Adobe GoLive was a WYSIWYG HTML editor and web site management application from Adobe Systems. It replaced Adobe PageMill as Adobe's primary HTML editor and was itself discontinued in favor of Dreamweaver. The last version of GoLive that Adobe released was GoLive 9. == History == GoLive originated as the flagship product of a company named GoNet Communication, Inc. then based in Menlo Park, California, and the development company GoNet Communications GmbH in Hamburg, Germany, in 1996. Later GoNet changed its name to GoLive Systems, Inc, and the name of its product to GoLive CyberStudio. Adobe acquired GoLive in 1999 and re-branded the GoLive CyberStudio product to what became Adobe GoLive. Adobe took over the Hamburg office as an Adobe development site to continue to develop the product. At the time of the acquisition, CyberStudio was a Macintosh-only application. In the spring of 1999 Adobe released Adobe GoLive for both Macintosh and Microsoft Windows. The first versions of Dreamweaver and CyberStudio were released in a similar timeframe. However, Dreamweaver eventually became the dominant WYSIWYG HTML editor in market share. After the Adobe acquisition of Macromedia (the company that had owned Dreamweaver), GoLive was progressively re-targeted toward Adobe's traditional design market, and the product became better integrated with Adobe's existing suite of design-oriented software products and less focused on the professional web development market. The Adobe CS2 Premium suite contained GoLive CS2. With the release of Creative Suite 3, Adobe integrated Dreamweaver as a replacement for GoLive and released GoLive 9 as a standalone product. In April 2008, Adobe announced that sales and development of GoLive would cease in favor of Dreamweaver. == General description and distinctive aspects == GoLive incorporated a largely modeless workflow that relied heavily on drag-and-drop. Most user interaction was done via a contextual inspector rather than the modal workflow found in Dreamweaver. Among its features were a separate editor for tables that supported nesting, and a two-dimensional panel for applying CSS styles to elements. GoLive supported drag-and-drop of native Adobe Photoshop and Adobe Illustrator files via what the company called "Smart Objects", which then automatically guided the user through saving those files in web-supported formats. Updates to the original Photoshop or Illustrator assets were automatically tracked by GoLive. It also implemented a tool called "Components" which allowed updates to interface elements throughout a site to be updated globally by changing one single file. As a website management tool, GoLive allowed users to transfer and publish content directly from within the application, and allowed individual files to be excluded from uploading. == Features == One of the new features of GoLive version 5 was Dynamic Link, which was a method of creating dynamic, database-driven web content without the need to know a server-side language and with full WYSIWYG support in the GoLive user interface. GoLive had a powerful set of extensibility API which could be used to add additional functionality to the product. The GoLive SDK provided interfaces which allowed developers to use a combination of XML, JavaScript and C/C++ to create plugins for the product. The extensibility API allowed developers access to custom drawing and event handling using JavaScript, as well as a full JavaScript debugger and command line interpreter. This allowed intermediate-level developers using interpreted JavaScript to create sophisticated user interfaces. == Language and framework structure == Adobe GoLive is coded in the C++ programming language. It uses a custom C++ framework called SCL (Simple Class Library) which was initially built from scratch by the engineers at GoLive Systems Inc. The SCL framework was also used in the short-lived Adobe Atmosphere 3D software. == Release history == As the final version, GoLive 9 was discontinued in April 2008.
Lenna
Lenna (or Lena) is a standard test image used in the field of digital image processing, starting in 1973. It is a picture of the Swedish model Lena Forsén, shot by photographer Dwight Hooker and cropped from the centerfold of the November 1972 issue of Playboy magazine. Lenna has attracted controversy because of its subject matter. Starting in the mid-2010s, many journals have deemed it inappropriate and discouraged its use, while others have banned it from publication outright. Forsén herself has called for it to be retired, saying "It's time I retired from tech." The spelling "Lenna" came from the model's desire to encourage the proper pronunciation of her name. "I didn't want to be called Leena [English: ]," she explained. == History == Before Lenna, the first use of a Playboy magazine image to illustrate image processing algorithms was in 1961. Lawrence G. Roberts used two cropped six-bit grayscale facsimile scanned images from Playboy's July 1960 issue featuring Playmate Teddi Smith, in his master's thesis on image dithering at Massachusetts Institute of Technology. Lenna was originally intended for high resolution color image processing study. Its history was described in the May 2001 newsletter of the IEEE Professional Communication Society, in an article by Jamie Hutchinson: Alexander Sawchuk estimates that it was in June or July of 1973 when he, then an assistant professor of electrical engineering at the University of Southern California Signal and Image Processing Institute (SIPI), along with a graduate student and the SIPI lab manager, was hurriedly searching the lab for a good image to scan for a colleague's conference paper. They got tired of their stock of usual test images, dull stuff dating back to television standards work in the early 1960s. They wanted something glossy to ensure good output dynamic range, and they wanted a human face. Just then, somebody happened to walk in with a recent issue of Playboy. The engineers tore away the top third of the centerfold so they could wrap it around the drum of their Muirhead wirephoto scanner, which they had outfitted with analog-to-digital converters (one each for the red, green, and blue channels) and a Hewlett Packard 2100 minicomputer. The Muirhead had a fixed resolution of 100 lines per inch and the engineers wanted a 512×512 image, so they limited the scan to the top 5.12 inches of the picture, effectively cropping it at the subject's shoulders. The image's reach was limited in the 1970s and 80s, which is reflected in it initially only appearing in .org domains, but in July 1991, the image featured on the cover of Optical Engineering alongside Peppers, another popular test image. This drew the attention of Playboy to the potential copyright infringement. The peak of image hits on the internet was in 1995. The scan became one of the most used images in computer history. The use of the photo in electronic imaging has been described as "clearly one of the most important events in [its] history". The image spread to over 100 different domains, particularly .com and .edu. In a 1999 issue of IEEE Transactions on Image Processing "Lena" was used in three separate articles, and the picture continued to appear in scientific journals throughout the beginning of the 21st century. Lenna is so widely accepted in the image processing community that Forsén was a guest at the 50th annual Conference of the Society for Imaging Science and Technology (IS&T) in 1997. In 2015, Lena Forsén was also guest of honor at the banquet of IEEE ICIP 2015. After delivering a speech, she chaired the best paper award ceremony. To explain why the image became a standard in the field, David C. Munson, editor-in-chief of IEEE Transactions on Image Processing, stated that it was a good test image because of its detail, flat regions, shading, and texture. He also noted that "the Lena image is a picture of an attractive woman. It is not surprising that the (mostly male) image processing research community gravitated toward an image that they found attractive." While Playboy often cracks down on illegal uses of its material and did initially send a notice to the publisher of Optical Engineering about its unauthorized use in that publication, over time it has decided to overlook the wide use of Lena. Eileen Kent, VP of new media at Playboy, said, "We decided we should exploit this, because it is a phenomenon." == Criticism == The use of the image has produced controversy because Playboy is "seen (by some) as being degrading to women". In a 1999 essay on reasons for the male predominance in computer science, applied mathematician Dianne P. O'Leary wrote: Suggestive pictures used in lectures on image processing ... convey the message that the lecturer caters to the males only. For example, it is amazing that the "Lena" pin-up image is still used as an example in courses and published as a test image in journals today. A 2012 paper on compressed sensing used a photo of the model Fabio Lanzoni as a test image to draw attention to this issue. The use of the test image at the magnet school Thomas Jefferson High School for Science and Technology in Fairfax County, Virginia, provoked a guest editorial by a senior in The Washington Post in 2015 about its detrimental impact on aspiring female students in computer science. In 2017, the Journal of Modern Optics published an editorial titled "On alternatives to Lenna" suggesting three images (Pirate, Cameraman, and Peppers) that "are reasonably close to Lenna in feature space". In 2018, the Nature Nanotechnology journal announced that they would no longer consider articles using Lenna. In the same year SPIE, the publishers of Optical Engineering, also announced that they "strongly discourage" the use of Lenna, and would no longer consider new submissions containing the image "without convincing scientific justification for its use". They noted that aside from the copyright and ethical issues, that it was also no longer useful as a standard image: "In today's age of high-resolution digital image technology, it seems difficult to argue that a 512 × 512 image produced with a 1970s-era analog scanner is the best we have to offer as an image quality test standard". Forsén stated in the 2019 documentary film Losing Lena, "I retired from modeling a long time ago. It's time I retired from tech, too... Let's commit to losing me." The Institute of Electrical and Electronics Engineers (IEEE) announced that, starting April 1, 2024, it will no longer allow use of Lenna in its publications.
Dynamic knowledge repository
The dynamic knowledge repository (DKR) is a concept developed by Douglas C. Engelbart as a primary strategic focus for allowing humans to address complex problems. He has proposed that a DKR will enable us to develop a collective IQ greater than any individual's IQ. References and discussion of Engelbart's DKR concept are available at the Doug Engelbart Institute. == Definition == A knowledge repository is a computerized system that systematically captures, organizes and categorizes an organization's knowledge. The repository can be searched and data can be quickly retrieved. The effective knowledge repositories include factual, conceptual, procedural and meta-cognitive techniques. The key features of knowledge repositories include communication forums. A knowledge repository can take many forms to "contain" the knowledge it holds. A customer database is a knowledge repository of customer information and insights – or electronic explicit knowledge. A Library is a knowledge repository of books – physical explicit knowledge. A community of experts is a knowledge repository of tacit knowledge or experience. The nature of the repository only changes to contain/manage the type of knowledge it holds. A repository (as opposed to an archive) is designed to get knowledge out. It should therefore have some rules of structure, classification, taxonomy, record management, etc., to facilitate user engagement.
Contrast set learning
Contrast set learning is a form of association rule learning that seeks to identify meaningful differences between separate groups by reverse-engineering the key predictors that identify for each particular group. For example, given a set of attributes for a pool of students (labeled by degree type), a contrast set learner would identify the contrasting features between students seeking bachelor's degrees and those working toward PhD degrees. == Overview == A common practice in data mining is to classify, to look at the attributes of an object or situation and make a guess at what category the observed item belongs to. As new evidence is examined (typically by feeding a training set to a learning algorithm), these guesses are refined and improved. Contrast set learning works in the opposite direction. While classifiers read a collection of data and collect information that is used to place new data into a series of discrete categories, contrast set learning takes the category that an item belongs to and attempts to reverse engineer the statistical evidence that identifies an item as a member of a class. That is, contrast set learners seek rules associating attribute values with changes to the class distribution. They seek to identify the key predictors that contrast one classification from another. For example, an aerospace engineer might record data on test launches of a new rocket. Measurements would be taken at regular intervals throughout the launch, noting factors such as the trajectory of the rocket, operating temperatures, external pressures, and so on. If the rocket launch fails after a number of successful tests, the engineer could use contrast set learning to distinguish between the successful and failed tests. A contrast set learner will produce a set of association rules that, when applied, will indicate the key predictors of each failed tests versus the successful ones (the temperature was too high, the wind pressure was too high, etc.). Contrast set learning is a form of association rule learning. Association rule learners typically offer rules linking attributes commonly occurring together in a training set (for instance, people who are enrolled in four-year programs and take a full course load tend to also live near campus). Instead of finding rules that describe the current situation, contrast set learners seek rules that differ meaningfully in their distribution across groups (and thus, can be used as predictors for those groups). For example, a contrast set learner could ask, “What are the key identifiers of a person with a bachelor's degree or a person with a PhD, and how do people with PhD's and bachelor’s degrees differ?” Standard classifier algorithms, such as C4.5, have no concept of class importance (that is, they do not know if a class is "good" or "bad"). Such learners cannot bias or filter their predictions towards certain desired classes. As the goal of contrast set learning is to discover meaningful differences between groups, it is useful to be able to target the learned rules towards certain classifications. Several contrast set learners, such as MINWAL or the family of TAR algorithms, assign weights to each class in order to focus the learned theories toward outcomes that are of interest to a particular audience. Thus, contrast set learning can be thought of as a form of weighted class learning. === Example: Supermarket Purchases === The differences between standard classification, association rule learning, and contrast set learning can be illustrated with a simple supermarket metaphor. In the following small dataset, each row is a supermarket transaction and each "1" indicates that the item was purchased (a "0" indicates that the item was not purchased): Given this data, Association rule learning may discover that customers that buy onions and potatoes together are likely to also purchase hamburger meat. Classification may discover that customers that bought onions, potatoes, and hamburger meats were purchasing items for a cookout. Contrast set learning may discover that the major difference between customers shopping for a cookout and those shopping for an anniversary dinner are that customers acquiring items for a cookout purchase onions, potatoes, and hamburger meat (and do not purchase foie gras or champagne). == Treatment learning == Treatment learning is a form of weighted contrast-set learning that takes a single desirable group and contrasts it against the remaining undesirable groups (the level of desirability is represented by weighted classes). The resulting "treatment" suggests a set of rules that, when applied, will lead to the desired outcome. Treatment learning differs from standard contrast set learning through the following constraints: Rather than seeking the differences between all groups, treatment learning specifies a particular group to focus on, applies a weight to this desired grouping, and lumps the remaining groups into one "undesired" category. Treatment learning has a stated focus on minimal theories. In practice, treatment are limited to a maximum of four constraints (i.e., rather than stating all of the reasons that a rocket differs from a skateboard, a treatment learner will state one to four major differences that predict for rockets at a high level of statistical significance). This focus on simplicity is an important goal for treatment learners. Treatment learning seeks the smallest change that has the greatest impact on the class distribution. Conceptually, treatment learners explore all possible subsets of the range of values for all attributes. Such a search is often infeasible in practice, so treatment learning often focuses instead on quickly pruning and ignoring attribute ranges that, when applied, lead to a class distribution where the desired class is in the minority. === Example: Boston housing data === The following example demonstrates the output of the treatment learner TAR3 on a dataset of housing data from the city of Boston (a nontrivial public dataset with over 500 examples). In this dataset, a number of factors are collected for each house, and each house is classified according to its quality (low, medium-low, medium-high, and high). The desired class is set to "high", and all other classes are lumped together as undesirable. The output of the treatment learner is as follows: Baseline class distribution: low: 29% medlow: 29% medhigh: 21% high: 21% Suggested Treatment: [PTRATIO=[12.6..16), RM=[6.7..9.78)] New class distribution: low: 0% medlow: 0% medhigh: 3% high: 97% With no applied treatments (rules), the desired class represents only 21% of the class distribution. However, if one filters the data set for houses with 6.7 to 9.78 rooms and a neighborhood parent-teacher ratio of 12.6 to 16, then 97% of the remaining examples fall into the desired class (high-quality houses). == Algorithms == There are a number of algorithms that perform contrast set learning. The following subsections describe two examples. === STUCCO === The STUCCO contrast set learner treats the task of learning from contrast sets as a tree search problem where the root node of the tree is an empty contrast set. Children are added by specializing the set with additional items picked through a canonical ordering of attributes (to avoid visiting the same nodes twice). Children are formed by appending terms that follow all existing terms in a given ordering. The formed tree is searched in a breadth-first manner. Given the nodes at each level, the dataset is scanned and the support is counted for each group. Each node is then examined to determine if it is significant and large, if it should be pruned, and if new children should be generated. After all significant contrast sets are located, a post-processor selects a subset to show to the user - the low order, simpler results are shown first, followed by the higher order results which are "surprising and significantly different." The support calculation comes from testing a null hypothesis that the contrast set support is equal across all groups (i.e., that contrast set support is independent of group membership). The support count for each group is a frequency value that can be analyzed in a contingency table where each row represents the truth value of the contrast set and each column variable indicates the group membership frequency. If there is a difference in proportions between the contrast set frequencies and those of the null hypothesis, the algorithm must then determine if the differences in proportions represent a relation between variables or if it can be attributed to random causes. This can be determined through a chi-square test comparing the observed frequency count to the expected count. Nodes are pruned from the tree when all specializations of the node can never lead to a significant and large contrast set. The decision to prune is based on: The minimum deviation size: The maximum difference between the support
Content inventory
A content inventory is the process and the result of cataloging the entire contents of a website. An allied practice—a content audit—is the process of evaluating that content. A content inventory and a content audit are closely related concepts, and they are often conducted in tandem. == Description == A content inventory typically includes all information assets on a website, such as web pages (HTML), meta elements (e.g., keywords, description, page title), images, audio and video files, and document files (e.g., .pdf, .doc, .ppt). A content inventory is a quantitative analysis of a website. It simply logs what is on a website. The content inventory will answer the question: “What is there?” and can be the start of a website review. A related (and sometimes confused term) is a content audit, a qualitative analysis of information assets on a website. It is the assessment of that content and its place in relationship to surrounding Web pages and information assets. The content audit will answer the question: “Is it any good?” Over the years, techniques for creating and managing a content inventory have been developed and refined in the field of website content management. A spreadsheet application (e.g., Microsoft Excel or LibreOffice Calc) is the preferred tool for keeping a content inventory; the data can be easily configured and manipulated. Typical categories in a content inventory include the following: Link — The URL for the page Format — For example, .HTML, .pdf, .doc, .ppt Meta page title — Page title as it appears in the meta