The U.S. Tech Force (also styled as US Tech Force, Tech Force, or Government Tech Force) is a federal hiring initiative launched by the second Donald Trump administration in December 2025. The program, administered by the Office of Personnel Management (OPM), aims to recruit about 1,000 early-career technology professionals into two-year government jobs to modernize federal IT systems, advance artificial intelligence (AI) capabilities, and address technological gaps in government operations. The initiative is an effort to plug capability gaps created by Trump-administration efforts to shrink the federal government, which led to the departure of some 220,000 federal employees, including many in IT. The initiative seeks early-career workers; officials said it would offer competitive salaries and opportunities to work on high-impact government technology projects. Major technology companies—including Amazon, Apple, Microsoft, Nvidia, Meta, Google, and OpenAI—agreed to help identify and refer candidates. Candidates are allowed to take Tech Force positions on leaves of absence and without divesting their stock, raising conflict-of-interest questions. In January 2026, OPM direction Scott Kupor said the deadline for applying to Tech Force was being extended because of "tremendous interest" without saying how many people had actually applied. Also in December 2025, news broke that the administration is planning another novel use of private-sector workers: hiring cybersecurity firms for offensive cyber operations.
LENA Foundation
The LENA Foundation is an American nonprofit organisation which provides tools for measuring children's language acquisition and exposure. Specifically, the LENA system consists of a digital language processor which is worn by a child and records and analyses their auditory environment, using propriety software. It then presents a summary of child-adult conversation, such as conversation turns and word counts. The purpose of the LENA system is to encourage interactive talk between children (between the age of two to forty-eight months) and their caretakers. The LENA system is also used for research; while useful for researchers who wish to save transcription costs or observe the child in its natural state, the accuracy of this system, while often quite high, varies between contexts, for example notably in the case of hard of hearing children. Because of this, several researchers recommend caution in using only the LENA system on its own for the purposes of scientific research. == History == The LENA Foundation was established in 2009 by Terrance and Judith Paul, founders of Renaissance Learning, Inc., with the purpose of aiding children with disabilities and assisting with early learning. They were inspired by the book "Meaningful Differences in the Everyday Experience of American Children" by Dr. Betty Hart and Dr. Todd Risley. A pilot version of the LENA system was launched in February 2006. The LENA Research Foundation was registered as a tax-exempt 501(c)(3) nonprofit in September 2010. The organisation was renamed simply LENA in 2018 and adopted the tagline "Building brains through early talk." LENA has been used for parental feedback, linguistics or paediatrics research, and for specific clinical cases. == Scientific background == In 2018, research using the LENA system showed that there was a link between children's conversational turns and activation of Broca's area (a part of the brain responsible, although not necessarily essential, for language processing). The LENA foundation cites research by its own employees as evidence for the scientific basis of its technology. Said research claims that verbal interaction with young children has an effect on language acquisition, including verbal comprehension skills during adolescence. == LENA System == The LENA software analyses a child's natural language environment, such as verbal exposure, and provides several metrics, such as adult and child speech time, television/recorded audio time, word count, or conversation turn count. The LENA hardware is a recorder that is usually placed into a child's specially-designed vest. The software was trained on over 65,000 hours of manually annotated American English audio recordings. It splits the audio into segments which are categorised as "key child", "other child", "male adult", "noise", etc. The advantages of LENA as opposed to manual transcription are its speed and ease of use; the disadvantages are its potential inaccuracies and lack of transcription capability (which LENA does not profess to attempt). The LENA system has also been criticised for prioritising quantity of speaking over quality (i.e., mastery of the language, as opposed to babble). == Product lines == === LENA Start === LENA Start is a program for parents that utilises feedback from the LENA System in conjunction with weekly group sessions in order to address the home language environment. It was introduced in 2015 and implemented across several U.S. states. In October 2020, during the restrictions of the COVID-19 pandemic, Read Aloud Delaware began a virtual LENA Start program with families statewide, where parents received feedback and participated in one-hour Zoom workshops each week during the 10-week program. === LENA Grow === LENA Grow is a professional development program for teachers in early childhood classrooms. Before launching at sites around the country, the program was first piloted in Escambia County, Florida. === LENA Home === LENA Home is a supplement to existing parent coaching curricula. Typically, home visitors facilitate the use of the LENA System to help parents track their progress towards increasing interactive talk in their homes. === Developmental Snapshot === The LENA Developmental Snapshot, based on a 52-question parent survey, assesses both expressive and receptive language skills and provides an estimate of a child's developmental age from 2 months to 36 months.
Zassenhaus algorithm
In mathematics, the Zassenhaus algorithm is a method to calculate a basis for the intersection and sum of two subspaces of a vector space. It is named after Hans Zassenhaus, but no publication of this algorithm by him is known. It is used in computer algebra systems. == Algorithm == === Input === Let V be a vector space and U, W two finite-dimensional subspaces of V with the following spanning sets: U = ⟨ u 1 , … , u n ⟩ {\displaystyle U=\langle u_{1},\ldots ,u_{n}\rangle } and W = ⟨ w 1 , … , w k ⟩ . {\displaystyle W=\langle w_{1},\ldots ,w_{k}\rangle .} Finally, let B 1 , … , B m {\displaystyle B_{1},\ldots ,B_{m}} be linearly independent vectors so that u i {\displaystyle u_{i}} and w i {\displaystyle w_{i}} can be written as u i = ∑ j = 1 m a i , j B j {\displaystyle u_{i}=\sum _{j=1}^{m}a_{i,j}B_{j}} and w i = ∑ j = 1 m b i , j B j . {\displaystyle w_{i}=\sum _{j=1}^{m}b_{i,j}B_{j}.} === Output === The algorithm computes the base of the sum U + W {\displaystyle U+W} and a base of the intersection U ∩ W {\displaystyle U\cap W} . === Algorithm === The algorithm creates the following block matrix of size ( ( n + k ) × ( 2 m ) ) {\displaystyle ((n+k)\times (2m))} : ( a 1 , 1 a 1 , 2 ⋯ a 1 , m a 1 , 1 a 1 , 2 ⋯ a 1 , m ⋮ ⋮ ⋮ ⋮ ⋮ ⋮ a n , 1 a n , 2 ⋯ a n , m a n , 1 a n , 2 ⋯ a n , m b 1 , 1 b 1 , 2 ⋯ b 1 , m 0 0 ⋯ 0 ⋮ ⋮ ⋮ ⋮ ⋮ ⋮ b k , 1 b k , 2 ⋯ b k , m 0 0 ⋯ 0 ) {\displaystyle {\begin{pmatrix}a_{1,1}&a_{1,2}&\cdots &a_{1,m}&a_{1,1}&a_{1,2}&\cdots &a_{1,m}\\\vdots &\vdots &&\vdots &\vdots &\vdots &&\vdots \\a_{n,1}&a_{n,2}&\cdots &a_{n,m}&a_{n,1}&a_{n,2}&\cdots &a_{n,m}\\b_{1,1}&b_{1,2}&\cdots &b_{1,m}&0&0&\cdots &0\\\vdots &\vdots &&\vdots &\vdots &\vdots &&\vdots \\b_{k,1}&b_{k,2}&\cdots &b_{k,m}&0&0&\cdots &0\end{pmatrix}}} Using elementary row operations, this matrix is transformed to the row echelon form. Then, it has the following shape: ( c 1 , 1 c 1 , 2 ⋯ c 1 , m ∙ ∙ ⋯ ∙ ⋮ ⋮ ⋮ ⋮ ⋮ ⋮ c q , 1 c q , 2 ⋯ c q , m ∙ ∙ ⋯ ∙ 0 0 ⋯ 0 d 1 , 1 d 1 , 2 ⋯ d 1 , m ⋮ ⋮ ⋮ ⋮ ⋮ ⋮ 0 0 ⋯ 0 d ℓ , 1 d ℓ , 2 ⋯ d ℓ , m 0 0 ⋯ 0 0 0 ⋯ 0 ⋮ ⋮ ⋮ ⋮ ⋮ ⋮ 0 0 ⋯ 0 0 0 ⋯ 0 ) {\displaystyle {\begin{pmatrix}c_{1,1}&c_{1,2}&\cdots &c_{1,m}&\bullet &\bullet &\cdots &\bullet \\\vdots &\vdots &&\vdots &\vdots &\vdots &&\vdots \\c_{q,1}&c_{q,2}&\cdots &c_{q,m}&\bullet &\bullet &\cdots &\bullet \\0&0&\cdots &0&d_{1,1}&d_{1,2}&\cdots &d_{1,m}\\\vdots &\vdots &&\vdots &\vdots &\vdots &&\vdots \\0&0&\cdots &0&d_{\ell ,1}&d_{\ell ,2}&\cdots &d_{\ell ,m}\\0&0&\cdots &0&0&0&\cdots &0\\\vdots &\vdots &&\vdots &\vdots &\vdots &&\vdots \\0&0&\cdots &0&0&0&\cdots &0\end{pmatrix}}} Here, ∙ {\displaystyle \bullet } stands for arbitrary numbers, and the vectors ( c p , 1 , c p , 2 , … , c p , m ) {\displaystyle (c_{p,1},c_{p,2},\ldots ,c_{p,m})} for every p ∈ { 1 , … , q } {\displaystyle p\in \{1,\ldots ,q\}} and ( d p , 1 , … , d p , m ) {\displaystyle (d_{p,1},\ldots ,d_{p,m})} for every p ∈ { 1 , … , ℓ } {\displaystyle p\in \{1,\ldots ,\ell \}} are nonzero. Then ( y 1 , … , y q ) {\displaystyle (y_{1},\ldots ,y_{q})} with y i := ∑ j = 1 m c i , j B j {\displaystyle y_{i}:=\sum _{j=1}^{m}c_{i,j}B_{j}} is a basis of U + W {\displaystyle U+W} and ( z 1 , … , z ℓ ) {\displaystyle (z_{1},\ldots ,z_{\ell })} with z i := ∑ j = 1 m d i , j B j {\displaystyle z_{i}:=\sum _{j=1}^{m}d_{i,j}B_{j}} is a basis of U ∩ W {\displaystyle U\cap W} . === Proof of correctness === First, we define π 1 : V × V → V , ( a , b ) ↦ a {\displaystyle \pi _{1}:V\times V\to V,(a,b)\mapsto a} to be the projection to the first component. Let H := { ( u , u ) ∣ u ∈ U } + { ( w , 0 ) ∣ w ∈ W } ⊆ V × V . {\displaystyle H:=\{(u,u)\mid u\in U\}+\{(w,0)\mid w\in W\}\subseteq V\times V.} Then π 1 ( H ) = U + W {\displaystyle \pi _{1}(H)=U+W} and H ∩ ( 0 × V ) = 0 × ( U ∩ W ) {\displaystyle H\cap (0\times V)=0\times (U\cap W)} . Also, H ∩ ( 0 × V ) {\displaystyle H\cap (0\times V)} is the kernel of π 1 | H {\displaystyle {\pi _{1}|}_{H}} , the projection restricted to H. Therefore, dim ( H ) = dim ( U + W ) + dim ( U ∩ W ) {\displaystyle \dim(H)=\dim(U+W)+\dim(U\cap W)} . The Zassenhaus algorithm calculates a basis of H. In the first m columns of this matrix, there is a basis y i {\displaystyle y_{i}} of U + W {\displaystyle U+W} . The rows of the form ( 0 , z i ) {\displaystyle (0,z_{i})} (with z i ≠ 0 {\displaystyle z_{i}\neq 0} ) are obviously in H ∩ ( 0 × V ) {\displaystyle H\cap (0\times V)} . Because the matrix is in row echelon form, they are also linearly independent. All rows which are different from zero ( ( y i , ∙ ) {\displaystyle (y_{i},\bullet )} and ( 0 , z i ) {\displaystyle (0,z_{i})} ) are a basis of H, so there are dim ( U ∩ W ) {\displaystyle \dim(U\cap W)} such z i {\displaystyle z_{i}} s. Therefore, the z i {\displaystyle z_{i}} s form a basis of U ∩ W {\displaystyle U\cap W} . == Example == Consider the two subspaces U = ⟨ ( 1 − 1 0 1 ) , ( 0 0 1 − 1 ) ⟩ {\displaystyle U=\left\langle \left({\begin{array}{r}1\\-1\\0\\1\end{array}}\right),\left({\begin{array}{r}0\\0\\1\\-1\end{array}}\right)\right\rangle } and W = ⟨ ( 5 0 − 3 3 ) , ( 0 5 − 3 − 2 ) ⟩ {\displaystyle W=\left\langle \left({\begin{array}{r}5\\0\\-3\\3\end{array}}\right),\left({\begin{array}{r}0\\5\\-3\\-2\end{array}}\right)\right\rangle } of the vector space R 4 {\displaystyle \mathbb {R} ^{4}} . Using the standard basis, we create the following matrix of dimension ( 2 + 2 ) × ( 2 ⋅ 4 ) {\displaystyle (2+2)\times (2\cdot 4)} : ( 1 − 1 0 1 1 − 1 0 1 0 0 1 − 1 0 0 1 − 1 5 0 − 3 3 0 0 0 0 0 5 − 3 − 2 0 0 0 0 ) . {\displaystyle \left({\begin{array}{rrrrrrrr}1&-1&0&1&&1&-1&0&1\\0&0&1&-1&&0&0&1&-1\\\\5&0&-3&3&&0&0&0&0\\0&5&-3&-2&&0&0&0&0\end{array}}\right).} Using elementary row operations, we transform this matrix into the following matrix: ( 1 0 0 0 ∙ ∙ ∙ ∙ 0 1 0 − 1 ∙ ∙ ∙ ∙ 0 0 1 − 1 ∙ ∙ ∙ ∙ 0 0 0 0 1 − 1 0 1 ) {\displaystyle \left({\begin{array}{rrrrrrrrr}1&0&0&0&&\bullet &\bullet &\bullet &\bullet \\0&1&0&-1&&\bullet &\bullet &\bullet &\bullet \\0&0&1&-1&&\bullet &\bullet &\bullet &\bullet \\\\0&0&0&0&&1&-1&0&1\end{array}}\right)} (Some entries have been replaced by " ∙ {\displaystyle \bullet } " because they are irrelevant to the result.) Therefore ( ( 1 0 0 0 ) , ( 0 1 0 − 1 ) , ( 0 0 1 − 1 ) ) {\displaystyle \left(\left({\begin{array}{r}1\\0\\0\\0\end{array}}\right),\left({\begin{array}{r}0\\1\\0\\-1\end{array}}\right),\left({\begin{array}{r}0\\0\\1\\-1\end{array}}\right)\right)} is a basis of U + W {\displaystyle U+W} , and ( ( 1 − 1 0 1 ) ) {\displaystyle \left(\left({\begin{array}{r}1\\-1\\0\\1\end{array}}\right)\right)} is a basis of U ∩ W {\displaystyle U\cap W} .
Reverse data management
Reverse data management describes a branch and set of research questions in relational database theory that aim to reverse the common focus of standard data management. Instead of focusing on the "forward" transformation of an input databases (a set of relational tables) to an output table, which is the main focus of standard query evaluation, reverse data management reverses that focus and studies the possible input database transformations that would achieve a desired output. Usually the objective is to find an intervention (a deletion, addition, or change of tuples) of minimal size, in order to achieve a particular change in the output. The problem has been studied at least since the 1980s, but has received renewed attention due to an influential paper in the early 2000s that made a connection between provenance and view propagation. The term was coined in a VLDB 2011 vision paper. The problem has been receiving significant attention in recent years due to its connection to computational fairness. == Topics in reverse data management problems == Example topics in reverse data management include: Deletion propagation with source side-effects: Find a minimal number of tuples to delete in the database in order to delete a particular tuple in the output. Deletion propagation with view side-effects: Find a set of tuples to delete in the database in order to delete a particular tuple in the output, while removing the minimal number of other output tuples. Causal responsibility: Find a minimal number of tuples to delete in the database in order to make a particular input tuple counterfactual. This notion is inspired by the notions of actual cause and causal responsibility from the work of Halpern and Pearl. Resilience: Find a minimal number of tuples to delete in the database in order to make a Boolean query false. The complexity of this problem is identical to the problem of deletion propagation with source-side effects over a different database. Smallest witness problem: Find a minimal number of tuples to keep in the a database (or equivalently, delete a maximal number of tuples) while keeping a particular tuple in the output. Minimum repair: Given a database that violates certain integrity constraints, find a minimal number of tuples to delete in the database in order to fulfill all constraints (also called to "repair" the database).
Semantic translation
Semantic translation is the process of using semantic information to aid in the translation of data in one representation or data model to another representation or data model. Semantic translation takes advantage of semantics that associate meaning with individual data elements in one dictionary to create an equivalent meaning in a second system. An example of semantic translation is the conversion of XML data from one data model to a second data model using formal ontologies for each system such as the Web Ontology Language (OWL). This is frequently required by intelligent agents that wish to perform searches on remote computer systems that use different data models to store their data elements. The process of allowing a single user to search multiple systems with a single search request is also known as federated search. Semantic translation should be differentiated from data mapping tools that do simple one-to-one translation of data from one system to another without actually associating meaning with each data element. Semantic translation requires that data elements in the source and destination systems have "semantic mappings" to a central registry or registries of data elements. The simplest mapping is of course where there is equivalence. There are three types of Semantic equivalence: Class Equivalence - indicating that class or "concepts" are equivalent. For example: "Person" is the same as "Individual" Property Equivalence - indicating that two properties are equivalent. For example: "PersonGivenName" is the same as "FirstName" Instance Equivalence - indicating that two individual instances of objects are equivalent. For example: "Dan Smith" is the same person as "Daniel Smith" Semantic translation is very difficult if the terms in a particular data model do not have direct one-to-one mappings to data elements in a foreign data model. In that situation, an alternative approach must be used to find mappings from the original data to the foreign data elements. This problem can be alleviated by centralized metadata registries that use the ISO-11179 standards such as the National Information Exchange Model (NIEM).
Graphics software
In computer graphics, graphics software refers to a program or collection of programs that enable a person to manipulate images or models visually on a computer. Computer graphics can be classified into two distinct categories: raster graphics and vector graphics, with further 2D and 3D variants. Many graphics programs focus exclusively on either vector or raster graphics, but there are a few that operate on both. It is simple to convert from vector graphics to raster graphics, but going the other way is harder. Some software attempts to do this. In addition to static graphics, there are animation and video editing software. Different types of software are often designed to edit different types of graphics such as video, photos, and vector-based drawings. The exact sources of graphics may vary for different tasks, but most can read and write files. Most graphics programs have the ability to import and export one or more graphics file formats, including those formats written for a particular computer graphics program. Such programs include, but are not limited to: GIMP, Adobe Photoshop, CorelDRAW, Microsoft Publisher, Picasa, etc. The use of a swatch is a palette of active colours that are selected and rearranged by the preference of the user. A swatch may be used in a program or be part of the universal palette on an operating system. It is used to change the colour of a text or image and in video editing. Vector graphics animation can be described as a series of mathematical transformations that are applied in sequence to one or more shapes in a scene. Raster graphics animation works in a similar fashion to film-based animation, where a series of still images produces the illusion of continuous movement. == History == SuperPaint was one of the earliest graphics software applications, first conceptualized in 1972 and achieving its first stable image in 1973 Fauve Matisse (later Macromedia xRes) was a pioneering program of the early 1990s, notably introducing layers in customer software. Currently Adobe Photoshop is one of the most used and best-known graphics programs in the Americas, having created more custom hardware solutions in the early 1990s, but was initially subject to various litigation. GIMP is a popular open-source alternative to Adobe Photoshop.
Information professional
The term information professional or information specialist refers to professionals responsible for the collection, documentation, organization, storage, preservation, retrieval, and dissemination of printed and digital information. The service delivered to the client is known as an information service. The term "information professional" is a versatile one, used to describe similar and sometimes overlapping professions, such as librarians, archivists, information managers, information systems specialists, information scientists, records managers, and information consultants. However, terminology differs among sources and organisations. Information professionals are employed in a variety of private, public, and academic institutions, as well as independently. == Skills == Since the term information professional is broad, the skills required for this profession are also varied. A Gartner report in 2011 pointed out that "Professional roles focused on information management will be different to that of established IT roles. An 'information professional' will not be one type of role or skill set, but will in fact have a number of specializations". Thus, an information professional can possess a variety of different skills, depending on the sector in which the person is employed. Some essential cross-sector skills are: IT skills, such as word-processing and spreadsheets, digitisation skills, and conducting Internet searches, together with skills loan systems, databases, content management systems, and specially designed programmes and packages. Customer service. An information professional should have the ability to address the information needs of customers. Language proficiency. This is essential in order to manage the information at hand and deal with customer needs. Soft skills. These include skills such as negotiating, conflict resolution, and time management. Management training. An information professional should be familiar with notions such as strategic planning and project management. Moreover, an information professional should be skilled in planning and using relevant systems, in capturing and securing information, and in accessing it to deliver service whenever the information is required. == Associations == Most countries have a professional association who oversee the professional and academic standards of librarians and other information professionals. There are also international associations related to LIS (library and information science), the most prominent of which is the International Federation of Library Associations and Institutions (IFLA). In many countries, LIS courses are accredited by the relevant professional association, as the American Library Association (ALA) in the USA, the Chartered Institute of Library and Information Professionals (CILIP) in the UK, and the Australian Library and Information Association (ALIA) in Australia. == Qualifications == Educational institutions around the world offer academic degrees, or degrees on related subjects such as Archival Studies, Information Systems, Information Management, and Records Management. Some of the institutions offering information science education refer to themselves as an iSchool, such as the CiSAP (Consortium of iSchools Asia Pacific, founded 2006) in Asia and the iSchool Caucus in the USA. There are also online e-learning resources, some of which offer certification for information professionals. === Africa === Information development in Africa started later than in other continents, mainly due to a lack of internet access, expertise and resources to manage digital infrastructure, and "opportunities for capacity development and knowledge-sharing". Nowadays, academic degrees in information studies are available at many universities of African countries, such as the University of Pretoria (South Africa), University of Nairobi (Kenya), Makerere University (Uganda), University of Botswana (Botswana), and University of Nigeria (Nigeria). === Asia === LIS-related studies are available in more than 30 Asian countries. Some examples listed by iSchools Inc. are the University of Hong Kong, University of Tsukuba, Japan, Yonsei University, South Korea, National Taiwan University and Wuhan University, China. Centre of Library and Information Management Science (CLIMS) at Tata Institute of Social Science in Mumbai, India. In Southeast Asia, the Congress of Southeast Asian Librarians (CONSAL) connects librarians and libraries in more than 10 countries with resources, networking opportunities, and support for growing library systems. === Australasia === The Australian Library and Information Association (ALIA) as of 2021 lists six schools offering undergraduate and postgraduate accredited university courses for "Librarian and Information Specialists" on their website. In New Zealand, the Open Polytechnic of New Zealand and the Victoria University of Wellington offer undergraduate and postgraduate degree courses for information professionals. === Europe === The majority of European countries have universities, colleges, or schools which offer bachelor's degrees in LIS studies. Over 40 universities offer master's degrees in LIS-related fields, and many institutions, such as the Swedish School of Library and Information Science at the University of Borås (Sweden), the University of Barcelona (Spain), Loughborough University (UK), and Aberystwyth University (Wales, UK) also offer PhD degrees. === North America === Information studies and degrees are available at numerous academic institutions throughout the U.S. and Canada. U.S. professional associations, together with their European counterparts, have undertaken many educational initiatives and pioneered many advances in the field of Information studies, such as increased interdisciplinarity and more effective delivery of distance learning. The Association for Intelligent Information Management, based in Silver Spring, Maryland, offers a qualification called Certified Information Professional (CIP), earned upon passing an examination, with certification remaining valid for three years. === South America === There are many schools and colleges in Latin America, which offer courses in Library Science, Archival Studies, and Information Studies, however these subjects are taught completely separately.