Semantic integration is the process of interrelating information from diverse sources, for example calendars and to do lists, email archives, presence information (physical, psychological, and social), documents of all sorts, contacts (including social graphs), search results, and advertising and marketing relevance derived from them. In this regard, semantics focuses on the organization of and action upon information by acting as an intermediary between heterogeneous data sources, which may conflict not only by structure but also context or value. == Applications and methods == In enterprise application integration (EAI), semantic integration can facilitate or even automate the communication between computer systems using metadata publishing. Metadata publishing potentially offers the ability to automatically link ontologies. One approach to (semi-)automated ontology mapping requires the definition of a semantic distance or its inverse, semantic similarity and appropriate rules. Other approaches include so-called lexical methods, as well as methodologies that rely on exploiting the structures of the ontologies. For explicitly stating similarity/equality, there exist special properties or relationships in most ontology languages. OWL, for example has "owl:equivalentClass", "owl:equivalentProperty" and "owl:sameAs". Eventually system designs may see the advent of composable architectures where published semantic-based interfaces are joined together to enable new and meaningful capabilities. These could predominately be described by means of design-time declarative specifications, that could ultimately be rendered and executed at run-time. Semantic integration can also be used to facilitate design-time activities of interface design and mapping. In this model, semantics are only explicitly applied to design and the run-time systems work at the syntax level. This "early semantic binding" approach can improve overall system performance while retaining the benefits of semantic driven design. == Semantic integration situations == From the industry use case, it has been observed that the semantic mappings were performed only within the scope of the ontology class or the datatype property. These identified semantic integrations are (1) integration of ontology class instances into another ontology class without any constraint, (2) integration of selected instances in one ontology class into another ontology class by the range constraint of the property value and (3) integration of ontology class instances into another ontology class with the value transformation of the instance property. Each of them requires a particular mapping relationship, which is respectively: (1) equivalent or subsumption mapping relationship, (2) conditional mapping relationship that constraints the value of property (data range) and (3) transformation mapping relationship that transforms the value of property (unit transformation). Each identified mapping relationship can be defined as either (1) direct mapping type, (2) data range mapping type or (3) unit transformation mapping type. == KG vs. RDB approaches == In the case of integrating supplemental data source, KG(Knowledge graph) formally represents the meaning involved in information by describing concepts, relationships between things, and categories of things. These embedded semantics with the data offer significant advantages such as reasoning over data and dealing with heterogeneous data sources. The rules can be applied on KG more efficiently using graph query. For example, the graph query does the data inference through the connected relations, instead of repeated full search of the tables in relational database. KG facilitates the integration of new heterogeneous data by just adding new relationships between existing information and new entities. This facilitation is emphasized for the integration with existing popular linked open data source such as Wikidata.org. SQL query is tightly coupled and rigidly constrained by datatype within the specific database and can join tables and extract data from tables, and the result is generally a table, and a query can join tables by any columns which match by datatype. SPARQL query is the standard query language and protocol for Linked Open Data on the web and loosely coupled with the database so that it facilitates the reusability and can extract data through the relations free from the datatype, and not only extract but also generate additional knowledge graph with more sophisticated operations(logic: transitive/symmetric/inverseOf/functional). The inference based query (query on the existing asserted facts without the generation of new facts by logic) can be fast comparing to the reasoning based query (query on the existing plus the generated/discovered facts based on logic). The information integration of heterogeneous data sources in traditional database is intricate, which requires the redesign of the database table such as changing the structure and/or addition of new data. In the case of semantic query, SPARQL query reflects the relationships between entities in a way that aligned with human's understanding of the domain, so the semantic intention of the query can be seen on the query itself. Unlike SPARQL, SQL query, which reflects the specific structure of the database and derived from matching the relevant primary and foreign keys of tables, loses the semantics of the query by missing the relationships between entities. Below is the example that compares SPARQL and SQL queries for medications that treats "TB of vertebra". SELECT ?medication WHERE { ?diagnosis a example:Diagnosis . ?diagnosis example:name “TB of vertebra” . ?medication example:canTreat ?diagnosis . } SELECT DRUG.medID FROM DIAGNOSIS, DRUG, DRUG_DIAGNOSIS WHERE DIAGNOSIS.diagnosisID=DRUG_DIAGNOSIS.diagnosisID AND DRUG.medID=DRUG_DIAGNOSIS.medID AND DIAGNOSIS.name=”TB of vertebra” == Examples == The Pacific Symposium on Biocomputing has been a venue for the popularization of the ontology mapping task in the biomedical domain, and a number of papers on the subject can be found in its proceedings.
Bandhan Tod
Bandhan Tod is a mobile app to stop child marriage in India's Bihar state through SOS button in the app. When the SOS on Bandhan Tod is activated, the nearest small NGO will attempt to resolve the issue. If the family resists, then the police gets notified. Till now so many child marriages has been cancelled through Bandhan Tod interventions. Bandhan Tod is an initiative of Gender Alliance managed by Prashanti Tiwari to support the state government's efforts to end child marriage and dowry.
DPVweb
DPVweb is a database for virologists working on plant viruses combining taxonomic, bioinformatic and symptom data. == Description == DPVweb is a central web-based source of information about viruses, viroids and satellites of plants, fungi and protozoa. It provides comprehensive taxonomic information, including brief descriptions of each family and genus, and classified lists of virus sequences. It makes use of a large database that also holds detailed, curated, information for all sequences of viruses, viroids and satellites of plants, fungi and protozoa that are complete or that contain at least one complete gene. There are currently about 10,000 such sequences. For comparative purposes, DPVweb also contains a representative sequence of all other fully sequenced virus species with an RNA or single-stranded DNA genome. For each curated sequence the database contains the start and end positions of each feature (gene, non-translated region, etc.), and these have been checked for accuracy. As far as possible, the nomenclature for genes and proteins are standardized within genera and families. Sequences of features (either as DNA or amino acid sequences) can be directly downloaded from the website in FASTA format. The sequence information can also be accessed via client software for personal computers. == History == The Descriptions of Plant Viruses (DPVs) were first published by the Association of Applied Biologists in 1970 as a series of leaflets, each one written by an expert describing a particular plant virus. In 1998 all of the 354 DPVs published in paper were scanned, and converted into an electronic format in a database and distributed on CDROM. In 2001 the descriptions were made available on the new DPVweb site, providing open access to the now 400+ DPVs (currently 415) as well as taxonomic and sequence data on all plant viruses. == Uses == DPVweb is an aid to researchers in the field of plant virology as well as an educational resource for students of virology and molecular biology. The site provides a single point of access for all known plant virus genome sequences making it easy to collect these sequences together for further analysis and comparison. Sequence data from the DPVweb database have proved valuable for a number of projects: survey of codon usage bias amongst all plant viruses, two-way comparisons between comprehensive sets of sequences from the families Flexiviridae and Potyviridae that have helped inform taxonomy and clarify genus and species discrimination criteria, a survey and verification of the polyprotein cleavage sites within the family Potyviridae.
Certifying algorithm
In theoretical computer science, a certifying algorithm is an algorithm that outputs, together with a solution to the problem it solves, a proof that the solution is correct. A certifying algorithm is said to be efficient if the combined runtime of the algorithm and a proof checker is slower by at most a constant factor than the best known non-certifying algorithm for the same problem. The proof produced by a certifying algorithm should be in some sense simpler than the algorithm itself, for otherwise any algorithm could be considered certifying (with its output verified by running the same algorithm again). Sometimes this is formalized by requiring that a verification of the proof take less time than the original algorithm, while for other problems (in particular those for which the solution can be found in linear time) simplicity of the output proof is considered in a less formal sense. For instance, the validity of the output proof may be more apparent to human users than the correctness of the algorithm, or a checker for the proof may be more amenable to formal verification. Implementations of certifying algorithms that also include a checker for the proof generated by the algorithm may be considered to be more reliable than non-certifying algorithms. For, whenever the algorithm is run, one of three things happens: it produces a correct output (the desired case), it detects a bug in the algorithm or its implication (undesired, but generally preferable to continuing without detecting the bug), or both the algorithm and the checker are faulty in a way that masks the bug and prevents it from being detected (undesired, but unlikely as it depends on the existence of two independent bugs). == Examples == Many examples of problems with checkable algorithms come from graph theory. For instance, a classical algorithm for testing whether a graph is bipartite would simply output a Boolean value: true if the graph is bipartite, false otherwise. In contrast, a certifying algorithm might output a 2-coloring of the graph in the case that it is bipartite, or a cycle of odd length if it is not. Any graph is bipartite if and only if it can be 2-colored, and non-bipartite if and only if it contains an odd cycle. Both checking whether a 2-coloring is valid and checking whether a given odd-length sequence of vertices is a cycle may be performed more simply than testing bipartiteness. Analogously, it is possible to test whether a given directed graph is acyclic by a certifying algorithm that outputs either a topological order or a directed cycle. It is possible to test whether an undirected graph is a chordal graph by a certifying algorithm that outputs either an elimination ordering (an ordering of all vertices such that, for every vertex, the neighbors that are later in the ordering form a clique) or a chordless cycle. And it is possible to test whether a graph is planar by a certifying algorithm that outputs either a planar embedding or a Kuratowski subgraph. The extended Euclidean algorithm for the greatest common divisor of two integers x and y is certifying: it outputs three integers g (the divisor), a, and b, such that ax + by = g. This equation can only be true of multiples of the greatest common divisor, so testing that g is the greatest common divisor may be performed by checking that g divides both x and y and that this equation is correct.
World Congress of Universal Documentation
The World Congress of Universal Documentation was held from 16 to 21 August 1937 in Paris, France. Delegates from 45 countries met to discuss means by which all of the world's information, in print, in manuscript, and in other forms, could be efficiently organized and made accessible. == The Congress in the history of information science == The Congress, held at the Trocadéro under "the auspices" of the Institut International de Bibliographie, was "the apotheosis" of a general movement in the 1930s towards the classification of the growing mass of information and the improvement of access to that information. For the first time in the history of information science, technological means were beginning to catch up with theoretical ends, and the discussions at the conference reflected that fact. Its participation in the Congress was one of the first projects of the American Documentation Institute (ADI). Participants in the conference discussed what has been more recently called "a continuously updated hypertext encyclopedia." Joseph Reagle sees many of the ideas considered at the conference as forerunners of some of the key goals and norms of Wikipedia. == Microfilm == The main resolution adopted by the congress proposed that microfilm be used to make information universally available. Watson Davis, chairman of the American delegation and president of the ADI, stated that the volume of information being produced created difficult problems of access and preservation, but that these could be solved by the use of microfilm. In his address to the Congress, Davis said: Most immediate and practical to put into operation is the microfilming of material in libraries upon demand. It will become fashionable and economical to send a potential book borrower a little strip of microfilm for his permanent possession instead of the book and then badgering him to return it before he has had a chance to use it effectively. I believe that reading machines for microfilm will become as common as typewriters in studies and laboratories. If the principal libraries and information centers of the world will cooperate in such "bibliofilm services," as they are called, if they exchange orders and have essentially uniform methods, forms for ordering, standard microfilm format and production methods and comparable if not uniform prices, the resources of any library will be placed at the disposal of any scholar or scientist anywhere in the world. All the libraries cooperating will merge into one world library without loss of identity or individuality. The world's documentation will become available to even the most isolated and individualistic scholar. The Congress included two separate exhibits on microfilm. One was of the equipment used at the Bibliothèque nationale de France and the other, coordinated by Herman H. Fussler of the University of Chicago, consisting of "an entire microfilm laboratory," complete with cameras, a darkroom, and various kinds of reading machines. Emanuel Goldberg presented a paper on an early copying camera he had invented. Other resolutions passed by the Congress concerned uniform standards for the preparation of articles, for classifying books and other documents, for indexing newspapers and periodicals, and for cooperation between libraries. == H. G. Wells == In his address to the Congress, H. G. Wells said that he thought that his idea of the "world brain" was a precursor to the ideas other delegates were proposing, and explicitly linked the projects being discussed to the work of the encyclopédistes: I am speaking of a process of mental organization throughout the world which I believe to be as inevitable as anything can be in human affairs. All the distresses and horrors of the present time are fundamentally intellectual. The world has to pull its mind together, and this [Congress] is the beginning of its efforts. Civilization is a Phoenix. It perishes in flames and even as it dies it is born again. This synthesis of knowledge upon which you are working is the necessary beginning of a new world. It is good to be meeting here in Paris where the first encyclopedia of power was made. It would be impossible to overrate our debt to Diderot and his associates. == Other participants == Participants in the Congress included authors, librarians, scholars, archivists, scientists, and editors. Some of the notable people in attendance not mentioned above were:
Aldus PhotoStyler
Aldus PhotoStyler was a graphics software program developed by the Taiwanese company Ulead. Released in June 1991 as the first 24 bit image editor for Windows, it was bought the same year by the Aldus Prepress group. Its main competition was Adobe Photoshop. Version 2.0 (late 1993) introduced a new user interface and improved color calibration. PhotoStyler SE - lacking some features of the version 2.0 - was bundled with scanners like HP ScanJet. The product disappeared from the Adobe product line after Adobe acquired Aldus in 1994.
Transliteracy
Transliteracy is "a fluidity of movement across a range of technologies, media and contexts". It is an ability to use diverse techniques to collaborate across different social groups. Transliteracy combines a range of capabilities required to move across a range of contexts, media, technologies and genres. Conceptually, transliteracy is situated across five capabilities: information capabilities (see information literacy), ICT (information and communication technologies), communication and collaboration, creativity and critical thinking. It is underpinned by literacy and numeracy. (See figure below) The concept of transliteracy is impacting the system of education and libraries. == History == While the term appears to come from the prefix trans- ('across') and the word literacy, the scholars who coined it say they developed it from the practice of transliteration, which means to use the letters of one language to write down a different language. The study of transliteracy was first developed in 2005 by the Transliteracies Research Project, directed by University of California at Santa Barbara Professor Alan Liu. The concept of 'transliteracies' was developed as part of research into online reading. It was shared and refined at the Transliteracies conference, held at UC Santa Barbara in 2005. The conference inspired the at the time De Montfort University Professor, Sue Thomas, to create the Production in Research and Transliteracy (PART) group, which evolved into the Transliteracy Research Group. The current meaning of transliteracy was defined in the group's seminal paper Transliteracy: crossing divides as "the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks." The concept was enthusiastically adopted by a number of professional groups, notably in the library and information field. Transliteracy Research Group Archive 2006–2013 curates numerous resources from this period. For a number of years, there was a gap between significant interest in transliteracy among professional groups and the scarcity of research. A group of academics from the University of Bordeaux considered transliteracy mainly in the school context. Freelance writer and consultant, Sue Thomas, studied transliteracy and creativity, while Suzana Sukovic, executive director of educational research and evidence-based practice at HETI, researched transliteracy in relation to digital storytelling. The first book on the topic, Transliteracy in complex information environment by Sukovic, is based on research and experience with practice-based projects. == Transliteracy in education == Transliteracy is making an impact on the classroom setting because of how technologically advanced younger generations are today. In 2012, Adam Marcus, a teacher and librarian at the New York City Department of Education (NYCDOE), decided to incorporate transliteracy into his school's public library summer reading program. He had a desire to enhance the experience of reading for his students by allowing them to connect to the text differently by using social media. He used a tool called VoiceThread in order to have his students "take part in conversations, formulate ideas, and share higher-order thinking through a variety of media channels: video, audio, text, images, and music". Students were also enabled to communicate with the book's author through blogs and websites, and were given multiple modes of media to comprehend and engage with the text on a deeper level. Some of these examples include an audio-video glossary and web links that aimed to bring the details of the text to life. The results of his experiment were deemed to have a positive effect on the program as students responded well to this interactive experience they were given. Marcus believes that it is important for educators and librarians to enhance storytelling for children by providing them with a modern and transliterate experience that one could not receive back then. The Agence nationale de la recherche funded a program at a French high school from 2013 to 2015, where the transliteracy skills of students were tested and observed. Students were placed in groups of three or four members and were required to use all sorts of media and tools in order to collect data for their projects. They were not allowed to only use digital sources, and were advised to use a diversity of sources. The focus of this experiment was to observe "the possible diversity of media and tools employed, on the ways of and reasons for switching from one to another, on how these different media and tools are distributed within contexts, according to the academic requirements and tasks individually and collectively performed by the students." The conclusions of the experiment dealt with physical space and organization being an issue for students and teachers to deal with. Spatially, it was challenging for students to navigate through different mediums when their space inside the classroom was limited. It was noticed that students were prone to use something that took up less space, rather than focusing on expanding their diversity of sources. Organizationally, it was challenging for students to organize all of the information they collected since everything was not being search and collected for digitally. In addition, students were not allotted a lot of time to complete their projects which also impacted their final product. == Transliteracy in libraries == In 2009, Dr. Susie Andretta, senior lecturer in Information Management at London Metropolitan University, conducted interviews with four different information professionals including an academic librarian, an outreach librarian, a content manager, and a scholar within the library science and information discipline. She was aiming to explore how transliteracy was colliding and combining with the print-world of libraries. Dr. Andretta defines transliteracy as "an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages (3)." The goals of these interviews ranged from the following: to test the information professional's awareness of transliteracy, to have them identify transliteracy and how it is integrated into their work, and to explain the impact transliteracy has had on they library they work at. Andretta found that out of all the information professionals interviewed, it was only the academic librarian who was vaguely familiar with the concept of transliteracy. Bernadette Daly Swanson, an Academic Librarian at UC Davis, expresses in her interview with Dr. Andretta how she would "like to think that the transliterate library is more of an environment where we do different things [...] I would take maybe about a third of the first floor of our library and transform it into a lab [...] where we can start to evolve [..] explore, and experiment in media development, content development, and do it not just with librarians; so open up the space for other people [...] so you don't get people working in isolation." Although the other three candidates that Dr. Andretta interviewed had not heard of the term transliteracy, they responded well to the concept once it was explained to them and agreed with its impact on the workplace. Dr. Michael Stephens, an assistant professor in the Graduate School of Library and Information Science at Dominican University, explains in his interview how the term transliteracy describes the courses he teaches on libraries and Web 2.0 technologies. Dr. Stephens states that students being educated in Web 2.0 technologies gives them "the opportunity to experience what the channel can be and the potential for that sharing learning, for asking questions, just for out loud thinking – I think it's incredibly valuable. [..] this is where this wonderful concept comes in, it was teaching them transliteracy and the fact that they can move across channels without getting worried about it." Dr. Andretta concluded from her interviews how although transliteracy may not be a very well-known term yet, it has nonetheless established itself into the intuition of libraries while also transforming the traditional library to a world of enhanced and expanded services. "Inherent in this transition are the challenges of having to adapt to a constantly changing technological landscape, the multiple literacies that this generates, and the need to establish a multifaceted library profession that can speak the multiple-media languages of its diverse users." Thomas Ipri, a librarian at the University of Nevada, advocates for libraries needing to make a change in their literary functions. He argues that the divide between digital and print makes it harder for libraries to accommodate their patrons and to share information. He f