Grammar systems theory is a field of theoretical computer science that studies systems of finite collections of formal grammars generating a formal language. Each grammar works on a string, a so-called sequential form that represents an environment. Grammar systems can thus be used as a formalization of decentralized or distributed systems of agents in artificial intelligence. Let A {\displaystyle \mathbb {A} } be a simple reactive agent moving on the table and trying not to fall down from the table with two reactions, t for turning and ƒ for moving forward. The set of possible behaviors of A {\displaystyle \mathbb {A} } can then be described as formal language L A = { ( f m t n f r ) + : 1 ≤ m ≤ k ; 1 ≤ n ≤ ℓ ; 1 ≤ r ≤ k } , {\displaystyle \mathbb {L_{A}} =\{(f^{m}t^{n}f^{r})^{+}:1\leq m\leq k;1\leq n\leq \ell ;1\leq r\leq k\},} where ƒ can be done maximally k times and t can be done maximally ℓ times considering the dimensions of the table. Let G A {\displaystyle \mathbb {G_{A}} } be a formal grammar which generates language L A {\displaystyle \mathbb {L_{A}} } . The behavior of A {\displaystyle \mathbb {A} } is then described by this grammar. Suppose the A {\displaystyle \mathbb {A} } has a subsumption architecture; each component of this architecture can be then represented as a formal grammar, too, and the final behavior of the agent is then described by this system of grammars. The schema on the right describes such a system of grammars which shares a common string representing an environment. The shared sequential form is sequentially rewritten by each grammar, which can represent either a component or generally an agent. If grammars communicate together and work on a shared sequential form, it is called a Cooperating Distributed (DC) grammar system. Shared sequential form is a similar concept to the blackboard approach in AI, which is inspired by an idea of experts solving some problem together while they share their proposals and ideas on a shared blackboard. Each grammar in a grammar system can also work on its own string and communicate with other grammars in a system by sending their sequential forms on request. Such a grammar system is then called a Parallel Communicating (PC) grammar system. PC and DC are inspired by distributed AI. If there is no communication between grammars, the system is close to the decentralized approaches in AI. These kinds of grammar systems are sometimes called colonies or Eco-Grammar systems, depending (besides others) on whether the environment is changing on its own (Eco-Grammar system) or not (colonies).
ObjectVision
ObjectVision was a forms-based programming language and environment for Windows 3.x developed by Borland. The latest version, 2.1, was released in 1992. An ObjectVision application is composed by forms designed in a graphic way that contains objects and events to provide interactivity. Forms are connected together with logic in the form of decision trees. ObjectVision applications also can interact with databases using multiple engines, like Paradox and dBase. A finished project is saved as an OVD file, that is executed by an interpreted runtime that can be freely distributed. ObjectVision was not used broadly except in some niche segments, but the visual programming ideas were the basis for Borland Delphi.
Linear belief function
Linear belief functions are an extension of the Dempster–Shafer theory of belief functions to the case when variables of interest are continuous. Examples of such variables include financial asset prices, portfolio performance, and other antecedent and consequent variables. The theory was originally proposed by Arthur P. Dempster in the context of Kalman Filters and later was elaborated, refined, and applied to knowledge representation in artificial intelligence and decision making in finance and accounting by Liping Liu. == Concept == A linear belief function intends to represent our belief regarding the location of the true value as follows: We are certain that the truth is on a so-called certainty hyperplane but we do not know its exact location; along some dimensions of the certainty hyperplane, we believe the true value could be anywhere from –∞ to +∞ and the probability of being at a particular location is described by a normal distribution; along other dimensions, our knowledge is vacuous, i.e., the true value is somewhere from –∞ to +∞ but the associated probability is unknown. A belief function in general is defined by a mass function over a class of focal elements, which may have nonempty intersections. A linear belief function is a special type of belief function in the sense that its focal elements are exclusive, parallel sub-hyperplanes over the certainty hyperplane and its mass function is a normal distribution across the sub-hyperplanes. Based on the above geometrical description, Shafer and Liu propose two mathematical representations of a LBF: a wide-sense inner product and a linear functional in the variable space, and as their duals over a hyperplane in the sample space. Monney proposes still another structure called Gaussian hints. Although these representations are mathematically neat, they tend to be unsuitable for knowledge representation in expert systems. == Knowledge representation == A linear belief function can represent both logical and probabilistic knowledge for three types of variables: deterministic such as an observable or controllable, random whose distribution is normal, and vacuous on which no knowledge bears. Logical knowledge is represented by linear equations, or geometrically, a certainty hyperplane. Probabilistic knowledge is represented by a normal distribution across all parallel focal elements. In general, assume X is a vector of multiple normal variables with mean μ and covariance Σ. Then, the multivariate normal distribution can be equivalently represented as a moment matrix: M ( X ) = ( μ Σ ) . {\displaystyle M(X)=\left({\begin{array}{{20}c}\mu \\\Sigma \end{array}}\right).} If the distribution is non-degenerate, i.e., Σ has a full rank and its inverse exists, the moment matrix can be fully swept: M ( X → ) = ( μ Σ − 1 − Σ − 1 ) {\displaystyle M({\vec {X}})=\left({\begin{array}{{20}c}\mu \Sigma ^{-1}\\-\Sigma ^{-1}\end{array}}\right)} Except for normalization constant, the above equation completely determines the normal density function for X. Therefore, M ( X → ) {\displaystyle M({\vec {X}})} represents the probability distribution of X in the potential form. These two simple matrices allow us to represent three special cases of linear belief functions. First, for an ordinary normal probability distribution M(X) represents it. Second, suppose one makes a direct observation on X and obtains a value μ. In this case, since there is no uncertainty, both variance and covariance vanish, i.e., Σ = 0. Thus, a direct observation can be represented as: M ( X ) = ( μ 0 ) {\displaystyle M(X)=\left({\begin{array}{{20}c}\mu \\0\end{array}}\right)} Third, suppose one is completely ignorant about X. This is a very thorny case in Bayesian statistics since the density function does not exist. By using the fully swept moment matrix, we represent the vacuous linear belief functions as a zero matrix in the swept form follows: M ( X → ) = [ 0 0 ] {\displaystyle M({\vec {X}})=\left[{\begin{array}{{20}c}0\\0\end{array}}\right]} One way to understand the representation is to imagine complete ignorance as the limiting case when the variance of X approaches to ∞, where one can show that Σ−1 = 0 and hence M ( X → ) {\displaystyle M({\vec {X}})} vanishes. However, the above equation is not the same as an improper prior or normal distribution with infinite variance. In fact, it does not correspond to any unique probability distribution. For this reason, a better way is to understand the vacuous linear belief functions as the neutral element for combination (see later). To represent the remaining three special cases, we need the concept of partial sweeping. Unlike a full sweeping, a partial sweeping is a transformation on a subset of variables. Suppose X and Y are two vectors of normal variables with the joint moment matrix: M ( X , Y ) = [ μ 1 Σ 11 Σ 21 μ 2 Σ 12 Σ 22 ] {\displaystyle M(X,Y)=\left[{\begin{array}{{20}c}{\begin{array}{{20}c}\mu _{1}\\\Sigma _{11}\\\Sigma _{21}\end{array}}&{\begin{array}{{20}c}\mu _{2}\\\Sigma _{12}\\\Sigma _{22}\end{array}}\end{array}}\right]} Then M(X, Y) may be partially swept. For example, we can define the partial sweeping on X as follows: M ( X → , Y ) = [ μ 1 ( Σ 11 ) − 1 − ( Σ 11 ) − 1 Σ 21 ( Σ 11 ) − 1 μ 2 − μ 1 ( Σ 11 ) − 1 Σ 12 ( Σ 11 ) − 1 Σ 12 Σ 22 − Σ 21 ( Σ 11 ) − 1 Σ 12 ] {\displaystyle M({\vec {X}},Y)=\left[{\begin{array}{{20}c}{\begin{array}{{20}c}\mu _{1}(\Sigma _{11})^{-1}\\-(\Sigma _{11})^{-1}\\\Sigma _{21}(\Sigma _{11})^{-1}\end{array}}&{\begin{array}{{20}c}\mu _{2}-\mu _{1}(\Sigma _{11})^{-1}\Sigma _{12}\\(\Sigma _{11})^{-1}\Sigma _{12}\\\Sigma _{22}-\Sigma _{21}(\Sigma _{11})^{-1}\Sigma _{12}\end{array}}\end{array}}\right]} If X is one-dimensional, a partial sweeping replaces the variance of X by its negative inverse and multiplies the inverse with other elements. If X is multidimensional, the operation involves the inverse of the covariance matrix of X and other multiplications. A swept matrix obtained from a partial sweeping on a subset of variables can be equivalently obtained by a sequence of partial sweepings on each individual variable in the subset and the order of the sequence does not matter. Similarly, a fully swept matrix is the result of partial sweepings on all variables. We can make two observations. First, after the partial sweeping on X, the mean vector and covariance matrix of X are respectively μ 1 ( Σ 11 ) − 1 {\displaystyle \mu _{1}(\Sigma _{11})^{-1}} and − ( Σ 11 ) − 1 {\displaystyle -(\Sigma _{11})^{-1}} , which are the same as that of a full sweeping of the marginal moment matrix of X. Thus, the elements corresponding to X in the above partial sweeping equation represent the marginal distribution of X in potential form. Second, according to statistics, μ 2 − μ 1 ( Σ 11 ) − 1 Σ 12 {\displaystyle \mu _{2}-\mu _{1}(\Sigma _{11})^{-1}\Sigma _{12}} is the conditional mean of Y given X = 0; Σ 22 − Σ 21 ( Σ 11 ) − 1 Σ 12 {\displaystyle \Sigma _{22}-\Sigma _{21}(\Sigma _{11})^{-1}\Sigma _{12}} is the conditional covariance matrix of Y given X = 0; and ( Σ 11 ) − 1 Σ 12 {\displaystyle (\Sigma _{11})^{-1}\Sigma _{12}} is the slope of the regression model of Y on X. Therefore, the elements corresponding to Y indices and the intersection of X and Y in M ( X → , Y ) {\displaystyle M({\vec {X}},Y)} represents the conditional distribution of Y given X = 0. These semantics render the partial sweeping operation a useful method for manipulating multivariate normal distributions. They also form the basis of the moment matrix representations for the three remaining important cases of linear belief functions, including proper belief functions, linear equations, and linear regression models. === Proper linear belief functions === For variables X and Y, assume there exists a piece of evidence justifying a normal distribution for variables Y while bearing no opinions for variables X. Also, assume that X and Y are not perfectly linearly related, i.e., their correlation is less than 1. This case involves a mix of an ordinary normal distribution for Y and a vacuous belief function for X. Thus, we represent it using a partially swept matrix as follows: M ( X → , Y ) = [ 0 0 0 μ 2 0 Σ 22 ] {\displaystyle M({\vec {X}},Y)=\left[{\begin{array}{{20}c}{\begin{array}{{20}c}0\\0\\0\end{array}}&{\begin{array}{{20}c}\mu _{2}\\0\\\Sigma _{22}\\\end{array}}\end{array}}\right]} This is how we could understand the representation. Since we are ignorant on X, we use its swept form and set μ 1 ( Σ 11 ) − 1 = 0 {\displaystyle \mu _{1}(\Sigma _{11})^{-1}=0} and − ( Σ 11 ) − 1 = 0 {\displaystyle -(\Sigma _{11})^{-1}=0} . Since the correlation between X and Y is less than 1, the regression coefficient of X on Y approaches to 0 when the variance of X approaches to ∞. Therefore, ( Σ 11 ) − 1 Σ 12 = 0 {\displaystyle (\Sigma _{11})^{-1}\Sigma _{12}=0} . Similarly, one can prove that μ 1 ( Σ 11 ) − 1 Σ 12 = 0 {\displaystyle \mu _{1}(\Sigma _{11})^{-1}\Sigma _{12}=0} and Σ 21 ( Σ 11 ) −
CatBoost
CatBoost is an open-source software library developed by Yandex. It provides a gradient boosting framework which, among other features, attempts to solve for categorical features using a permutation-driven alternative to the classical algorithm. It works on Linux, Windows, macOS, and is available in Python, R, and models built using CatBoost can be used for predictions in C++, Java, C#, Rust, Core ML, ONNX, and PMML. The source code is licensed under Apache License and available on GitHub. InfoWorld magazine awarded the library "The best machine learning tools" in 2017. along with TensorFlow, Pytorch, XGBoost and 8 other libraries. Kaggle listed CatBoost as one of the most frequently used machine learning (ML) frameworks in the world. It was listed as the top-8 most frequently used ML framework in the 2020 survey and as the top-7 most frequently used ML framework in the 2021 survey. As of April 2022, CatBoost is installed about 100000 times per day from PyPI repository == Features == CatBoost has gained popularity compared to other gradient boosting algorithms primarily due to the following features Native handling for categorical features Fast GPU training Visualizations and tools for model and feature analysis Using oblivious trees or symmetric trees for faster execution Ordered boosting to overcome overfitting == History == In 2009 Andrey Gulin developed MatrixNet, a proprietary gradient boosting library that was used in Yandex to rank search results. Since 2009 MatrixNet has been used in different projects at Yandex, including recommendation systems and weather prediction. In 2014–2015 Andrey Gulin worked with a team of researchers to start a new project called Tensornet which was aimed at solving the problem of "how to work with categorical data". Their work resulted in several proprietary Gradient Boosting libraries with different approaches to handling categorical data. In 2016 the Machine Learning Infrastructure team led by Anna Dorogush started working on Gradient Boosting in Yandex, including Matrixnet and Tensornet. They implemented and open-sourced the next version of Gradient Boosting library called CatBoost, which has support for categorical and text data, GPU training, model analysis, and visualization tools. CatBoost was open-sourced in July 2017 and is under active development in Yandex and the open-source community. == Application == JetBrains uses CatBoost for code completion Cloudflare uses CatBoost for bot detection Careem uses CatBoost to predict future destinations of the rides
MultiNet
Multilayered extended semantic networks (MultiNets) are both a knowledge representation paradigm and a language for meaning representation of natural language expressions that has been developed by Prof. Dr. Hermann Helbig on the basis of earlier Semantic Networks. It is used in a question-answering application for German called InSicht. It is also used to create a tutoring application developed by the university of University of Hagen to teach MultiNet to knowledge engineers. MultiNet is claimed to be one of the most comprehensive and thoroughly described knowledge representation systems. It specifies conceptual structures by means of about 140 predefined relations and functions, which are systematically characterized and underpinned by a formal axiomatic apparatus. Apart from their relational connections, the concepts are embedded in a multidimensional space of layered attributes and their values. Another characteristic of MultiNet distinguishing it from simple semantic networks is the possibility to encapsulate whole partial networks and represent the resulting conceptual capsule as a node of higher order, which itself can be an argument of relations and functions. MultiNet has been used in practical NLP applications such as natural language interfaces to the Internet or question answering systems over large semantically annotated corpora with millions of sentences. MultiNet is also a cornerstone of the commercially available search engine SEMPRIA-Search, where it is used for the description of the computational lexicon and the background knowledge, for the syntactic-semantic analysis, for logical answer finding, as well as for the generation of natural language answers. MultiNet is supported by a set of software tools and has been used to build large semantically based computational lexicons. The tools include a semantic interpreter WOCADI, which translates natural language expressions (phrases, sentences, texts) into formal MultiNet expressions, a workbench MWR+ for the knowledge engineer (comprising modules for automatic knowledge acquisition and reasoning), and a workbench LIA+ for the computer lexicographer supporting the creation of large semantically based computational lexica.
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.
General Data Protection Regulation
The General Data Protection Regulation (Regulation (EU) 2016/679), abbreviated GDPR, is a European Union regulation on information privacy in the European Union (EU) and the European Economic Area (EEA). The GDPR is an important component of EU privacy law and human rights law, in particular Article 8(1) of the Charter of Fundamental Rights of the European Union. It also governs the transfer of personal data outside the EU and EEA. The GDPR's goals are to enhance individuals' control and rights over their personal information and to simplify the regulations for international business. It supersedes the Data Protection Directive 95/46/EC and, among other things, simplifies the terminology. The European Parliament and Council of the European Union adopted the GDPR on 14 April 2016, to become effective on 25 May 2018. As an EU regulation (instead of a directive), the GDPR has direct legal effect and does not require transposition into national law. However, it also provides flexibility for individual member states to modify (derogate from) some of its provisions. As an example of the Brussels effect, the regulation became a model for many other laws around the world, including in Brazil, Japan, Singapore, South Africa, South Korea, Sri Lanka, and Thailand. After leaving the European Union, the United Kingdom enacted its "UK GDPR", identical to the GDPR. The California Consumer Privacy Act (CCPA), adopted on 28 June 2018, has many similarities with the GDPR. == Contents == The GDPR 2016 has eleven chapters, concerning general provisions, principles, rights of the data subject, duties of data controllers or processors, transfers of personal data to third-party countries, supervisory authorities, cooperation among member states, remedies, liability or penalties for breach of rights, provisions related to specific processing situations, and miscellaneous final provisions. The GDPR also contains 173 recitals purposed to clarify scope and rationale for the regulatory provisions, as well as its legislative intents – Recital 4, for instance, begins by saying that the processing of personal data should be "designed to serve mankind". === General provisions === The regulation applies if the data controller, or processor, or the data subject (person) is based in the EU. The regulation also applies to organisations based outside the EU if they collect or process personal data of individuals located inside the EU. The regulation does not apply to the processing of data by private persons provided that the purpose has no connection to a professional or commercial activity." (Recital 18). According to the European Commission, "Personal data is information that relates to an identified or identifiable individual. If you cannot directly identify an individual from that information, then you need to consider whether the individual is still identifiable. You should take into account the information you are processing together with all the means reasonably likely to be used by either you or any other person to identify that individual." The precise definitions of terms such as "personal data", "processing", "data subject", "controller", and "processor" are stated in Article 4. The regulation does not purport to apply to the processing of personal data for national security activities or law enforcement of the EU; however, industry groups concerned about facing a potential conflict of laws have questioned whether Article 48 could be invoked to seek to prevent a data controller subject to a third country's laws from complying with a legal order from that country's law enforcement, judicial, or national security authorities to disclose to such authorities the personal data of an EU person, regardless of whether the data resides in or out of the EU. Article 48 states that any judgement of a court or tribunal and any decision of an administrative authority of a third country requiring a controller or processor to transfer or disclose personal data may not be recognised or enforceable in any manner unless based on an international agreement, like a mutual legal assistance treaty in force between the requesting third (non-EU) country and the EU or a member state. The data protection reform package also includes a separate Data Protection Directive for the police and criminal justice sector that provides rules on personal data exchanges at State level, Union level, and international levels. A single set of rules applies to all EU member states. Each member state establishes an independent supervisory authority (SA) to hear and investigate complaints, sanction administrative offences, etc. SAs in each member state co-operate with other SAs, providing mutual assistance and organising joint operations. If a business has multiple establishments in the EU, it must have a single SA as its "lead authority", based on the location of its "main establishment" where the main processing activities take place. The lead authority thus acts as a "one-stop shop" to supervise all the processing activities of that business throughout the EU. A European Data Protection Board (EDPB) co-ordinates the SAs. EDPB thus replaces the Article 29 Data Protection Working Party. There are exceptions for data processed in an employment context or in national security that still might be subject to individual country regulations. === Principles and lawful purposes === Article 5 sets out six principles relating to the lawfulness of processing personal data. The first of these specifies that data must be processed lawfully, fairly and in a transparent manner. Article 6 develops this principle by specifying that personal data may not be processed unless there is at least one legal basis for doing so. The other principles refer to "purpose limitation", "data minimisation", "accuracy", "storage limitation", and "integrity and confidentiality". Article 6 states that the lawful purposes are: (a) If the data subject has given consent to the processing of his or her personal data; (b) To fulfill contractual obligations with a data subject, or for tasks at the request of a data subject who is in the process of entering into a contract; (c) To comply with a data controller's legal obligations; (d) To protect the vital interests of a data subject or another individual; (e) To perform a task in the public interest or in official authority; (f) For the legitimate interests of a data controller or a third party, unless these interests are overridden by interests of the data subject or her or his rights according to the Charter of Fundamental Rights (especially in the case of children). If informed consent is used as the lawful basis for processing, consent must have been explicit for data collected and each purpose data is used for. Consent must be a specific, freely given, plainly worded, and unambiguous affirmation given by the data subject; an online form which has consent options structured as an opt-out selected by default is a violation of the GDPR, as the consent is not unambiguously affirmed by the user. In addition, multiple types of processing may not be "bundled" together into a single affirmation prompt, as this is not specific to each use of data, and the individual permissions are not freely given. (Recital 32). Data subjects must be allowed to withdraw this consent at any time, and the process of doing so must not be harder than it was to opt in. A data controller may not refuse service to users who decline consent to processing that is not strictly necessary in order to use the service. Consent for children, defined in the regulation as being less than 16 years old (although with the option for member states to individually make it as low as 13 years old), must be given by the child's parent or custodian, and verifiable. If consent to processing was already provided under the Data Protection Directive, a data controller does not have to re-obtain consent if the processing is documented and obtained in compliance with the GDPR's requirements (Recital 171). === Rights of the data subject === ==== Transparency and modalities ==== Article 12 requires the data controller to provide information to the "data subject in a concise, transparent, intelligible and easily accessible form, using clear and plain language, in particular for any information addressed specifically to a child." ==== Information and access ==== The right of access (Article 15) is a data subject right. It gives people the right to access their personal data and information about how this personal data is being processed. A data controller must provide, upon request, an overview of the categories of data that are being processed as well as a copy of the actual data; furthermore, the data controller has to inform the data subject on details about the processing, such as the purposes of the processing, with whom the data is shared, and how it acquired the data. A data subject must be able to transfer personal data from one electro