Halite is an open-source computer programming contest developed by the hedge fund/tech firm Two Sigma in partnership with a team at Cornell Tech. Programmers can see the game environment and learn everything they need to know about the game. Participants are asked to build bots in whichever language they choose to compete on a two-dimensional virtual battle field. == History == Benjamin Spector and Michael Truell created the first Halite competition in 2016, before partnering with Two Sigma later that year. === Halite I === Halite I asked participants to conquer territory on a grid. It launched in November 2016 and ended in February 2017. Halite I attracted about 1,500 players. === Halite II === Halite II was similar to Halite I, but with a space-war theme. It ran from October 2017 until January 2018. The second installment of the competition attracted about 6,000 individual players from more than 100 countries. Among the participants were professors, physicists and NASA engineers, as well as high school and university students. === Halite III === Halite III launched in mid-October 2018. It ran from October 2018 to January 2019, with an ocean themed playing field. Players were asked to collect and manage Halite, an energy resource. By the end of the competition, Halite III included more than 4000 players and 460 organizations. === Halite IV === Halite IV was hosted by Kaggle, and launched in mid-June 2020.
Certified social engineering prevention specialist
Certified Social Engineering Prevention Specialist (CSEPS) is a social engineering security-awareness training and professional certification program originally developed by Kevin Mitnick and Alexis Kasperavičius. == Course structure == The original CSEPS program was structured as a multi-module corporate security-awareness course designed to teach employees, managers, and IT personnel how social engineers manipulate human behavior to bypass technical security systems. The curriculum combined case studies, psychological analysis, attack demonstrations, pretexting exercises, and operational security scenarios. The course materials described social engineering as the exploitation of "the human factor" in information security and argued that traditional technical defenses alone were insufficient to protect organizations from deception-based attacks. The training program was divided into instructional modules covering topics such as: social engineering methodology and threat analysis intelligence gathering and reconnaissance dumpster diving pretexting elicitation technique telephone-system exploitation and caller-ID spoofing psychological influence techniques industrial espionage identity theft organizational vulnerabilities security policy development and employee awareness training The course also analyzed historical and contemporary case studies involving information theft, corporate espionage, fraudulent wire transfers, and telephone-based impersonation attacks. Training exercises required participants to analyze how attackers established credibility, manipulated trust, overcame objections, and exploited organizational procedures. According to The Wall Street Journal, CSEPS was delivered as a two-day "boot camp" course costing approximately US$1,500 per attendee. Clients reportedly included the United States Air Force and the United States Marine Corps. The certification examination included multiple-choice and written-response sections dealing with social-engineering defense scenarios and mitigation strategies. == History == In 2003, Mitnick and Kasperavičius partnered with the Florida-based IT training company Intense School Inc. to offer CSEPS classes throughout the United States. In 2020, Mitnick partnered with security-awareness training company KnowBe4, and elements of the original CSEPS material became incorporated into KnowBe4's social-engineering awareness training offerings.
Lex (software)
Lex is a computer program that generates lexical analyzers ("scanners" or "lexers"). It is commonly used with the yacc parser generator and is the standard lexical analyzer generator on many Unix and Unix-like systems. An equivalent tool is specified as part of the POSIX standard. Lex reads an input stream specifying the lexical analyzer and writes source code which implements the lexical analyzer in the C programming language. In addition to C, some old versions of Lex could generate a lexer in Ratfor. == History == Lex was originally written by Mike Lesk and Eric Schmidt and described in 1975. In the following years, Lex became the standard lexical analyzer generator on many Unix and Unix-like systems. In 1983, Lex was one of several UNIX tools available for Charles River Data Systems' UNOS operating system under the Bell Laboratories license. Although originally distributed as proprietary software, some versions of Lex are now open-source. Open-source versions of Lex, based on the original proprietary code, are now distributed with open-source operating systems such as OpenSolaris and Plan 9 from Bell Labs. One popular open-source version of Lex, called flex, or the "fast lexical analyzer", is not derived from proprietary coding. == Structure of a Lex file == The structure of a Lex file is intentionally similar to that of a yacc file: files are divided into three sections, separated by lines that contain only two percent signs, as follows: The definitions section defines macros and imports header files written in C. It is also possible to write any C code here, which will be copied verbatim into the generated source file. The rules section associates regular expression patterns with C statements. When the lexer sees text in the input matching a given pattern, it will execute the associated C code. The C code section contains C statements and functions that are copied verbatim to the generated source file. These statements presumably contain code called by the rules in the rules section. In large programs it is more convenient to place this code in a separate file linked in at compile time. == Example of a Lex file == The following is an example Lex file for the flex version of Lex. It recognizes strings of numbers (positive integers) in the input, and simply prints them out. If this input is given to flex, it will be converted into a C file, lex.yy.c. This can be compiled into an executable which matches and outputs strings of integers. For example, given the input: abc123z.!&2gj6 the program will print: Saw an integer: 123 Saw an integer: 2 Saw an integer: 6 == Using Lex with other programming tools == === Using Lex with parser generators === Lex, as with other lexical analyzers, limits rules to those which can be described by regular expressions. Due to this, Lex can be implemented by a finite-state automata as shown by the Chomsky hierarchy of languages. To recognize more complex languages, Lex is often used with parser generators such as Yacc or Bison. Parser generators use a formal grammar to parse an input stream. It is typically preferable to have a parser, one generated by Yacc for instance, accept a stream of tokens (a "token-stream") as input, rather than having to process a stream of characters (a "character-stream") directly. Lex is often used to produce such a token-stream. Scannerless parsing refers to parsing the input character-stream directly, without a distinct lexer. === Lex and make === make is a utility that can be used to maintain programs involving Lex. Make assumes that a file that has an extension of .l is a Lex source file. The make internal macro LFLAGS can be used to specify Lex options to be invoked automatically by make.
Nondeterministic finite automaton
In automata theory, a finite-state machine is called a deterministic finite automaton (DFA), if each of its transitions is uniquely determined by its source state and input symbol, and reading an input symbol is required for each state transition. A nondeterministic finite automaton (NFA), or nondeterministic finite-state machine, does not need to obey these restrictions. In particular, every DFA is also an NFA. Sometimes the term NFA is used in a narrower sense, referring to an NFA that is not a DFA, but not in this article. Using the subset construction algorithm, each NFA can be translated to an equivalent DFA; i.e., a DFA recognizing the same formal language. Like DFAs, NFAs only recognize regular languages. NFAs were introduced in 1959 by Michael O. Rabin and Dana Scott, who also showed their equivalence to DFAs. NFAs are used in the implementation of regular expressions: Thompson's construction is an algorithm for compiling a regular expression to an NFA that can efficiently perform pattern matching on strings. Conversely, Kleene's algorithm can be used to convert an NFA into a regular expression (whose size is generally exponential in the input automaton). NFAs have been generalized in multiple ways, e.g., nondeterministic finite automata with ε-moves, finite-state transducers, pushdown automata, alternating automata, ω-automata, and probabilistic automata. Besides the DFAs, other known special cases of NFAs are unambiguous finite automata (UFA) and self-verifying finite automata (SVFA). == Informal introduction == There are at least two equivalent ways to describe the behavior of an NFA. The first way makes use of the nondeterminism in the name of an NFA. For each input symbol, the NFA transitions to a new state until all input symbols have been consumed. In each step, the automaton nondeterministically "chooses" one of the applicable transitions. If there exists at least one "lucky run", i.e. some sequence of choices leading to an accepting state after completely consuming the input, it is accepted. Otherwise, i.e. if no choice sequence at all can consume all the input and lead to an accepting state, the input is rejected. In the second way, the NFA consumes a string of input symbols, one by one. In each step, whenever two or more transitions are applicable, it "clones" itself into appropriately many copies, each one following a different transition. If no transition is applicable, the current copy is in a dead end, and it "dies". If, after consuming the complete input, any of the copies is in an accept state, the input is accepted, else, it is rejected. == Formal definition == For a more elementary introduction of the formal definition, see automata theory. === Automaton === An NFA is represented formally by a 5-tuple, ( Q , Σ , δ , q 0 , F ) {\displaystyle (Q,\Sigma ,\delta ,q_{0},F)} , consisting of a finite set of states Q {\displaystyle Q} , a finite set of input symbols called the alphabet Σ {\displaystyle \Sigma } , a transition function δ {\displaystyle \delta } : Q × Σ → P ( Q ) {\displaystyle Q\times \Sigma \rightarrow {\mathcal {P}}(Q)} , an initial (or start) state q 0 ∈ Q {\displaystyle q_{0}\in Q} , and a set of accepting (or final) states F ⊆ Q {\displaystyle F\subseteq Q} . Here, P ( Q ) {\displaystyle {\mathcal {P}}(Q)} denotes the power set of Q {\displaystyle Q} . === Recognized language === Given an NFA M = ( Q , Σ , δ , q 0 , F ) {\displaystyle M=(Q,\Sigma ,\delta ,q_{0},F)} , its recognized language is denoted by L ( M ) {\displaystyle L(M)} , and is defined as the set of all strings over the alphabet Σ {\displaystyle \Sigma } that are accepted by M {\displaystyle M} . Loosely corresponding to the above informal explanations, there are several equivalent formal definitions of a string w = a 1 a 2 . . . a n {\displaystyle w=a_{1}a_{2}...a_{n}} being accepted by M {\displaystyle M} : w {\displaystyle w} is accepted if a sequence of states, r 0 , r 1 , . . . , r n {\displaystyle r_{0},r_{1},...,r_{n}} , exists in Q {\displaystyle Q} such that: r 0 = q 0 {\displaystyle r_{0}=q_{0}} r i + 1 ∈ δ ( r i , a i + 1 ) {\displaystyle r_{i+1}\in \delta (r_{i},a_{i+1})} , for i = 0 , … , n − 1 {\displaystyle i=0,\ldots ,n-1} r n ∈ F {\displaystyle r_{n}\in F} . In words, the first condition says that the machine starts in the start state q 0 {\displaystyle q_{0}} . The second condition says that given each character of string w {\displaystyle w} , the machine will transition from state to state according to the transition function δ {\displaystyle \delta } . The last condition says that the machine accepts w {\displaystyle w} if the last input of w {\displaystyle w} causes the machine to halt in one of the accepting states. In order for w {\displaystyle w} to be accepted by M {\displaystyle M} , it is not required that every state sequence ends in an accepting state, it is sufficient if one does. Otherwise, i.e. if it is impossible at all to get from q 0 {\displaystyle q_{0}} to a state from F {\displaystyle F} by following w {\displaystyle w} , it is said that the automaton rejects the string. The set of strings M {\displaystyle M} accepts is the language recognized by M {\displaystyle M} and this language is denoted by L ( M ) {\displaystyle L(M)} . Alternatively, w {\displaystyle w} is accepted if δ ∗ ( q 0 , w ) ∩ F ≠ ∅ {\displaystyle \delta ^{}(q_{0},w)\cap F\not =\emptyset } , where δ ∗ : Q × Σ ∗ → P ( Q ) {\displaystyle \delta ^{}:Q\times \Sigma ^{}\rightarrow {\mathcal {P}}(Q)} is defined recursively by: δ ∗ ( r , ε ) = { r } {\displaystyle \delta ^{}(r,\varepsilon )=\{r\}} where ε {\displaystyle \varepsilon } is the empty string, and δ ∗ ( r , x a ) = ⋃ r ′ ∈ δ ∗ ( r , x ) δ ( r ′ , a ) {\displaystyle \delta ^{}(r,xa)=\bigcup _{r'\in \delta ^{}(r,x)}\delta (r',a)} for all x ∈ Σ ∗ , a ∈ Σ {\displaystyle x\in \Sigma ^{},a\in \Sigma } . In words, δ ∗ ( r , x ) {\displaystyle \delta ^{}(r,x)} is the set of all states reachable from state r {\displaystyle r} by consuming the string x {\displaystyle x} . The string w {\displaystyle w} is accepted if some accepting state in F {\displaystyle F} can be reached from the start state q 0 {\displaystyle q_{0}} by consuming w {\displaystyle w} . === Initial state === The above automaton definition uses a single initial state, which is not necessary. Sometimes, NFAs are defined with a set of initial states. There is an easy construction that translates an NFA with multiple initial states to an NFA with a single initial state, which provides a convenient notation. == Example == The following automaton M, with a binary alphabet, determines if the input ends with a 1. Let M = ( { p , q } , { 0 , 1 } , δ , p , { q } ) {\displaystyle M=(\{p,q\},\{0,1\},\delta ,p,\{q\})} where the transition function δ {\displaystyle \delta } can be defined by this state transition table (cf. upper left picture): State Input 0 1 p { p } { p , q } q ∅ ∅ {\displaystyle {\begin{array}{|c|cc|}{\bcancel {{}_{\text{State}}\quad {}^{\text{Input}}}}&0&1\\\hline p&\{p\}&\{p,q\}\\q&\emptyset &\emptyset \end{array}}} Since the set δ ( p , 1 ) {\displaystyle \delta (p,1)} contains more than one state, M is nondeterministic. The language of M can be described by the regular language given by the regular expression (0|1)1. All possible state sequences for the input string "1011" are shown in the lower picture. The string is accepted by M since one state sequence satisfies the above definition; it does not matter that other sequences fail to do so. The picture can be interpreted in a couple of ways: In terms of the above "lucky-run" explanation, each path in the picture denotes a sequence of choices of M. In terms of the "cloning" explanation, each vertical column shows all clones of M at a given point in time, multiple arrows emanating from a node indicate cloning, a node without emanating arrows indicating the "death" of a clone. The feasibility to read the same picture in two ways also indicates the equivalence of both above explanations. Considering the first of the above formal definitions, "1011" is accepted since when reading it M may traverse the state sequence ⟨ r 0 , r 1 , r 2 , r 3 , r 4 ⟩ = ⟨ p , p , p , p , q ⟩ {\displaystyle \langle r_{0},r_{1},r_{2},r_{3},r_{4}\rangle =\langle p,p,p,p,q\rangle } , which satisfies conditions 1 to 3. Concerning the second formal definition, bottom-up computation shows that δ ∗ ( p , ε ) = { p } {\displaystyle \delta ^{}(p,\varepsilon )=\{p\}} , hence δ ∗ ( p , 1 ) = δ ( p , 1 ) = { p , q } {\displaystyle \delta ^{}(p,1)=\delta (p,1)=\{p,q\}} , hence δ ∗ ( p , 10 ) = δ ( p , 0 ) ∪ δ ( q , 0 ) = { p } ∪ { } {\displaystyle \delta ^{}(p,10)=\delta (p,0)\cup \delta (q,0)=\{p\}\cup \{\}} , hence δ ∗ ( p , 101 ) = δ ( p , 1 ) = { p , q } {\displaystyle \delta ^{}(p,101)=\delta (p,1)=\{p,q\}} , and hence δ ∗ ( p , 1011 ) = δ ( p , 1 ) ∪ δ ( q , 1 ) = { p , q } ∪ { } {\displaystyle \delta ^{}(p,1011)=\delta (p,1)\cup \delta (q,1)=\{p,q\}\cup \{\}} ; since that set is
Levenshtein automaton
In computer science, a Levenshtein automaton for a string w and a number n is a finite-state automaton that can recognize the set of all strings whose Levenshtein distance from w is at most n. That is, a string x is in the formal language recognized by the Levenshtein automaton if and only if x can be transformed into w by at most n single-character insertions, deletions, and substitutions. == Applications == Levenshtein automata may be used for spelling correction, by finding words in a given dictionary that are close to a misspelled word. In this application, once a word is identified as being misspelled, its Levenshtein automaton may be constructed, and then applied to all of the words in the dictionary to determine which ones are close to the misspelled word. If the dictionary is stored in compressed form as a trie, the time for this algorithm (after the automaton has been constructed) is proportional to the number of nodes in the trie, significantly faster than using dynamic programming to compute the Levenshtein distance separately for each dictionary word. It is also possible to find words in a regular language, rather than a finite dictionary, that are close to a given target word, by computing the Levenshtein automaton for the word, and then using a Cartesian product construction to combine it with an automaton for the regular language, giving an automaton for the intersection language. Alternatively, rather than using the product construction, both the Levenshtein automaton and the automaton for the given regular language may be traversed simultaneously using a backtracking algorithm. Levenshtein automata are used in Lucene for full-text searches that can return relevant documents even if the query is misspelled. == Construction == For any fixed constant n, the Levenshtein automaton for w and n may be constructed in time O(|w|). Mitankin studies a variant of this construction called the universal Levenshtein automaton, determined only by a numeric parameter n, that can recognize pairs of words (encoded in a certain way by bitvectors) that are within Levenshtein distance n of each other. Touzet proposed an effective algorithm to build this automaton. Yet a third finite automaton construction of Levenshtein (or Damerau–Levenshtein) distance are the Levenshtein transducers of Hassan et al., who show finite state transducers implementing edit distance one, then compose these to implement edit distances up to some constant.
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
Best AI Art Generators in 2026
Curious about the best AI art generator? An AI art generator is software that uses machine learning to help you get more done — it combines speed, accuracy, and an interface that just works. Hands-on testing shows real-world results vary, so a short free trial is the smartest way to decide. Whether you are a beginner or a pro, the right AI art generator slots into your workflow and pays for itself fast. This guide breaks down the top picks, their pros and cons, and who each one is best for.