Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.
SEMAT
SEMAT (Software Engineering Method and Theory) is an initiative to reshape software engineering such that software engineering qualifies as a rigorous discipline. The initiative was launched in December 2009 by Ivar Jacobson, Bertrand Meyer, and Richard Soley with a call for action statement and a vision statement. The initiative was envisioned as a multi-year effort for bridging the gap between the developer community and the academic community and for creating a community giving value to the whole software community. The work is now structured in four different but strongly related areas: Practice, Education, Theory, and Community. The Practice area primarily addresses practices. The Education area is concerned with all issues related to training for both the developers and the academics including students. The Theory area is primarily addressing the search for a General Theory in Software Engineering. Finally, the Community area works with setting up legal entities, creating websites and community growth. It was expected that the Practice area, the Education area and the Theory area would at some point in time integrate in a way of value to all of them: the Practice area would be a "customer" of the Theory area, and direct the research to useful results for the developer community. The Theory area would give a solid and practical platform for the Practice area. And, the Education area would communicate the results in proper ways. == Practice area == The first step was here to develop a common ground or a kernel including the essence of software engineering – things we always have, always do, always produce when developing software. The second step was envisioned to add value on top of this kernel in the form of a library of practices to be composed to become specific methods, specific for all kinds of reasons such as the preferences of the team using it, kind of software being built, etc. The first step is as of this writing just about to be concluded. The results are a kernel including universal elements for software development – called the Essence Kernel, and a language – called the Essence Language - to describe these elements (and elements built on top of the kernel (practices, methods, and more). Essence, including both the kernel and language, has been published as an OMG standard in beta status in July 2013 and is expected to become a formally adopted standard in early 2014. The second step has just started, and the Practice area will be divided into a number of separate but interconnected tracks: the practice (library track), the tool track are so far identified and work has started or is about to get started. The practice track is currently working on a Users Guide. == Education area == The area focuses on leveraging the work of SEMAT in software engineering education, both within academia and industry. It promotes global education based on a common ground called Essence. The area's target groups are instructors such as university professors and industrial coaches as well as their students and learning practitioners. The goal of the area is to create educational courses and course materials that are internationally viable, identify pedagogical approaches that are appropriate and effective for specific target groups and disseminate experience and lessons learned. The area includes members from a number of universities and institutes worldwide. Most members have already been involved in leveraging aspects of SEMAT in the context of their software engineering courses. They are gathering their resources and starting a common venture towards defining a new generation of SEMAT-powered software engineering curricula. As of 2018, some studies of utilizing Essence in educational settings exist. One example of the use of Essence in university education was a software engineering course carried out in Norwegian University of Science and Technology. A study was conducted by introducing Essence into a project-based software engineering course, with the aim of understanding what difficulties the students faced in using Essence, and whether they considered it to have been useful. The results indicated that Essence could also be useful for novice software engineers by (1) encouraging them to look up and study new practices and methods in order to create their own, (2) encouraging them to adjust their way-of-working reflectively and in a situation-specific manner, (3) helping them structure their way of working. The findings of another study introducing students to Essence through a digital game supported these findings: the students felt that Essence will be useful to them in future, real-world projects, and that they wish to utilize it in them. == Theory area == An important part of SEMAT is that a general theory of software engineering is planned to emerge with significant benefits. A series of workshops held under the title SEMAT Workshop on a General Theory of Software Engineering (GTSE) are a key component in awareness building around general theories. In addition to community awareness building, SEMAT also aims to contribute with a specific general theory of software engineering. This theory should be solidly based on the SEMAT Essence language and kernel, and should support software engineering practitioners' goal-oriented decision making. As argued elsewhere, such support is predicated on the predictive capabilities of the theory. Thus, the SEMAT Essence should be augmented to allow the prediction of critical software engineering phenomena. The GTSE workshop series assists in the development of the SEMAT general software engineering theory by engaging a larger community in the search for, development of, and evaluation of promising theories, which may be used as a base for the SEMAT theory. == Organizational structure == === Main organization === SEMAT is chaired by Sumeet S. Malhotra of Tata Consultancy Services. The CEO of the organization is Ste Nadin of Fujitsu. The Executive Management Committee of SEMAT are Ivar Jacobson, Ste Nadin, Sumeet S. Malhotra, Paul E. McMahon, Michael Goedicke and Cecile Peraire. === Japan Chapter === Japan Chapter was established in April 2013, and it has more than 250 members as of November 2013. Member activities include carrying out seminars about SEMAT, considering utilization of SEMAT Essence for integrating different requirements engineering techniques and body of knowledges (BoKs), and translating articles into Japanese. === Korea Chapter === The chapter was inaugurated with about 50 members in October 2013. Member activities include: 2e Consulting started rewriting their IT service engagement methods using the Essence kernel, and uEngine Solutions started developing a tool to orchestrate Essence-kernel based practices into a project method. Korean government supported KAIST to conduct research in Essence. === Latin American Chapter === Semat Latin American Chapter was created in August 2011 in Medellin (Colombia) by Ivar Jacobson during the Latin American Software Engineering Symposium. This Chapter has 9 Executive Committee members from Colombia, Venezuela, Peru, Brazil, Argentina, Chile, and Mexico, chaired by Dr. Carlos Zapata from Colombia. More than 80 people signed the initial declaration of the Chapter and nowadays the Chapter members are in charge of disseminating the Semat ideas in all Latin America. Chapter members have participated in various Latin American conferences, including the Latin American Conference on Informatics (CLEI), the Ibero American Software Engineering and Knowledge Engineering Journeys (JIISIC), the Colombian Computing Conference (CCC), and the Chilean Computing Meeting (ECC). The Chapter contributed in the submission sent in response to the OMG call for proposals and currently studies didactic strategies for teaching the Semat kernel by games, theoretical studies about some kernel elements, and practical representations of several software development and quality methods by using the Semat kernel. Some of the members also translated the Essence book and some other Semat materials and papers into Spanish. === Russia Chapter === Russian Chapter has about 20 members. A few universities have incorporated SEMAT in their training courses , including Moscow State University, Moscow Institute of Physics and Technology, Higher School of Economics, Moscow State University of Economics, Statistics, and Informatics. The chapter and some commercial companies are carrying out seminars about SEMAT. INCOSE Russian Chapter is working on an extension of SEMAT to systems engineering. EC-leasing is working on an extension of the Kernel for Software Life Cycle. Russian Chapter attended in two conferences: Actual Problems of System and Software Engineering and SECR with SEMAT section and articles. Translation of the Essence book into Russian is in progress. == Practical Applications of SEMAT == Ideas developed by the SEMAT community have been applied by both industry and ac
Parity benchmark
Parity problems are widely used as benchmark problems in genetic programming but inherited from the artificial neural network community. Parity is calculated by summing all the binary inputs and reporting if the sum is odd or even. This is considered difficult because: a very simple artificial neural network cannot solve it, and all inputs need to be considered and a change to any one of them changes the answer.
Averaged one-dependence estimators
Averaged one-dependence estimators (AODE) is a probabilistic classification learning technique. It was developed to address the attribute-independence problem of the popular naive Bayes classifier. It frequently develops substantially more accurate classifiers than naive Bayes at the cost of a modest increase in the amount of computation. == The AODE classifier == AODE seeks to estimate the probability of each class y given a specified set of features x1, ... xn, P(y | x1, ... xn). To do so it uses the formula P ^ ( y ∣ x 1 , … x n ) = ∑ i : 1 ≤ i ≤ n ∧ F ( x i ) ≥ m P ^ ( y , x i ) ∏ j = 1 n P ^ ( x j ∣ y , x i ) ∑ y ′ ∈ Y ∑ i : 1 ≤ i ≤ n ∧ F ( x i ) ≥ m P ^ ( y ′ , x i ) ∏ j = 1 n P ^ ( x j ∣ y ′ , x i ) {\displaystyle {\hat {P}}(y\mid x_{1},\ldots x_{n})={\frac {\sum _{i:1\leq i\leq n\wedge F(x_{i})\geq m}{\hat {P}}(y,x_{i})\prod _{j=1}^{n}{\hat {P}}(x_{j}\mid y,x_{i})}{\sum _{y^{\prime }\in Y}\sum _{i:1\leq i\leq n\wedge F(x_{i})\geq m}{\hat {P}}(y^{\prime },x_{i})\prod _{j=1}^{n}{\hat {P}}(x_{j}\mid y^{\prime },x_{i})}}} where P ^ ( ⋅ ) {\displaystyle {\hat {P}}(\cdot )} denotes an estimate of P ( ⋅ ) {\displaystyle P(\cdot )} , F ( ⋅ ) {\displaystyle F(\cdot )} is the frequency with which the argument appears in the sample data and m is a user specified minimum frequency with which a term must appear in order to be used in the outer summation. In recent practice m is usually set at 1. == Derivation of the AODE classifier == We seek to estimate P(y | x1, ... xn). By the definition of conditional probability P ( y ∣ x 1 , … x n ) = P ( y , x 1 , … x n ) P ( x 1 , … x n ) . {\displaystyle P(y\mid x_{1},\ldots x_{n})={\frac {P(y,x_{1},\ldots x_{n})}{P(x_{1},\ldots x_{n})}}.} For any 1 ≤ i ≤ n {\displaystyle 1\leq i\leq n} , P ( y , x 1 , … x n ) = P ( y , x i ) P ( x 1 , … x n ∣ y , x i ) . {\displaystyle P(y,x_{1},\ldots x_{n})=P(y,x_{i})P(x_{1},\ldots x_{n}\mid y,x_{i}).} Under an assumption that x1, ... xn are independent given y and xi, it follows that P ( y , x 1 , … x n ) = P ( y , x i ) ∏ j = 1 n P ( x j ∣ y , x i ) . {\displaystyle P(y,x_{1},\ldots x_{n})=P(y,x_{i})\prod _{j=1}^{n}P(x_{j}\mid y,x_{i}).} This formula defines a special form of One Dependence Estimator (ODE), a variant of the naive Bayes classifier that makes the above independence assumption that is weaker (and hence potentially less harmful) than the naive Bayes' independence assumption. In consequence, each ODE should create a less biased estimator than naive Bayes. However, because the base probability estimates are each conditioned by two variables rather than one, they are formed from less data (the training examples that satisfy both variables) and hence are likely to have more variance. AODE reduces this variance by averaging the estimates of all such ODEs. == Features of the AODE classifier == Like naive Bayes, AODE does not perform model selection and does not use tuneable parameters. As a result, it has low variance. It supports incremental learning whereby the classifier can be updated efficiently with information from new examples as they become available. It predicts class probabilities rather than simply predicting a single class, allowing the user to determine the confidence with which each classification can be made. Its probabilistic model can directly handle situations where some data are missing. AODE has computational complexity O ( l n 2 ) {\displaystyle O(ln^{2})} at training time and O ( k n 2 ) {\displaystyle O(kn^{2})} at classification time, where n is the number of features, l is the number of training examples and k is the number of classes. This makes it infeasible for application to high-dimensional data. However, within that limitation, it is linear with respect to the number of training examples and hence can efficiently process large numbers of training examples. == Implementations == The free Weka machine learning suite includes an implementation of AODE.
Tanagra (machine learning)
Tanagra is a free suite of machine learning software for research and academic purposes developed by Ricco Rakotomalala at the Lumière University Lyon 2, France. Tanagra supports several standard data mining tasks such as: Visualization, Descriptive statistics, Instance selection, feature selection, feature construction, regression, factor analysis, clustering, classification and association rule learning. Tanagra is an academic project. It is widely used in French-speaking universities. Tanagra is frequently used in real studies and in software comparison papers. == History == The development of Tanagra was started in June 2003. The first version was distributed in December 2003. Tanagra is the successor of Sipina, another free data mining tool which is intended only for supervised learning tasks (classification), especially the interactive and visual construction of decision trees. Sipina is still available online and is maintained. Tanagra is an "open source project" as every researcher can access the source code and add their own algorithms, as long as they agree and conform to the software distribution license. The main purpose of the Tanagra project is to give researchers and students a user-friendly data mining software, conforming to the present norms of the software development in this domain (especially in the design of its GUI and the way to use it), and allowing the analyzation of either real or synthetic data. From 2006, Ricco Rakotomalala made an important documentation effort. A large number of tutorials are published on a dedicated website. They describe the statistical and machine learning methods and their implementation with Tanagra on real case studies. The use of other free data mining tools on the same problems is also widely described. The comparison of the tools enables readers to understand the possible differences in the presentation of results. == Description == Tanagra works similarly to current data mining tools. The user can design visually a data mining process in a diagram. Each node is a statistical or machine learning technique, the connection between two nodes represents the data transfer. But unlike the majority of tools which are based on the workflow paradigm, Tanagra is very simplified. The treatments are represented in a tree diagram. The results are displayed in an HTML format. This makes it is easy to export the outputs in order to visualize the results in a browser. It is also possible to copy the result tables to a spreadsheet. Tanagra makes a good compromise between statistical approaches (e.g. parametric and nonparametric statistical tests), multivariate analysis methods (e.g. factor analysis, correspondence analysis, cluster analysis, regression) and machine learning techniques (e.g. neural network, support vector machine, decision trees, random forest).
Statistical shape analysis
Statistical shape analysis is an analysis of the geometrical properties of some given set of shapes by statistical methods. For instance, it could be used to quantify differences between male and female gorilla skull shapes, normal and pathological bone shapes, leaf outlines with and without herbivory by insects, etc. Important aspects of shape analysis are to obtain a measure of distance between shapes, to estimate mean shapes from (possibly random) samples, to estimate shape variability within samples, to perform clustering and to test for differences between shapes. One of the main methods used is principal component analysis (PCA). Statistical shape analysis has applications in various fields, including medical imaging, computer vision, computational anatomy, sensor measurement, and geographical profiling. == Landmark-based techniques == In the point distribution model, a shape is determined by a finite set of coordinate points, known as landmark points. These landmark points often correspond to important identifiable features such as the corners of the eyes. Once the points are collected some form of registration is undertaken. This can be a baseline methods used by Fred Bookstein for geometric morphometrics in anthropology. Or an approach like Procrustes analysis which finds an average shape. David George Kendall investigated the statistical distribution of the shape of triangles, and represented each triangle by a point on a sphere. He used this distribution on the sphere to investigate ley lines and whether three stones were more likely to be co-linear than might be expected. Statistical distribution like the Kent distribution can be used to analyse the distribution of such spaces. Alternatively, shapes can be represented by curves or surfaces representing their contours, by the spatial region they occupy. == Shape deformations == Differences between shapes can be quantified by investigating deformations transforming one shape into another. In particular a diffeomorphism preserves smoothness in the deformation. This was pioneered in D'Arcy Thompson's On Growth and Form before the advent of computers. Deformations can be interpreted as resulting from a force applied to the shape. Mathematically, a deformation is defined as a mapping from a shape x to a shape y by a transformation function Φ {\displaystyle \Phi } , i.e., y = Φ ( x ) {\displaystyle y=\Phi (x)} . Given a notion of size of deformations, the distance between two shapes can be defined as the size of the smallest deformation between these shapes. Diffeomorphometry is the focus on comparison of shapes and forms with a metric structure based on diffeomorphisms, and is central to the field of Computational anatomy. Diffeomorphic registration, introduced in the 90's, is now an important player with existing codes bases organized around ANTS, DARTEL, DEMONS, LDDMM, StationaryLDDMM, and FastLDDMM are examples of actively used computational codes for constructing correspondences between coordinate systems based on sparse features and dense images. Voxel-based morphometry (VBM) is an important technology built on many of these principles. Methods based on diffeomorphic flows are also used. For example, deformations could be diffeomorphisms of the ambient space, resulting in the LDDMM (Large Deformation Diffeomorphic Metric Mapping) framework for shape comparison.
Latent and observable variables
In statistics, latent variables (from Latin: present participle of lateo 'lie hidden') are variables that can only be inferred indirectly through a mathematical model from other observable variables that can be directly observed or measured. Such latent variable models are used in many disciplines, including engineering, medicine, ecology, physics, machine learning/artificial intelligence, natural language processing, bioinformatics, chemometrics, demography, economics, management, political science, psychology and the social sciences. Latent variables may correspond to aspects of physical reality. These could in principle be measured, but may not be for practical reasons. Among the earliest expressions of this idea is Francis Bacon's polemic the Novum Organum, itself a challenge to the more traditional logic expressed in Aristotle's Organon: But the latent process of which we speak, is far from being obvious to men’s minds, beset as they now are. For we mean not the measures, symptoms, or degrees of any process which can be exhibited in the bodies themselves, but simply a continued process, which, for the most part, escapes the observation of the senses. In this situation, the term hidden variables is commonly used, reflecting the fact that the variables are meaningful, but not observable. Other latent variables correspond to abstract concepts, like categories, behavioral or mental states, or data structures. The terms hypothetical variables or hypothetical constructs may be used in these situations. The use of latent variables can serve to reduce the dimensionality of data. Many observable variables can be aggregated in a model to represent an underlying concept, making it easier to understand the data. In this sense, they serve a function similar to that of scientific theories. At the same time, latent variables link observable "sub-symbolic" data in the real world to symbolic data in the modeled world. == Examples == === Psychology === Latent variables, as created by factor analytic methods, generally represent "shared" variance, or the degree to which variables "move" together. Variables that have no correlation cannot result in a latent construct based on the common factor model. The "Big Five personality traits" have been inferred using factor analysis. extraversion spatial ability wisdom: “Two of the more predominant means of assessing wisdom include wisdom-related performance and latent variable measures.” Spearman's g, or the general intelligence factor in psychometrics === Economics === Examples of latent variables from the field of economics include quality of life, business confidence, morale, happiness and conservatism: these are all variables which cannot be measured directly. However, by linking these latent variables to other, observable variables, the values of the latent variables can be inferred from measurements of the observable variables. Quality of life is a latent variable which cannot be measured directly, so observable variables are used to infer quality of life. Observable variables to measure quality of life include wealth, employment, environment, physical and mental health, education, recreation and leisure time, and social belonging. === Medicine === Latent-variable methodology is used in many branches of medicine. A class of problems that naturally lend themselves to latent variables approaches are longitudinal studies where the time scale (e.g. age of participant or time since study baseline) is not synchronized with the trait being studied. For such studies, an unobserved time scale that is synchronized with the trait being studied can be modeled as a transformation of the observed time scale using latent variables. Examples of this include disease progression modeling and modeling of growth (see box). == Inferring latent variables == There exists a range of different model classes and methodology that make use of latent variables and allow inference in the presence of latent variables. Models include: linear mixed-effects models and nonlinear mixed-effects models Hidden Markov models Factor analysis Item response theory Analysis and inference methods include: Principal component analysis Instrumented principal component analysis Partial least squares regression Latent semantic analysis and probabilistic latent semantic analysis EM algorithms Metropolis–Hastings algorithm === Bayesian algorithms and methods === Bayesian statistics is often used for inferring latent variables. Latent Dirichlet allocation The Chinese restaurant process is often used to provide a prior distribution over assignments of objects to latent categories. The Indian buffet process is often used to provide a prior distribution over assignments of latent binary features to objects.