The Computer Law & Security Review is an international peer-reviewed journal published by Elsevier. It has been published six times a year since 1985 and is indexed in Scopus and SSCI. It is accessible to a wide range of professional legal and IT practitioners, businesses, academics, researchers, libraries and organisations in both the public and private sectors. The journal regularly covers: CLSR Briefing with special emphasis on UK/US developments European Union update National news from 10 European jurisdictions Pacific rim news column Refereed practitioner and academic papers on topics such as Web 2.0, IT security, Identity management, ID cards, RFID, interference with privacy, Internet law, telecoms regulation, online broadcasting, intellectual property, software law, e-commerce, outsourcing, data protection and freedom of information and many other topics. The Journal's Correspondent Panel includes more than 40 specialists in IT law and security. Each issue contains articles, case law analysis and current news on information and communications technology. Special Features High quality peer reviewed papers from internationally renowned practitioner and academic experts Latest developments reported in situ by more than 20 leading law firms from around the world Highly experienced and respected editor and correspondents panel Online access to all 23 volumes of CLSR with embedded web links to primary sources Contact details of all authors A pool of expertise that can collectively identify the key topics that need to be examined.
Pedagogical agent
A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.
Glottochronology
Glottochronology (from Attic Greek γλῶττα 'tongue, language' and χρόνος 'time') is the part of lexicostatistics which involves comparative linguistics and deals with the chronological relationship between languages. The idea was developed by Morris Swadesh in the 1950s in his article on Salish internal relationships. He developed the idea under two assumptions: there indeed exists a relatively stable basic vocabulary (referred to as Swadesh lists) in all languages of the world; and, any replacements happen in a way analogous to radioactive decay in a constant percentage per time elapsed. Using mathematics and statistics, Swadesh developed an equation to determine when languages separated and give an approximate time of when the separation occurred. His methods aimed to aid linguistic anthropologists by giving them a definitive way to determine a separation date between two languages. The formula provides an approximate number of centuries since two languages were supposed to have separated from a singular common ancestor. His methods also purported to provide information on when ancient languages may have existed. Despite multiple studies and literature containing the information of glottochronology, it is not widely used today and is surrounded with controversy. Glottochronology tracks language separation from thousands of years ago but many linguists are skeptical of the concept because it is more of a 'probability' rather than a 'certainty.' On the other hand, some linguists may say that glottochronology is gaining traction because of its relatedness to archaeological dates. Glottochronology is not as accurate as archaeological data, but some linguists still believe that it can provide a solid estimate. Over time many different extensions of the Swadesh method evolved; however, Swadesh's original method is so well known that 'glottochronology' is usually associated with him. == Methodology == The original method of glottochronology presumed that the core vocabulary of a language is replaced at a constant (or constant average) rate across all languages and cultures and so can be used to measure the passage of time. The process makes use of a list of lexical terms and morphemes which are similar to multiple languages. Lists were compiled by Morris Swadesh and assumed to be resistant against borrowing (originally designed in 1952 as a list of 200 items, but the refined 100-word list in Swadesh (1955) is much more common among modern day linguists). The core vocabulary was designed to encompass concepts common to every human language such as personal pronouns, body parts, heavenly bodies and living beings, verbs of basic actions, numerals, basic adjectives, kin terms, and natural occurrences and events. Through a basic word list, one eliminates concepts that are specific to a particular culture or time period. It has been found through differentiating word lists that the ideal is really impossible and that the meaning set may need to be tailored to the languages being compared. Word lists are not homogenous throughout studies and they are often changed and designed to suit both languages being studied. Linguists find that it is difficult to find a word list where all words used are culturally unbiased. Many alternative word lists have been compiled by other linguists and often use fewer meaning slots. The percentage of cognates (words with a common origin) in the word lists is then measured. The larger the percentage of cognates, the more recently the two languages being compared are presumed to have separated. === Glottochronologic constant === Determining word lists rely on morpheme decay or change in vocabulary. Morpheme decay must stay at a constant rate for glottochronology to be applied to a language. This leads to a critique of the glottochronologic formula because some linguists argue that the morpheme decay rate is not guaranteed to stay the same throughout history. American Linguist Robert Lees obtained a value for the "glottochronological constant" (r) of words by considering the known changes in 13 pairs of languages using the 200 word list. He obtained a value of 0.8048 ± 0.0176 with 90% confidence. For his 100-word list Swadesh obtained a value of 0.86, the higher value reflecting the elimination of semantically unstable words. === Divergence time === The basic formula of glottochronology proposed by Morris Swadesh is: t = − ln ( c ) 2 ln ( r ) {\displaystyle t=-{\frac {\ln(c)}{2\ln(r)}}} t = a given period of time from one stage of the language to another (measured in millennia), c = proportion of wordlist items retained at the end of that period and r = rate of replacement for that word list. By testing historically verifiable cases in which t is known by nonlinguistic data (such as the approximate distance from Classical Latin to modern Romance languages), Swadesh arrived at the empirical value of approximately 0.14 for L, (c?) which means that the rate of replacement constitutes around 14 words from the 100-wordlist per millennium. This is represented in the table below. === Results === Glottochronology was applied to a range of language families, including Salishan, Indo-European, Japonic, Afro-Asiatic, Chinese and Mayan and other American languages. For Amerind, correlations have been obtained with radiocarbon dating and blood groups as well as archaeology. === Example Wordlist === Below is an example of a basic word list composed of basic Turkish words and their English translations. == Discussion == The concept of language change is old, and its history is reviewed in Hymes (1973) and Wells (1973). In some sense, glottochronology is a reconstruction of history and can often be closely related to archaeology. Many linguistic studies find the success of glottochronology to be found alongside archaeological data. Glottochronology itself dates back to the mid-20th century. An introduction to the subject is given in Embleton (1986) and in McMahon and McMahon (2005). Glottochronology has been controversial ever since, partly because of issues of accuracy but also because of the question of whether its basis is sound (for example, Bergsland 1958; Bergsland and Vogt 1962; Fodor 1961; Chrétien 1962; Guy 1980). The concerns have been addressed by Dobson et al. (1972), Dyen (1973) and Kruskal, Dyen and Black (1973). The assumption of a single-word replacement rate can distort the divergence-time estimate when borrowed words are included (Thomason and Kaufman 1988). The presentations vary from "Why linguists don't do dates" to the one by Starostin discussed below. Since its original inception, glottochronology has been rejected by many linguists, mostly Indo-Europeanists of the school of the traditional comparative method. Criticisms have been answered in particular around three points of discussion: Criticism levelled against the higher stability of lexemes in Swadesh lists alone (Haarmann 1990) misses the point because a certain amount of losses only enables the computations (Sankoff 1970). The non-homogeneity of word lists often leads to lack of understanding between linguists. Linguists also have difficulties finding a completely unbiased list of basic cultural words. it can take a long time for linguists to find a viable word list which can take several test lists to find a usable list. Traditional glottochronology presumes that language changes at a stable rate. Thus, in Bergsland & Vogt (1962), the authors make an impressive demonstration, on the basis of actual language data verifiable by extralinguistic sources, that the "rate of change" for Icelandic constituted around 4% per millennium, but for closely connected Riksmal (Literary Norwegian), it would amount to as much as 20% (Swadesh's proposed "constant rate" was supposed to be around 14% per millennium). That and several other similar examples effectively proved that Swadesh's formula would not work on all available material, which is a serious accusation since evidence that can be used to "calibrate" the meaning of L (language history recorded during prolonged periods of time) is not overwhelmingly large in the first place. It is highly likely that the chance of replacement is different for every word or feature ("each word has its own history", among hundreds of other sources:). That global assumption has been modified and downgraded to single words, even in single languages, in many newer attempts (see below). There is a lack of understanding of Swadesh's mathematical/statistical methods. Some linguists reject the methods in full because the statistics lead to 'probabilities' when linguists trust 'certainties' more. A serious argument is that language change arises from socio-historical events that are, of course, unforeseeable and, therefore, uncomputable. == Modifications == Somewhere in between the original concept of Swadesh and the rejection of glottochronology in its entirety lies the idea that glottochronology as a formal method of linguistic
Foma (software)
Foma is a free and open source finite-state toolkit created and maintained by Mans Hulden. It includes a compiler, programming language, and C library for constructing finite-state automata and transducers (FST's) for various uses, most typically Natural Language Processing uses such as morphological analysis. Foma can replace the proprietary Xerox Finite State Toolkit for compiling and running FST's written in the lexc and xfst formalisms. The speed is comparable with the Xerox tools for most lexicons, although Foma can be 3 or 4 times slower for very large lexicons (e.g. >100,000 words). Foma is also one of the possible backends of the free and open source Helsinki Finite State Toolkit (where other backends provide support for further formalisms). There are several FOSS morphologies written in lexc/xfst compatible with foma, e.g. for the Sámi, Cornish, Faroese, Finnish, Komi, Mari, Udmurt, Buriat, Greenlandic language and Iñupiaq languages.
Is an AI Text-to-video Tool Worth It in 2026?
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Zolostays
Zolostays is a real-tech co-living focused startup that provides ready-to-move rooms/beds. It was founded in 2015 by Nikhil Sikri, Akhil Sikri and Sneha Choudhry. == Overview == During the pandemic, Zolo provided 75 of rent-free accommodation to those who lost their jobs. Zolo uses bulk inventory in usually residential township and ties up with real estate companies to make the rooms/beds available. Zolostays has both revenue sharing and leased model. == History == Zolostays was founded in 2015 to solve the problem of students and young professionals who would move to temporarily go to other cities to study and work and look for affordable housing. In 2020, it was operating in 10 Indian cities. It has four round of funding, with total $98 million.
Sumio Watanabe
Sumio Watanabe (渡辺 澄夫, Watanabe Sumio; born 1959) is a Japanese mathematician and engineer working in probability theory, applied algebraic geometry and Bayesian statistics. He is currently a professor at Tokyo Institute of Technology in the Department of Computational Intelligence and Systems Science. He is the author of the text, Algebraic Geometry and Statistical Learning Theory, which proposes a generalization of Fisher's regular statistical theory to singular statistical models. == Books == Mathematical Theory of Bayesian Statistics, CRC Press, 2018, ISBN 9781482238068 Algebraic Geometry and Statistical Learning Theory, Cambridge University Press, 2009.