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Similarity, a central measure among image analysis, is commonly used to support corpus exploration or as a way to recommend relevant items. Yet, in cultural heritage contexts, it remains inherently multifaceted and context-dependent, creating ambiguity in how it is defined and operationalized across projects. This paper reframes similarity as an explicitly constructed, multifaceted, and situational measure. It introduces a nested model of similarity construction across five interdependent layers—computational accuracy, facet selection, facet integration, definition control, and perceptual alignment—showing how similarity emerges through the interaction of technical measurement, system design, and user judgment. The model provides a vocabulary for identifying how similarity is shaped, where mismatches arise. We instantiate the model in a prototype system and examine its implications on design and evaluation through a user study with 39 participants. The findings show that transparency and control support users in shaping and interpreting similarity, while differences between expert and non-expert users highlight the role of disciplinary context. 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Founded as a nonprofit with safety enshrined as its core mission, the organization was meant, its leader Sam Altman told us, to act as a check against more purely mercantile, and potentially dangerous, forces. What could go wrong? Over time, Hao began to wrestle ever more deeply with that question. Increasingly, she realized that the core truth of this massively disruptive sector is that its vision of success requires an almost unprecedented amount of resources: the \"compute\" power of high-end chips and the processing capacity to create massive large language models, the sheer volume of data that needs to be amassed at scale, the humans \"cleaning up\" that data for sweatshop wages throughout the Global South, and a truly alarming spike in the usage of energy and water underlying it all. The truth is that we have entered a new and ominous age of empire: only a small handful of globally scaled companies can even enter the field of play. At the head of the pack with its ChatGPT breakthrough, how would OpenAI resist such temptations? Spoiler alert: it didn't. Armed with Microsoft's billions, OpenAI is setting a breakneck pace, chased by a small group of the most valuable companies in human history-toward what end, not even they can define. All this time, Hao has maintained her deep sourcing within the company and the industry, and so she was in intimate contact with the story that shocked the entire tech industry-Altman's sudden firing and triumphant return. The behind-the-scenes story of what happened, told here in full for the first time, is revelatory of who the people controlling this technology really are. But this isn't just the story of a single company, however fascinating it is. The g forces pressing down on the people of OpenAI are deforming the judgment of everyone else too-as such forces do. Naked power finds the ideology to cloak itself; no one thinks they're the bad guy. But in the meantime, as Hao shows through intrepid reporting on the ground around the world, the enormous wheels of extraction grind on. By drawing on the viewpoints of Silicon Valley engineers, Kenyan data laborers, and Chilean water activists, Hao presents the fullest picture of AI and its impact we've seen to date, alongside a trenchant analysis of where things are headed. An astonishing eyewitness view from both up in the command capsule of the new economy and down where the real suffering happens, Empire of AI pierces the veil of the industry defining our era\"--", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2025", "publisher": "Penguin Press", "place": "New York City", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "978-0-593-65750-8", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Empire of AI", "language": "", "libraryCatalog": "Library Catalog (EBSCO Locate)", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2026-05-25T15:36:47Z", "dateModified": "2026-05-25T15:36:47Z" } }, { "key": "45RR7KG6", "version": 13090, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/45RR7KG6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/45RR7KG6", "type": "text/html" } }, "meta": { "creatorSummary": "Becker", "parsedDate": "2025", "numChildren": 0 }, "data": { "key": "45RR7KG6", "version": 13090, "itemType": "book", "title": "More everything forever: AI overlords, space empires, and Silicon Valley's crusade to control the fate of humanity", "creators": [ { "creatorType": "author", "firstName": "Adam", "lastName": "Becker" } ], "abstractNote": "\"Tech billionaires have decided that they should determine our futures for us. According to Elon Musk, Jeff Bezos, Sam Altman, and more, the only good future for humanity is one powered by technology: trillions of humans living in space, functionally immortal, served by superintelligent AIs. In More Everything Forever, science writer Adam Becker investigates these wildly implausible and often profoundly immoral visions of tomorrow-and shows why, in reality, there is no good evidence that they will, or should, come to pass. Nevertheless, these obsessions fuel fears that overwhelm reason-for example, that a rogue AI will exterminate humanity-at the expense of essential work on solving crucial problems like climate change. What's more, these futuristic visions cloak a hunger for power under dreams of space colonies and digital immortality. The giants of Silicon Valley claim that their ideas are based on science, but the reality is darker: they come from a jumbled mix of shallow futurism and racist pseudoscience. More Everything Forever exposes the powerful and sinister ideas that dominate Silicon Valley, challenging us to see how foolish, and dangerous, these visions of the future are\"--", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "First edition", "date": "2025", "publisher": "Basic Books", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "367", "ISBN": "978-1-5416-1959-3", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "More everything forever", "language": "", "libraryCatalog": "Library Catalog (EBSCO Locate)", "callNumber": "HD45 .B393 2025", "rights": "", "extra": "", "tags": [ { "tag": "Artificial intelligence", "type": 1 }, { "tag": "Technological innovations", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2026-05-25T15:36:26Z", "dateModified": "2026-05-25T15:36:26Z" } }, { "key": "FBFKQEV3", "version": 13085, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/FBFKQEV3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/FBFKQEV3", "type": "text/html" } }, "meta": { "numChildren": 0 }, "data": { "key": "FBFKQEV3", "version": 13085, "itemType": "attachment", "linkMode": "imported_file", "title": "Preliminary Findings Task Force Report", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Preliminary Findings Task Force Report.pdf", "md5": "ef0a2434c078bb1894676539b0b4aa06", "mtime": 1778783185732, "tags": [], "collections": [ "YE2SGEMG" ], "relations": {}, "dateAdded": "2026-05-14T18:26:25Z", "dateModified": "2026-05-14T18:26:25Z" } }, { "key": "SGPP9KN9", "version": 13082, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/SGPP9KN9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/SGPP9KN9", "type": "text/html" } }, "meta": { "numChildren": 0 }, "data": { "key": "SGPP9KN9", "version": 13082, "itemType": "attachment", "linkMode": "imported_file", "title": "disruptive innovation agenda_042726", "accessDate": "", "url": "", "note": "", "contentType": "application/pdf", "charset": "", "filename": "disruptive innovation agenda_042726.pdf", "md5": "0eb521dd325eb810d901c17cca8efe1d", "mtime": 1777494536105, "tags": [], "collections": [ "YE2SGEMG" ], "relations": {}, "dateAdded": "2026-04-29T20:28:56Z", "dateModified": "2026-04-29T20:28:56Z" } }, { "key": "NDKQ3UXS", "version": 13068, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/NDKQ3UXS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/NDKQ3UXS", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/358/items/Z9BM4TDP", "type": "application/json" } }, "meta": {}, "data": { "key": "NDKQ3UXS", "version": 13068, "parentItem": "Z9BM4TDP", "itemType": "attachment", "linkMode": "imported_url", "title": "Snapshot", "accessDate": "2026-04-26T20:20:11Z", "url": "https://www.cambridge.org/core/elements/transformation-of-historical-research-in-the-digital-age/30DFBEAA3B753370946B7A98045CFEF4", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "30DFBEAA3B753370946B7A98045CFEF4.html", "md5": "ddd201c4944633597ae26aa5bc2bae98", "mtime": 1777234811060, "tags": [], "relations": {}, "dateAdded": "2026-04-26T20:20:11Z", "dateModified": "2026-04-26T20:20:11Z" } }, { "key": "I53QDWJ8", "version": 13067, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/I53QDWJ8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/I53QDWJ8", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/358/items/Z9BM4TDP", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "I53QDWJ8", "version": 13067, "parentItem": "Z9BM4TDP", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text", "accessDate": "2026-04-26T20:20:05Z", "url": "https://www.cambridge.org/core/services/aop-cambridge-core/content/view/30DFBEAA3B753370946B7A98045CFEF4/9781009012522AR.pdf/the-transformation-of-historical-research-in-the-digital-age.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Milligan - 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2024 - Sustaining teaching and learning innovations a scoping review.pdf", "md5": "261e142fe1899f5bd6c48ac84bfa4a8a", "mtime": 1776783469523, "tags": [], "relations": {}, "dateAdded": "2026-04-21T14:57:49Z", "dateModified": "2026-04-21T14:57:49Z" } }, { "key": "5YFETY9L", "version": 13051, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/5YFETY9L", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/5YFETY9L", "type": "text/html" } }, "meta": { "creatorSummary": "Bearman et al.", "parsedDate": "2024-10-02", "numChildren": 1 }, "data": { "key": "5YFETY9L", "version": 13051, "itemType": "journalArticle", "title": "Sustaining teaching and learning innovations: a scoping review", "creators": [ { "creatorType": "author", "firstName": "Margaret", "lastName": "Bearman" }, { "creatorType": "author", "firstName": "Harsha", "lastName": "Chandir" }, { "creatorType": "author", "firstName": "Paige", "lastName": "Mahoney" }, { "creatorType": "author", "firstName": "Helen", "lastName": "Partridge" } ], "abstractNote": "Sustaining innovation is a topic of broad concern to higher education, particularly in a pandemic-driven time of challenge to the sector. This scoping review of the literature examines thirteen studies that have considered sustainability of teaching and learning innovations within the past two decades. From these thirteen studies, we derive key enablers, barriers, and longitudinal insights into sustained innovations in higher education. Although there is consensus on the importance of staff engagement, collaboration and appropriate institutional conditions, some contradictions emerged around the roles of funding, leadership and time. In almost all of the included studies, innovation was framed as an intrinsic benefit, which limited consideration of challenges or innovations that ceased to be useful. Although some insights into the sustainability of teaching and learning innovations may be drawn from existing studies, there is scope for further research which extends longitudinal understandings of how and why innovation may be sustained in higher education.", "publicationTitle": "Higher Education Research & Development", "publisher": "Routledge", "place": "", "date": "2024-10-02", "volume": "43", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "1495-1510", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/07294360.2024.2364096", "citationKey": "", "url": "https://doi.org/10.1080/07294360.2024.2364096", "accessDate": "2026-04-21T14:57:48Z", "PMID": "", "PMCID": "", "ISSN": "0729-4360", "archive": "", "archiveLocation": "", "shortTitle": "Sustaining teaching and learning innovations", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "_eprint: https://doi.org/10.1080/07294360.2024.2364096", "tags": [ { "tag": "higher education", "type": 1 }, { "tag": "innovation dissemination", "type": 1 }, { "tag": "sustainability", "type": 1 }, { "tag": "teaching and learning innovations", "type": 1 } ], "collections": [ "9IQN82IS" ], "relations": {}, "dateAdded": "2026-04-21T14:57:48Z", "dateModified": "2026-04-21T14:57:48Z" } }, { "key": "43EQXZXR", "version": 13042, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/43EQXZXR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/43EQXZXR", "type": "text/html" }, "up": { "href": "https://api.zotero.org/users/358/items/LWWEPUCA", "type": "application/json" } }, "meta": { "numChildren": 0 }, "data": { "key": "43EQXZXR", "version": 13042, "parentItem": "LWWEPUCA", "itemType": "attachment", "linkMode": "imported_url", "title": "Full Text PDF", "accessDate": "2026-04-21T14:51:28Z", "url": "https://link.springer.com/content/pdf/10.1186%2Fs40594-018-0103-x.pdf", "note": "", "contentType": "application/pdf", "charset": "", "filename": "Reinholz and Apkarian - 2018 - Four frames for systemic change in STEM departments.pdf", "md5": "3c3b73a7a69252e6dbb2f61a1802fab3", "mtime": 1776783088561, "tags": [], "relations": {}, "dateAdded": "2026-04-21T14:51:28Z", "dateModified": "2026-04-21T14:51:28Z" } }, { "key": "LWWEPUCA", "version": 13040, "library": { "type": "user", "id": 358, "name": "Trevor Owens", "links": { "alternate": { "href": "https://www.zotero.org/tjowens", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/users/358/items/LWWEPUCA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/tjowens/items/LWWEPUCA", "type": "text/html" } }, "meta": { "creatorSummary": "Reinholz and Apkarian", "parsedDate": "2018-02-09", "numChildren": 1 }, "data": { "key": "LWWEPUCA", "version": 13040, "itemType": "journalArticle", "title": "Four frames for systemic change in STEM departments", "creators": [ { "creatorType": "author", "firstName": "Daniel L.", "lastName": "Reinholz" }, { "creatorType": "author", "firstName": "Naneh", "lastName": "Apkarian" } ], "abstractNote": "This paper adapts the four-frame model of organizational change to the context of higher education. We offer the model as a tool for researchers and change agents who wish to study and enact systemic change within STEM departments. We provide the four frames in contrast to overly simplistic models of change that have been shown to be unlikely to result in sustainable improvements. As we outline the four frames, we discuss both how the frames provide insight into potential products for change and how they influence the process of change. 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The DAT’s effort was guided by the DAT model’s six core principles. The core principles are grounded in best practices for higher education and organizational change literature. Meeting minutes, facilitator journal entries, and exit interviews are analyzed to identify ways in which the core principles influenced the change effort. This analysis provides insight into how the core principles can be leveraged to enact positive change in education. Furthermore, this work provides a method for researchers to characterize other complex change efforts.", "publicationTitle": "Physical Review Physics Education Research", "publisher": "American Physical Society", "place": "", "date": "2023-07-31", "volume": "19", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "020107", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Phys. Rev. Phys. Educ. 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Using qualitative analysis of interview data, we documented four main categories of change catalyzed by DATs, three categories of supports for change, and four categories of constraints on change. DATs accomplished a wide variety of sustained changes, and DAT members frequently leveraged their individual learning to benefit the work in departmental groups outside of their DAT. Change was documented at the levels of the individual, the group, and the organization (i.e., department or university), suggesting that the DAT model is capable of supporting organizational learning at all of these levels. Additionally, DATs successfully used levers of project prioritization and positional power to generate sustained change. DATs did not rely heavily on support outside of their departments to accomplish sustained change. This study provides insight into the mechanisms by which departmentally based change teams accomplish change in departmental cultures, practices, and processes influencing science, technology, engineering, and mathematics education.", "publicationTitle": "Physical Review Physics Education Research", "publisher": "American Physical Society", "place": "", "date": "2026-02-19", "volume": "22", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "010120", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Phys. Rev. Phys. Educ. 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This theoretical paper presents six principles for supporting sustained change efforts at the department level. Considering change efforts at the level of “principles” is valuable because principles are grounded in theoretical and empirical knowledge, but are abstract enough to be adapted to many contexts. For each principle we argue for its value, drawing on previous literature in higher education, organizational change, discipline-based education research, and design thinking. We then give illustrative examples of how each principle was embodied within the Departmental Action Team (DAT) project. The DAT project facilitates the implementation of effective changes within university science, technology, engineering, and mathematics departments. We conclude with a discussion of how these principles can be applicable across a variety of institutional transformation efforts.", "publicationTitle": "Physical Review Physics Education Research", "publisher": "American Physical Society", "place": "", "date": "2019-06-13", "volume": "15", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "010141", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Phys. Rev. Phys. Educ. 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Research-based instructional strategies (RBIS) offer evidence-based methods to enhance student engagement and learning outcomes, but face adoption challenges due to institutional, contextual, and individual barriers, particularly in higher-year courses. This case study investigates how second-year physics instructors at a research-intensive university within a trimester system engaged with RBIS, using the EPIC-implementation model to guide analysis. A case-study approach, using semistructured interviews and secondary data (e.g., course evaluations and materials), explored instructors’ decision making through the EPIC-implementation model (exposure, persuasion, identification, commitment, and implementation). The study reveals how individual motivation, peer influence, institutional constraints, and discipline-specific challenges shape RBIS adoption. While some instructors maintained commitment, others reverted to traditional methods due to systemic barriers. Co-teaching dynamics played a key role in influencing adoption, yielding mixed results. The findings contribute to the growing literature on instructional change by highlighting the importance of institutional support, peer mentorship, and alignment with teaching philosophies in sustaining RBIS adoption in major courses beyond the first year. They highlight the need for supportive institutional frameworks, discipline-specific strategies, and the alignment of teaching methods with instructors’ values. This study provides practical insights for educators, institutional leaders, and policymakers to encourage innovative teaching practices in higher education.", "publicationTitle": "Physical Review Physics Education Research", "publisher": "American Physical Society", "place": "", "date": "2025-09-09", "volume": "21", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "020124", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Phys. Rev. Phys. 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