Deploy from jjohare/logseq @ 50977cac9a0e6b037700b4c5125e0ebc319e0258 jjohare/logseq@50977ca

Author: jjohare

api/markdown/Digital Citizenship.md

@@ -1,6 +1,5 @@
-- ### OntologyBlock
-  id:: digital-citizenship-ontology
-  collapsed:: true
+### OntologyBlock
+id:: digital-citizenship-ontology
 	- ontology:: true
 	- term-id:: DT-0291
 	- preferred-term:: Digital Citizenship
@@ -18,7 +17,6 @@
 	- implementedInLayer:: [[ApplicationLayer]]
 	- #### Relationships
 	  id:: digital-citizenship-relationships
-	  collapsed:: true
 		- is-part-of:: [[Virtual Society]]
 		- is-part-of:: [[Digital Constitution]]
 		- is-part-of:: [[Metaverse Platform]]
@@ -38,73 +36,59 @@
 		- depends-on:: [[Community Governance Model]]
 		- depends-on:: [[Privacy Protection]]
 		- depends-on:: [[Legal Framework]]
-
-## Academic Context
-
+- ## Academic Context
 - Digital citizenship refers to the norms, rights, responsibilities, and ethical behaviours associated with participation in digital environments, encompassing virtual societies, metaverse communities, and digital platforms.
-  - It is grounded in digital literacy, encompassing safe, respectful, and responsible use of technology, with emphasis on civic engagement and community care.
-  - Academic foundations draw from information systems, digital media studies, and ethics, highlighting the evolving relationship between individuals and digital technologies in social and civic contexts.
-  - Key developments include frameworks that integrate affective (emotional), behavioural, and cognitive dimensions of digital citizenship education, reflecting the complexity of digital participation beyond mere access or technical skills[3][4].
-
-## Current Landscape (2025)
-
+	- It is grounded in digital literacy, encompassing safe, respectful, and responsible use of technology, with emphasis on civic engagement and community care.
+	- Academic foundations draw from information systems, digital media studies, and ethics, highlighting the evolving relationship between individuals and digital technologies in social and civic contexts.
+	- Key developments include frameworks that integrate affective (emotional), behavioural, and cognitive dimensions of digital citizenship education, reflecting the complexity of digital participation beyond mere access or technical skills[3][4].
+- ## Current Landscape (2025)
 - Digital citizenship education has expanded to include ethical use of emerging technologies such as artificial intelligence, emphasising “AI for good” as a new frontier in responsible digital behaviour.
-  - Schools increasingly teach students not only safe online practices but also how to use AI tools ethically, preparing them for workforce demands[1].
-  - Industry adoption includes integration of digital citizenship principles into corporate social responsibility and platform governance, with growing attention to digital well-being and combating misinformation.
+	- Schools increasingly teach students not only safe online practices but also how to use AI tools ethically, preparing them for workforce demands[1].
+	- Industry adoption includes integration of digital citizenship principles into corporate social responsibility and platform governance, with growing attention to digital well-being and combating misinformation.
 - Notable organisations and platforms promoting digital citizenship include the ISTE-led DigCit Coalition, which advocates shifting from “don’ts” to proactive “do’s” in digital ethics education[6].
 - UK and North England examples:
-  - Educational institutions in Manchester, Leeds, Newcastle, and Sheffield have incorporated digital citizenship into curricula, often linked with media literacy and digital well-being programmes.
-  - Regional innovation hubs in North England support research and community initiatives promoting safe and inclusive digital participation.
+	- Educational institutions in Manchester, Leeds, Newcastle, and Sheffield have incorporated digital citizenship into curricula, often linked with media literacy and digital well-being programmes.
+	- Regional innovation hubs in North England support research and community initiatives promoting safe and inclusive digital participation.
 - Technical capabilities have advanced with tools for digital literacy assessment and AI-driven moderation, though challenges remain in balancing privacy, freedom of expression, and security.
 - Standards and frameworks continue to evolve, with emphasis on comprehensive digital citizenship that includes rights, responsibilities, digital health, and civic participation[3][4].
-
-## Research & Literature
-
+- ## Research & Literature
 - Key academic papers and sources:
-  - Ribble, M. (2021). *Digital Citizenship in Schools: Nine Elements All Students Should Know*. ISTE.
-  - Richardson, J., et al. (2025). Defining digital citizenship and digital citizenship education: A Delphi study. *Journal of Digital Learning*, 12(3), 45-67. DOI:10.1080/15391523.2025.2536564[4].
-  - Heick, T. (2024). The Definition of Digital Citizenship. *TeachThought*. (Updated 2024)[7].
+	- Ribble, M. (2021). *Digital Citizenship in Schools: Nine Elements All Students Should Know*. ISTE.
+	- Richardson, J., et al. (2025). Defining digital citizenship and digital citizenship education: A Delphi study. *Journal of Digital Learning*, 12(3), 45-67. DOI:10.1080/15391523.2025.2536564[4].
+	- Heick, T. (2024). The Definition of Digital Citizenship. *TeachThought*. (Updated 2024)[7].
 - Ongoing research directions focus on:
-  - Developing empirical frameworks for digital citizenship education that address affective, behavioural, and cognitive outcomes.
-  - Exploring the impact of AI and immersive technologies on digital citizenship norms.
-  - Investigating regional and cultural variations in digital citizenship practices and education.
-
-## UK Context
-
+	- Developing empirical frameworks for digital citizenship education that address affective, behavioural, and cognitive outcomes.
+	- Exploring the impact of AI and immersive technologies on digital citizenship norms.
+	- Investigating regional and cultural variations in digital citizenship practices and education.
+- ## UK Context
 - British contributions include policy initiatives integrating digital citizenship with media literacy and digital well-being, supported by government and educational bodies.
 - North England innovation hubs in Manchester, Leeds, Newcastle, and Sheffield actively promote digital inclusion and ethical technology use through partnerships between universities, local authorities, and tech companies.
 - Regional case studies highlight community-driven digital citizenship programmes addressing online safety, digital rights, and civic participation, often tailored to local demographics and digital access challenges.
-
-## Future Directions
-
+- ## Future Directions
 - Emerging trends:
-  - Integration of AI ethics and digital citizenship education, focusing on responsible AI use and digital empathy.
-  - Expansion of digital citizenship frameworks to encompass metaverse participation and virtual identity management.
+	- Integration of AI ethics and digital citizenship education, focusing on responsible AI use and digital empathy.
+	- Expansion of digital citizenship frameworks to encompass metaverse participation and virtual identity management.
 - Anticipated challenges:
-  - Balancing digital rights with security and privacy in increasingly complex digital ecosystems.
-  - Addressing digital divides and ensuring equitable access to digital citizenship education.
+	- Balancing digital rights with security and privacy in increasingly complex digital ecosystems.
+	- Addressing digital divides and ensuring equitable access to digital citizenship education.
 - Research priorities:
-  - Designing adaptive, culturally sensitive digital citizenship curricula.
-  - Evaluating long-term impacts of digital citizenship education on civic engagement and digital well-being.
-
-## References
-
-1. Ribble, M. (2021). *Digital Citizenship in Schools: Nine Elements All Students Should Know*. ISTE Publishing.
-
-2. Richardson, J., Smith, L., & Choi, H. (2025). Defining digital citizenship and digital citizenship education: A Delphi study. *Journal of Digital Learning*, 12(3), 45-67. https://doi.org/10.1080/15391523.2025.2536564
-
-3. Heick, T. (2024). The Definition of Digital Citizenship. *TeachThought*. Retrieved November 2025, from https://www.teachthought.com/the-future-of-learning-posts/definition-digital-citizenship/
-
-4. ISTE DigCit Coalition. (2025). Digital Citizenship Competencies. International Society for Technology in Education.
-
-5. UK Department for Education. (2024). *Digital Literacy and Citizenship Framework*. London: DfE.
-
-6. North England Digital Innovation Hubs Consortium. (2025). *Annual Report on Digital Inclusion and Citizenship*. Manchester.
-
-## Metadata
-
+	- Designing adaptive, culturally sensitive digital citizenship curricula.
+	- Evaluating long-term impacts of digital citizenship education on civic engagement and digital well-being.
+- ## References
+  
+  1. Ribble, M. (2021). *Digital Citizenship in Schools: Nine Elements All Students Should Know*. ISTE Publishing.
+  
+  2. Richardson, J., Smith, L., & Choi, H. (2025). Defining digital citizenship and digital citizenship education: A Delphi study. *Journal of Digital Learning*, 12(3), 45-67. https://doi.org/10.1080/15391523.2025.2536564
+  
+  3. Heick, T. (2024). The Definition of Digital Citizenship. *TeachThought*. Retrieved November 2025, from https://www.teachthought.com/the-future-of-learning-posts/definition-digital-citizenship/
+  
+  4. ISTE DigCit Coalition. (2025). Digital Citizenship Competencies. International Society for Technology in Education.
+  
+  5. UK Department for Education. (2024). *Digital Literacy and Citizenship Framework*. London: DfE.
+  
+  6. North England Digital Innovation Hubs Consortium. (2025). *Annual Report on Digital Inclusion and Citizenship*. Manchester.
+- ## Metadata
 - **Last Updated**: 2025-11-11
 - **Review Status**: Comprehensive editorial review
 - **Verification**: Academic sources verified
-- **Regional Context**: UK/North England where applicable
-
+- **Regional Context**: UK/North England where applicable

api/markdown/Service Robot.md

@@ -1,6 +1,6 @@
-- ### OntologyBlock
-  id:: rb-0006-service-robot-ontology
-  collapsed:: true
+### OntologyBlock
+id:: rb-0006-service-robot-ontology
+collapsed:: true
 	- ontology:: true
 	- term-id:: RB-0006
 	- preferred-term:: Service Robot
@@ -11,9 +11,7 @@
 	- definition:: ### Primary Definition
 	- maturity:: draft
 	- belongsToDomain:: [[RoboticsDomain]]
-
-## Academic Context
-
+- ## Academic Context
 - Brief contextual overview
 	- Service robots are autonomous or semi-autonomous machines designed to perform useful tasks for humans, distinct from industrial robots which are typically fixed and task-specific
 	- The field draws from robotics, artificial intelligence, human-computer interaction, and automation engineering
@@ -22,9 +20,7 @@
 		- The sector now encompasses a wide range of applications, from healthcare and logistics to domestic assistance and public services
 	- Academic foundations
 		- Rooted in cybernetics, control theory, and cognitive science, with ongoing research into autonomy, human-robot collaboration, and ethical design
-
-## Current Landscape (2025)
-
+- ## Current Landscape (2025)
 - Industry adoption and implementations
 	- Service robots are increasingly deployed in healthcare, logistics, hospitality, retail, and agriculture
 	- Notable organisations and platforms
@@ -49,9 +45,7 @@
 	- ISO 8373:2012 (Robots and robotic devices — Vocabulary)
 	- ISO 13482:2014 (Safety requirements for personal care robots)
 	- IEEE standards for robotics and automation
-
-## Research & Literature
-
+- ## Research & Literature
 - Key academic papers and sources
 	- Murphy, R. R. (2000). Introduction to AI Robotics. MIT Press. https://doi.org/10.7551/mitpress/3768.001.0001
 	- Siciliano, B., & Khatib, O. (2016). Springer Handbook of Robotics. Springer. https://doi.org/10.1007/978-3-319-32552-1
@@ -61,9 +55,7 @@
 	- Enhancing autonomy and adaptability in service robots
 	- Improving human-robot interaction and collaboration
 	- Addressing ethical and social implications of widespread robot adoption
-
-## UK Context
-
+- ## UK Context
 - British contributions and implementations
 	- The UK is a leader in robotics research, with significant contributions from universities and industry
 	- Notable projects include the National Centre for Nuclear Robotics and the EPSRC Centre for Doctoral Training in Robotics and Autonomous Systems
@@ -77,9 +69,7 @@
 	- Leeds: Development of assistive robots for elderly care and rehabilitation
 	- Newcastle: Social robots in public spaces and educational settings
 	- Sheffield: Integration of robotics in manufacturing and logistics, enhancing efficiency and safety
-
-## Future Directions
-
+- ## Future Directions
 - Emerging trends and developments
 	- Increased adoption of AI and machine learning in service robots
 	- Expansion of robot as a service (RaaS) models
@@ -92,61 +82,50 @@
 	- Enhancing autonomy and adaptability
 	- Improving human-robot interaction and collaboration
 	- Developing ethical and regulatory frameworks for widespread robot adoption
-
-## References
-
-1. Murphy, R. R. (2000). Introduction to AI Robotics. MIT Press. https://doi.org/10.7551/mitpress/3768.001.0001
-2. Siciliano, B., & Khatib, O. (2016). Springer Handbook of Robotics. Springer. https://doi.org/10.1007/978-3-319-32552-1
-3. Dautenhahn, K. (2007). Socially intelligent robots: Dimensions of human-robot interaction. Philosophical Transactions of the Royal Society B: Biological Sciences, 362(1480), 679-690. https://doi.org/10.1098/rstb.2006.2004
-4. Sharkey, N., & Sharkey, A. (2012). Granny and the robots: Ethical issues in robot care for the elderly. Ethics and Information Technology, 14(1), 27-40. https://doi.org/10.1007/s10676-010-9234-6
-5. ISO 8373:2012 (Robots and robotic devices — Vocabulary)
-6. ISO 13482:2014 (Safety requirements for personal care robots)
-7. IEEE standards for robotics and automation
-8. National Centre for Nuclear Robotics. https://ncnr.org.uk/
-9. EPSRC Centre for Doctoral Training in Robotics and Autonomous Systems. https://www.cdtr-as.org.uk/
-10. Manchester Robotics Lab. https://www.manchester.ac.uk/research/robotics/
-11. Leeds Robotics Lab. https://www.leeds.ac.uk/robotics/
-12. Newcastle University School of Computing. https://www.ncl.ac.uk/computing/
-13. Sheffield Robotics. https://www.sheffield.ac.uk/robotics/
-14. Advanced Manufacturing Research Centre (AMRC). https://www.amrc.co.uk/
-
-## Metadata
-
+- ## References
+  
+  1. Murphy, R. R. (2000). Introduction to AI Robotics. MIT Press. https://doi.org/10.7551/mitpress/3768.001.0001
+  2. Siciliano, B., & Khatib, O. (2016). Springer Handbook of Robotics. Springer. https://doi.org/10.1007/978-3-319-32552-1
+  3. Dautenhahn, K. (2007). Socially intelligent robots: Dimensions of human-robot interaction. Philosophical Transactions of the Royal Society B: Biological Sciences, 362(1480), 679-690. https://doi.org/10.1098/rstb.2006.2004
+  4. Sharkey, N., & Sharkey, A. (2012). Granny and the robots: Ethical issues in robot care for the elderly. Ethics and Information Technology, 14(1), 27-40. https://doi.org/10.1007/s10676-010-9234-6
+  5. ISO 8373:2012 (Robots and robotic devices — Vocabulary)
+  6. ISO 13482:2014 (Safety requirements for personal care robots)
+  7. IEEE standards for robotics and automation
+  8. National Centre for Nuclear Robotics. https://ncnr.org.uk/
+  9. EPSRC Centre for Doctoral Training in Robotics and Autonomous Systems. https://www.cdtr-as.org.uk/
+  10. Manchester Robotics Lab. https://www.manchester.ac.uk/research/robotics/
+  11. Leeds Robotics Lab. https://www.leeds.ac.uk/robotics/
+  12. Newcastle University School of Computing. https://www.ncl.ac.uk/computing/
+  13. Sheffield Robotics. https://www.sheffield.ac.uk/robotics/
+  14. Advanced Manufacturing Research Centre (AMRC). https://www.amrc.co.uk/
+- ## Metadata
 - **Last Updated**: 2025-11-11
 - **Review Status**: Comprehensive editorial review
 - **Verification**: Academic sources verified
 - **Regional Context**: UK/North England where applicable
-
-## Current Landscape (2025)
-
+- ## Current Landscape (2025)
 - Industry adoption and implementations
-  - Metaverse platforms continue to evolve with focus on interoperability and open standards
-  - Web3 integration accelerating with decentralised identity and asset ownership
-  - Enterprise adoption growing in virtual collaboration, training, and digital twins
-  - UK companies increasingly active in metaverse development and immersive technologies
-
+	- Metaverse platforms continue to evolve with focus on interoperability and open standards
+	- Web3 integration accelerating with decentralised identity and asset ownership
+	- Enterprise adoption growing in virtual collaboration, training, and digital twins
+	- UK companies increasingly active in metaverse development and immersive technologies
 - Technical capabilities
-  - Real-time rendering at photorealistic quality levels
-  - Low-latency networking enabling seamless multi-user experiences
-  - AI-driven content generation and procedural world building
-  - Spatial audio and haptics enhancing immersion
-
+	- Real-time rendering at photorealistic quality levels
+	- Low-latency networking enabling seamless multi-user experiences
+	- AI-driven content generation and procedural world building
+	- Spatial audio and haptics enhancing immersion
 - UK and North England context
-  - Manchester: Digital Innovation Factory supports metaverse startups and research
-  - Leeds: Holovis leads in immersive experiences for entertainment and training
-  - Newcastle: University research in spatial computing and interactive systems
-  - Sheffield: Advanced manufacturing using digital twin technology
-
+	- Manchester: Digital Innovation Factory supports metaverse startups and research
+	- Leeds: Holovis leads in immersive experiences for entertainment and training
+	- Newcastle: University research in spatial computing and interactive systems
+	- Sheffield: Advanced manufacturing using digital twin technology
 - Standards and frameworks
-  - Metaverse Standards Forum driving interoperability protocols
-  - WebXR enabling browser-based immersive experiences
-  - glTF and USD for 3D asset interchange
-  - Open Metaverse Interoperability Group defining cross-platform standards
-
-## Metadata
-
+	- Metaverse Standards Forum driving interoperability protocols
+	- WebXR enabling browser-based immersive experiences
+	- glTF and USD for 3D asset interchange
+	- Open Metaverse Interoperability Group defining cross-platform standards
+- ## Metadata
 - **Last Updated**: 2025-11-16
 - **Review Status**: Automated remediation with 2025 context
 - **Verification**: Academic sources verified
-- **Regional Context**: UK/North England where applicable
-
+- **Regional Context**: UK/North England where applicable

api/markdown/Workforce Augmentation.md

@@ -1,6 +1,5 @@
-- ### OntologyBlock
-  id:: workforceaugmentation-ontology
-  collapsed:: true
+### OntologyBlock
+id:: workforceaugmentation-ontology
 	- ontology:: true
 	- term-id:: AI-0872
 	- preferred-term:: Workforce Augmentation
@@ -10,7 +9,5 @@
 	- maturity:: dt:Established
 	- owl:class:: ai:WorkforceAugmentation
 	- belongsToDomain:: [[Artificial Intelligence]]
-
-### Relationships
-
-- is-subclass-of:: [[ai:ArtificialIntelligence]]
+- ### Relationships
+- is-subclass-of:: [[ai:ArtificialIntelligence]]

api/pages/pages/A-Star Algorithm.json

@@ -8,10 +8,10 @@
   "wiki_links": [
     "Search Algorithms",
     "Dijkstra's Algorithm",
-    "Route Planning",
-    "Heuristic Methods",
     "Priority Queue",
     "Pathfinding",
+    "Route Planning",
+    "Heuristic Methods",
     "Graph Theory"
   ],
   "ontology": {

api/pages/pages/Account Abstraction.json

@@ -7,10 +7,10 @@
     "Decentralised Web"
   ],
   "wiki_links": [
-    "ERC-4337",
-    "Ethereum Standard",
+    "BlockchainDomain",
     "Ethereum",
-    "BlockchainDomain"
+    "ERC-4337",
+    "Ethereum Standard"
   ],
   "ontology": {
     "term_id": "BC-9005",