Social media in education is the use of social media to enhance education. Social media are "a group of Internet-based applications...that allow the creation and exchange of user-generated content". It is also known as the read/write web. As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers. However, social media are controversial because, in addition to providing new means of connection, critics claim that they damage self-esteem, shorten attention spans, and increase mental health issues. A 2016 dissertation presented surveys that focused on the impact of social media. It reported that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed. 53% of female students reported that social media negatively impacted their studies. Among male students, 40% agreed that social media had a negative impact on studies, while 59% disagreed. A 2023 article dives deep into the rewards system of the brain in response to social media. This study compares the social rewards system in our brain to those from social media. From ages 10-12, most are receiving a cell phone, social rewards in the brain start to feel more satisfying. Leading to adulthood, the effects of social rewards are less likely to feel reliant on feedback from peers. Equivalent to a more mature prefrontal cortex, this enables a better management of their emotional reaction to these social rewards, meaning a more balanced and controlled reaction. == History == A survey from Cambridge International of nearly 20,000 teachers and students (ages 12–19) from 100 countries found that 48% of students use a desktop computer in class, 42% uses phones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are more used than tablets. Teachers were abandoning the "no phones at school" rule. A 2024 research survey through Common Sense Education reported 54% of age 8-12 and 69% of ages 13-18 social media is an extensive distraction from homework. === United States === The long-running technology boom accelerated after the millennium. As of 2018, 95% of US teenage students had access to a smartphone and 45% said they were online almost constantly. In the early days of social media, access to technology was a significant issue as many students did not own not compatible devices and school budgets were often insufficient to purchase devices for student use. Despite backlash, Missouri passed a law that prohibited teachers from communicating privately with students over social media in 2011. Supporters were concerned that online communication between underage students and faculty could lead to inappropriate relationships. Some schools adopted a "Bring Your Own Device" (BYOD) policy, allowing students to bring Internet-accessing devices, such as phones or tablets to class. During the pandemic, the federal government offered funds that allowed more schools to purchase devices. Over time, more students acquired phones with social media access. Personal devices increased student satisfaction, but reduced teachers' ability to control device use in their classrooms. A 2018 Pew Research study reported that 95% of teenagers had a phone and used social media consistently. === Canada === The Peel District School Board (PDSB) in Ontario accepted the use of social media in the classroom. In 2013, the PDSB introduced BYOD and unblocked many social media sites. That was later replaced by a policy that dealt specifically with social media. == Uses == === Classroom === In the classroom, social media offers a way to systematically distribute and gather information from students. Teachers can supply documents, and audio/video media to students for immediate or later use. One study on higher education reported that devices and social media: created opportunities for interaction provided occasions for collaboration sped up information access offered more ways to learn situated learning. Frustrations included anti-technology instructors, device challenges, and devices as a distraction. Social media in classrooms can have a negative effect. A Yale University publication reported that students who used laptops in class for non-academic reasons had poorer performance. Students spent most of their time on social media, shopping, and other personal activities. Social media has helped many educators mentor their students more effectively. === Outside of class === Social media offer a venue for video calls, stories, feeds, and game playing that can enhance the learning process. Teachers can utilize social media to communicate with their students. Social media can provide students with resources that they can utilize in essays, projects, and presentations. Students can easily access comments made by teachers and peers and offer feedback to teachers. Social media can offer students the opportunity to collaborate by sharing information without requiring face to face meetings. Social media can allow students to more easily connect with experts, to go beyond course materials. Instructors in a 2010 study reported that online technologies (social media) can help students become comfortable having discussions outside the classroom better than traditional means. Teachers may face some risk when using social media outside the classroom, without appropriate work rules. Studies explores how college students' engagement with social media platforms influences their communication preferences and habits, particularly in relation to using school email for academic purposes. === Professional development === Social media can aid professional development, as teachers become students, enhancing knowledge transfer, skill master, and collaboration. === Non-academic uses === Schools can use social media to make public announcements. Teachers and administrators can communicate other important information to parents and students and to receive feedback from them. Families can keep up with school events and policies. === Ecology education === The potential of using social media in ecological, nature and forest education include: virtual nature groups can help promote good habits in forest tourism and recreation (nature ethics), by entering general rules in the regulations by administrators, e.g. "DO NOT PICK UP PLANTS UNKNOWN TO US", which is to protects rare species from pointless picking. social media activity motivates people to learn about nature in the field, allows them to gain knowledge, dispels popular myths, enables contact with scientists and practitioners, promotes valuable literature, websites, and at the same time reveals distortions and substantive errors in popular news services. contact is not only virtual. Despite financial barriers and distance, Internet users organize nature conventions. Such meetings are an opportunity not only to make friends, but also to learn about nature together and have fun. the possibility of contact between scientists and nature lovers via Facebook has become a source of cooperation in species inventory, e.g. the online campaign of the NATRIX Herpetological Society, which consists not only of collecting reports of observations of the smooth snake by Internet users, but also of drawing attention to the biology and threats to this species. Social media has become a place where ecology education quickly reaches people of different ages and social statuses. The nature groups that have been created, in which nature lovers, biologists, foresters and scientists participate, can have a real impact on the state of knowledge and data collection through citizen science. == Apps and services == Social media can allow students to participate in their field by working with organizations outside the classroom. By offering easier access to peers outside the classroom, students can broaden their perspectives and find support resources. Social media aided learning outside of the classroom through collaboration and innovation. One specific study, "Exploring education-related use of social media," called this "audience connectors". Audience connectors bring students together while studying with WhatsApp and Facebook. This study reported that "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, downsides exist. Students may become skilled at "lifting material from the internet" rather than enhancing their personal understanding. Another downside is student attention spans decline. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option. Apps like X allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on th
Teechart
TeeChart is a charting library for programmers, developed and managed by Steema Software of Girona, Catalonia, Spain. It is available as commercial and non-commercial software. TeeChart has been included in most Delphi and C++Builder products since 1997, and TeeChart Standard currently is part of Embarcadero RAD Studio 13 Florence. TeeChart Pro version is a commercial product that offers shareware releases for all of its formats. The TeeChart Charting Library offers charts, maps and gauges in versions for Delphi VCL/FMX, ActiveX, C# for Microsoft Visual Studio .NET. Full source code has always been available for all versions except the ActiveX version. TeeChart's user interface is translated into 38 languages. == History == The first version of TeeChart was authored in 1995 by David Berneda, co-founder of Steema, using the Borland Delphi Visual Component Library programming environment and TeeChart was first released as a shareware version and made available via Compuserve in the same year. It was written in the first version of Delphi VCL, as a 16-bit Charting Library named TeeChart version 1. The next version of TeeChart was released as a 32-bit library (Delphi 2 supported 32-bit compilation) but was badged as TeeChart VCL v3 to coincide with Borland's naming convention for inclusion on the toolbox palette of Borland Delphi v3 in 1997 and with C++ Builder v3 in 1998. It has been on the Delphi/C++ Builder toolbox palette ever since. The current version is Embarcadero RAD Studio 13 Florence. TeeChart's first ActiveX version named "version 3" too, to match the VCL version's nomenclature, was released in 1998. The version was optimised to work with Microsoft's Visual Studio v97 and v6.0 developer suites that include Visual Basic and Microsoft Visual C++ programming languages. Support for new programming environments followed with TeeChart's first native C# version for Microsoft Visual Studio .NET released in 2002 and TeeChart.Lite for .NET, a free charting component, released for Visual Studio.NET in 2003 and supporting too, Mono (programming). Steema Software released the first native TeeChart Java (programming language) version in 2006 and TeeChart's first native PHP version was released in 2009 and published as open-source in June 2010. Mobile versions of TeeChart, for Android (operating system) devices and Windows Phone 7 devices were released during the first half of 2011. In 2012 TeeChart extended functionality to iPhone/iPad and BlackBerry OS devices and a new JavaScript version was released in the same year to support HTML5 Canvas. In 2013 Steema launched TeeChart for .NET Chart for Windows Store applications and included support for Microsoft's Windows Phone 8 mobile platform. TeeChart for Xamarin.Forms written with 100% C# code and cross-platform support for .NET desktops, Windows Phone, iOS and Android was released in 2014. Also since 2014 Webforms charts now offers HTML5 interactivity. Steema launched TeeChart for Avalonia (software framework) in 2022 and in 2023 .NET_MAUI support was added to the TeeChart for .NET. == Usage == TeeChart is a general purpose charting component designed for use in differing ambits, offering a wide range of aesthetics to chart data. Generally TeeCharts published in the field, in areas where large amounts of data must be interpreted regularly, remain by designer choice in their simplest form to maximize the "data-ink ratio". Sloan Digital Sky Survey, SDSS Web Services' use for charting "Scientific .. plotting of online data" at The Virtual Observatory Spectrum Services reflects that approach. The SDSS chart authors choose to represent data using TeeChart's standard 2D line display. Speed is also a factor when choosing how to most effectively plot data. Realtime data, at frequencies of up to tens or hundreds of data points or more per second, require the most processor economic approach to charting. Computer processing time dedicated to the plotting of data needs to be as lightweight as possible, freeing-up computer tasks "to achieve real-time data acquisition, display and analysis". A critical and stated aspect of many data visualisation applications is the ability to offer interactivity to the user; NASA's document, the Orbital Debris Engineering Model Model ORDEM 3.0 - User's Guide, 2014, states that "The user may manipulate the graphs to zoom, pan, and copy to the clipboard and export to various file types" and Computer and Computing Technologies in Agriculture II, Volume 1, Daoliang, Li; Chunjiang, Zhao (2009), also using TeeChart, states "the properties at any point in the chart can be viewed moving the mouse over it". Writing about control education, Juha Lindfors states "The desired charting functionality (such as zooming and scaling) is achieved..". Charting applications have become increasingly 'onlined', made available either to a wider public or to a territorially remote userbase via networked applications. The World Wide Web (the Web) has become "by far, the most popular Internet protocol" to disseminate online applications. Most major IDEs now offer environments for web application developede aimed at browser hosted applications. Charting components, TeeChart among them, have adapted to provide models that work within a browser environment, often using static images and scripted layering techniques such as Ajax (programming) to offer a level of interactivity, improve response times and hide apparent delay from the user. Options to enrich client, browser-side processing flexibility are exploited by TeeChart libraries via modules that offer 'micro-environments' within the browser, such as the long established ActiveX technology, Adobe Flash, Microsoft Silverlight or Java Applets. Serverside environments offer too, a means to interact with browser based script to dynamically respond to charting requests. Joomla and CodeIgniter are host environments for TeeChart PHP and an example of an Embarcadero IntraWeb VCL designed application using TeeChart, is documented here. == Programmer reference == The Code Project includes a demo that uses TeeChart.Lite, called 'Self-Organizing Feature Maps (Kohonen maps)' written by Bashir Magomedovl and SourceForge includes a Database Stress and Monitor that also uses TeeChart.Lite. Books and information sources that include substantial sections about working with the Delphi version of TeeChart include "Mastering Delphi 6" by Marco Cantù, "C++ Builder 5 developer's guide", a video Delphi Tutorial on charting JPEG compression and support forums and reference pages at TeeChart Support Forums. Non-English language document sources include, in Czech "Myslíme v jazyku Delphi 7: knihovna zkušeného programátora" by Marco Cantù, and Chinese, Delphi 6, Delphi, and Delphi 5.
Rifts (role-playing game)
Rifts is a multi-genre role-playing game created by Kevin Siembieda in August 1990 and published continuously by Palladium Books since then. It takes place in a post-apocalyptic future, deriving elements from cyberpunk, science fiction, fantasy, horror, western, mythology and many other genres. Rifts serves as a cross-over environment for a variety of other Palladium games with different universes connected through "rifts" on Earth that lead to different spaces, times, and realities that Palladium calls the "Rifts Megaverse". Rifts describes itself as an "advanced" role-playing game and not an introduction for those new to the concept. Palladium continues to publish books for the Rifts series, with about 80 books published between 1990 and 2011. Rifts Ultimate Edition was released in August 2005 and designed to update the game with Palladium's incremental changes to its system, changes in the game world, and additional information and character types. The web site is quick to point out that this is not a second edition but an improvement and expansion of the original role playing game. == Background == The RPG had the tentative title Boomers, named after the original name for the Glitter Boy power armor until Kevin Siembieda changed the name after finding out it was in use for Bubblegum Crisis. == Setting == The Rifts world is Earth, but hundreds of years into the future. Ley lines, lines of magic energy, criss-cross the earth forming supernatural geographic areas such as the Bermuda Triangle. Points where Ley Lines intersect, called a nexus, are places of powerful magic, such as the Pyramids of Giza and Stonehenge. If a Ley Line nexus energy surges or is purposely activated, the fabric of space and time can be torn, creating a rift - a hole in space-time leading to another place, time, or dimension. Ley lines contain magical energy called Potential Psychic Energy (PPE), which is found in various places, objects, and animals and is particularly strong in children. An adult's level of PPE can vary based on other factors. PPE also allows Psionics which uses energy known as Inner Strength Points or ISP. Psychic phenomenon (more commonly called psionics) can also vary from individuals, ranging from none at all to Master level abilities. Psychic abilities can manifest in virtually any way imaginable. Some psychics develop differently, such as psi-stalkers; human mutants that feed on psychic energy. === Earth === Rifts begins with two future-historical premises: first, a golden age of humanity occurs, with tremendous advances in science, technology, military, and society. Humanity as a whole is at peace as a majority of Earth's nations decide to cease world war and begin to share ideas and technology freely. Much of the Solar System is conquered, humanity's wars will end, and harmony will reign. This golden age is followed by an unknown cause near the winter solstice and a rare planetary alignment, causing a disaster that cascades into tremendous destruction via a ripple effect. The cataclysm begins with unprecedented storms, earthquakes, tsunamis, and volcanic eruptions, which kill millions of people. The Ley Line networks that crisscross the globe are energized, causing rifts to open both on Earth and throughout the Megaverse. For hundreds of years after the holocaust, many creatures, both mythical beasts and aliens, come through the Rifts to wreak havoc. The old world gone, a new Dark Age dawns and humanity's shrinking population is reduced, due to catastrophe and domestic failure, immeasurably. This period is covered in Palladium's Rifts Chaos Earth spin-off series. Rifts initially takes place in 101 P.A. (equivalent to the year 2387) 289 years after this event. The "Post-Apocalypse" calendar was established by the formation of the Coalition States in 2286. By this time, most of the disasters have quieted down, though Earth is still bathed in PPE. The planet's mystical energy has attracted aliens from other dimensions, who continue to arrive through the Rifts both accidentally and deliberately. The humanoid creatures that arrive on Earth are referred to as Dimensional Beings (called D-Bees). Some resemble familiar fantasy races, such as elves and dwarfs, while others were created specifically for the game setting. Non-humanoid creatures have also arrived, including monstrous creatures and mystical demons. To cope with these natural, supernatural, and alien menaces, the human race has adapted in a variety of ways, many of them borrowed from the technological developments of the lost Golden Age. Powered armor suits and giant vehicles are frequently used to combat the dangers of Rifts, but more invasive augmentation is common. This has three basic categories: "Juicers" augment themselves chemically, the "Borgs" augment themselves mechanically, and "Crazies" use performance-enhancing brain implants. All such augmentations boost strength, speed, endurance, and dexterity to superhuman levels. However, all come at great cost. Chemicals cause the body to wear out faster, decreasing life span to a few years. Mechanical Borg augmentation causes a loss of humanity when those with multiple limb and organ replacements become more machine than human. Brain implants cause mental instability ranging from mild phobias to crippling neurosis or psychosis. ==== North America ==== The strongest power in North America is the Coalition States (CS), which is based in the arcological city of Chi-Town and lays claim to northern Illinois, all of Iowa, the Texas Panhandle, Missouri, and the eastern half of Ontario, Canada. The second greatest power is Free Quebec, a former Coalition State that seceded following a civil war with the other Coalition States. Mexico is ruled by a group of vampire kingdoms, who treat humans as little more than food. North of the Rio Grande, west of Texas and roaming most of the American Southwest are large nomadic bands/tribes of bandits who collectively form the Pecos Empire, consisting of El Paso, Los Alamos, and Houstown. Much of the western United States has more or less willingly reverted to a mix of modern and past technology akin to the Wild West. The Royal Canadian Mounted Police managed to survive the great cataclysm, though Canada itself did not. The Mounties have become an independent law enforcement force called the Tundra Rangers, patrolling the northern wilderness. The Midwest, both upper and central, is home to most of North America's population. The Manistique Imperium and Northern Gun in Michigan's Upper Peninsula, both Coalition allies, are among the largest weapons manufacturing areas on the continent. New Lazlo is one of the largest cities in Michigan's southern portion. Chillicothe in Missouri is a large supplier of Coalition food processing and growing. Missouri's southern half, home to the city-states of Whykin (Poplar Bluff) and Kingsdale (West Plains) are in constant opposition to the CS and claim independence. Arkansas is home to the independent CS ally El Dorado. Southern Illinois and the Ohio Valley is home to the Federation of Magic. Also in the Ohio Valley is Psyscape, a city-state founded by psychics. Tolkeen was a major city in the former Minneapolis region in early Rifts books; the city welcomed users of magic. A military campaign made by the Coalition States (which is the primary event of 109 PA) resulted in the magic-user kingdom being wiped off the map. In the Northeast, the city-state of Lazlo, named after supernatural researcher and writer Victor Lazlo, was built upon the ruins of Toronto. This major center of civilization is well known as a melting pot of humans, D-Bees and other beings, and is the home of Techno-Wizardry. Mad Haven is the name given to the ruins of Manhattan; tectonic forces during the cataclysm have moved it into the coast, creating a peninsula. It is seen by most denizens of Rifts Earth as a refuge of demons and madness. ==== South America ==== The return of Atlantis caused the Amazon River basin to flood most of western South America, giving it the nickname The Land of a Thousand Islands. The Empire of the Sun, consisting of Cuzco, Nazca, Arequipa and Lima, created a wide range of technology and magic, including magic derived from the Nazca lines. In Argentina, the Silver River Republics of Cordoba (the South American Chi-Town), Santiago (one of the most tolerant human nations on Rifts Earth), Achilles (a nation founded by mutants), and New Babylon, a nation where humans and aliens coexist) have thrived and created nations whose strength rivals that of the CS. In Bolivia, freed Human and D-Bees formed the Megaversal Legion: a mercenary company with one of the highest levels of technology on Rifts Earth. ==== Europe ==== England has become a vast wilderness again, broken up by the occasional giant Millennium Tree or feudal kingdom, complete with a New Camelot and a new King Arthur, partially being manipulated by an alien intelligence disguised as Merlin. Also the magic of
Random-fuzzy variable
In measurements, the measurement obtained can suffer from two types of uncertainties. The first is the random uncertainty which is due to the noise in the process and the measurement. The second contribution is due to the systematic uncertainty which may be present in the measuring instrument. Systematic errors, if detected, can be easily compensated as they are usually constant throughout the measurement process as long as the measuring instrument and the measurement process are not changed. But it can not be accurately known while using the instrument if there is a systematic error and if there is, how much? Hence, systematic uncertainty could be considered as a contribution of a fuzzy nature. This systematic error can be approximately modeled based on our past data about the measuring instrument and the process. Statistical methods can be used to calculate the total uncertainty from both systematic and random contributions in a measurement. However, the computational complexity is very high, and hence not desirable. L.A.Zadeh introduced the concepts of fuzzy variables and fuzzy sets. Fuzzy variables are based on the theory of possibility and hence are possibility distributions. This makes them suitable to handle any type of uncertainty, i.e., both systematic and random contributions to the total uncertainty. Random-fuzzy variable (RFV) is a type 2 fuzzy variable, defined using the mathematical possibility theory, used to represent the entire information associated to a measurement result. It has an internal possibility distribution and an external possibility distribution called membership functions. The internal distribution is the uncertainty contributions due to the systematic uncertainty and the bounds of the RFV are because of the random contributions. The external distribution gives the uncertainty bounds from all contributions. == Definition == A random-fuzzy Variable (RFV) is defined as a type 2 fuzzy variable which satisfies the following conditions: Both the internal and the external functions of the RFV can be identified. Both the internal and the external functions are modeled as possibility distributions (PD). Both the internal and external functions have a unitary value for possibility to the same interval of values. An RFV can be seen in the figure. The external membership function is the distribution in blue and the internal membership function is the distribution in red. Both the membership functions are possibility distributions. Both the internal and external membership functions have a unitary value of possibility only in the rectangular part of the RFV. Therefore, all three conditions have been satisfied. If there are only systematic errors in the measurement, then the RFV simply becomes a fuzzy variable which consists of just the internal membership function. Similarly, if there is no systematic error, then the RFV becomes a fuzzy variable with just the random contributions and therefore, is just the possibility distribution of the random contributions. == Construction == A random-fuzzy variable can be constructed using an internal possibility distribution (rinternal) and a random possibility distribution (rrandom). === The random distribution (rrandom) === rrandom is the possibility distribution of the random contributions to the uncertainty. Any measurement instrument or process suffers from random error contributions due to intrinsic noise or other effects. This is completely random in nature and is a normal probability distribution when several random contributions are combined according to the central limit theorem. However, there can also be random contributions from other probability distributions, such as a uniform distribution, gamma distribution and so on. The probability distribution can be modeled from the measurement data. Then, the probability distribution can be used to model an equivalent possibility distribution using the maximally specific probability-possibility transformation. Some common probability distributions and the corresponding possibility distributions can be seen in the figures. === The internal distribution (rinternal) === rinternal is the internal distribution in the RFV which is the possibility distribution of the systematic contribution to the total uncertainty. This distribution can be built based on the information that is available about the measuring instrument and the process. The largest possible distribution is the uniform or rectangular possibility distribution. This means that every value in the specified interval is equally possible. This actually represents the state of total ignorance according to the theory of evidence which means it represents a scenario in which there is maximum lack of information. This distribution is used for the systematic error when we have absolutely no idea about the systematic error except that it belongs to a particular interval of values. This is quite common in measurements. However, in certain cases, it may be known that certain values have a higher or lower degrees of belief than certain other values. In this case, depending on the degrees of belief for the values, an appropriate possibility distribution could be constructed. === The construction of the external distribution (rexternal) and the RFV === After modeling the random and internal possibility distribution, the external membership function, rexternal, of the RFV can be constructed by using the following equation: where x ∗ {\displaystyle x^{}} is the mode of r random {\displaystyle r_{\textit {random}}} , which is the peak in the membership function of r r a n d o m {\displaystyle r_{random}} and Tmin is the minimum triangular norm. RFV can also be built from the internal and random distributions by considering the α-cuts of the two possibility distributions (PDs). An α-cut of a fuzzy variable F can be defined as Therefore, essentially an α-cut is the set of values for which the value of the membership function μ F ( a ) {\displaystyle \mu _{\rm {F}}(a)} of the fuzzy variable is greater than α. This gives the upper and lower bounds of the fuzzy variable F for each α-cut. The α-cut of an RFV, however, has 4 specific bounds and is given by R F V α = [ X a α , X b α , X c α , X d α ] {\displaystyle RFV^{\alpha }=[X_{a}^{\alpha },X_{b}^{\alpha },X_{c}^{\alpha },X_{d}^{\alpha }]} . X a α {\displaystyle X_{a}^{\alpha }} and X d α {\displaystyle X_{d}^{\alpha }} are the lower and upper bounds respectively of the external membership function (rexternal) which is a fuzzy variable on its own. X b α {\displaystyle X_{b}^{\alpha }} and X c α {\displaystyle X_{c}^{\alpha }} are the lower and upper bounds respectively of the internal membership function (rinternal) which is a fuzzy variable on its own. To build the RFV, let us consider the α-cuts of the two PDs i.e., rrandom and rinternal for the same value of α. This gives the lower and upper bounds for the two α-cuts. Let them be [ X L R α , X U R α ] {\displaystyle [X_{LR}^{\alpha },X_{UR}^{\alpha }]} and [ X L I α , X U I α ] {\displaystyle [X_{LI}^{\alpha },X_{UI}^{\alpha }]} for the random and internal distributions respectively. [ X L R α , X U R α ] {\displaystyle [X_{LR}^{\alpha },X_{UR}^{\alpha }]} can be again divided into two sub-intervals [ X L R α , x ∗ ] {\displaystyle [X_{LR}^{\alpha },x^{}]} and [ x ∗ , X U R α ] {\displaystyle [x^{},X_{UR}^{\alpha }]} where x ∗ {\displaystyle x^{}} is the mode of the fuzzy variable. Then, the α-cut for the RFV for the same value of α, R F V α = [ X a α , X b α , X c α , X d α ] {\displaystyle RFV^{\alpha }=[X_{a}^{\alpha },X_{b}^{\alpha },X_{c}^{\alpha },X_{d}^{\alpha }]} can be defined by Using the above equations, the α-cuts are calculated for every value of α which gives us the final plot of the RFV. A random-fuzzy variable is capable of giving a complete picture of the random and systematic contributions to the total uncertainty from the α-cuts for any confidence level as the confidence level is nothing but 1-α. An example for the construction of the corresponding external membership function (rexternal) and the RFV from a random PD and an internal PD can be seen in the following figure.
DialogOS
DialogOS is a graphical programming environment to design computer system which can converse through voice with the user. Dialogs are clicked together in a Flowchart. DialogOS includes bindings to control Lego Mindstorms robots by voice and has bindings to SQL databases, as well as a generic plugin architecture to integrate with other types of backends. DialogOS is used in computer science courses in schools and universities to teach programming and to introduce beginners in the basic principles of human/computer interaction and dialog design. It has also been used in research systems. DialogOS was initially developed commercially by CLT Sprachtechnologie GmbH until its liquidation in 2017. The rights were then acquired by Saarland University and the software was released as open-source. == Bindings to Lego Mindstorms NXT == DialogOS can control the LEGO Mindstorms NXT Series. It uses sensor-nodes to obtain values for the following sensors: noise sensor ultrasonic sensor touch sensor luminosity sensor
Softwarp
Softwarp is a software technique to warp an image so that it can be projected on a curved screen. This can be done in real time by inserting the softwarp as a last step in the rendering cycle. The problem is to know how the image should be warped to look correct on the curved screen. There are several techniques to auto calibrate the warping by projecting a pattern and using cameras and/or sensors. The information from the sensors is sent to the software so that it can analyze the data and calculate the curvature of the projection screen. == Usage == The softwarp can be used to project virtual views on curved walls and domes. These are usually used in vehicle simulators, for instance boat-, car- and airplane simulators. To make it possible to cover a dome with a 360 degree view you need to use several projectors. A problem with using several projectors on the same screen is that the edges between the projected images get about twice the amount of light. This is solved by using a technique called edge blending. With this technique a “filter” is inserted on the edge that fades the image from 100% light strength (luminance) to 0% (the lowest luminance depends on the contrast ratio of the projector). == History == The first warping technologies used a hardware image processing unit to warp the image. This processing unit was inserted between the graphics card and the projector. The problem with this technique is that it depends on the type of signal and the quality of the signal from the graphics card to warp it correctly. The process unit also needs several lines of image information before it can start sending out the warped image. This adds a latency to the display system that could be a problem in simulators that need fast response time, for instance fighter jet simulators. Softwarping eliminates the latency.
We Appreciate Power
"We Appreciate Power" is a song by Canadian musician Grimes, featuring American musician Hana. It was released on November 29, 2018, billed as the lead single from her fifth studio album Miss Anthropocene, however it is only available on the Japanese and deluxe releases. The song was written and produced by Grimes, Poppy (originally), Hana and Chris Greatti. == Background and release == The song was supposed to be one of two collaborations between Grimes and American singer Poppy, for the latter's second studio album Am I a Girl?. In an interview, Poppy mentioned that she wrote two songs with Grimes; one about "destroying things" and another about "power". The other song, "Play Destroy", was featured on the album. Grimes shared a lyric of the song with a photo of her with Poppy on Twitter in May 2018. Following feuds between the two singers, the song was released by Grimes featuring singer Hana instead. On November 26, Grimes announced she would be releasing new music on November 29. Two days later, she revealed that the single is titled "We Appreciate Power" and features Hana, and shared the artwork. The release of the song was accompanied by a lyric video directed by Grimes and her brother Mac Boucher. == Music and lyrics == "We Appreciate Power" is an industrial rock, nu metal, and techno-industrial song. The track is regarded as a further step into Grimes's experimentation with guitars that started on 2015's Art Angels. The track was compared to the works of Nine Inch Nails; Jillian Mapes of Pitchfork described the song as "an immediate onslaught of mutilated noise—distorted metal guitar chug, bloody screams, a guitar loop that conjures fear and demands worship. Flashes of Nine Inch Nails' Pretty Hate Machine reverberate through the drum programming and synths." Brendan Klinkenberg of Rolling Stone placed the song "somewhere between power pop and straightforward industrial (with an extended bridge reminiscent of the most sweeping moments in a Final Fantasy score)" and "a distinctly 2018 take on Nine Inch Nails-esque hard-edged rock." A press release stated that the song was inspired by the North Korean band Moranbong and was written "from the perspective of a Pro-A.I. Girl Group Propaganda machine who use song, dance, sex and fashion to spread goodwill towards Artificial Intelligence." In addition Grimes stated that by simply listening to the song you will be reducing your risk of ending up on any future AI overlord's hit list when it reigns supreme, mirroring the Roko's basilisk theory. Lyrically, the song touches on transhumanist ideas such as the betterment and future of the human race, the possibilities of merging consciousness with machines to extend life indefinitely through mind uploading, and the idea that reality may be simulated. The song's chorus generated a spike in interest in the word "capitulate". == Critical reception == Pitchfork critic Jillian Mapes wrote: "If "Freak on a Leash" isn't a dealbreaker, then the supervillain allure of "We Appreciate Power" might pull you in (it legitimately slaps), but it just as well may leave you weighed down by Grimes' commitment to the absolute darkest timeline." Billboard's Gil Kaufman described the song as "a dystopian, aggressive dive into a more rock-leaning sound." Similarly, Brendan Klinkenberg of Rolling Stone called it "the most aggressive single Grimes has released to date" Noisey called the song "an absolute motherfucker of a single" and opined it sounds "like a K-pop band covering nu-metal". Justin Kamp of Paste described the track as a "glitchy empowerment anthem that chugs along on screeching synths and Grimes' repeated exultations of power." == Personnel == Credits adapted from Tidal. Grimes – vocals, guitar, production, engineering Hana – vocals, guitar, additional production Chris Greatti – guitar, keyboards, production, engineering Zakk Cervini – mixing == Track listing == == Charts ==