Polythematic Structured Subject Heading System (abbreviated as PSH from the Czech Polytematický Strukturovaný Heslář) is a bilingual Czech–English controlled vocabulary of subject headings developed and maintained by the National Technical Library (the former State Technical Library) in Prague. It was designed for describing and searching information resources according to their subject. PSH contains more than 13,900 terms, which cover the main fields of human knowledge. Because of its release in SKOS, PSH can be used not only for describing documents in a library, but also for indexing web pages. Everyone can use PSH for free. PSH is a part of the Linked Open Data cloud diagram (LOD cloud diagram). The image of the LOD cloud diagram shows datasets that have been published in Linked Data format, by contributors to the Linked Open Data community project and other individuals and organisations. == History and development == The PSH preparation project started in 1993, supported by several grants from the Czech Ministry of Culture and Czech Ministry of Education, Youth and Sport. Since 1995, PSH has been used for indexing the State Technical Library's documents. Starting 1997, PSH has been distributed to other libraries and companies, originally as a commercial, paid product; since 2009 for free. In 2000, the State Technical Library received a grant from the Ministry of Culture to translate PSH into English. The next milestone in its development was its releasing in the SKOS format, in 2009. The vast majority of new subject headings is suggested and approved by the indexing experts from the National Technical Library. However, the users and public can also make suggestions, using an online form, which are then assessed by the experts. The main decisions about the development and the future of PSH are done by the Committee for Coordination of Polythematic Structured Subject Heading System. The Committee consists of specialists from the National Technical Library and cooperating institutions, and representatives from the libraries and companies which use PSH. The Committee meets once a year in the National Technical Library; in the meantime, the members communicate using an electronic mailing list. == Browsing PSH == PSH Browser was released in June 2009. It serves for browsing the PSH system and its distribution in SKOS format. This tool navigates users through PSH from general to specific terms. Users can also use the Search field. PSH manager tool was released in 2012. It serves as an indexing tool especially to catalogers. Catalogers can easy orient in its clear structure. All the terms in PSH manager contain link to the catalogue of NTK. There can be also viewed the record in MARC21 format. == Autoindexing == In 2012 was released beta version of autoindexing application. It is accessible on Autoindexing. Users enter chosen text into indexing field and activate indexing. In few seconds the terms describing content are displayed. == PSH structure == PSH is a tree structure with 44 thematic sections. Subject headings are included in a hierarchy of six (or seven) levels according to their semantic content and specificity. There are hierarchical, associative ("see also") and equivalence ("see") relations in PSH. Hierarchical relations are represented by broader and narrower terms (e.g. physical diagnostic methods is broader term to electrocardiography, and on the other hand, electrocardiography is narrower term to physical diagnostic methods). Equivalence relations link subject headings with their nonpreferred versions (e.g. electrocardiography and ECG). Moreover, associative relations are used to link related subject headings from different parts of PSH, regardless their affiliation to a section, (e.g. electrocardiography: see also cardiology). Every subject heading belongs to just one section, which has its own two-character abbreviation, assigned to every subject heading of the section. This enables users to recognize affiliation of subject headings from lower levels to the thematic sections. The 44 thematic sections have following root nodes: == PSH formats == The main format for storage, maintenance and sharing PSH is the MARC 21 Format for Authority Data, which is implemented in library automated systems. PSH is also available in SKOS, using RDF/XML syntax, which is a version suitable for web distribution. Single headings can be accessed on the PSH website through URI links. Alternatively, the whole vocabulary can be downloaded in one file. It is possible to display tags from PSH (metadata snippets – Dublin Core and CommonTag), which can be embedded in an HTML document to provide its semantic description in a machine-readable way. == New subject headings == New subject headings are primarily obtained through the log analysis in the National Technical Library's on-line catalogue of documents, which are the terms used by end-users when searching various documents. Google Analytics service is now used for gaining search queries used by users. Within the data analysis, users queries are divided into seven categories that contain the title of the document, person, subject, action, institution, geographical terms and others. Then the candidates for new preferred terms and non-preferred terms are identified in the subject category. Users can suggest preferred or non-preferred terms through the web form or via e-mail psh(@)techlib.cz. == PSH and Creative Commons == PSH/SKOS has been available under the Creative Commons License CC BY 3.0 CZ (Attribution-ShareAlike 3.0 Czech Republic)since 2011. Users are free to copy, distribute, display and perform the work and make derivative works, but they must give the original author credit and if they alter, transform, or build upon this work, they have to distribute the resulting work only under a licence identical to this one. Users can download all data in one zip file, which is continuously updated.
Outlook on the web
Outlook on the web (formerly Outlook Web App and Outlook Web Access) is a personal information manager web app from Microsoft. It is a web-based version of Microsoft Outlook, and is included in Exchange Server and Exchange Online (a component of Microsoft 365). It can be freely accessed from any web browser whether inside or outside an organization's network, and includes a web email client, a calendar tool, a contact manager, and a task manager. It also includes add-in integration, Skype on the web, and alerts as well as unified themes that span across all the web apps. == Purpose == Outlook on the web is available to Microsoft 365 (formerly Office 365) and Exchange Online subscribers, and is included with the on-premises Exchange Server, to enable users to connect to their email accounts via a web browser, without requiring the installation of Microsoft Outlook or other email clients. In case of Exchange Server, it is hosted on a local intranet and requires a network connection to the Exchange Server for users to work with e-mail, address book, calendars and task. The Exchange Online version, which can be bought either independently or through Office 365 licensing program, is hosted on Microsoft servers on the World Wide Web. == History == Outlook Web Access was created in 1995 by Microsoft Program Manager Thom McCann on the Exchange Server team. An early working version was demonstrated by Microsoft Vice President Paul Maritz at Microsoft's famous Internet summit in Seattle on December 27, 1995. The first customer version was shipped as part of the Exchange Server 5.0 release in early 1997. The first component to allow client-side scripts to issue HTTP requests (XMLHTTP) was originally written by the Outlook Web Access team. It soon became a part of Internet Explorer 5. Renamed XMLHttpRequest and standardized by the World Wide Web Consortium, it has since become one of the cornerstones of the Ajax technology used to build advanced web apps. Outlook Web Access was later renamed Outlook Web App in 2010. An update on August 4, 2015, renamed OWA to "Outlook on the web", often referred to in brief as simply "Outlook". == Components == === Mail === Mail is the webmail component of Outlook on the web. The default view is a three column view with folders and groups on the left, an email message list in the middle, and the selected message on the right. With the 2015 update, Microsoft introduced the ability to pin, sweep and archive messages, and undo the last action, as well as richer image editing features. It can connect to other services such as GitHub and Twitter through Office 365 Connectors. Actionable Messages in emails allows a user to complete a task from within the email, such as retweeting a Tweet on Twitter or setting a meeting date on a calendar. Outlook on the web supports S/MIME and includes features for managing calendars, contacts, tasks, documents (used with SharePoint or Office Web Apps), and other mailbox content. In the Exchange 2007 release, Outlook on the web (still called Outlook Web App at the time) also offers read-only access to documents stored in SharePoint sites and network UNC shares. === Calendar === Calendar is the calendaring component of Outlook on the web. With the update, Microsoft added a weather forecast directly in the Calendar, as well as icons (or "charms") as visual cues for an event. In addition, email reminders came to all events, and a special Birthday and Holiday event calendars are created automatically. Calendars can be shared and there are multiple views such as day, week, month, and today. Another view is work week which includes Mondays through Fridays in the calendar view. Calendar's "Board View" feature allows for a customizable calendar with widgets such as Goal, Calendar, Tasks and Tips. Calendar details can be added with HTML and rich-text editing, and files can be attached to calendar events and appointments. === People === People is the contact manager component of Outlook on the web. A user can search and edit existing contacts, as well as create new ones. Contacts can be placed into folders and duplicate contacts can be linked from multiple sources such as LinkedIn or Twitter. In Outlook Mail, a contact can be created by clicking on an email address sender, which pulls down a contact card with an add button to add to Outlook People. Contacts can be imported as well as placed into a list that can be utilized when composing an email in Outlook Mail. People can also sync with friends and connections lists on LinkedIn, Facebook, and Twitter. === To Do === To Do was originally launched as Tasks for Outlook Web App. Microsoft was slowly rolling out a preview of Tasks to its consumer-based Outlook.com service that in May 2015, was announced to be moving to the Office 365 infrastructure. It was initially a part of Calendar as a view. Microsoft has separated the services into its own web app in Outlook on the web. In a post on the Office Blogs in 2015, Microsoft announced that Outlook Web App would be renamed Outlook on the web and that Tasks would move under that brand. A user can create tasks, put them into categories, and move them to another folder. A feature added was the ability to set due days and sort and filter the tasks according to those criteria. The app provides the user with fields such as subject, start and end dates, percent complete, priority, and how much work was put into each task. Rich editing features like bold, italic, underline, numbering, and bullet points were also introduced. Tasks can be edited and categorized according to how the user wishes them to be sorted. == Removed features == Outlook on the web has had two interfaces available: one with a complete feature set (known as Premium) and one with reduced functionality (known as Light or sometimes Lite). Prior to Exchange 2010, the Premium client required Internet Explorer. Exchange 2000 and 2003 require Internet Explorer 5 and later, and Exchange 2007 requires Internet Explorer 6 and later. Exchange 2010 supports a wider range of web browsers: Internet Explorer 7 or later, Firefox 3.01 or later, Chrome, or Safari 3.1 or later. However, Exchange 2010 restricts its Firefox and Safari support to macOS and Linux. In Exchange 2013, these browser restrictions were lifted. In Exchange 2010 and earlier, the Light user interface is rendered for browsers other than Internet Explorer. The basic interface did not support search on Exchange Server 2003. In Exchange Server 2007, the Light interface supported searching mail items; managing contacts and the calendar was also improved. The 2010 version can connect to an external email account. The ability to add new accounts to Outlook on the web using the Connected accounts feature was removed in September 2018 and all connected accounts stopped synchronizing email the following month.
Microelectronics
Microelectronics is a subfield of electronics. As the name suggests, microelectronics relates to the study and manufacture (or microfabrication) of very small electronic designs and components. Usually, but not always, this means micrometre-scale or smaller. These devices are typically made from semiconductor materials. Many components of a normal electronic design are available in a microelectronic equivalent. These include transistors, capacitors, inductors, resistors, diodes and (naturally) insulators and conductors can all be found in microelectronic devices. Unique wiring techniques such as wire bonding are also often used in microelectronics because of the unusually small size of the components, leads and pads. This technique requires specialized equipment and is expensive. Digital integrated circuits (ICs) consist of billions of transistors, resistors, diodes, and capacitors. Analog circuits commonly contain resistors and capacitors as well. Inductors are used in some high frequency analog circuits, but tend to occupy larger chip area due to their lower reactance at low frequencies. Gyrators can replace them in many applications. As techniques have improved, the scale of microelectronic components has continued to decrease. At smaller scales, the relative impact of intrinsic circuit properties, such as unintended interactions between components or their parts, may become more significant. These are called parasitic effects, and the goal of the microelectronics design engineer is to find ways to compensate for or to minimize these effects, while delivering smaller, faster, and cheaper devices. Today, microelectronics design is largely aided by electronic design automation (EDA) software.
1tik
1tik, pronounced Antik (Arabic: أنتيك; lit. "Everything is going well") is a fully Algerian instant messaging, social media and mobile payment app. designed, developed and built locally by the Algerian start-up, INTAJ Digital, with backing from the state-owned company ATM Mobilis (who's the company's main sponsor). It is described as Algeria's first super-app that is entirely designed and built by local developers. == Etymology == The name "1tik" (Arabic: أنتيك) is drawn from the popular Algerian vernacular (Antik), the neologism, which appeared several years ago, means "everything is going well" or "it's all good". == History == 1tik was officially launched and announced the 20th December 2025 by INTAJ Digital's founder Youcef Toulaib and a team of 50 employees, making it the first ever Algerian instant messaging, social media and mobile payment app, rivaling with the growing influence of Yassir in Algeria. it grew in popularity after the presidency of Algeria and several other state-owned companies, medias, and ministries opened official accounts on the app.
The Dodo (website)
The Dodo is an American online publisher focused on animals. The website was launched in January 2014 by Izzie Lerer, the daughter of media executive Kenneth Lerer, and journalist Kerry Lauerman. The Dodo has become one of the most popular Facebook publishers, garnering 1 billion video views from the social network in November 2015. The Dodo is headquartered in New York, New York. == History == The company—named after the first recorded species that humans drove to extinction—was founded by Lerer out of "a personal passion for the subject manner". Lerer has a PhD in animal studies with a focus on animal ethics and human relationships from Columbia University, launching the website after noticing the viral success of animal videos online but seeing no one "really owned the space." The Dodo's editorial and video production staff unionized with the Writers Guild of America, East in April 2018.
Smart speaker industry in South Korea
Smart speakers, or AI speakers, have been developed by multiple domestic electronics and telecommunications firms in South Korea. Since their introduction to the local market in 2016, they have been used by millions of people in the country. == Brands == === Google === In September 2018, Google Home (including the Google Home Mini) launched in South Korea. Running Google Assistant, it featured simultaneous recognition of two languages among a total of seven, including Korean. At launch, it could play music from Bugs!, in addition to YouTube. === Kakao === In November 2017, Kakao launched the Kakao Mini, featuring integrated KakaoTalk functionality. === KT === KT launched the GiGA Genie smart speaker in January 2017, using a Harman Kardon speaker. In November 2017, KT announced GiGA Genie LTE, a portable AI speaker with LTE support. They also released a mini speaker called GiGA Genie Buddy. In 2018, KT created a special version of GiGa Genie with a screen for use in hotels. On 29 April 2019, KT announced the GiGA Genie Table TV, a consumer-oriented smart speaker with a display. It featured paid TV access through Wi-Fi. Based on usage data from the hotel model, KT decided not to add a touchscreen. The Table TV also featured a limited-access "personalized-text-to-speech technology" which could use parents' voice recording inputs to read children books. In February 2022, KT began rolling out Amazon Alexa integration into its speakers for English support. === Naver === In August 2017, Naver announced the Wave smart speaker, operating on Clova. In October 2017, Naver launched the Friends smart speaker, which were designed based on Line characters. ==== LG Uplus ==== In December 2017, LG Uplus launched the Friends+ speaker with Naver, operating on U+ Home AI. === Samsung === In August 2018, Samsung announced the Samsung Galaxy Home in partnership with Spotify. The original size was delayed, while the Galaxy Home Mini appeared briefly as a bonus for Samsung Galaxy S20 preorders in South Korea in February 2020. === SK Telecom === SK Telecom launched the Nugu smart speaker in September 2016, using an Astell & Kern audio system. In August 2017, SKT released a portable speaker named Nugu mini. In July 2018, SKT launched the Nugu Candle, featuring expanded mood lighting. The first-generation Nugu was subsequently discontinued. On 18 April 2019, SKT released the NUGU Nemo AI, which featured a display and JBL stereo speaker. In August 2019, SKT collaborated with SM Entertainment, incorporating functions related to the agency's artists into Nugu. In January 2022, SKT showcased the NUGU Candle SE, introducing Alexa support. == Usage == In 2018, approximately 3 million people in South Korea used smart speakers. According to data from KT in 2018, the most common commands to its speakers were for controlling televisions. Based on a broader survey in 2017, music was selected as the most frequent use case. By 2018, smart speaker companies were partnering with reading and other education services, adding potential use-cases for children. By 2022, smart speakers were being utilized by the South Korean government. SKT, in partnership with 70 regional governments, distributed smart speakers to 12,000 senior citizens living alone. The government paid for monthly subscriptions to help seniors stay mentally engaged. Naver made an agreement with the Seoul Metropolitan Government to provide Clova CareCall, an automated health checkup program to hundreds of senior citizens living alone. KT's AI care service included an emergency dispatch call function and medication notifications. == Criticism == === Communication === In a survey of 300 users in 2017, approximately half reported having some type of communication issue with their smart speakers. === Privacy === South Korean smart speakers sparked privacy concerns when they were found to be collecting and documenting user audio data in 2019. The speaker companies responded that only a minority of data was collected and that it was anonymized. They stated that such recordings were collected for performance improvements.
Digital studio
A digital studio provides both a technology-equipped space and technological/rhetorical support to students (commonly at a university) working individually or in groups on a variety of digital projects, such as designing a website, developing an electronic portfolio for a class, creating a blog, making edits, selecting images for a visual essay, or writing a script for a podcast. == History/theory == === Overview === Digital Studios are places with different names but similar objectives. They have risen in response to the need for resources dedicated to improving students' interactions with digital technologies for rhetorical ends. Digital Studios have often been theoretically and administratively linked to writing centers, which are sites where students can seek assistance with their text-based projects. The academic term that has been used for this kind of site (i.e. a writing center with a focus on digital and new media) is multiliteracy center. Besides having a multimodal focus, Digital Studios also make a departure from writing center model in allowing students the freedom to work in the Studio without one-on-one interaction with a writing tutor. === The rise of technology === ==== Computer literacy in popular culture ==== As early as 1983, computer literacy was being hailed in The New York Times as the "new goal in schools." As computer technology became more ubiquitous, and the World Wide Web became more popular and accessible, and as the teaching of computer skills became official US policy with the enactment of the "Technology Literacy Challenge" by the Clinton Administration in 1996, educators across disciplines began to investigate with renewed vigor the role of computer technology in curriculum as both a means and an end. ==== Scholarly interest in 'multiliteracies' ==== The same year that President Clinton initiated the "Technology Literacy Challenge", the New London Group (NLG) issued a call for scholars of literacy pedagogy to account for the burgeoning variety of text forms associated with information and multimedia technologies. This includes understanding and competent control of representational forms that are becoming increasingly significant in the overall communications environment, such as visual images and their relationship to the written word – for instance, visual design in desktop publishing or the interface of visual and linguistic meaning in multimedia. This account for new text forms, combined with a similar account for "increasingly globalized societies," is called 'multiliteracies' by the NLG. ==== Technological literacy in rhetoric and composition ==== Two years later, during the 1998 CCCC Chair's Address, Cynthia Selfe (who founded the peer-reviewed journal Computers and Composition in 1983) addressed professionals in the field of Rhetoric and Composition with an objective similar to that of the NLG, arguing that as a field, composition scholars had "paid technology issues precious little focused attention over the years." She called this lack of attention "dangerously shortsighted." What was needed, Selfe claimed, was for teachers to "pay attention" to "how technology is now inextricably linked with literacy and literacy education in this country." In a way, Selfe's call marked the beginning of a new scholarly interest in what Selfe called "critical technological literacy": Composition teachers, language arts teachers, and other literacy specialists need to recognize that the relevance of technology in the English studies disciplines is not simply a matter of helping students work effectively with communication software and hardware, but, rather, also a matter of helping them to understand and to be able to assess – to pay attention to – the social, economic, and pedagogical implications of new communication technologies and technological initiatives that affect their lives. Scholars who took up this call included Barbara Blakely Duffelmeyer, who conducted studies involving the incorporation of "critical computer literacy" (an adaptation of Selfe's term) into first-year composition. ==== Communications across media, inside and outside school ==== The years following Selfe's address saw more rapid advancements in mobile technologies, social media, and Web 2.0, creating even more new venues of composing for teachers to pay attention to. In her own CCCC Chair's Address in 2004, Kathleen Blake Yancey cited these new venues in her argument as a "new curriculum for the 21st century," one that would bring "together the writing outside of school and that of inside." Such a curriculum, she said: is located in a new vocabulary, a new set of practices, and a new set of outcomes; it will focus our research in new and provocative ways; it has as its goal the creation of thoughtful, informed, technologically adept writing publics. A professor at Clemson at the time of her speech, Yancey also argued for the creation of an undergraduate major in composition and rhetoric. She soon moved to Florida State University, where she helped to establish a new major in line with the one she argued for at CCCC called Editing, Writing, and Media (EWM). As teachers and administrators across the country looked to incorporate more digital technology into their curriculum, the need for spaces for digital composition and for support with the innumerable digital composing platforms became apparent. A Digital Studio is one such space. === Link with writing centers === With the need for support for students who would engage with digital writing and multimedia projects, professionals involved with work in writing centers began to draw comparisons between their traditional work — assisting students with alphabetic texts on the page — and a new kind of work: assisting students with their multimedia projects on the screen. John Trimbur predicted in 2000: My guess is that writing centers will more and more define themselves as multiliteracy centers. Many are already doing so – tutoring oral presentations, adding online tutorials, offering workshops in evaluating web sources, and being more conscious of document design. To my mind, new digital literacies will increasingly be incorporated into writing centers not just as sources of information or delivery systems for tutoring but as productive arts in their own right, and writing center work will, if anything, become more rhetorical in paying attention to the practices and effects of design in written and visual communication — more product-oriented and perhaps less like the composing conferences of the process movement. Later, just months before Yancey delivered her CCCC Chair's Address, Michael Pemberton, writing in the Writing Center Journal, asked: As we enter an era when electronic publishing and computer-mediated discourse are the norm, an era when new literary genres and new forms of communication emerge on, seemingly, a weekly basis, we must ask ourselves whether writing centers should continue to dwell exclusively in the linear, non-linked world of the printed page or whether they should plan to redefine themselves – and retrain themselves – to take residence in the emerging world of multimedia, hyperlinked, digital documents. To put it plainly, should we be preparing tutors to conference with students about hypertexts? Pemberton also surveyed (by his account) the forty-year history of how "writing centers [have] viewed new technologies," observing that "the relationship between writing centers and computer technology has been, overall, only a cordial one." Pemberton's article is evidence of the continuing discussion among writing center professionals about the need for support for students' digital creations, support which they saw as analogous to work in writing centers. In 2010, a collection edited by David Sheridan and James Inman, Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, was published. Many of the chapters therein cite the above Trimbur and Pemberton quotes as they work to explain the exigence for the collection, the instances in which multiliteracy centers have been established (the founding of the Clemson Class of 1941 Studio for Student Communication is the subject of two chapters), and both theoretical and practical analyses of potential futures of such work. === 'Studio' vs. 'Center:' A break from the model === The conflation of digital studios and writing centers into multiliteracy centers is helpful in some respects, for example, administratively the two may be managed in similar ways and staffed by the same people. In other respects, it has been said that it is better to separate them into two distinct kinds of facilities. The very choice of naming a "writing center" or "digital studio" by either (or another) title, for instance, ought (according to some) to be informed by what kinds of student-activities are expected to take place there. A writing center is a place for individual students to seek help from individual writing