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Das Prague Research Institute ist im Besitz eines selbst entwickelten Algorithmus (dem sog. 'Castell-fact-Algorithmus'), der elegant und schnell unbegrenzt große Zahlen faktorisiert. Da die Fachwelt diesen Hinweis ignoriert oder sogar expressis verbis als 'nicht möglich' bestreitet, wird hier ein in Wochenfrist entwickelter kleiner Algorithmus als 'Teaser' nachgereicht (der sog. 'Tietken-Castell-Prim-Algorithmus'), der die einfache, effiziente und kreative Arbeitsweise des Prague Research Institutes demonstrieren soll. Kreativ ist dieser Tietken-Castell-Prim-Algorithmus, weil er nicht tatsächlich eigene Primzahlen selbst herstellt oder fremde Primzahlen als solche identifiziert (an diesem Projekt wird im Prague-Research-Institute noch gearbeitet), sondern durch ein einfaches indirektes Verfahren den gleichen Effekt erzielt: Mittels eines sich selbst aufbauenden, immer größer werdenden, Registers (dem sog. 'Tietken-Castell-Registers') können a) Primzahlen hergestellt und b) identifiziert werden und je nach bereits erzielter Größe des sich sukzessive aufbauenden Registers c) auch entsprechend große Zahlen, die aus Primzahlen entstanden sind, in diese Primzahlen zerlegt werden, indem diese Primzahl-Faktoren einfach nur aus dem Register ausgelesen werden.

This thesis focuses on entity and fact extraction from the web. Different knowledge representations and techniques for information extraction are discussed before the design for a knowledge extraction system, called WebKnox, is introduced. The main contribution of this thesis is the trust ranking of extracted facts with a self-supervised learning loop and the extraction system with its composition of known and refined extraction algorithms. The used techniques show an improvement in precision and recall in most of the matters for entity and fact extractions compared to the chosen baseline approaches.

[pt] Um número crescente de sistemas de visualização tem sido desenvolvido tanto comercialmente quanto na comunidade de pesquisa. Embora estas ferramentas possam ajudar na construção de gráficos, elas apresentam desafios para analistas não especialistas. Um desafio em particular é o de prover suporte para destacar visualmente fatos de dados em gráficos. O esforço empregado por analistas não especialistas ou designers (sem conhecimento de programação) para realizar anotações visuais pode ser complexo e demorado. Nesta pesquisa, investigamos representações visuais de fatos de dados para apoiar analistas não especialistas na exploração e comunicação de insights através dos dados. Para endereçar estes desafios, nós tornamos operacional um modelo conceitual que relaciona visualizações, fatos de dados e suas representações visuais. Implementamos o modelo em uma ferramenta de visualização chamada VisStoryMaker, que permite gerar gráficos anotados sem exigir conhecimento especializado. Para avaliar o seu valor percebido, conduzimos um estudo de métodos mistos com usuário comparando com o Tableau Public. No geral, a VisStoryMaker oferece uma abordagem fácil de usar para destacar visualmente fatos sobre dados, e o uso de anotações visuais de fatos sobre dados nas visualizações podem apoiar usuários não especialistas na exploração e comunicação por meio de dados. Entretanto, seu uso deve ser cuidadosamente considerado para evitar poluir visualmente os gráficos. / [en] A growing number of visualization systems have been developed both commercially and within the research community. While these tools can aid in building charts, they can also present challenges for non-expert analysts. One particular challenge is providing support to visually highlight data facts in graphs. The manual effort employed by non-expert analysts or designers (without programming skills) to create annotations can be complex and time-consuming. In this research, we investigate visual representations of data facts in supporting non-expert analysts to explore and communicate insights through data. To address these challenges, we developed a conceptual model relating visualizations, data facts, and their visual representations. We implemented it into a visualization tool named VisStoryMaker, which allows generating annotated charts without requiring specialized knowledge. To benchmark its perceived value, we conducted a mixed-methods user study comparing it to Tableau Public. Overall, VisStoryMaker provides an easy-to-use approach to highlight facts visually, and the use of visual annotations in data visualizations can support non-expert users in data exploration and communication. However, their use must be carefully considered and designed to avoid visually cluttering the charts.

La légitimité du processus électoral est souvent remise en question par des candidats et membres de l’élite politique qui tente de justifier leurs défaites aux urnes. Par conséquent, plusieurs électeurs sont exposés à des allégations non-fondées de fraude électorale, et ce, même si la fraude électorale se produit très rarement dans les démocraties établies. Certaines études ont déjà déterminé que des affirmations trompeuses concernant l’intégrité des élections ont des effets négatifs sur la perception des citoyens face à l’impartialité électorale. En effet, des chercheurs ont montré que les allégations non-fondées de fraude électorale ébranlent la confiance que les électeurs ont envers le système électoral. Cependant, aucune étude n’a exploré l’effet potentiel de ces allégations sur la participation électorale. En utilisant des données de sondage originales collectées au Royaume-Uni, ce projet considère l’impact des affirmations de fraude électorale sur la décision d’aller voter ou non. En premier lieu, nous regardons l’effet sur les dispositions électorales spécifiques, c’est-à-dire la probabilité qu’un individu ira voter. Par la suite, nous testons la capacité de messages correctifs à rectifier les perceptions erronées des électeurs et limiter l’impact négatif des allégations de fraude électorale. Les résultats de l’expérience démontrent que l’exposition à des allégations non-fondées de fraude électoral n’a pas d’effet sur la participation des citoyens aux urnes. Cependant, des analyses supplémentaires permettent d’identifier une relation entre les perceptions de fraude et la décision d’aller voter. Considérant ces résultats, des explications alternatives sont présentées. / The legitimacy of the electoral process is often put into question by political candidates and elites who seek to account for their loss. As a result, a significant portion of voters are presented with unfounded allegations of widespread election fraud even though such fraud seldom occurs in consolidated democracies. Previous research has determined that misleading claims regarding the integrity of elections carry important implications for citizens’ perceptions of electoral fairness. In fact, scholars have shown unsubstantiated claims of election fraud to be detrimental to voters’ confidence in elections as well as their support for key democratic norms. However, the literature has yet to systematically explore the impact of electoral fraud allegations on voter participation. Using original survey data from the United Kingdom, this research measures the impact of unfounded allegations of election fraud on the decision to vote or not. We first look at the impact on specific dispositions of voting, that is, the likelihood that an individual will turn out at the next election. Then, we examine the ability of corrective messages to rectify misperceptions of electoral integrity and limit the negative impacts of fraud allegations on voter participation. The results of the survey experiment do not support the hypotheses according to which exposure to unfounded allegations of fraud influences confidence in elections and voter participation. However, results from supplementary analyses highlight an important relation between perceptions of fraud and subsequent desire to cast a ballot. Explanations for these findings are discussed.

I denna undersökning har sju lärare som undervisar i teknik- och fysikämnena i årskurs 7-9 intervjuats i syfte att undersöka deras syn på lärande för hållbar utveckling inom sina ämnen. Frågorna som ställts i uppsatsen har haft för avsikt att ge insikt om vilka faktorer som påverkar hur hållbar utveckling implementeras i skolämnen. Studien visar att läraren strävar efter att eleverna inte bara ska ta emot information, utan också agera själva utifrån grundläggande demokratiska värderingar. Däremot har det visat sig vara svårt för lärare att involvera hållbar utveckling i deras undervisning när det gäller ämnet fysik eller teknik. I studien har lärarens syn på hur hållbar utveckling ska involveras i ämnen analyserats utifrån de tre traditionerna; faktabaserad, normativ- och pluralistisk vilka genomsyrar undervisningen för hållbar utveckling. Studien visar att lärarnas undervisning har intentionen att utveckla olika förmågor och kunskaper hos eleverna. Till exempel framhåller lärarna vikten av att samla in och utvärdera information självständigt, kunna diskutera och samarbeta, lösa problem och använda kritiskt tänkande samt planera för långsiktiga mål. Ett viktigt perspektiv i lärarnas undervisning är att eleverna ska förstå helheten och sambandet mellan olika vardagliga områden. Dessutom visar studien att skolledningen spelar en viktig roll genom att ge tydligt stöd i de olika skolsaktiviteter som kopplas till hållbar utveckling. Det gör undervisningen för hållbar utveckling mer meningsfull och effektiv. / In this review, seven teachers who teach technology and physics subjects in grades 7-9 have been interviewed in order to investigate their views on learning for sustainable development in their subjects. The questions asked in the study were intended to provide insight into which factors influence how sustainable development is implemented in school subjects. The study shows that the teacher strives for the students not only to receive information, but also to act themselves based on basic democratic values. However, it has proven difficult for teachers to involve sustainable development in their teaching when it comes to the subject of physics or technology. In the study, the teacher's view of how sustainable development should be involved in subjects has been analyzed based on the three traditions; fact-based, normative and pluralistic which permeate the teaching for sustainable development. The study shows that the teachers' teaching has the intention of developing different abilities and knowledge in the students. For example, the teachers emphasize the importance of collecting and evaluating information independently, being able to discuss and collaborate, solve problems and use critical thinking, and plan for long-term goals. An important perspective in the teachers' teaching is that the students should understand the bigger picture and the connection between different everyday areas. In addition, the study shows that school management plays an important role by providing clear support in the various school activities linked to sustainable development. It makes teaching for sustainable development more meaningful and effective.

Schema design is one of the fundamentals in database theory and practice as well. In this paper, we discuss the problem of locally valid dimensional attributes in a classification hierarchy of a typical OLAP scenario. In a first step, we show that the traditional star and snowflake schema approach is not feasible in this very natural case of a hierarchy. Therefore, we sketch two alternative modeling approaches resulting in practical solutions and a seamless extension of the traditional star and snowflake schema approach: In a pure relational approach, we replace each dimension table of a star / snowflake schema by a set of views directly reflecting the classification hierarchy. The second approach takes advantage of the object-relational extensions. Using object-relational techniques in the context for the relational representation of a multidimensional OLAP scenario is a novel approach and promises a clean and smooth schema design.

Materialized summary tables and cached query results are frequently used for the optimization of aggregate queries in a data warehouse. Query rewriting techniques are incorporated into database systems to use those materialized views and thus avoid accessing the possibly huge raw data. A rewriting is only possible if the query is derivable from these views. Several approaches can be found in the literature to check the derivability and find query rewritings. However, most algorithms either find rewritings only in very restricted cases or in complex cases which rarely occur in data warehouse environments. The specific application scenario of a data warehouse with its multidimensional perspective allows the consideration of much more semantic information, e.g. structural dependencies within the dimension hierarchies and different characteristics of measures. The motivation of this article is to use this information to present simple conditions for derivability in a large number of relevant cases which go beyond previous approaches.