Abeba Birhane is an Ethiopian-born cognitive scientist who works at the intersection of complex adaptive systems, machine learning, algorithmic bias, and critical race studies. Birhane's work with Vinay Prabhu uncovered that large-scale image datasets commonly used to develop AI systems, including ImageNet and 80 Million Tiny Images, carried racist and misogynistic labels and offensive images. She has been recognized by VentureBeat as a top innovator in computer vision and named as one of the 100 most influential persons in AI 2023 by TIME magazine. == Early life and education == Birhane was born in Ethiopia. She received her Bachelors of Science in Psychology and a Bachelors of Arts in Philosophy from The Open University. In 2015, she completed her Master of Science in Cognitive Science and, in 2021, her Ph.D. at the Complex Software Lab in the School of Computer Science at University College Dublin. == Career and research == Birhane studied the impacts of emerging AI technologies and how they shape individuals and local communities. She found that AI algorithms tend to disproportionately impact vulnerable groups such as older workers, trans people, immigrants, and children. Her research on relational ethics won the best paper award at NeurIPS’s Black in AI workshop in 2019. She has also studied and written about algorithmic colonization driven by corporate agendas. Her work in decolonizing computational sciences addressed the inherited oppressions in current systems especially towards women of color. In 2020, Birhane and Vinay Prabhu, principal machine learning scientist at UnifyID, published a paper examining the problematic data collection, labelling, classification, and consequences of large image datasets. These datasets, including ImageNet and MIT's 80 Million Tiny Images, have been used to develop thousands of AI algorithms and systems. Birhane and Prabhu found that they contained many racist and misogynistic labels and slurs as well as offensive images. This resulted in MIT voluntarily and formally taking down the 80 Million Tiny Images dataset. More recently, Birhane has worked with Rediet Abebe, George Obaido, and Sekou Remy on researching the barriers to data sharing in Africa. They found that power imbalances are significant in the data sharing process, even when the data comes from Africa. Their research was published at the ACM Conference on Fairness, Accountability, and Transparency. In 2024, Birhane established the AI Accountability Lab research group at Trinity College Dublin. == Selected awards == 2019 NeurIPS Black in AI Workshop Best Paper Award 2020 Venture Beat AI Innovations Award in the category Computer Vision Innovation (received with Vinay Prabhu) 2021 100 Brilliant Women in AI Ethics Hall of Fame Honoree 2022 Lero Director’s Prize for PhD/PostDoctoral Contribution. 2023 100 Most Influential People in AI by TIME magazine
Clubdjpro
ClubDJPro (often referred to as ClubDJ) is a DJ console and video mixing tool developed by Cube Software Solutions Inc. software. It was released in June 2005. == User interface == ClubDJPro has a GUI that was designed to allow aesthetic revisions via Skins. The skin engine that ClubDJPro uses allows for the ability to expand the software to take up the entire screen. As of 4.4.3.3 there are 3 user changeable skins included in the program which are changeable in the preferences tab. They are called 'AquaLung', 'Eleanor', and 'Grabber'. == Editions == ClubDJPro is available in two different editions, with separate features depending upon their target consumer group. DJ Edition - Can play audio files only. VJ Edition - Contains all of the features of the DJ Edition, in addition to support for video, karaoke, and visualizations. == Supported MIDI Controllers == Supported since version 2.0: Hercules Console Hercules Console MK2 Hercules Control MP3 PCDJ DAC-2 Controller == History == The initial "final release" of ClubDJPro was released on June 24, 2005. On June 26, 2009, the 4th iteration of the ClubDJPro software was released. The development of the software and website appears to have halted. As of March 2018 the website continues to show a new version "Coming Spring 2016".
VOCEDplus
VOCEDplus is a free international research database about tertiary education, maintained and developed by staff at the c (NCVER) in Adelaide, South Australia. The focus of the database content is the relation of post-compulsory education and training to workforce needs, skills development, and social inclusion. == Structure == The content of the VOCEDplus database encompasses vocational education and training (VET), higher education, lifelong learning, informal learning, VET in schools, adult and community education, apprenticeships/traineeships, international education, providers of education and training, and workforce development. It is international in scope and contains over 84,000 English language records, many with links to full text documents. VOCEDplus contains extensive Australian materials and includes a wide range of international information, covering outcomes of tertiary education in the shape of published research, practice, policy, and statistics. Entries are included for the following types of publications: reports; annual reports; papers; discussion papers; occasional papers; working papers; books; book chapters; conference papers; conference proceedings; journals; journal articles; policy documents; published statistics; theses; podcasts; and teaching and training materials. Each database entry contains standard bibliographic information and an abstract. Many entries include full text access via the publisher's website or a digitised copy. == History == === 1989-1997 === In the early years VOCEDplus was known as VOCED. The original database was produced by a network of clearinghouses across Australia with the aim of sharing activities in the technical and further education (TAFE) sector. VOCED was produced in hardcopy and an electronic version was distributed on diskette. === 1997-2001 === 1997 - the first web version of VOCED was made available from the National Centre for Vocational Education Research (NCVER) organisational website 1998 - a major project to upgrade the database and expand its international coverage commenced 2001 - creation of VOCED's own website 2001 - VOCED endorsed as the UNESCO international database for technical and vocational education and training (TVET) research information === 2001-2009 === Many changes to the database and website occurred during this period with a focus on continuous improvement to meet the needs of users and utilise emerging technologies. 2006 - materials produced for two adult literacy and learning programs funded by the Australian Department of Education, Employment and Workplace Relations (DEEWR) - the Workplace English Language and Learning (WELL) Programme and the Adult Literacy National Project (ALNP) included in VOCED 2007 - the Australian clearinghouse network transferred most of the hardcopy collections to NCVER, to form a centralised repository of resources 2009 - materials produced by Reframing the Future (RTF) a vocational education and training workforce development initiative of the Australian, State and Territory Governments included in VOCED === 2009-2014 === A major rebuild of the database and website was undertaken during this period to take advantage of the potential of new technologies to provide improved services and incorporate Web 2.0 technologies (RSS feeds, and share and bookmark tools). 2009 - scope expanded to more fully encompass the higher education sector 2011 - launch of VOCEDplus with the name change representing the enhanced features and extended focus 2012 - a major retrospective digitisation project commenced and by the end of the 2012-2013 financial year a total of 9,328 publications (593,534 pages/microfiche frames) had been digitised, ensuring these publications are available electronically for free === 2014-2019 === A number of significant curated content products were released during this period. 2015 - release of a refreshed look to adopt the new NCVER branding plus a number of search enhancements (Guided search, Expert search, and Glossary search) were added 2015 - first in the series of 'Focus on...' pages released 2016 - launch of the 'Pod Network', a convenient and efficient platform that allows instant access to research and a multitude of resources on a range of subjects 2017 - completion of the 'Pod Network', consisting of 20 Pods (on broad subjects including Apprenticeships and traineeships, Foundation skills, Teaching and learning, Career development, and Students) and 74 Podlets (on narrow topics including Online learning, Social media, VET in schools, STEM skills, and Adult literacy) 2018 - launch of the 'Timeline of Australian VET Policy Initiatives' and the 'VET Knowledge Bank' which contains a suite of products capturing Australia's diverse, complex and ever-changing VET system 2019 - after an internal review, a refreshed, streamlined version of the 'Pod Network' was released, consisting of 13 Pods and 20 Podlets 2019 - launch of the 'VET Practitioner Resource' which contains a range of information to support VET practitioners in their work and is organised into three sections: (1) Teaching, training and assessment: standards, guidance, research and good practice resources to inform daily work; (2) Practitioners as researchers: information for undertaking practitioner-led research; and (3) The VET workforce: information about VET teachers and trainers, and the professional development needs of the VET workforce 2019 - VOCEDplus celebrated 30 years of providing information to the tertiary education sector and the homepage was refreshed to make it more modern and easier to use === 2020- === VOCEDplus continued to be accessible throughout the COVID-19 pandemic. 2020-2021 - the VET Knowledge Bank added a dedicated page, 'COVID-19 announcements', that showcases the measures introduced by the Australian, state and territory governments to mitigate the impact of the pandemic and promote economic recovery 2020-2024 - published research about the effects of the pandemic on education and training, providers, students, labour markets, employment and employees was collected and made permanently available in the database 2024 - VOCEDplus celebrated 35 years of providing information to the tertiary education sector. The homepage was refreshed and a number of enhancements and new features were implemented including a new My Profile feature, improvements to My Selection, accessible search history and saved searches, enhanced search functionality, and improved navigation.
Data event
A data event is a relevant state transition defined in an event schema. Typically, event schemata are described by pre- and post condition for a single or a set of data items. In contrast to ECA (Event condition action), which considers an event to be a signal, the data event not only refers to the change (signal), but describes specific state transitions, which are referred to in ECA as conditions. Considering data events as relevant data item state transitions allows defining complex event-reaction schemata for a database. Defining data event schemata for relational databases is limited to attribute and instance events. Object-oriented databases also support collection properties, which allows defining changes in collections as data events, too.
Foreign key
A foreign key is a set of attributes in a table that refers to the primary key of another table, linking these two tables. In the context of relational databases, a foreign key is subject to an inclusion dependency constraint that the tuples consisting of the foreign key attributes in one relation, R, must also exist in some other (not necessarily distinct) relation, S; furthermore that those attributes must also be a candidate key in S. In other words, a foreign key is a set of attributes that references a candidate key. For example, a table called TEAM may have an attribute, MEMBER_NAME, which is a foreign key referencing a candidate key, PERSON_NAME, in the PERSON table. Since MEMBER_NAME is a foreign key, any value existing as the name of a member in TEAM must also exist as a person's name in the PERSON table; in other words, every member of a TEAM is also a PERSON. == Summary == The table containing the foreign key is called the child table, and the table containing the candidate key is called the referenced or parent table. In database relational modeling and implementation, a candidate key is a set of zero or more attributes, the values of which are guaranteed to be unique for each tuple (row) in a relation. The value or combination of values of candidate key attributes for any tuple cannot be duplicated for any other tuple in that relation. Since the purpose of the foreign key is to identify a particular row of referenced table, it is generally required that the foreign key is equal to the candidate key in some row of the primary table, or else have no value (the NULL value.). This rule is called a referential integrity constraint between the two tables. Because violations of these constraints can be the source of many database problems, most database management systems provide mechanisms to ensure that every non-null foreign key corresponds to a row of the referenced table. For example, consider a database with two tables: a CUSTOMER table that includes all customer data and an ORDER table that includes all customer orders. Suppose the business requires that each order must refer to a single customer. To reflect this in the database, a foreign key column is added to the ORDER table (e.g., CUSTOMERID), which references the primary key of CUSTOMER (e.g. ID). Because the primary key of a table must be unique, and because CUSTOMERID only contains values from that primary key field, we may assume that, when it has a value, CUSTOMERID will identify the particular customer which placed the order. However, this can no longer be assumed if the ORDER table is not kept up to date when rows of the CUSTOMER table are deleted or the ID column altered, and working with these tables may become more difficult. Many real world databases work around this problem by 'inactivating' rather than physically deleting master table foreign keys, or by complex update programs that modify all references to a foreign key when a change is needed. Foreign keys play an essential role in database design. One important part of database design is making sure that relationships between real-world entities are reflected in the database by references, using foreign keys to refer from one table to another. Another important part of database design is database normalization, in which tables are broken apart and foreign keys make it possible for them to be reconstructed. Multiple rows in the referencing (or child) table may refer to the same row in the referenced (or parent) table. In this case, the relationship between the two tables is called a one to many relationship between the referencing table and the referenced table. In addition, the child and parent table may, in fact, be the same table, i.e. the foreign key refers back to the same table. Such a foreign key is known in SQL:2003 as a self-referencing or recursive foreign key. In database management systems, this is often accomplished by linking a first and second reference to the same table. A table may have multiple foreign keys, and each foreign key can have a different parent table. Each foreign key is enforced independently by the database system. Therefore, cascading relationships between tables can be established using foreign keys. A foreign key is defined as an attribute or set of attributes in a relation whose values match a primary key in another relation. The syntax to add such a constraint to an existing table is defined in SQL:2003 as shown below. Omitting the column list in the REFERENCES clause implies that the foreign key shall reference the primary key of the referenced table. Likewise, foreign keys can be defined as part of the CREATE TABLE SQL statement. If the foreign key is a single column only, the column can be marked as such using the following syntax: Foreign keys can be defined with a stored procedure statement. child_table: the name of the table or view that contains the foreign key to be defined. parent_table: the name of the table or view that has the primary key to which the foreign key applies. The primary key must already be defined. col3 and col4: the name of the columns that make up the foreign key. The foreign key must have at least one column and at most eight columns. == Referential actions == Because the database management system enforces referential constraints, it must ensure data integrity if rows in a referenced table are to be deleted (or updated). If dependent rows in referencing tables still exist, those references have to be considered. SQL:2003 specifies 5 different referential actions that shall take place in such occurrences: CASCADE RESTRICT NO ACTION SET NULL SET DEFAULT === CASCADE === Whenever rows in the parent (referenced) table are deleted (or updated), the respective rows of the child (referencing) table with a matching foreign key column will be deleted (or updated) as well. This is called a cascade delete (or update). === RESTRICT === A value cannot be updated or deleted when a row exists in a referencing or child table that references the value in the referenced table. Similarly, a row cannot be deleted as long as there is a reference to it from a referencing or child table. To understand RESTRICT (and CASCADE) better, it may be helpful to notice the following difference, which might not be immediately clear. The referential action CASCADE modifies the "behavior" of the (child) table itself where the word CASCADE is used. For example, ON DELETE CASCADE effectively says "When the referenced row is deleted from the other table (master table), then delete also from me". However, the referential action RESTRICT modifies the "behavior" of the master table, not the child table, although the word RESTRICT appears in the child table and not in the master table! So, ON DELETE RESTRICT effectively says: "When someone tries to delete the row from the other table (master table), prevent deletion from that other table (and of course, also don't delete from me, but that's not the main point here)." RESTRICT is not supported by Microsoft SQL 2012 and earlier. === NO ACTION === NO ACTION and RESTRICT are very much alike. The main difference between NO ACTION and RESTRICT is that with NO ACTION the referential integrity check is done after trying to alter the table. RESTRICT does the check before trying to execute the UPDATE or DELETE statement. Both referential actions act the same if the referential integrity check fails: the UPDATE or DELETE statement will result in an error. In other words, when an UPDATE or DELETE statement is executed on the referenced table using the referential action NO ACTION, the DBMS verifies at the end of the statement execution that none of the referential relationships are violated. This is different from RESTRICT, which assumes at the outset that the operation will violate the constraint. Using NO ACTION, the triggers or the semantics of the statement itself may yield an end state in which no foreign key relationships are violated by the time the constraint is finally checked, thus allowing the statement to complete successfully. === SET NULL, SET DEFAULT === In general, the action taken by the DBMS for SET NULL or SET DEFAULT is the same for both ON DELETE or ON UPDATE: the value of the affected referencing attributes is changed to NULL for SET NULL, and to the specified default value for SET DEFAULT. === Triggers === Referential actions are generally implemented as implied triggers (i.e. triggers with system-generated names, often hidden.) As such, they are subject to the same limitations as user-defined triggers, and their order of execution relative to other triggers may need to be considered; in some cases it may become necessary to replace the referential action with its equivalent user-defined trigger to ensure proper execution order, or to work around mutating-table limitations. Another important limitation appears with transaction isolation: your changes to a row may not be able to fully cascade because the row is ref
Educational robotics
Educational robotics teaches the design, analysis, application and operation of robots. Robots include articulated robots, mobile robots or autonomous vehicles. Educational robotics can be taught from elementary school to graduate programs. Robotics may also be used to motivate and facilitate the instruction other, often foundational, topics such as computer programming, artificial intelligence or engineering design. == Education and training == Robotics engineers design robots, maintain them, develop new applications for them, and conduct research to expand the potential of robotics. Robots have become a popular educational tool in some middle and high schools, as well as in numerous youth summer camps, raising interest in programming, artificial intelligence and robotics among students. First-year computer science courses at several universities now include programming of a robot in addition to traditional software engineering-based coursework. == Category of Educational robotics == The categories of educational robots seen as having more than one category. It can be alienated into different categories based on their physical design and coding method. Generally they are categorised as arm robots, wheeled mobile robots and humanoid robots. Tangibly, coded robots uses a physical means of coding instead of the screens coding. === Initiatives in schools === Leachim, was a robot teacher programmed with the class curricular, as well as certain biographical information on the 40 students whom it was programmed to teach. Leachim could synthesize human speech using Diphone synthesis. It was invented by Michael J. Freeman in 1974 and was tested in a fourth grade classroom in the Bronx, New York. === Post-secondary degree programs === From approximately 1960 through 2005, robotics education at post-secondary institutions took place through elective courses, thesis experiences and design projects offered as part of degree programs in traditional academic disciplines, such as mechanical engineering, electrical engineering, industrial engineering or computer science. Since 2005, more universities have begun granting degrees in robotics as a discipline in its own right, often under the name "Robotic Engineering". Based on a 2015 web-based survey of robotics educators, the degree programs and their estimates annual graduates are listed alphabetically below. Note that only official degree programs where the word "robotics" appears on the transcript or diploma are listed here; whereas degree programs in traditional disciplines with course concentrations or thesis topics related to robotics are deliberately omitted. === Certification === The Robotics Certification Standards Alliance (RCSA) is an international robotics certification authority that confers various industry- and educational-related robotics certifications. === Summer robotics camp === Several summer camp programs include robotics as part of their core curriculum. In addition, youth summer robotics programs are frequently offered by celebrated museums such as the American Museum of Natural History and The Tech Museum of Innovation in Silicon Valley, CA, just to name a few. There are of benefits that come from attending robotics camps. It teaches students how to use teamwork, resilience and motivation, and decision-making. Students learn teamwork because most camps involve exciting activities requiring teamwork. Resilience and motivation is expected because by completing the challenging programs, students feel talented and accomplished after they complete the program. Also students are given unique situations making them make decisions to further their situation. === Educational robotics in special education === Educational robotics can be a useful tool in early and special education. According to a journal on new perspectives in science education, educational robotics can help to develop abilities that promote autonomy and assist their integration into society. Social and personal skills can also be developed through educational robotics. Using Lego Mindstorms NXT, schoolteachers were able to work with middle school aged children in order to develop programs and improve the children's social and personal skills. Additionally, problem solving skills and creativity were utilized through the creation of artwork and scenery to house the robots. Other studies show the benefits of educational robotics in special education as promoting superior cognitive functions, including executive functions. This can lead to an increased ability in "problem solving, reasoning and planning in typically developing preschool children." Through eight weeks of weekly forty-five-minute group sessions using the Bee-Bot, an increase in interest, attention, and interaction between both peers and adults was found in the school and preschool-aged children with Down Syndrome. This study suggests that educational robotics in the classroom can also lead to an improvement in visuo-spatial memory and mental planning. Furthermore, executive functions seemed to be possible in one child during this study.
NIS2 Directive
The Directive (EU) 2022/2555, commonly known as NIS2 is a directive of the European Union aimed at protecting digital infrastructure, in particular critical infrastructure. It broadened the sectors covered by EU network and information security rules and updated incident reporting and oversight compared to the NIS1. Member States were required to transpose NIS2 by 17 October 2024, and the earlier NIS Directive was repealed on 18 October 2024. Only 23 Member States have fully implemented the measures contained with the NIS Directive. Infringement proceedings against them to enforce the Directive have not taken place, and they are not expected to take place in the near future. This failed implementation has led to the fragmentation of cybersecurity capabilities across the EU, with differing standards, incident reporting requirements and enforcement requirements being implemented in different Member States. From the EFTA countries (to April 2026) only Liechtenstein has fully transposed the NIS2 Directive. While the EFTA commission is conducting preparations to transpose the directive into its legislation. == National implementations == === Czech Republic === It is implemented through the Act No. 264/2025 Coll. also called Zákon o kybernetické bezpečnosti (Cybersecurity law) and through another five implementing regulations. The transposing legislation came into force on November 1st, 2025. === Germany === It is implemented through the Gesetz zur Umsetzung der NIS-2-Richtlinie und zur Regelung wesentlicher Grundzüge des Informationssicherheitsmanagements in der Bundesverwaltung. === Ireland === It is implemented through the National Cyber Security Bill. === The Netherlands === It is implemented through the Cyberbeveiligingswet (Cbw). === Slovakia === It is implemented through via an amendment of the Act No. 69/2018 Coll. also called Zákon o kybernetickej bezpečnosti a o zmene a doplnení niektorých zákonov (Law on Cybersecurity and change and amendment of certain laws). It came into force on November 1st, 2025. === Spain === It is implemented through the Esquema Nacional de Seguridad (ENS).