by "curiosity" algorithms, such as Intelligent Adaptive Curiosity or Category-Based Intrinsic Motivation. These algorithms generally involve breaking sensory input into a finite number of categories and assigning some sort of prediction system (such as an artificial neural network) to each. The prediction system keeps track of the error in its predictions over time. Reduction in prediction error is considered learning. The robot then preferentially explores categories in which it is learning (or reducing prediction error) the fastest. == Other architectures == Some researchers in cognitive robotics have tried using architectures such as (ACT-R and Soar (cognitive architecture)) as a basis of their cognitive robotics programs. These highly modular symbol-processing architectures have been used to simulate operator performance and human performance when modeling simplistic and symbolized laboratory data. The idea is to extend these architectures to handle real-world sensory input as that input continuously unfolds through time. What is needed is a way to somehow translate the world into a set of symbols and their relationships. == Questions == Some of the fundamental questions to be answered in cognitive robotics are: How much human programming should or can be involved to support the learning processes? How can one quantify progress? Some of the adopted ways are reward and punishment. But what kind of reward and what kind of punishment? In humans, when teaching a child, for example, the reward would be candy or some encouragement, and the punishment can take many forms. But what is an effective way with robots?
Unrestricted algorithm
An unrestricted algorithm is an algorithm for the computation of a mathematical function that puts no restrictions on the range of the argument or on the precision that may be demanded in the result. The idea of such an algorithm was put forward by C. W. Clenshaw and F. W. J. Olver in a paper published in 1980. In the problem of developing algorithms for computing, as regards the values of a real-valued function of a real variable (e.g., g[x] in "restricted" algorithms), the error that can be tolerated in the result is specified in advance. An interval on the real line would also be specified for values when the values of a function are to be evaluated. Different algorithms may have to be applied for evaluating functions outside the interval. An unrestricted algorithm envisages a situation in which a user may stipulate the value of x and also the precision required in g(x) quite arbitrarily. The algorithm should then produce an acceptable result without failure.