Rock My Run (stylized as RockMyRun; trademarked slogan: "The Best Running Music in the World™") is a mobile running/fitness app founded in 2011 that provides running and workout music in the form of DJ mixes. It is owned by Rock My World, Inc., a health and fitness technology company based in San Diego, California. The app allows users to listen to these professional DJ mixes on their smartphone while running or working out to enhance and motivate their performance. Rock My World, Inc. also developed the app Jolt.ai for the software Slack. == History == During the early stages of the company, Rock My World, Inc. raised more than $2 million in funding generated by the Irvine Company's The Vine SD and from institutional investors including Skullcandy, ZTE and Lighter Capital and were admitted to the Plug and Play Tech Center in Sunnyvale and to the tech incubator EvoNexus in San Diego. In an interview with co-founder and ex-Qualcomm staff Adam Riggs-Zeigen, he said that "from the beginning [their] big goal is to help people live healthier lives." == Features == The RockMyRun app contains thousands of mixes or "stations" produced by its professional DJs intended to increase enjoyment and performance during exercise. DJs who have provided mixes for the app include David Guetta, Zedd, Steve Aoki, Major Lazer and Afrojack. All of the music can be personalized based on the user's steps per minute, heart rate or ideal cadence allowing the user to "always hear the right music at the right time at the right tempo". All RockMyRun mixes are organized into stations to help users discover music that suits their needs. RockMyRun contains mixes of all genres and each station is categorized into their respective genres and displays tags to let users know the type of music contained in the mix. RockMyRun has two membership types; it is free as a standard member, but for uninterrupted listening and additional features, users can upgrade to a paid "Rockstar" membership. Since March 2023, couples can now be on the same RockMyRun playlists and "share" earbuds. This allows people to train together, easier. A group of DJs curate playlists for specific training needs and different energy levels. == Reception == RockMyRun has been featured on television programs such as The Today Show on two occasions and on The Rachael Ray Show, and in positive reviews by many publications and websites including The New York Times on four separate occasions, TIME, The Huffington Post, The Denver Post, Men's Fitness, Real Simple, The Vulcan Post, The L.A. Times, Glamour, Paste magazine, PCMag, Dubai Week, BetaNews, CNET, CNBC, Reuters, Insider, Tom's Guide and Yahoo! Tech. RockMyRun has also been mentioned/recommended in books/publications such as A Practical Guide to Teacher Wellbeing by Elizabeth Holmes and Applying Music in Exercise and Sport by Dr. Costas Karageorghis. Ultimate Ears placed RockMyRun at the top of their list at No. 1 on their "5 Favorite Workout Music Apps". In a positive review by David Strausser for AndroidGuys in 2015, he praised the app in a detailed review, saying "The mixes are incredible and the rates are reasonable. The app is quick, beautiful." In 2015, Jill Duffy of PC Magazine gave a review of the app, pointing out its key features, and stating that the app is great if you enjoy listening to different, or new music, that can match your tempo while running. Also in 2015, Digital Trends listed RockMyRun, as one of the best exercise music apps in the article "No need to make exercise playlists with these music apps". In 2018, Redbull.com recommended RockMyRun in preparation for the Wings for Life World Run in their article "10 essential hacks for running to work to get you in World Run shape". In 2019, The Fashion Spot included RockMyRun in their list of "The Best Workout Apps for People Who Hate to Work Out", saying: "RockMyRun matches music to the tempo of your running pace – the music literally follows your steps/heart rate. The app has thousands of mixes/music options along with tracking capabilities." Also in 2019, MakeUseOf.com included RockMyRun in their list of "The 7 Best Running and Workout Music Apps". In September 2022, VeryWellFit listed RockMyRun as the first of three "Other Playlist Options" in the article "How to Create a Running Playlist, According to Running Coaches". Tech Grapple recommended the app in "The best workout free music apps for iPhone and Android" saying that "RockMyRun is the best application that you can use during workout. It comes with amazing DJs to craft mixes that will keep you moving." == Partners == RockMyRun is partnered with the following brands/companies: C25K Del Taco JLab Audio iFit Active Network, LLC Night Nation Run (the world's first running music festival) Lady Foot Locker Mayweather Boxing + Fitness Mio Global Orangetheory Fitness Red Rock Apps Tapout Fitness
AI literacy
AI literacy or artificial intelligence literacy is "a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace." AI is employed in a variety of applications, including self-driving automobiles, virtual assistants and text generation by generative AI models. Users of these tools should be able to make informed decisions. AI literacy may have an impact on students' future employment prospects. With the rise of generative AI platforms, AI literacy has become a topic of conversation in the field of education. Some think AI literacy is essential for school and college students, while others restrict or prohibit the use of AI in assignments, viewing it as a form of academic dishonesty. However, many researchers and educational institutions promote a more nuanced approach, encouraging critical engagement with AI while developing policies that balance academic integrity with opportunities for learning. == Definitions == Other definitions of AI literacy include the ability to understand, use, monitor, and critically reflect on AI applications. That use of the term usually refers to teaching skills and knowledge to the general public, particularly those who are not adept in AI and the ability to understand, use, evaluate, and ethically navigate AI. As research into AI literacy is still emerging and focused on developing context-specific skills, there is not yet a single, broadly agreed-upon definition. AI literacy is linked to other forms of literacy. AI literacy requires digital literacy, whereas scientific and computational literacy may inform it. Data literacy also significantly overlaps with it. == Categories == AI literacy encompasses multiple categories, including a theoretical understanding of how artificial intelligence works, the usage of artificial intelligence technologies, and the critical appraisal of artificial intelligence, and its ethics. === Know and understand AI === Knowledge and understanding of AI refers to a basic understanding of what artificial intelligence is and how it works. This includes familiarity with machine learning algorithms and the limitations and biases present in AI systems. Users who know and understand AI should be familiar with various technologies that use artificial intelligence, including cognitive systems, robotics and machine learning. This includes recognizing that large language models (LLMs) are machine learning models trained on extensive datasets which generate new text rather than retrieving pre-written responses. === Use and apply AI === Using and applying AI refers to the ability to use AI tools to solve problems and perform tasks such as programming and analyzing big data. Some consider prompt engineering, the practice of designing effective prompts to guide generative AI platforms more effectively, as another competency within AI literacy. === Evaluate and create AI === Evaluation and creation refers to the ability to critically evaluate the quality and reliability of AI systems. It also refers to designing and building fair and ethical AI systems. To evaluate correctly, users should also learn in which areas AI is strong, and in which areas it is weak. === AI ethics === AI ethics refers to understanding the moral implications of AI, and the making informed decisions regarding the use of AI tools. This area includes considerations such as: Accountability: Hold AI actors accountable for the operation of AI systems and adherence to ethical ideals. Accuracy: Identify and report sources of error and uncertainty in algorithms and data. Auditability: Enable other parties to audit and assess algorithm behavior via transparent information sharing. Explainability: Make sure that algorithmic judgments and the underlying data can be presented in simple language. Fairness: Prevent biases and consider varied viewpoints. To do so, increase the diversity of researchers in the field. Human Centricity and Well-being: Prioritize human well-being in AI development and deployment. Human rights Alignment: Ensure that technology do not infringe internationally recognized human rights. Inclusivity: Make AI accessible to everyone. Progress: Choose high value initiatives. Responsibility, accountability, and transparency: Foster trust via responsibility, accountability, and fairness. Robustness and Security: Make AI systems safe, secure, and resistant to manipulation or data breach. Sustainability: Choose implementations that generate long-term, useful benefits. Environmental Implications: How this tool impacts the environment, any restrictions or laws, if this impact is worth the effects or not. === Enabling AI === Support AI by developing associated knowledge and skills such as programming and statistics. == Promoting AI literacy == Several governments have recognized the need to promote AI literacy, including among adults. Such programs have been published in the United States, China, Germany and Finland. Programs intended for the general public usually consist of short and easy to understand online study units. Programs intended for children are usually project-based. Programs for students at colleges and universities often address the specific professional needs of the student, depending on their field of study. Beyond the education system, AI literacy can also be developed in the community, for example in museums. === Schools === Schools use diverse pedagogies to promote AI literacy. These include: Performing a Turing test with an intelligent agent Creating chatbots Building apps using Blockly-based programming Project-based learning Building robots Data visualization Training AI models Artificial intelligence curricula can improve students' understanding of topics such as machine learning, neural networks, and deep learning. === Higher education === Before the second decade of the 21st century, artificial intelligence was studied mainly in STEM courses. Later, projects emerged to increase artificial intelligence education, specifically to promote AI literacy. Most courses start with one or more study units that deal with basic questions such as what artificial intelligence is, where it comes from, what it can do and what it can't do. Most courses also refer to machine learning and deep learning. Some of the courses deal with moral issues in artificial intelligence. In Ireland, the Higher Education Authority published Generative AI in Higher Education Teaching & Learning: Policy Framework in December 2025, which encouraged higher education institutions to embed AI literacy across programmes as a core graduate attribute. ==== Disciplinary policy ==== As a response to the increase of generative AI use in education, several disciplines formed committees or task forces to examine context-specific approaches toward AI literacy. In spring 2025, the Modern Language Association and Conference on College Composition and Communication Joint Task Force finished development of three working papers, a guide on AI literacy for students, and a collection of resources addressing AI use in writing. The task force emphasized the need for "a culture of critical AI literacy" and included guidelines not only for students but also educators and institutions, highlighting the need for modeling ethical AI use in planning processes. Similarly, a committee formed by the American Historical Association Council published "Guiding Principles for Artificial Intelligence in History Education" which encouraged "clear and transparent engagement with generative AI." The guidelines demonstrate the value of criticality when working with generative AI in thinking and research.
Lattice Miner
Lattice Miner is a formal concept analysis software tool for the construction, visualization and manipulation of concept lattices. It allows the generation of formal concepts and association rules as well as the transformation of formal contexts via apposition, subposition, reduction and object/attribute generalization, and the manipulation of concept lattices via approximation, projection and selection. Lattice Miner allows also the drawing of nested line diagrams. == Introduction == Formal concept analysis (FCA) is a branch of applied mathematics based on the formalization of concept and concept hierarchy and mainly used as a framework for conceptual clustering and rule mining. Over the last two decades, a collection of tools have emerged to help FCA users visualize and analyze concept lattices. They range from the earliest DOS-based implementations (e.g., ConImp and GLAD) to more recent implementations in Java like ToscanaJ, Galicia, ConExp and Coron. A main issue in the development of FCA tools is to visualize large concept lattices and provide efficient mechanisms to highlight patterns (e.g., concepts, associations) that could be relevant to the user. The initial objective of the FCA tool called Lattice Miner was to focus on visualization mechanisms for the representation of concept lattices, including nested line diagrams. Later on, many other interesting features were integrated into the tool. == Functional architecture of Lattice Miner == Lattice Miner is a Java-based platform whose functions are articulated around a core. The Lattice Miner core provides all low-level operations and structures for the representation and manipulation of contexts, lattices and association rules. Mainly, the core of Lattice Miner consists of three modules: context, concept and association rule modules. The user interface offers a context editor and concept lattice manipulator to assist the user in a set of tasks. The architecture of Lattice Miner is open and modular enough to allow the integration of new features and facilities in each one of its components. === Context module === The context module offers all the basic operations and structures to manipulate binary and valued contexts as well as context decomposition to produce nested line diagrams. Basic context operations include apposition, subposition, generalization, clarification, reduction as well as the complementary context computation. The module provides also the arrow relations (for context reduction and decomposition) [2]. The tool has an input LMB format and recognizes the binary format SLF found in Galicia and the format CEX produced by ConExp. === Concept module === The main function of the concept module is to generate the concepts of the current binary context and construct the corresponding lattice and nested structure (see Figures 2 and 3). It provides the user with basic operators such as projection, selection, and exact search as well as advanced features like pair approximation. Some known algorithms are included in this module such as Bordat’s procedure, Godin’s algorithm and NextClosure algorithm. The approximation feature implemented in Lattice Miner is based on the following idea: given a pair (X,Y) where X ⊆ G, and Y ⊆ M, is there a set of formal concepts (Ai,Bi) which are “close to” (X,Y)? To answer this question, The tool starts to identify the type of couple that the pair (X,Y) represents. It can be a formal concept, a protoconcept, a semiconcept or a preconcept. In the last case, the approximation is given by the interval [(X",X′),(Y′,Y")] and highlighted in the line diagram. === Association rule module === This module includes procedures for computing the (stem) Guigues–Duquenne base using NextClosure algorithm [3], as well as the generic and informative bases. Implications with negation can be obtained using the apposition of a context and its complementary. This module embeds also procedures for the computation of a non-redundant family C of implications and the closure of a set Y of attributes for the given implication set C. === User interface === The initial objective of Lattice Miner was to focus on lattice drawing and visualization either as a flat or nested structure by taking into account the cognitive process of human beings and known principles for lattice drawing (e.g., reducing the number of edge intersections, ensuring diagram symmetry). Some well-known visualization techniques were implemented such as focus & context and fisheye view. The basic idea behind focus & context visualization paradigm is to allow a viewer to see key (important) objects in full detail in the foreground (focus) while at the same time an overview of all the surrounding information (context) remains available in the background. Lattice Miner translates the focus & context paradigm into clear and blurred elements while the size of nodes and the intensity of their color were used to indicate their importance. Various forms of highlighting, labelling and animation are also provided. In order to better handle the display of large lattices, nested line diagrams are offered in the tool. Figure 3 shows the third level of the nested line diagram corresponding to the binary context of Figure 1 where three levels of nesting are defined. Each one of the inner nodes of this diagram represents a combination of attributes from the previous two (outer) levels. Real inner concepts (see the node on the left hand-side of the diagram) are identified by colored nodes while void elements are in grey color. Each node of levels 1 and 2 can be expanded to exhibit its internal line diagram. Both flat and nested diagrams can be saved as an image. Simple (flat) lattices can also be saved as an XML format file.
FERET (facial recognition technology)
The Facial Recognition Technology (FERET) program was a government-sponsored project that aimed to create a large, automatic face-recognition system for intelligence, security, and law enforcement purposes. The program began in 1993 under the combined leadership of Dr. Harry Wechsler at George Mason University (GMU) and Dr. Jonathon Phillips at the Army Research Laboratory (ARL) in Adelphi, Maryland and resulted in the development of the Facial Recognition Technology (FERET) database. The goal of the FERET program was to advance the field of face recognition technology by establishing a common database of facial imagery for researchers to use and setting a performance baseline for face-recognition algorithms. Potential areas where this face-recognition technology could be used include: Automated searching of mug books using surveillance photos Controlling access to restricted facilities or equipment Checking the credentials of personnel for background and security clearances Monitoring airports, border crossings, and secure manufacturing facilities for particular individuals Finding and logging multiple appearances of individuals over time in surveillance videos Verifying identities at ATM machines Searching photo ID records for fraud detection The FERET database has been used by more than 460 research groups and is currently managed by the National Institute of Standards and Technology (NIST). By 2017, the FERET database has been used to train artificial intelligence programs and computer vision algorithms to identify and sort faces. == History == The origin of facial recognition technology is largely attributed to Woodrow Wilson Bledsoe and his work in the 1960s, when he developed a system to identify faces from a database of thousands of photographs. The FERET program first began as a way to unify a large body of face-recognition technology research under a standard database. Before the program's inception, most researchers created their own facial imagery database that was attuned to their own specific area of study. These personal databases were small and usually consisted of images from less than 50 individuals. The only notable exceptions were the following: Alex Pentland’s database of around 7500 facial images at the Massachusetts Institute of Technology (MIT) Joseph Wilder's database of around 250 individuals at Rutgers University Christoph von der Malsburg’s database of around 100 facial images at the University of Southern California (USC) The lack of a common database made it difficult to compare the results of face recognition studies in the scientific literature because each report involved different assumptions, scoring methods, and images. Most of the papers that were published did not use images from a common database nor follow a standard testing protocol. As a result, researchers were unable to make informed comparisons between the performances of different face-recognition algorithms. In September 1993, the FERET program was spearheaded by Dr. Harry Wechsler and Dr. Jonathon Phillips under the sponsorship of the U.S. Department of Defense Counterdrug Technology Development Program through DARPA with ARL serving as technical agent. === Phase I === The first facial images for the FERET database were collected from August 1993 to December 1994, a time period known as Phase I. The pictures were initially taken with a 35-mm camera at both GMU and ARL facilities, and the same physical setup was used in each photography session to keep the images consistent. For each individual, the pictures were taken in sets, including two frontal views, a right and left profile, a right and left quarter profile, a right and left half profile, and sometimes at five extra locations. Therefore, a set of images consisted of 5 to 11 images per person. At the end of Phase I, the FERET database had collected 673 sets of images, resulting in over 5000 total images. At the end of Phase I, five organizations were given the opportunity to test their face-recognition algorithm on the newly created FERET database in order to compare how they performed against each other. There five principal investigators were: MIT, led by Alex Pentland Rutgers University, led by Joseph Wilder The Analytic Science Company (TASC), led by Gale Gordon The University of Illinois at Chicago (UIC) and the University of Illinois at Urbana-Champaign, led by Lewis Sadler and Thomas Huang USC, led by Christoph von der Malsburg During this evaluation, three different automatic tests were given to the principal investigators without human intervention: The large gallery test, which served to baseline how algorithms performed against a database when it has not been properly tuned. The false-alarm test, which tested how well the algorithm monitored an airport for suspected terrorists. The rotation test, which measured how well the algorithm performed when the images of an individual in the gallery had different poses compared to those in the probe set. For most of the test trials, the algorithms developed by USC and MIT managed to outperform the other three algorithms for the Phase I evaluation. === Phase II === Phase II began after Phase I, and during this time, the FERET database acquired more sets of facial images. By the start of the Phase II evaluation in March 1995, the database contained 1109 sets of images for a total of 8525 images of 884 individuals. During the second evaluation, the same algorithms from the Phase I evaluation were given a single test. However, the database now contained significantly more duplicate images (463, compared to the previous 60), making the test more challenging. === Phase III === Afterwards, the FERET program entered Phase III where another 456 sets of facial images were added to the database. The Phase III evaluation, which took place in September 1996, aimed to not only gauge the progress of the algorithms since the Phase I assessment but also identify the strengths and weaknesses of each algorithm and determine future objectives for research. By the end of 1996, the FERET database had accumulated a total of 14,126 facial images pertaining to 1199 different individuals as well as 365 duplicate sets of images. As a result of the FERET program, researchers were able to establish a common baseline for comparing different face-recognition algorithms and create a large standard database of facial images that is open for research. In 2003, DARPA released a high-resolution, 24-bit color version of the images in the FERET database (existing reference).
Jackknife variance estimates for random forest
In statistics, jackknife variance estimates for random forest are a way to estimate the variance in random forest models, in order to eliminate the bootstrap effects. == Jackknife variance estimates == The sampling variance of bagged learners is: V ( x ) = V a r [ θ ^ ∞ ( x ) ] {\displaystyle V(x)=Var[{\hat {\theta }}^{\infty }(x)]} Jackknife estimates can be considered to eliminate the bootstrap effects. The jackknife variance estimator is defined as: V ^ j = n − 1 n ∑ i = 1 n ( θ ^ ( − i ) − θ ¯ ) 2 {\displaystyle {\hat {V}}_{j}={\frac {n-1}{n}}\sum _{i=1}^{n}({\hat {\theta }}_{(-i)}-{\overline {\theta }})^{2}} In some classification problems, when random forest is used to fit models, jackknife estimated variance is defined as: V ^ j = n − 1 n ∑ i = 1 n ( t ¯ ( − i ) ⋆ ( x ) − t ¯ ⋆ ( x ) ) 2 {\displaystyle {\hat {V}}_{j}={\frac {n-1}{n}}\sum _{i=1}^{n}({\overline {t}}_{(-i)}^{\star }(x)-{\overline {t}}^{\star }(x))^{2}} Here, t ⋆ {\displaystyle t^{\star }} denotes a decision tree after training, t ( − i ) ⋆ {\displaystyle t_{(-i)}^{\star }} denotes the result based on samples without i t h {\displaystyle ith} observation. == Examples == E-mail spam problem is a common classification problem, in this problem, 57 features are used to classify spam e-mail and non-spam e-mail. Applying IJ-U variance formula to evaluate the accuracy of models with m=15,19 and 57. The results shows in paper( Confidence Intervals for Random Forests: The jackknife and the Infinitesimal Jackknife ) that m = 57 random forest appears to be quite unstable, while predictions made by m=5 random forest appear to be quite stable, this results is corresponding to the evaluation made by error percentage, in which the accuracy of model with m=5 is high and m=57 is low. Here, accuracy is measured by error rate, which is defined as: E r r o r R a t e = 1 N ∑ i = 1 N ∑ j = 1 M y i j , {\displaystyle ErrorRate={\frac {1}{N}}\sum _{i=1}^{N}\sum _{j=1}^{M}y_{ij},} Here N is also the number of samples, M is the number of classes, y i j {\displaystyle y_{ij}} is the indicator function which equals 1 when i t h {\displaystyle ith} observation is in class j, equals 0 when in other classes. No probability is considered here. There is another method which is similar to error rate to measure accuracy: l o g l o s s = 1 N ∑ i = 1 N ∑ j = 1 M y i j l o g ( p i j ) {\displaystyle logloss={\frac {1}{N}}\sum _{i=1}^{N}\sum _{j=1}^{M}y_{ij}log(p_{ij})} Here N is the number of samples, M is the number of classes, y i j {\displaystyle y_{ij}} is the indicator function which equals 1 when i t h {\displaystyle ith} observation is in class j, equals 0 when in other classes. p i j {\displaystyle p_{ij}} is the predicted probability of i t h {\displaystyle ith} observation in class j {\displaystyle j} .This method is used in Kaggle These two methods are very similar. == Modification for bias == When using Monte Carlo MSEs for estimating V I J ∞ {\displaystyle V_{IJ}^{\infty }} and V J ∞ {\displaystyle V_{J}^{\infty }} , a problem about the Monte Carlo bias should be considered, especially when n is large, the bias is getting large: E [ V ^ I J B ] − V ^ I J ∞ ≈ n ∑ b = 1 B ( t b ⋆ − t ¯ ⋆ ) 2 B {\displaystyle E[{\hat {V}}_{IJ}^{B}]-{\hat {V}}_{IJ}^{\infty }\approx {\frac {n\sum _{b=1}^{B}(t_{b}^{\star }-{\bar {t}}^{\star })^{2}}{B}}} To eliminate this influence, bias-corrected modifications are suggested: V ^ I J − U B = V ^ I J B − n ∑ b = 1 B ( t b ⋆ − t ¯ ⋆ ) 2 B {\displaystyle {\hat {V}}_{IJ-U}^{B}={\hat {V}}_{IJ}^{B}-{\frac {n\sum _{b=1}^{B}(t_{b}^{\star }-{\bar {t}}^{\star })^{2}}{B}}} V ^ J − U B = V ^ J B − ( e − 1 ) n ∑ b = 1 B ( t b ⋆ − t ¯ ⋆ ) 2 B {\displaystyle {\hat {V}}_{J-U}^{B}={\hat {V}}_{J}^{B}-(e-1){\frac {n\sum _{b=1}^{B}(t_{b}^{\star }-{\bar {t}}^{\star })^{2}}{B}}}
Once (dating platform)
Once is an online dating platform founded in 2015. The platform offers users one selected match per day for more meaningful connections. == History == Once was established in 2015, the founders included dating industry entrepreneur Jean Meyer, who became a CEO of the company, as well as Guillaume Sempe and Guilhem Duche. It focused on providing a single daily match to its users. On its early stages Once secured a $3.5 million seed round from Partech Ventures and some private investors. The same year, it opened offices in Paris, and London. By 2016, it reached 1 million users. In 2020, the company was acquired by Dating Group for $18 million. Following the acquisition, Once underwent rebranding. Alexandra Beaumont took over leadership of the brand in 2021, driving growth, rebranding, and innovation. == Overview == Once provides an online dating service with a focus on thoughtful connections. Users receive one selected match per day, which encourages meaningful interactions. The platform operates primarily in the United States, the United Kingdom, Canada, France, and Spain. The platform is supported by Android, iOS, and Apple Watch OS.
Vladimir Batagelj
Vladimir Batagelj (born June 14, 1948 in Idrija, Yugoslavia) is a Slovenian mathematician and an emeritus professor of mathematics at the University of Ljubljana. He is known for his work in discrete mathematics and combinatorial optimization, particularly analysis of social networks and other large networks (blockmodeling). == Education and career == Vladimir Batagelj completed his Ph.D. at the University of Ljubljana in 1986 under the direction of Tomaž Pisanski. He stayed at the University of Ljubljana as a professor until his retirement, where he was a professor of sociology and statistics, while also being a chair of the Department of Sociology of the Faculty of Social Sciences. As visiting professor, he was taught at the University of Pittsburgh (1990-91) and at the University of Konstanz (2002). He was also a member of editorial boards of two journals: Informatica and Journal of Social Structure. His work has been cited over 11000 times. His book Exploratory Social Network Analysis with Pajek on blockmodeling, coauthored with Wouter de Nooy and Andrej Mrvar, is Batagelj's most cited work and has over 3300 citations. The book was translated into Chinese and Japanese. The revised and expanded third edition has been published by Cambridge University Press. In 1975, 11 years before completing his PhD, Batagelj published a solo paper in Communications of the ACM. Batagelj authored more than 20 textbooks in Slovenian, covering topics like TeX, combinatorics and discrete mathematics. He has also written extensively in the Slovenian popular science journal Presek. Batagelj has advised 9 Ph.D. students. == Pajek == Batagelj is particularly known for his work on Pajek, a freely available software for analysis and visualization of large networks. He began work on Pajek in 1996 with Andrej Mrvar, who was then his PhD student. == Awards and honors == First prizes for contributions (with Andrej Mrvar) to Graph Drawing Contests in years: 1995, 1996, 1997, 1998, 1999, 2000 and 2005 / Graph Drawing Hall of Fame. In 2007 the book Generalized blockmodeling was awarded the Harrison White Outstanding Book Award by the Mathematical Sociology Section of American Sociological Association In 2007 he was awarded (together with Anuška Ferligoj) the Simmel Award by INSNA. In 2013, Vladimir Batagelj and Andrej Mrvar received the INSNA's William D. Richards Software award for their work on Pajek. == Selected bibliography == Vladimir Batagelj, Social Network Analysis, Large-Scale [1]. in R.A. Meyers, ed., Encyclopedia of Complexity and Systems Science, Springer 2009: 8245–8265. Vladimir Batagelj, Complex Networks, Visualization of [2]. in R.A. Meyers, ed., Encyclopedia of Complexity and Systems Science, Springer 2009: 1253–1268. Wouter de Nooy, Andrej Mrvar, Vladimir Batagelj, Mark Granovetter (Series Editor), Exploratory Social Network Analysis with Pajek (Structural Analysis in the Social Sciences), Cambridge University Press 2005 (ISBN 0-521-60262-9). ESNA in Japanese, TDU, 2010. Patrick Doreian, Vladimir Batagelj, Anuška Ferligoj, Mark Granovetter (Series Editor), Generalized Blockmodeling (Structural Analysis in the Social Sciences), Cambridge University Press 2004 (ISBN 0-521-84085-6)