A microapp is a super-specialized application designed to perform one task or use case with the only objective of doing it well. They follow the single responsibility principle, which states that "a class should have one and only one reason to change." Micro applications help developers create less complex applications while reducing costs by breaking down monolithic systems into groups of independent services acting as one system. A good example of Microapps would be https://docs.citrix.com/en-us/legacy-archive/downloads/microapps.pdfthat provide single purpose action from Salesforce and over 40 applications on its workspace. == Requirements and characteristics == Microapps usually are accessible on any device, display, or operating system without installation on the viewer's device. To qualify as a microapp, the entity must: be built and deployed as an independent software module bring together various media types into a single experience have advanced security and compliance features be functionally-extensible comply with granular data demands be agnostic single use case oriented Microapps differentiate from traditional web or mobile applications by how the end-user interacts with them. Consequently, they can be embedded in websites or viewed online to bypass app stores and are typically built to provide a focused experience to the user. == Usage == Microapps are typically used for commercial purposes to reduce development costs for projects not requiring the large scope of a traditional web or mobile application. In addition, they are often used to showcase in-depth information or enrich marketing material with interactivity. Lately, micro apps are being used to boost productivity by providing quick tools to people to reuse best practices. Users have been interacting with microapps for a while with suites like Microsoft 365 and Google Workspace, where each one of their end-user services could be considered as a microapp. All these microapps share a unique identity manager to provide a unified user experience. == Benefits == Replacing monolith systems with microapps provide several advantages like: Reduce complexity for developers and users. Smaller, more cohesive, and maintainable codebases Scalable organizations with decoupled, autonomous teams Allows for hyper-specialization Independent deployment Multi-stack == Cloud-native microapps == Technologies like Kubernetes, or OpenShift, allow companies to replace their monolith and legacy systems with modular software taking advantage of microapps on reducing costs and improve reliability and security. == Microapps vs. microservices == There is a widespread misunderstanding between these two concepts, which is the key difference. Microservices is an architectural style that is systems-centric, meaning it decouples the presentation and data layer using web services APIs. On the other side, micro apps behave more as a super-architecture style (that embraces microservices among other types), and it is user-centric, meaning they decouple the whole monolith system onto modules that are designed to interact with final users. Both architectural styles rely on modularity to provide high performance, scalability, and resilience. == Considerations == Developing Micro apps requires a different approach than traditional software, and user experience is crucial. The following considerations are essential for switching to microapps. To run multiple microapps is required a single identity management system. Microservices are well suited to make microapps more powerful Apps with different levels of maturity might create a non-unified user experience. Duplication of dependencies can create security issues and inefficiencies. Suitable for well-organized teams
Clip Studio Paint
Clip Studio Paint (previously marketed as Manga Studio in North America), informally known in Japan as Kurisuta (クリスタ), is a family of software applications developed by Japanese graphics software company Celsys. It is used for the digital creation of comics, general illustration, and 2D animation. The software is available in versions for macOS, Windows, iOS, iPadOS, Android, and ChromeOS. The program is widely used by amateur and professional comics creators, and animation studios. The application is sold in editions with varying feature sets. The full-featured edition is a page-based, layered drawing program, with support for bitmap and vector art, text, imported 3D models, and frame-by-frame animation. It is designed for use with a stylus and a graphics tablet or tablet computer. It has drawing tools which emulate natural media such as pencils, ink pens, and brushes, as well as patterns and decorations. It is distinguished from similar programs by features designed for creating comics: tools for creating panel layouts, perspective rulers, sketching, inking, applying tones and textures, coloring, and creating word balloons and captions. == History == The application has it origins in a program for macOS and Windows, released in Japan in 2001 as "Comic Studio". It was sold as "Manga Studio" in the Western market by E Frontier America until 2007, then by Smith Micro Software. Early versions were designed for creating black and white art with only spot color (a typical format for Japanese manga), with version 4 adding support for full-color art. Celsys developed Clip Studio Paint as a replacement for this product, based on the company's Illust Studio application, and it was released on May 31, 2012. It was initially distributed in Western markets as "Manga Studio 5", but in 2016, the branding was unified worldwide as "Clip Studio Paint". At this time, version 1.5.4 introduced a new file format (extension .clip) and frame-by-frame animation. In late 2017, Celsys took over direct support for the software worldwide, and ceased its relationship with Smith Micro. In July 2018, Celsys began a partnership with Graphixly for distribution in North America, South America, and Europe. Clip Studio Paint for the Apple iPad was introduced in November 2017, and for the iPhone in December 2019. Clip Studio Paint for Samsung Galaxy tablets and smartphones was released in August 2020 on the Galaxy Store, with versions for other Android devices and Chromebooks released in December. The Windows and macOS versions of the software have been sold and distributed either from the developer's web site or on DVD, and purchased either with a perpetual license or an ongoing subscription. The versions for iPhone, iPad, and Android-based devices are distributed through the corresponding app stores free of charge, but require a subscription – which includes cloud storage – for unrestricted use. Without a subscription, the tablet versions can be used only for a specified number of months, and the phone versions can be used only for 30 hours per month. From 2013 to 2023, regular updates for version 1 were distributed free of additional charge to both perpetual and subscription users. Since the release of version 2 in 2023, feature updates are included only in subscription plans and are available to perpetual licenses at an additional cost. Perpetual licenses can be upgraded permanently or with an annual "update pass". The "update pass" provides early access to features to be included in subsequent perpetual licenses for 12 months, after which the software reverts to the original license if not renewed. In March 2024, version 3 was released, and version 4 introduced additional features in March 2025. == Editions == Clip Studio Paint is available in three editions, with differing feature sets and prices: Debut (bundle-only grade), Pro (adding support for vector-based drawing, custom textures, and comics-focused features), and EX (adding support for multi-page documents, book exporting, and 2D animation). Companion programs include Clip Studio (for managing and sharing digital assets distributed through the Clip Studio web site, managing licenses, and getting updates and support) and Clip Studio Modeler (for setting up 3D materials to use in Clip Studio Paint).
Computer game bot Turing test
The computer game bot Turing test is a variant of the Turing test, where a human judge viewing and interacting with a virtual world must distinguish between other humans and video game bots, both interacting with the same virtual world. This variant was first proposed in 2008 by Associate Professor Philip Hingston of Edith Cowan University, and implemented through a tournament called the 2K BotPrize. == History == The computer game bot Turing test was proposed to advance the fields of artificial intelligence (AI) and computational intelligence with respect to video games. It was considered that a poorly implemented bot implied a subpar game, so a bot that would be capable of passing this test, and therefore might be indistinguishable from a human player, would directly improve the quality of a game. It also served to debunk a flawed notion that "game AI is a solved problem." Emphasis is placed on a game bot that interacts with other players in a multiplayer environment. Unlike a bot that simply needs to make optimal human-like decisions to play or beat a game, this bot must make the same decisions while also convincing another in-game player of its human-likeness. == Implementation == The computer game bot Turing test was designed to test a bot's ability to interact with a game environment in comparison with a human player; simply 'winning' was insufficient. This evolved into a contest with a few important goals in mind: There are three participants: a human player, a computer-game bot, and a judge. The bot needs to appear more human-like than the human player. Judge scores are not bipolar — both human and bot can be scored anywhere on a scale from 1 to 5 (1=not humanlike, 5=human). All three participants are to be indistinguishable in the arena, with the exception of a randomly generated name tag, so as to reduce the chance of random elements such as name or appearance influencing the judges. Chat is disabled throughout the match. Bots were not given omniscient powers as they may be in other games. Bots must react only to the data that might be reasonably available to a human player. Human participants were of a moderate skill range, with no participant either ignorant to the game or capable of playing at a professional level. In 2008, the first 2K BotPrize tournament took place. The contest was held with the game Unreal Tournament 2004 as the platform. Contestants created their bots in advance using the GameBots interface. GameBots had some modifications made so as to adhere to the above conditions, such as removing data about vantage points or weapon damage that unfairly informed the bots of relevant strengths/weaknesses that a human would otherwise need to learn. == Tournament == The first BotPrize Tournament was held on 17 December 2008, as part of the 2008 IEEE Symposium on Computational Intelligence and Games in Australia. Each competing team was given time to set up and adjust their bots to the modified game client, although no coding changes were allowed at that point. The tournament was run in rounds, each a 10-minute death match. Judges were the last to join the server and every judge observed every player and every bot exactly once, although the pairing of players and bots did change. When the tournament ended, no bot was rated as more human than any player. In subsequent tournaments, run during 2009–2011, bots achieved scores that were increasingly human-like, but no contestant had won the BotPrize in any of these contests. In 2012, the 2K BotPrize was held once again, and two teams programmed bots that achieved scores greater than those of human players. == Successful bots == To date, there have been two successfully programmed bots that passed the computer game bot Turing test: UT^2, a team from the University of Texas at Austin, emphasized a bot that adjusted its behaviour based on previously observed human behaviour and neuroevolution. The team has made their bot available, although a copy of Unreal Tournament 2004 is required. Mihai Polceanu, a doctoral student from Romania, focused on creating a bot that would mimic opponent reactions, in a sense 'borrowing' the human-like nature of the opponent. These victors succeeded in the year 2012, Alan Turing's centenary year. == Aftermath == The outcome of a bot that appears more human-like than a human player is possibly overstated, since in the tournament in which the bots succeeded, the average 'humanness' rating of the human players was only 41.4%. This showcases some limits of this Turing test, since the results demonstrate that human behaviour is more complicated and quantitative than was accounted for. In light of this, the BotPrize competition organizers will increase the difficulty in upcoming years with new challenges, forcing competitors to improve their bots. It is also believed that methods and techniques developed for the computer game bot Turing test will be useful in fields other than video games, such as virtual training environments and in improving Human–robot interaction. == Contrasts to the Turing test == The computer game bot Turing test differs from the traditional or generic Turing test in a number of ways: Unlike the traditional Turing test, for example the Chatterbot-style contest held annually by the Loebner Prize competition, the humans who played against the Computer Game Bots are not trying to convince judges they are the human; rather, they want to win the game (i.e., by achieving the highest kill score). Judges are not restricted to awarding only one participant in a match as the 'human' and the other as the 'non-human.' This emphasizes more qualitative rather than polarized findings. With regards to a successful video game bot, this is not to be confused with a claim that the bot is 'intelligent,' whereas a machine that 'passed' the Turing test would arguably have some evidence for its Chatterbot's 'intelligence.' The game Unreal Tournament 2004 was chosen for its commercial availability and its interface for creating bots, GameBots. This limitation on medium is a sharp contrast to the Turing test, which emphasizes a conversation, where possible questions are vastly more numerous than the set of possible actions available in any specific video game. The available information to the participants, humans and bots, is not equal. Humans interact through vision and sound, whereas bots interact with data and events. The judges cannot introduce new events (e.g., a lava pit) to aid in differentiating between human and bot, whereas in a Chatterbot designed system, judges may theoretically ask any question in any manner. The two participants and the judge take part in a three-way interaction, unlike, for example, the paired two-way interaction of the Loebner Prize Contest.
Cognitive tutor
A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness, or incorrectness, of their actions in the tutor interface; however, cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps. == Introduction == The name of Cognitive Tutor now usually refers to a particular type of intelligent tutoring system produced by Carnegie Learning for high school mathematics based on John Anderson's ACT-R theory of human cognition. However, cognitive tutors were originally developed to test ACT-R theory for research purposes since the early 1980s and they are developed also for other areas and subjects such as computer programming and science. Cognitive Tutors can be implemented into classrooms as a part of blended learning that combines textbook and software activities. The Cognitive Tutor programs utilize cognitive model and are based on model tracing and knowledge tracing. Model tracing means that the cognitive tutor checks every action performed by students such as entering a value or clicking a button, while knowledge tracing is used to calculate the required skills students learned by measuring them on a bar chart called Skillometer. Model tracing and knowledge tracing are essentially used to monitor students' learning progress, guide students to correct path to problem solving, and provide feedback. The Institute of Education Sciences published several reports regarding the effectiveness of Carnegie Cognitive Tutor. A 2013 report concluded that Carnegie Learning Curricula and Cognitive Tutor was found to have mixed effects on mathematics achievement for high school students. The report identified 27 studies that investigate the effectiveness of Cognitive Tutor, and the conclusion is based on 6 studies that meet What Works Clearinghouse standards. Among the 6 studies included, 5 of them show intermediate to significant positive effect, while 1 study shows statistically significant negative effect. Another report published by Institute of Education Sciences in 2009 found that Cognitive Tutor Algebra I to have potentially positive effects on math achievement based on only 1 study out of 14 studies that meets What Works Clearinghouse standards. It should be understood that What Works Clearinghouse standards call for relatively large numbers of participants, true random assignments to groups, and for a control group receiving either no treatment or a different treatment. Such experimental conditions are difficult to meet in schools, and thus only a small percentage of studies in education meet the standards of this clearinghouse, even though they may still be of value. == Theoretical foundations == === Four-component architecture === Intelligent tutoring systems (ITS) have a four-component architecture: a domain model, a student model, a tutoring model and an interface component. The domain model contains the rules, concepts, and knowledge related to the domain to be learned. It helps to evaluate students' performance and detect students' errors by setting a standard of domain expertise. The student model, the central component of an ITS, is expected to contain knowledge about the students: their cognitive and affective states, and their progress as they learn. The function of the student model is threefold: to gather data from and about the learner, to represent the learner's knowledge and learning process, and to perform diagnostics of a student's knowledge and select optimal pedagogical strategies. The tutoring model uses the data gained from the domain model and student model to make decisions about tutoring strategies such as whether or not to intervene, or when and how to intervene. Functions of the tutoring model include instruction delivery and content planning. The interface component reflects the decisions made by the tutoring model in different forms such as Socratic dialogs, feedback and hints. Students interact with the tutor through the learning interface, also known as communication. The interface provides domain knowledge elements. === Cognitive model === A cognitive model replicates the domain knowledge and skills comparable to that of a human expert or an advanced student of the domain. A cognitive model enables intelligent tutoring systems to respond to problem-solving situations in a way similar to a human tutor. A tutoring system adopting a cognitive model is called a cognitive tutor. A cognitive model is an expert system that generates a multitude of solutions to the problems presented to students. The cognitive model is used to trace each student's solution through complex alternative solution paths, enabling the tutor to provide step-by-step feedback and advice, and to maintain a targeted model of the student's knowledge based on student performance. === Cognitive Tutors === Cognitive Tutors provide step-by-step guidance as a learner develops a complex problem-solving skill through practice. Typically, cognitive tutors provide such forms of support as: (a) a problem-solving environment that is designed rich and "thinking visible"; (b) step-by-step feedback on student performance; (c) feedback messages specific to errors; (d) context-specific next-step hints at student's request, and (e) individualized problem selection. Cognitive Tutors accomplish two of the principal tasks characteristic of human tutoring: (1) monitors the student's performance and providing context-specific individual instruction, and (2) monitors the student's learning and selects appropriate problem-solving activities. Both cognitive model and two underlying algorithms, model tracing and knowledge tracing, are used to monitor the student's learning. In model tracing, the cognitive tutor uses the cognitive model in complex problems to follow the student's individual path and provide prompt accuracy feedback and context-specific advice. In knowledge tracing, the cognitive tutor uses a Bayesian Knowledge Tracing method of evaluating the student's knowledge and uses this student model to select appropriate problems for each student. === Cognitive architecture === Cognitive tutor development is guided by ACT-R cognitive architecture, which specifies the underlying framework developing the cognitive model or expert component of a cognitive tutor. ACT-R, a member of the ACT family, is the most recent cognitive architecture, devoted primarily to modelling human behavior. ACT-R includes a declarative memory of factual knowledge and a procedural memory of production rules. The architecture functions by matching productions on perceptions and facts, mediated by the real-valued activation levels of objects, and executing them to affect the environment or alter declarative memory. ACT-R has been used to model psychological aspects such as memory, attention, reasoning, problem solving, and language processing. == Application and utilization == The first real world applications of cognitive tutors were in the 1980s and involved a geometry proof tutor used by high school students and a LISP programming tutor used by college students in a mini course in introductory programming course at Carnegie Mellon University. Since then, cognitive tutors have been used in a variety of scenarios, with a few organizations developing their own cognitive tutor programs. These programs have been used with students spanning elementary school through university level, though primarily in the subject areas of Computer Programming, Mathematics, and Science. One of the first organizations to develop a system for use within the school system was the PACT Center at Carnegie Mellon University. Their aim was to "...develop systems that provide individualized assistance to students as they work on challenging real-world problems in complex domains such as computer programming, algebra and geometry". PACT's most successful product was the Cognitive Tutor Algebra course. Originally created in the early 1990s, this course was in use in 75 schools through the U.S. by 1999, and then its spin-off company, Carnegie Learning, now offers tutors to thousands of schools in the U.S. The Carnegie Mellon Cognitive Tutor has been shown to raise students' math test scores in high school and middle-school classrooms, and their Algebra course was designated one of five exemplary curricula for K-12 mathematics educated by the US Department of Education. There were several research projects conducted by the PACT Center to utilize Cognitive tutor for courses in Excel and to develop an intelligent tutoring system for algebra expression writing, called Ms. Lindquist. Further, in 2005, Carnegie Learning released Bridge to Algebra, a product intended for middle schools that was piloted in over 100 schools. Cognitive tutoring software is continuing to be used.
BabelNet
BabelNet is a multilingual lexical-semantic knowledge graph, ontology and encyclopedic dictionary developed at the NLP group of the Sapienza University of Rome under the supervision of Roberto Navigli. BabelNet was automatically created by linking Wikipedia to the most popular computational lexicon of the English language, WordNet. The integration is done using an automatic mapping and by filling in lexical gaps in resource-poor languages by using statistical machine translation. The result is an encyclopedic dictionary that provides concepts and named entities lexicalized in many languages and connected with large amounts of semantic relations. Additional lexicalizations and definitions are added by linking to free-license wordnets, OmegaWiki, the English Wiktionary, Wikidata, FrameNet, VerbNet and others. Similarly to WordNet, BabelNet groups words in different languages into sets of synonyms, called Babel synsets. For each Babel synset, BabelNet provides short definitions (called glosses) in many languages harvested from both WordNet and Wikipedia. == Statistics of BabelNet == As of December 2023, BabelNet (version 5.3) covers 600 languages. It contains almost 23 million synsets and around 1.7 billion word senses (regardless of their language). Each Babel synset contains 2 synonyms per language, i.e., word senses, on average. The semantic network includes all the lexico-semantic relations from WordNet (hypernymy and hyponymy, meronymy and holonymy, antonymy and synonymy, etc., totaling around 364,000 relation edges) as well as an underspecified relatedness relation from Wikipedia (totaling around 1.9 billion edges). Version 5.3 also associates around 61 million images with Babel synsets and provides a Lemon RDF encoding of the resource, available via a SPARQL endpoint. 2.67 million synsets are assigned domain labels. == Applications == BabelNet has been shown to enable multilingual natural language processing applications. The lexicalized knowledge available in BabelNet has been shown to obtain state-of-the-art results in: Semantic relatedness, Multilingual word-sense disambiguation and entity linking, with the Babelfy system, Video games with a purpose. == Prizes and acknowledgments == BabelNet received the META prize 2015 for "groundbreaking work in overcoming language barriers through a multilingual lexicalised semantic network and ontology making use of heterogeneous data sources". The Artificial Intelligence Journal paper that describes BabelNet won the Prominent Paper Award in 2017. BabelNet featured prominently in a Time magazine article about the new age of innovative and up-to-date lexical knowledge resources available on the Web.
Logical Machine Corporation
Logical Machine Corporation (LOMAC) was an American computer company active from the mid-1970s to the 1980s and based in the San Francisco Bay Area. It was founded as John Peers and Company by the British entrepreneur John Peers in 1974. LOMAC developed the ADAM, a minicomputer which ran a specialized compiler for the company's natural English programming language. Throughout the late 1970s, the company acquired several technology firms, including Byte, Inc., the owner of the Byte Shop retail chain. Despite its unique approach to computing and earning $5 million in revenue in 1977, LOMAC struggled as the industry began to standardize around the IBM Personal Computer (IBM PC). Following Peers's departure in 1980, the company rebranded as Logical Business Machines, Inc. (LBM, or simply Logical), and attempted to pivot toward IBM PC–compatible hardware. However, financial difficulties led to the company filing for Chapter 11 bankruptcy in 1984. After emerging from bankruptcy in 1985 with new investment, Logical ceased hardware manufacturing to focus exclusively on software development and value-added reselling. == History == John Peers (born 1942) founded Logical Machine Corporation as John Peers and Company in September 1974. The company originally occupied a 4,500-square-foot office in Burlingame, California. The company was Peers' fourth; he had recently sold off Allied Business Systems of London to Trafalgar House in 1974. Peers sought to set up manufacturing in an agricultural zone in Ukiah, California. Following a delay, caused in part by concerned residents, a 30,000-square-foot plant was raised in Burke Hill, three miles south of Ukiah. The Ukiah plant was built to mass manufacture the company's ADAM minicomputer. The ADAM computer ran a specialized compiler for the company's natural English programming language; that is to say, the programming language attempted to closely emulate English syntax. Prototypes of the ADAM were built in May 1974, based on specifications devised in October 1973. Peers had yet to patent the technology as of June 1975. The ADAM's central processing unit was bolted onto an 7-by-6-foot L-shaped desk, on which rested its terminal. Twenty units of the ADAM were installed between April 1975 and February 1976, out of a backlog of orders for 3,500 from 500 clients, manufactured out of the company's Burlingame headquarters. It cost US$40,000. A controversial print advertisement featuring a naked woman seated at an ADAM terminal—as a pastiche of Adam and Eve—was recalled in early 1976 as a result of outcry from the National Organization for Women. The company changed its name to Logical Machine Corporation (LOMAC) in October 1976 and moved its headquarters to a 26,000-square-foot building in Sunnyvale, California, in anticipation of a ramping up of orders for the ADAM. The company originally occupied half of the building; they later purchased the other half from the tenant in July 1977 to double its manufacturing output. For fiscal year 1977, the company earned $5 million in revenue. In December 1977, LOMAC acquired Byte, Inc.—the proprietor of The Byte Shop, the first computer retail chain—from Paul Terrell and Boyd Wilson for an unspecified amount. The Byte Shop had 65 locations in the San Francisco Bay Area in 1978; it catered mainly to hobbyists with low cost microcomputer kits, in contrast to the high cost of LOMAC's ADAM. By July 1978, however, LOMAC were able to reduce the price of the ADAM down to $15,000. The company by that point had shipped their 50th ADAM and expanded to 14 countries. Also in 1978, LOMAC acquired Mass Memory—a high-tech optical storage company based in Phoenix, Arizona, whose products had storage capacities on the order gigabytes and terabytes—and Centigram, makers of the Mike—a computer with speech recognition. Later that year, the company introduced Tina, a low-cost version of the ADAM. LOMAC suffered losses that year and appointed Jerry Brandt to the board of directions, naming him chief operating officer, in August 1978. Brandt had Logical absorb Mass Memory and Centigram into the parent operations, shutting down their respective plants in the process, converted 10 Byte Shops to franchises and opened 25 more franchised Byte locations, and stopped direct sales of LOMAC's business computer products. By the beginning of 1979, LOMAC was profitable once more, and Brandt was let go from LOMAC. Peers left LOMAC in 1980, following a slump in the company's sales. He became an executive director of the United States Robotics Society, a consortium for industrial automation companies, that year. Following Peers' departure, LOMAC changed its name to Logical Business Machines, adopting the name of its European subsidiary. In 1983, the company announced a 16-bit clone of the IBM PC, called the Logical L-XT, which featured a 10-MB hard drive, 320-KB floppy drive and 192 KB of RAM, and a real-time clock, and came shipped with various software (including MS-DOS, a word processor, and a spreadsheet application) and an amber CRT monitor. The following year, the company introduced L-NET, a local area network system based on the L-XT that could link up to 64 computers. L-NET came shipped with a natural programming language, Diplomat—a descendant of the programming language used on the ADAM. In June 1983, Logical sued Coleco Industries over trademark infringement with the latter's to-be-released Adam microcomputer. Logical cited confusion from their existing ADAM customer base caused by the announcement of the Coleco Adam as the basis for the suit. Coleco challenged Logical in the press, writing that Logical's rights to the Adam trademark for use in computers had lapsed earlier in the year. The two settled out of court, with Coleco agreeing to license the Adam name from Logical in exchange for unlimited rights to the Adam trademark. Logical halted development of the L-XT when they filed for Chapter 11 bankruptcy in July 1984. The company had been $4 million in debt. They emerged from bankruptcy in September 1985, after being infused with $2 million from Carat Ltd. The latter immediately received a little less than 50 percent ownership in Logical—this stake set to grow to over 50 percent over the next six months. As part of the terms of exiting bankruptcy, Logical stopped manufacturing hardware and strictly became a software development company and value-added reseller of computer systems.
Yale shooting problem
The Yale shooting problem is a conundrum or scenario in formal situational logic on which early logical solutions to the frame problem fail. The name of this problem comes from a scenario proposed by its inventors, Steve Hanks and Drew McDermott, working at Yale University when they proposed it. In this scenario, Fred (later identified as a turkey) is initially alive and a gun is initially unloaded. Loading the gun, waiting for a moment, and then shooting the gun at Fred is expected to kill Fred. However, if inertia is formalized in logic by minimizing the changes in this situation, then it cannot be uniquely proved that Fred is dead after loading, waiting, and shooting. In one solution, Fred indeed dies; in another (also logically correct) solution, the gun becomes mysteriously unloaded and Fred survives. Technically, this scenario is described by two fluents (a fluent is a condition that can change truth value over time): a l i v e {\displaystyle alive} and l o a d e d {\displaystyle loaded} . Initially, the first condition is true and the second is false. Then, the gun is loaded, some time passes, and the gun is fired. Such problems can be formalized in logic by considering four time points 0 {\displaystyle 0} , 1 {\displaystyle 1} , 2 {\displaystyle 2} , and 3 {\displaystyle 3} , and turning every fluent such as a l i v e {\displaystyle alive} into a predicate a l i v e ( t ) {\displaystyle alive(t)} depending on time. A direct formalization of the statement of the Yale shooting problem in logic is the following one: a l i v e ( 0 ) {\displaystyle alive(0)} ¬ l o a d e d ( 0 ) {\displaystyle \neg loaded(0)} t r u e → l o a d e d ( 1 ) {\displaystyle true\rightarrow loaded(1)} l o a d e d ( 2 ) → ¬ a l i v e ( 3 ) {\displaystyle loaded(2)\rightarrow \neg alive(3)} The first two formulae represent the initial state. The third formula formalizes the effect of loading the gun at time 1 {\displaystyle 1} . The fourth formula formalizes the effect of shooting at Fred at time 2 {\displaystyle 2} . This is a simplified formalization in which action names are neglected and the effects of actions are directly specified for the time points in which the actions are executed. See situation calculus for details. The formulae above, while being direct formalizations of the known facts, do not suffice to correctly characterize the domain. Indeed, ¬ a l i v e ( 1 ) {\displaystyle \neg alive(1)} is consistent with all these formulae, although there is no reason to believe that Fred dies before the gun has been shot. The problem is that the formulae above only include the effects of actions, but do not specify that all fluents not changed by the actions remain the same. In other words, a formula a l i v e ( 0 ) ≡ a l i v e ( 1 ) {\displaystyle alive(0)\equiv alive(1)} must be added to formalize the implicit assumption that loading the gun only changes the value of l o a d e d {\displaystyle loaded} and not the value of a l i v e {\displaystyle alive} . The necessity of a large number of formulae stating the obvious fact that conditions do not change unless an action changes them is known as the frame problem. An early solution to the frame problem was based on minimizing the changes. In other words, the scenario is formalized by the formulae above (that specify only the effects of actions) and by the assumption that the changes in the fluents over time are as minimal as possible. The rationale is that the formulae above enforce all effect of actions to take place, while minimization should restrict the changes to exactly those due to the actions. In the Yale shooting scenario, one possible evaluation of the fluents in which the changes are minimized is the following one. This is the expected solution. It contains two fluent changes: l o a d e d {\displaystyle loaded} becomes true at time 1 and a l i v e {\displaystyle alive} becomes false at time 3. The following evaluation also satisfies all formulae above. In this evaluation, there are still two changes only: l o a d e d {\displaystyle loaded} becomes true at time 1 and false at time 2. As a result, this evaluation is considered a valid description of the evolution of the state, although there is no valid reason to explain l o a d e d {\displaystyle loaded} being false at time 2. The fact that minimization of changes leads to wrong solution is the motivation for the introduction of the Yale shooting problem. While the Yale shooting problem has been considered a severe obstacle to the use of logic for formalizing dynamical scenarios, solutions to it have been known since the late 1980s. One solution involves the use of predicate completion in the specification of actions: in this solution, the fact that shooting causes Fred to die is formalized by the preconditions: alive and loaded, and the effect is that alive changes value (since alive was true before, this corresponds to alive becoming false). By turning this implication into an if and only if statement, the effects of shooting are correctly formalized. (Predicate completion is more complicated when there is more than one implication involved.) A solution proposed by Erik Sandewall was to include a new condition of occlusion, which formalizes the “permission to change” for a fluent. The effect of an action that might change a fluent is therefore that the fluent has the new value, and that the occlusion is made (temporarily) true. What is minimized is not the set of changes, but the set of occlusions being true. Another constraint specifying that no fluent changes unless occlusion is true completes this solution. The Yale shooting scenario is also correctly formalized by the Reiter version of the situation calculus, the fluent calculus, and the action description languages. In 2005, the 1985 paper in which the Yale shooting scenario was first described received the AAAI Classic Paper award. In spite of being a solved problem, that example is still sometimes mentioned in recent research papers, where it is used as an illustrative example (e.g., for explaining the syntax of a new logic for reasoning about actions), rather than being presented as a problem.