The International Aerial Robotics Competition (IARC) is a university-based robotics competition held on the campus of the Georgia Institute of Technology, currently hosted by RoboNation. Since 1991, collegiate teams with the backing of industry and government have fielded autonomous flying robots in an attempt to perform missions requiring robotic behaviors not previously exhibited by a flying machine. The term “aerial robotics” was coined by competition creator Robert Michelson in 1990 to describe a new class of small highly intelligent flying machines. Successive years of competition saw these aerial robots grow from vehicles that could barely maintain themselves in the air, to automatons which are self-stable, self-navigating, and able to interact with their environment. The goal of the competition has been to provide a reason for the state-of-the-art of aerial robotics to move forward. Challenges have been geared towards producing advances. From 1991 through 2009, six missions were proposed. Each involved fully autonomous robotic behavior undemonstrated at the time. In October 2013 a seventh mission was proposed. It was the first to involve interaction between aerial robots and multiple ground robots. In 2016, the competition and its creator were recognized during the Georgia legislative session in the form of a senate resolution as the longest running aerial robotics competition in the world. == History == === First mission === The initial mission to move a metallic disc from one side of an arena to the other was seen by many as almost impossible. The college teams improved their entries over the next two years when the competition saw its first autonomous takeoff, flight, and landing by a team from the Georgia Institute of Technology. In 1995, a team from Stanford University was able to acquire a single disk and move it from one side of the arena to the other in a fully autonomous flight—half. === Second mission === The competition mission was toughened and made less abstract by requiring teams to search for a toxic waste dump, map the location of partially buried randomly oriented toxic waste drums, identify the contents of each drum from the hazard labels on the outside of each drum, and bring a sample back from one of the drums. In 1996, a team from the Massachusetts Institute of Technology and Boston University, with backing from Draper Labs, created a small fully autonomous flying robot that repeatedly and correctly mapped the location of all five of the toxic waste drums, and correctly identified the contents of two from the air, completing approximately seventy five percent of the mission. The following year, an aerial robot developed by a team from Carnegie Mellon University completed the entire mission. === Third mission === The third mission began in 1998. It was a search and rescue mission requiring fully autonomous robots to take off, fly to a disaster area and search amid fires, broken water mains, clouds of toxic gas, and rubble. The scenario was recreated at the U.S. Department of Energy's Hazardous Material Management and Emergency Response (HAMMER) training facility. Because of the realism of the scenario, animatrons were used instead of human actors to simulate survivors incapable of extracting themselves from the disaster area. An aerial robot from Germany's Technische Universität Berlin was able to detect and avoid all of the obstacles, identify all the dead on the ground and the survivors (distinguishing between the two based on movement), and relay pictures of the survivors along with their locations back to first responders who would attempt a rescue. This mission was completed in 2000. === Fourth mission === The fourth mission was initiated in 2001. It involved three scenarios requiring the same autonomous behavior: a hostage rescue mission where a submarine 3 kilometers off the coast must send an aerial robot to find a coastal city, identify the embassy where hostages are being held, locate valid openings in the embassy building, enter (or send in a sensor probe/subvehicle) and relay pictures of the hostages 3 km to the submarine prior to mounting an amphibious assault on the embassy to free the hostages; the discovery of an ancient mausoleum where a virus had killed the archaeological team, who had radioed that an important and undocumented tapestry was hanging inside, with 15 minutes to send an autonomous aerial robot to find the mausoleum, enter it (or send in a sensor probe/subvehicle) and relay pictures of the tapestry back prior to the destruction of the mausoleum and its contents; and an explosion at a nuclear reactor facility where scientists must send in an aerial robot to find the operating reactor building, enter the building (or send in a sensor probe/subvehicle) and relay pictures of the control panels to determine if a melt-down is imminent. All three missions involved the same elements of ingress, locating, identification, entry, and relaying pictures within 15 minutes. It was conducted at the U.S. Army's Fort Benning Soldier Battle Lab using the McKenna MOUT (Military Operations on Urban Terrain) site. The fourth mission was completed in 2008 with 27 teams who had demonstrated each of the required aerial robotic behaviors, except being able to demonstrate these behaviors in under 15 minutes—a feat considered by the judges to be inevitable given more time, and therefore no longer a significant challenge. Thus the fourth mission was terminated, $80,000 in awards distributed, and the fifth mission established. === Fifth mission === The fifth mission picked up where the fourth mission left off by demonstrating the fully autonomous aerial robotic behaviors necessary to rapidly negotiate the confined internal spaces of a structure once it has been penetrated by an air vehicle. The nuclear reactor complex explosion scenario of the fourth mission was used as the backdrop for the fifth mission. The fifth mission required a fully autonomous aerial vehicle to penetrate the structure and negotiate the more complex interior space containing hallways, small rooms, obstacles, and dead ends in order to search for a designated target without the aid of global-positioning navigational aids, and relay pictures back to a monitoring station some distance from the structure. The First Symposium on Indoor Flight Issues was held in conjunction with this 2009 IARC event. === Sixth mission === The sixth mission began in 2010 as an extension of the fifth mission theme of autonomous indoor flight behavior, however it demanded more advanced behaviors than were possible by any aerial robot extant in 2010. This espionage mission involved covertly stealing a flash drive from a particular room in a building and depositing an identical drive to avoid detection of the theft. The 2010 Symposium on Indoor Flight Issues was held concurrently at the University of Puerto Rico - Mayagüez during the 20th anniversary competition. === Seventh mission === The seventh mission began in 2014 demanding more advanced behaviors than were possible by any aerial robot extant in 2014. A single autonomous aerial robot had to herd up to 10 autonomous ground robot targets across one designated end of a 20m x 20m (65.62 feet x 65.62 feet) arena in under 10 minutes. The arena had neither walls for SLAM mapping nor GPS availability. Techniques such as optical flow or optical odometry were possible solutions to navigation within the arena. Collisions with obstacle ground robots ended the run with no score. The autonomous aerial robots interacted with the ground robots in the following way: if an aerial robot touched the ground robot on top, the ground robot would turn clockwise 45°. If the aerial robot blocked its forward motion by landing in front of it, the ground robot would reverse direction. Ground robots that feely escaped the arena, counted against the aerial robot's overall score, so the autonomous aerial robots had to decide which ground robots were in imminent danger of crossing any boundary except the designated one, and redirect them toward the designated boundary.Zhejiang University was the overall winner of Mission 7, of 52 teams from 12 nations entered as competitors. === Eighth mission === In 2018, the 8th mission was announced. Mission 8 focused on non-electronic human-machine interaction for the first time, with four aerial robots assisting humans to complete tasks that one person could not independently accomplish. The gist of mission 8 involved a swarm of autonomous aerial robots working with a human to achieve a task in the presence of hostile "Sentry aerial robots" which were trying to impede the human. In 2018, the inaugural year of mission 8, the American Venue was held on the campus of the Georgia Institute of Technology in Atlanta, Georgia, and the Asia/Pacific Venue was conducted at Beihang University in Beijing China. The following year, Mission 8 was successfully completed in Kunming China at the Yunnan Innovation
MyPertamina
MyPertamina is a digital financial service platform from Pertamina that integrated with the apps LinkAja. This application is used for non-cash fuel oil payments at Pertamina's public fueling stations. == History == Originally, MyPertamina were merchandise outlets of Pertamina products. It was launched on December 21, 2016, with 3 outlets in Jakarta. MyPertamina sells clothes, hats, and other products with Pertamina products brands. One month later (January 2017), Pertamina and Bank Mandiri entered into a partnership to launch the Mandiri Credit Card Pertamina Mastercard product, so that consumers can make payments when users fill up fuel at Pertamina gas stations. In August 2017, MyPertamina app and electronic card were launched through MyPertamina Loyalty program at Gaikindo Indonesia International Auto Show 2017. The card can be used on EDC machines for non-cash payments. Initial balances are in its own app, that can be top up by ATMs and online banking.
Prompt engineering
Prompt engineering is the process of structuring natural language inputs (known as prompts) to produce specified outputs from a generative artificial intelligence (GenAI) model. Context engineering is the related area of software engineering that focuses on the management of non-prompt contexts supplied to the GenAI model, such as metadata, API tools, and tokens. It can also be defined as the practice of designing and refining input instructions given to a generative AI model to produce more accurate, relevant, or useful outputs. Effective prompt engineering involves understanding how a model interprets language, and may include techniques such as few-shot prompting, chain-of-thought prompting, and role assignment. It is increasingly considered a skill for working with large language models (LLMs) in both research and professional contexts. During the 2020s AI boom, prompt engineering became regarded as a business capability across corporations and industries. Employees with the title prompt engineer were hired to create prompts that would increase productivity and efficacy, although the individual title has since lost traction amid AI models that produce better prompts than humans and corporate training in prompting for general employees. Common prompting techniques include multi-shot, chain-of-thought, and tree-of-thought prompting, as well as the use of assigning roles to the model. Automated prompt generation methods, such as retrieval-augmented generation (RAG), provide for greater accuracy and a wider scope of functions for prompt engineers. Prompt injection is a type of cybersecurity attack that targets machine learning models through malicious prompts. == Terminology == The Oxford English Dictionary defines prompt engineering as "The action or process of formulating and refining prompts for an artificial intelligence program, algorithm, etc., in order to optimize its output or to achieve a desired outcome; the discipline or profession concerned with this." In 2023, prompt ("an instruction given to an artificial intelligence program, algorithm, etc., which determines or influences the content it generates") was the runner-up to Oxford's word of the year. === Prompt === A prompt is some natural language text that describes and prescribes the task that an artificial intelligence (AI) should perform. A prompt for a text-to-text language model can be a query, a command, or a longer statement referencing context, instructions, and conversation history. The process of prompt engineering may involve designing clear queries, refining wording, providing relevant context, specifying the style of output, and assigning a character for the AI to mimic in order to guide the model toward more accurate, useful, and consistent responses. When communicating with a text-to-image or a text-to-audio model, a typical prompt contains a description of a desired output such as "a high-quality photo of an astronaut riding a horse" or "Lo-fi slow BPM electro chill with organic samples". Prompt engineering may be applied to text-to-image models to achieve a desired subject, style, layout, lighting, and aesthetic. === Techniques === Common terms used to describe various specific prompt engineering techniques include chain-of-thought, tree-of-thought, and retrieval-augmented generation (RAG). A 2024 survey of the field identified over 50 distinct text-based prompting techniques, 40 multimodal variants, and a vocabulary of 33 terms used across prompting research, highlighting a present lack of standardised terminology for prompt engineering. Vibe coding is an AI-assisted software development method where a user prompts an LLM with a description of what they want and lets it generate or edit the code. In 2025, "vibe coding" was the Collins Dictionary word of the year. === Context engineering === Context engineering is a related process that focuses on the context elements that accompany user prompts, which include system instructions, retrieved knowledge, tool definitions, conversation summaries, and task metadata. Context engineering is performed to improve reliability, provenance and token efficiency in production LLM systems. The concept emphasises operational practices such as token budgeting, provenance tags, versioning of context artifacts, observability (logging which context was supplied), and context regression tests to ensure that changes to supplied context do not silently alter system behaviour. == Rationale == Research has found that the performance of large language models (LLMs) is highly sensitive to choices such as the ordering of examples, the quality of demonstration labels, and even small variations in phrasing. In some cases, reordering examples in a prompt produced accuracy shifts of more than 40 percent. === In-context learning === A model's ability to temporarily learn from prompts is known as in-context learning. In-context learning is an emergent ability of large language models. It is an emergent property of model scale, meaning that breaks in scaling laws occur, leading to its efficacy increasing at a different rate in larger models than in smaller models. Unlike training and fine-tuning, which produce lasting changes, in-context learning is temporary. Training models to perform in-context learning can be viewed as a form of meta-learning, or "learning to learn". === Prompting to estimate model sensitivity === Research consistently demonstrates that LLMs are highly sensitive to subtle variations in prompt formatting, structure, and linguistic properties. Some studies have shown up to 76 accuracy points across formatting changes in few-shot settings. Linguistic features significantly influence prompt effectiveness—such as morphology, syntax, and lexico-semantic changes—which meaningfully enhance task performance across a variety of tasks. Clausal syntax, for example, improves consistency and reduces uncertainty in knowledge retrieval. This sensitivity persists even with larger model sizes, additional few-shot examples, or instruction tuning. To address sensitivity of models and make them more robust, several evaluative methods have been proposed. FormatSpread facilitates systematic analysis by evaluating a range of plausible prompt formats, offering a more comprehensive performance interval. Similarly, PromptEval estimates performance distributions across diverse prompts, enabling robust metrics such as performance quantiles and accurate evaluations under constrained budgets. == Prompting techniques == === Multi-shot === A prompt may include a few examples for a model to learn from in context, an approach called few-shot learning. For example, the prompt may ask the model to complete "maison → house, chat → cat, chien →", with the expected response being dog. === Chain-of-thought === Chain-of-thought (CoT) prompting is a technique that allows large language models (LLMs) to solve a problem as a series of intermediate steps before giving a final answer. In 2022, Google Brain reported that chain-of-thought prompting improves reasoning ability by inducing the model to answer a multi-step problem with steps of reasoning that mimic a train of thought. Chain-of-thought techniques were developed to help LLMs handle multi-step reasoning tasks, such as arithmetic or commonsense reasoning questions. When applied to PaLM, a 540 billion parameter language model, according to Google, CoT prompting significantly aided the model, allowing it to perform comparably with task-specific fine-tuned models on several tasks, achieving state-of-the-art results at the time on the GSM8K mathematical reasoning benchmark. It is possible to fine-tune models on CoT reasoning datasets to enhance this capability further and stimulate better interpretability. As originally proposed by Google, each CoT prompt is accompanied by a set of input/output examples—called exemplars—to demonstrate the desired model output, making it a few-shot prompting technique. However, according to a later paper from researchers at Google and the University of Tokyo, simply appending the words "Let's think step-by-step" was also effective, which allowed for CoT to be employed as a zero-shot technique. ==== Self-consistency ==== Self-consistency performs several chain-of-thought rollouts, then selects the most commonly reached conclusion out of all the rollouts. === Tree-of-thought === Tree-of-thought prompting generalizes chain-of-thought by generating multiple lines of reasoning in parallel, with the ability to backtrack or explore other paths. It can use tree search algorithms like breadth-first, depth-first, or beam. === Text-to-image prompting === In 2022, text-to-image models like DALL-E 2, Stable Diffusion, and Midjourney were released to the public. These models take text prompts as input and use them to generate images. Early text-to-image models typically do not understand negation, grammar and sentence structure in the same way as large language models, and may thus requi
Stability (learning theory)
Stability, also known as algorithmic stability, is a notion in computational learning theory of how a machine learning algorithm output is changed with small perturbations to its inputs. A stable learning algorithm is one for which the prediction does not change much when the training data is modified slightly. For instance, consider a machine learning algorithm that is being trained to recognize handwritten letters of the alphabet, using 1000 examples of handwritten letters and their labels ("A" to "Z") as a training set. One way to modify this training set is to leave out an example, so that only 999 examples of handwritten letters and their labels are available. A stable learning algorithm would produce a similar classifier with both the 1000-element and 999-element training sets. Stability can be studied for many types of learning problems, from language learning to inverse problems in physics and engineering, as it is a property of the learning process rather than the type of information being learned. The study of stability gained importance in computational learning theory in the 2000s when it was shown to have a connection with generalization. It was shown that for large classes of learning algorithms, notably empirical risk minimization algorithms, certain types of stability ensure good generalization. == History == A central goal in designing a machine learning system is to guarantee that the learning algorithm will generalize, or perform accurately on new examples after being trained on a finite number of them. In the 1990s, milestones were reached in obtaining generalization bounds for supervised learning algorithms. The technique historically used to prove generalization was to show that an algorithm was consistent, using the uniform convergence properties of empirical quantities to their means. This technique was used to obtain generalization bounds for the large class of empirical risk minimization (ERM) algorithms. An ERM algorithm is one that selects a solution from a hypothesis space H {\displaystyle H} in such a way to minimize the empirical error on a training set S {\displaystyle S} . A general result, proved by Vladimir Vapnik for an ERM binary classification algorithms, is that for any target function and input distribution, any hypothesis space H {\displaystyle H} with VC-dimension d {\displaystyle d} , and n {\displaystyle n} training examples, the algorithm is consistent and will produce a training error that is at most O ( d n ) {\displaystyle O\left({\sqrt {\frac {d}{n}}}\right)} (plus logarithmic factors) from the true error. The result was later extended to almost-ERM algorithms with function classes that do not have unique minimizers. Vapnik's work, using what became known as VC theory, established a relationship between generalization of a learning algorithm and properties of the hypothesis space H {\displaystyle H} of functions being learned. However, these results could not be applied to algorithms with hypothesis spaces of unbounded VC-dimension. Put another way, these results could not be applied when the information being learned had a complexity that was too large to measure. Some of the simplest machine learning algorithms—for instance, for regression—have hypothesis spaces with unbounded VC-dimension. Another example is language learning algorithms that can produce sentences of arbitrary length. Stability analysis was developed in the 2000s for computational learning theory and is an alternative method for obtaining generalization bounds. The stability of an algorithm is a property of the learning process, rather than a direct property of the hypothesis space H {\displaystyle H} , and it can be assessed in algorithms that have hypothesis spaces with unbounded or undefined VC-dimension such as nearest neighbor. A stable learning algorithm is one for which the learned function does not change much when the training set is slightly modified, for instance by leaving out an example. A measure of Leave one out error is used in a Cross Validation Leave One Out (CVloo) algorithm to evaluate a learning algorithm's stability with respect to the loss function. As such, stability analysis is the application of sensitivity analysis to machine learning. == Summary of classic results == Early 1900s - Stability in learning theory was earliest described in terms of continuity of the learning map L {\displaystyle L} , traced to Andrey Nikolayevich Tikhonov. 1979 - Devroye and Wagner observed that the leave-one-out behavior of an algorithm is related to its sensitivity to small changes in the sample. 1999 - Kearns and Ron discovered a connection between finite VC-dimension and stability. 2002 - In a landmark paper, Bousquet and Elisseeff proposed the notion of uniform hypothesis stability of a learning algorithm and showed that it implies low generalization error. Uniform hypothesis stability, however, is a strong condition that does not apply to large classes of algorithms, including ERM algorithms with a hypothesis space of only two functions. 2002 - Kutin and Niyogi extended Bousquet and Elisseeff's results by providing generalization bounds for several weaker forms of stability which they called almost-everywhere stability. Furthermore, they took an initial step in establishing the relationship between stability and consistency in ERM algorithms in the Probably Approximately Correct (PAC) setting. 2004 - Poggio et al. proved a general relationship between stability and ERM consistency. They proposed a statistical form of leave-one-out-stability which they called CVEEEloo stability, and showed that it is a) sufficient for generalization in bounded loss classes, and b) necessary and sufficient for consistency (and thus generalization) of ERM algorithms for certain loss functions such as the square loss, the absolute value and the binary classification loss. 2010 - Shalev Shwartz et al. noticed problems with the original results of Vapnik due to the complex relations between hypothesis space and loss class. They discuss stability notions that capture different loss classes and different types of learning, supervised and unsupervised. 2016 - Moritz Hardt et al. proved stability of gradient descent given certain assumption on the hypothesis and number of times each instance is used to update the model. == Preliminary definitions == We define several terms related to learning algorithms training sets, so that we can then define stability in multiple ways and present theorems from the field. A machine learning algorithm, also known as a learning map L {\displaystyle L} , maps a training data set, which is a set of labeled examples ( x , y ) {\displaystyle (x,y)} , onto a function f {\displaystyle f} from X {\displaystyle X} to Y {\displaystyle Y} , where X {\displaystyle X} and Y {\displaystyle Y} are in the same space of the training examples. The functions f {\displaystyle f} are selected from a hypothesis space of functions called H {\displaystyle H} . The training set from which an algorithm learns is defined as S = { z 1 = ( x 1 , y 1 ) , . . , z m = ( x m , y m ) } {\displaystyle S=\{z_{1}=(x_{1},\ y_{1})\ ,..,\ z_{m}=(x_{m},\ y_{m})\}} and is of size m {\displaystyle m} in Z = X × Y {\displaystyle Z=X\times Y} drawn i.i.d. from an unknown distribution D. Thus, the learning map L {\displaystyle L} is defined as a mapping from Z m {\displaystyle Z_{m}} into H {\displaystyle H} , mapping a training set S {\displaystyle S} onto a function f S {\displaystyle f_{S}} from X {\displaystyle X} to Y {\displaystyle Y} . Here, we consider only deterministic algorithms where L {\displaystyle L} is symmetric with respect to S {\displaystyle S} , i.e. it does not depend on the order of the elements in the training set. Furthermore, we assume that all functions are measurable and all sets are countable. The loss V {\displaystyle V} of a hypothesis f {\displaystyle f} with respect to an example z = ( x , y ) {\displaystyle z=(x,y)} is then defined as V ( f , z ) = V ( f ( x ) , y ) {\displaystyle V(f,z)=V(f(x),y)} . The empirical error of f {\displaystyle f} is I S [ f ] = 1 n ∑ V ( f , z i ) {\displaystyle I_{S}[f]={\frac {1}{n}}\sum V(f,z_{i})} . The true error of f {\displaystyle f} is I [ f ] = E z V ( f , z ) {\displaystyle I[f]=\mathbb {E} _{z}V(f,z)} Given a training set S of size m, we will build, for all i = 1....,m, modified training sets as follows: By removing the i-th element S | i = { z 1 , . . . , z i − 1 , z i + 1 , . . . , z m } {\displaystyle S^{|i}=\{z_{1},...,\ z_{i-1},\ z_{i+1},...,\ z_{m}\}} By replacing the i-th element S i = { z 1 , . . . , z i − 1 , z i ′ , z i + 1 , . . . , z m } {\displaystyle S^{i}=\{z_{1},...,\ z_{i-1},\ z_{i}',\ z_{i+1},...,\ z_{m}\}} == Definitions of stability == === Hypothesis Stability === An algorithm L {\displaystyle L} has hypothesis stability β with respect to the loss function V if the following holds: ∀ i ∈ { 1 , . . . , m } , E S , z [ | V ( f S , z ) − V ( f S |
Spatial embedding
Spatial embedding is one of feature learning techniques used in spatial analysis where points, lines, polygons or other spatial data types. representing geographic locations are mapped to vectors of real numbers. Conceptually it involves a mathematical embedding from a space with many dimensions per geographic object to a continuous vector space with a much lower dimension. Such embedding methods allow complex spatial data to be used in neural networks and have been shown to improve performance in spatial analysis tasks == Embedded data types == Geographic data can take many forms: text, images, graphs, trajectories, polygons. Depending on the task, there may be a need to combine multimodal data from different sources. The next section describes examples of different types of data and their uses. === Text === Geolocated posts on social media can be used to acquire a library of documents bound to a given place that can be later transformed to embedded vectors using word embedding techniques. === Image === Satellites and aircraft collect digital spatial data acquired from remotely sensed images which can be used in machine learning. They are sometimes hard to analyse using basic image analysis methods and convolutional neural networks can be used to acquire an embedding of images bound to a given geographical object or a region. === Point === A single point of interest (POI) can be assigned multiple features that can be used in machine learning. These could be demographic, transportation, meteorological, or economic data, for example. When embedding single points, it is common to consider the entire set of available points as nodes in a graph. === Line / multiline === Among other things, motion trajectories are represented as lines (multilines). Individual trajectories are embedded taking into account travel time, distances and also features of points visited along the way. Embedding of trajectories allows to improve performance of such tasks as clustering and also categorization. === Polygon === The geographic areas analyzed in machine learning are defined by both administrative boundaries and top-down division into grids of regular shapes such as rectangles, for example. Both types are represented as polygons and, like points, can be assigned different demographic, transportation, or economic features. A polygon can also have features related to the size of the area or shape it represents. === Graph === An example domain where graph representation is used is the street layout in a city, where vertices can be intersections and edges can be roads. The vertices can also be destination points like public transport stops or important points in the city, and the edges represent the flow between them. Embedding graphs or single vertices allows to improve accuracy of analysis methods in which the treated geographical domain can be represented as a network. == Usage == POI recommendation - generating personalized point of interest recommendations based on user preferences. Next/future location prediction - prediction of the next location a person will go to based on their historical trajectory. Zone functions classification - based on different mobility of people or POI distribution a function of a given area in a city can be predicted. Crime prediction - estimation of crime rate in different regions of a city. Local event detection - studying spatio-temporal changes in embeddings can provide valuable information in detection of local event occurring in specific location. Regional mobility popularity prediction - analysis of mobility can show patterns in popularity of different regions in a city. Shape matching - finding a similar shape of given polygon, for example finding building with the same shape as input building. Travel time estimation - predicting estimated travel time given current traffic conditions and special occurring events. Time estimation for on-demand food delivery - estimation of delivery time when placing an order through the website. == Temporal aspect == Some of the data analyzed has a timestamp associated with it. In some cases of data analysis this information is omitted and in others it is used to divide the set into groups. The most common division is the separation of weekdays from weekends or division into hours of the day. This is particularly important in the analysis of mobility data, because the characteristics of mobility during the week and at different times of the day are very different from each other. Another area in which time division into, for example, individual months can be used is in the analysis of tourism of a given region. In order to take such a split into account, embedding methods treat the time stamp specifically or separate versions of the model are developed for different subgroups of the analyzed set.
SAP StreamWork
SAP StreamWork is an enterprise collaboration tool from SAP SE released in March 2010, and discontinued in December 2015. StreamWork allowed real-time collaboration like Google Wave, but focused on business activities such as analyzing data, planning meetings, and making decisions. It incorporated technology from Box.net and Evernote to allow users to connect to online files and documents, and document-reader technology from Scribd allowed users to view documents directly within its environment. StreamWork supported the OpenSocial set of application programming interfaces (APIs), allowing it to connect to tools built by third-party developers, such as Google Docs. A version of StreamWork intended for large enterprises used a virtual appliance based on Novell's SUSE Linux Enterprise to connect it to business systems, including those from SAP.
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.