SHYSTER is a legal expert system developed at the Australian National University in Canberra in 1993. It was written as the doctoral dissertation of James Popple under the supervision of Robin Stanton, Roger Clarke, Peter Drahos, and Malcolm Newey. A full technical report of the expert system, and a book further detailing its development and testing have also been published. SHYSTER emphasises its pragmatic approach, and posits that a legal expert system need not be based upon a complex model of legal reasoning in order to produce useful advice. Although SHYSTER attempts to model the way in which lawyers argue with cases, it does not attempt to model the way in which lawyers decide which cases to use in those arguments. SHYSTER is of a general design, permitting its operation in different legal domains. It was designed to provide advice in areas of case law that have been specified by a legal expert using a bespoke specification language. Its knowledge of the law is acquired, and represented, as information about cases. It produces its advice by examining, and arguing about, the similarities and differences between cases. It derives its name from Shyster: a slang word for someone who acts in a disreputable, unethical, or unscrupulous way, especially in the practice of law and politics. == Methods == SHYSTER is a specific example of a general category of legal expert systems, broadly defined as systems that make use of artificial intelligence (AI) techniques to solve legal problems. Legal AI systems can be divided into two categories: legal retrieval systems and legal analysis systems. SHYSTER belongs to the latter category of legal analysis systems. Legal analysis systems can be further subdivided into two categories: judgment machines and legal expert systems. SHYSTER again belongs to the latter category of legal expert systems. A legal expert system, as Popple uses the term, is a system capable of performing at a level expected of a lawyer: "AI systems which merely assist a lawyer in coming to legal conclusions or preparing legal arguments are not here considered to be legal expert systems; a legal expert system must exhibit some legal expertise itself." Designed to operate in more than one legal domain, and be of specific use to the common law of Australia, SHYSTER accounts for statute law, case law, and the doctrine of precedent in areas of private law. Whilst it accommodates statute law, it is primarily a case-based system, in contradistinction to rule-based systems like MYCIN. More specifically, it was designed in a manner enabling it to be linked with a rule-based system to form a hybrid system. Although case-based reasoning possesses an advantage over rule-based systems by the elimination of complex semantic networks, it suffers from intractable theoretical obstacles: without some further theory it cannot be predicted what features of a case will turn out to be relevant. Users of SHYSTER therefore require some legal expertise. Richard Susskind argues that "jurisprudence can and ought to supply the models of law and legal reasoning that are required for computerized [sic] implementation in the process of building all expert systems in law". Popple, however, believes jurisprudence is of limited value to developers of legal expert systems. He posits that a lawyer must have a model of the law (maybe unarticulated) which includes assumptions about the nature of law and legal reasoning, but that model need not rest on basic philosophical foundations. It may be a pragmatic model, developed through experience within the legal system. Many lawyers perform their work with little or no jurisprudential knowledge, and there is no evidence to suggest that they are worse, or better, at their jobs than lawyers well-versed in jurisprudence. The fact that many lawyers have mastered the process of legal reasoning, without having been immersed in jurisprudence, suggests that it may indeed be possible to develop legal expert systems of good quality without jurisprudential insight. As a pragmatic legal expert system SHYSTER is the embodiment of this belief. A further example of SHYSTER’s pragmatism is its simple knowledge representation structure. This structure was designed to facilitate specification of different areas of case law using a specification language. Areas of case law are specified in terms of the cases and attributes of importance in those areas. SHYSTER weights its attributes and checks for dependence between them. In order to choose cases upon which to construct its opinions, SHYSTER calculates distances between cases and uses these distances to determine which of the leading cases are nearest to the instant case. To this end SHYSTER can be seen to adopt and expand upon nearest neighbor search methods used in pattern recognition. These nearest cases are used to produce an argument (based on similarities and differences between the cases) about the likely outcome in the instant case. This argument relies on the doctrine of precedent; it assumes that the instant case will be decided the same way as was the nearest case. SHYSTER then uses information about these nearest cases to construct a report. The report that SHYSTER generates makes a prediction and justifies that prediction by reference only to cases and their similarities and differences: the calculations that SHYSTER performs in coming to its opinion do not appear in that opinion. Safeguards are employed to warn users if SHYSTER doubts the veracity of its advice. == Results == SHYSTER was tested in four different and disparate areas of case law. Four specifications were written, each representing an area of Australian law: an aspect of the law of trover; the meaning of "authorization [sic]" in copyright law of Australia; the categorisation of employment contracts; and the implication of natural justice in administrative decision-making. SHYSTER was evaluated under five headings: its usefulness, its generality, the quality of its advice, its limitations, and possible enhancements that could be made to it. Despite its simple knowledge representation structure, it has shown itself capable of producing good advice, and its simple structure has facilitated the specification of different areas of law. Appreciating the difficulties encountered by legal expert systems developers in adequately representing legal knowledge can assist in appreciating the shortcomings of digital rights management technologies. Some academics believe future digital rights management systems may become sophisticated enough to permit exceptions to copyright law. To this end SHYSTER's attempt to model "authorization [sic]" in the Copyright Act can be viewed as pioneering work in this field. The term "authorization [sic]" is undefined in the Copyright Act. Consequently, a number of cases have been before the courts seeking answers as to what conduct amounts to authorisation. The main contexts in which the issue has arisen are analogous to permitted exceptions to copyright currently prevented by most digital rights management technologies: "home taping of recorded materials, photocopying in educational institutions and performing works in public". When applied to one case concerning compact cassettes, SHYSTER successfully agreed that Amstrad did not authorise the infringement. 'shyster-myci'n Popple highlighted the most obvious avenue of future research using SHYSTER as the development of a rule-based system, and the linking together of that rule-based system with the existing case-based system to form a hybrid system. This intention was eventually realised by Thomas O’Callaghan, the creator of SHYSTER-MYCIN: a hybrid legal expert system first presented at ICAIL '03, 24–28 June 2003 in Edinburgh, Scotland. MYCIN is an existing medical expert system, which was adapted for use with SHYSTER. MYCIN’s controversial "certainty factor" is not used in SHYSTER-MYCIN. The reason for this is the difficulty in scientifically establishing how certain a fact is in a legal domain. The rule-based approach of the MYCIN part is used to reason with the provisions of an Act of Parliament only. This hybrid system enables the case-based system (SHYSTER) to determine open textured concepts when required by the rule-based system (MYCIN). The ultimate conclusion of this joint endeavour is that a hybrid approach is preferred in the creation of legal expert systems where "it is appropriate to use rule-based reasoning when dealing with statutes, and…case-based reasoning when dealing with cases".
ISLRN
The ISLRN or International Standard Language Resource Number is Persistent Unique Identifier for Language Resources. == Context == On November 18, 2013, 12 major organisations (see list below) from the fields Language Resources and Technologies, Computational Linguistics, and Digital Humanities held a cooperation meeting in Paris (France) and agreed to announce the establishment of the International Standard Language Resource Number (ISLRN), to be assigned to each Language Resource. Among the 12 organisations, 4 institutions constitute the ISLRN Steering Committee (ST) ADHO ACL Asian Federation of Natural Language Processing ST COCOSDA, International Committee for the Coordination & Standardisation of Speech Databases and Assessment Techniques ICCL (COLING) European Data Forum ELRA ST IAMT, International Association for Machine Translation Archived 2010-06-24 at the Wayback Machine ISCA LDC ST Oriental COCOSDA ST RMA, Language Resource Management Agency == Size and Content == The Joint Research Centre(JRC), the [European Commission]'s in-house science service, was the first organisation to adopt the ISLRN initiative and requested. 2500 resources and tools have already been allocated an ISLRN. These resources include written data (Annotated corpus, Annotated text, List of misspelled word, Terminological database, Treebank, Wordnet, etc.) and speech corpora (Synthesised Speech, Transcripts and Audiovisual Recordings, Conversational Speech, Folk Sayings, etc.) == Objectives == Providing Language Resources with unique names and identifiers using a standardized nomenclature ensures the identification of each Language Resources and streamlines the citation with proper references in activities within Human Language Technology as well as in documents and scientific publications. Such unique identifier also enhances the reproducibility, an essential feature of scientific work.
Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.
INDIAai
INDIAai is a web portal launched by the Government of India on 07 March 2024 for artificial intelligence-related developments in India. It is known as the National AI Portal of India, which was jointly started by the Ministry of Electronics and Information Technology (MeitY), the National e-Governance Division (NeGD) and the National Association of Software and Service Companies (NASSCOM) with support from the Department of School Education and Literacy (DoSE&L) and Ministry of Human Resource Development. == History == The portal was launched on 30 May 2020, by Ravi Shankar Prasad, the Union Minister for Electronics and IT, Law and Justice and Communications, on the first anniversary of the second tenure of Prime Minister Narendra Modi-led government. A national program for the youth, 'Responsible AI for Youth', was also launched on the same day. As of 2022, the website was visited by more than 4.5 lakh users with 1.2 million page views. It has 1151 articles on artificial intelligence, 701 news stories, 98 reports, 95 case studies and 213 videos on its portal. It maintains a database on AI ecosystem of India featuring 121 government initiatives and 281 startups. In May 2022, INDIAai released a book titled 'AI for Everyone' that covers the basics of AI. Cabinet chaired by the Prime Minister Narendra Modi has approved the comprehensive national-level IndiaAI mission with a budget outlay of Rs.10,371.92 crore. The Mission will be implemented by ‘IndiaAI’ Independent Business Division (IBD) under Digital India Corporation (DIC). == Objective and features == It aims to function as a one-stop portal for all AI-related development in India. The platform publishes resources such as articles, news, interviews, and investment funding news and events for AI startups, AI companies, and educational firms related to artificial intelligence in India. It also distributes documents, case studies, and research reports. Additionally, the platform provides education and employment opportunities related to AI. It offers AI courses, both free and paid.
Toy problem
In scientific disciplines, a toy problem or a puzzlelike problem is a problem that is not of immediate scientific interest, yet is used as an expository device to illustrate a trait that may be shared by other, more complicated, instances of the problem, or as a way to explain a particular, more general, problem solving technique. A toy problem is useful to test and demonstrate methodologies. Researchers can use toy problems to compare the performance of different algorithms. They are also good for game designing. For instance, while engineering a large system, the large problem is often broken down into many smaller toy problems which have been well understood in detail. Often these problems distill a few important aspects of complicated problems so that they can be studied in isolation. Toy problems are thus often very useful in providing intuition about specific phenomena in more complicated problems. As an example, in the field of artificial intelligence, classical puzzles, games and problems are often used as toy problems. These include sliding-block puzzles, N-Queens problem, missionaries and cannibals problem, tic-tac-toe, chess, Tower of Hanoi and others.
Paint.NET
Paint.NET (sometimes stylized as paint.net) is a freeware general-purpose raster graphics editor program for Microsoft Windows, developed with the .NET platform. Paint.NET was originally created by Rick Brewster as a Washington State University student project, and has evolved from a simple replacement for the Microsoft Paint program into a program for editing mainly graphics, with support for plugins. == History == Paint.NET originated as a computer science senior design project by Rick Brewster during spring 2004 at Washington State University. Version 1.0 consisted of 36,000 lines of code and was written in four months. In contrast, version 3.35 has approximately 162,000 lines of code. The Paint.NET project continued over the summer and into the autumn 2004 semester for both the version 1.1 and 2.0 releases. Development continued with one programmer who worked on previous versions of Paint.NET while he was a student at WSU. As of May 2006 the program had been downloaded at least 2 million times, at a rate of about 180,000 per month. Initially, Paint.NET was released under a modified version of the MIT License, with the exclusion of the installer, text, and graphics. However, citing issues with the open source code being plagiarized by others that had rebranded the software as their own and bundled user content without their permission, the availability of the source code was restricted, in December 2007 Brewster announced his intent to restrict access to components of the program (including its installer, resources, and user interface). In November 2009, the software was made proprietary, restricting the sale or creation of derivative works of the software. Starting with version 4.0.18, Paint.NET is published in two editions: A classic edition remains freeware, similar to all other versions since 3.5. Another edition, however, is published to Microsoft Store under a trialware license and is available to purchase for US$14.99. According to the developer, this was done to enable the users to contribute to the development with more convenience, even though the old avenue of donation was not closed. In May 2026, Brewster revealed that he obtained the paint.net domain after attempting to do so for 22 years. Historically, the editor was hosted on getpaint.net, and according to Brewster, the previous owners of paint.net would not sell the domain and asked for "lots and lots of money". In December of the previous year, paint.net began hosting content that impersonated Paint.NET, therefore becoming a clear case of trademark infringement and domain squatting. Brewster stated that he was able to obtain the domain afterwards with the help of a lawyer. == Overview == Paint.NET is primarily programmed in the C# programming language. Its native image format, .PDN, is a compressed representation of the application's internal object format, which preserves layering and other information. == Plugins == Paint.NET supports plugins, which add image adjustments, effects, and support for additional file types. They can be programmed using any .NET Framework programming language, though they are most commonly written in C#. These are created by volunteer coders on the program's discussion board, the Paint.NET Forum. Though most are simply published via the discussion board, some have been included with a later release of the program. For instance, a DirectDraw Surface file type plugin, (originally by Dean Ashton) and an Ink Sketch and Soften Portrait effect (originally by David Issel) were added to Paint.NET in version 3.10. Hundreds of plugins have been produced; such as Shape3D, which renders a 2D drawing into a 3D shape. Some plugins expand on the functionality that comes with Paint.NET, such as Curves+ and Sharpen+, which extend the included tools Curves and Sharpen, respectively. Examples of file type plugins include an Animated Cursor and Icon plugin and an Adobe Photoshop file format plugin. Several of these plugins are based on existing open source software, such as a raw image format plugin that uses dcraw and a PNG optimization plugin that uses OptiPNG. == Forks == === paint-mono === Paint.NET was created exclusively for Windows and has no native support for other operating systems. Due to its former open-source licensing, the development of alternative versions was possible. In May 2007, Miguel de Icaza officially started a porting project called paint-mono. This project had partially ported Paint.NET 3.0 to Mono, an open-source implementation of the Common Language Infrastructure on which the .NET Framework is based. This allowed Paint.NET to be run on Mono-supported platforms, such as Linux. This port is no longer maintained and has not been updated since March 2009. Newer Mono runtime 6 versions are able to run original Paint.NET releases up to 3.5.11 with only minor issues. === Pinta === In 2010, developer Jonathan Pobst started a project called Pinta, describing it as a clone of Paint.NET for Mono and Gtk#. Pinta reused the adjustments and effects code from Paint.NET but otherwise is original code.
Data annotation
Data annotation is the process of labeling or tagging relevant metadata within a dataset to enable machines to interpret the data accurately. The dataset can take various forms, including images, audio files, video footage, or text. == Applications == Data is a fundamental component in the development of artificial intelligence (AI). Training AI models, particularly in computer vision and natural language processing, requires large volumes of annotated data. Proper annotation ensures that machine learning algorithms can recognize patterns and make accurate predictions. Common types of data annotation include classification, bounding boxes, semantic segmentation, and keypoint annotation. Data annotation is used in AI-driven fields, including healthcare, autonomous vehicles, retail, security, and entertainment. By accurately labeling data, machine learning models can perform complex tasks such as object detection, sentiment analysis, and speech recognition with greater precision. This growing demand has led to the emergence of specialized sectors and platforms dedicated to AI training and human-in-the-loop workflows, which often utilize Reinforcement Learning from Human Feedback (RLHF) to refine model behavior. == In computer vision == === Image classification === Image classification, also known as image categorization, involves assigning predefined labels to images. Machine learning algorithms trained on classified images can later recognize objects and differentiate between categories. For instance, an AI model trained to recognize furniture styles can distinguish between Georgian and Rococo armchairs. === Semantic segmentation === Semantic segmentation assigns each pixel in an image to a specific class, such as trees, vehicles, humans, or buildings. This type of annotation enables machine learning models to differentiate objects by grouping similar pixels, allowing for a detailed understanding of an image. === Bounding boxes === Bounding box annotation involves drawing rectangular boxes around objects in an image. This technique is commonly used in autonomous driving, security surveillance, and retail analytics to detect and classify objects such as pedestrians, vehicles, and products on store shelves. === 3D cuboids === 3D cuboid annotation enhances traditional bounding boxes by adding depth, enabling models to predict an object's spatial orientation, movement, and size. This method is particularly useful for autonomous vehicles and robotics, where understanding object dimensions and depth is critical. === Polygonal annotation === For objects with irregular shapes, such as curved or multi-sided items, polygonal annotation provides more precise labeling than bounding boxes. This technique is often used in applications that require detailed object recognition, such as medical imaging or aerial mapping. === Keypoint annotation === Keypoint annotation marks specific points on an object, such as facial landmarks or body joints, to enable tracking and motion analysis. This method is widely used in facial recognition, emotion detection, sports analytics, and augmented reality applications.