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Vulnerabilities Equities Process

The Vulnerabilities Equities Process (VEP) is a process used by the U.S. federal government to determine on a case-by-case basis how it should treat zero-day computer security vulnerabilities: whether to disclose them to the public to help improve general computer security, or to keep them secret for offensive use against the government's adversaries. The VEP was first developed during the period 2008–2009, but only became public in 2016, when the government released a redacted version of the VEP in response to a FOIA request by the Electronic Frontier Foundation. Following public pressure for greater transparency in the wake of the Shadow Brokers affair, the U.S. government made a more public disclosure of the VEP process in November 2017. == Participants == According to the VEP plan published in 2017, the Equities Review Board (ERB) is the primary forum for interagency deliberation and determinations concerning the VEP. The ERB meets monthly, but may also be convened sooner if an immediate need arises. The ERB consists of representatives from the following agencies: Office of Management and Budget Office of the Director of National Intelligence (including the Intelligence Community-Security Coordination Center) United States Department of the Treasury United States Department of State United States Department of Justice (including the Federal Bureau of Investigation and the National Cyber Investigative Joint Task Force) Department of Homeland Security (including the National Cybersecurity and Communications Integration Center and the United States Secret Service) United States Department of Energy United States Department of Defense (to include the National Security Agency, including Information Assurance and Signals Intelligence elements), United States Cyber Command, and DoD Cyber Crime Center) United States Department of Commerce Central Intelligence Agency The National Security Agency serves as the executive secretariat for the VEP. == Process == According to the November 2017 version of the VEP, the process is as follows: === Submission and notification === When an agency finds a vulnerability, it will notify the VEP secretariat as soon as is possible. The notification will include a description of the vulnerability and the vulnerable products or systems, together with the agency's recommendation to either disseminate or restrict the vulnerability information. The secretariat will then notify all participants of the submission within one business day, requesting them to respond if they have an relevant interest. === Equity and discussions === An agency expressing an interest must indicate whether it concurs with the original recommendation to disseminate or restrict within five business days. If it does not, it will hold discussions with the submitting agency and the VEP secretariat within seven business days to attempt to reach consensus. If no consensus is reached, the participants will suggest options for the Equities Review Board. === Determination to disseminate or restrict === Decisions whether to disclose or restrict a vulnerability should be made quickly, in full consultation with all concerned agencies, and in the overall best interest of the competing interests of the missions of the U.S. government. As far as possible, determinations should be based on rational, objective methodologies, taking into account factors such as prevalence, reliance, and severity. If the review board members cannot reach consensus, they will vote on a preliminary determination. If an agency with an equity disputes that decision, they may, by providing notice to the VEP secretariat, elect to contest the preliminary determination. If no agency contests a preliminary determination, it will be treated as a final decision. === Handling and follow-on actions === If vulnerability information is released, this will be done as quickly as possible, preferably within seven business days. Disclosure of vulnerabilities will be conducted according to guidelines agreed on by all members. The submitting agency is presumed to be most knowledgeable about the vulnerability and, as such, will be responsible for disseminating vulnerability information to the vendor. The submitting agency may elect to delegate dissemination responsibility to another agency on its behalf. The releasing agency will promptly provide a copy of the disclosed information to the VEP secretariat for record keeping. Additionally, the releasing agency is expected to follow up so the ERB can determine whether the vendor's action meets government requirements. If the vendor chooses not to address a vulnerability, or is not acting with urgency consistent with the risk of the vulnerability, the releasing agency will notify the secretariat, and the government may take other mitigation steps. == Criticism == The VEP process has been criticized for a number of deficiencies, including restriction by non-disclosure agreements, lack of risk ratings, special treatment for the NSA, and less than whole-hearted commitment to disclosure as the default option. == UK equivalent == British intelligence agencies—GCHQ in particular—follow a similar approach, also known as the Equities Process, to determine whether to disclose or retain security vulnerabilities. The Investigatory Powers Act 2016 was amended in 2022 to bring oversight of the operation of the process within the remit of the Investigatory Powers Commissioner. Details of the process were made public in 2018.
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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.
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Empirical risk minimization

In statistical learning theory, the principle of empirical risk minimization defines a family of learning algorithms based on evaluating performance over a known and fixed dataset. The core idea is based on an application of the law of large numbers; more specifically, we cannot know exactly how well a predictive algorithm will work in practice (i.e. the "true risk") because we do not know the true distribution of the data, but we can instead estimate and optimize the performance of the algorithm on a known set of training data. The performance over the known set of training data is referred to as the "empirical risk". == Background == The following situation is a general setting of many supervised learning problems. There are two spaces of objects X {\displaystyle X} and Y {\displaystyle Y} and we would like to learn a function h : X → Y {\displaystyle \ h:X\to Y} (often called hypothesis) which outputs an object y ∈ Y {\displaystyle y\in Y} , given x ∈ X {\displaystyle x\in X} . To do so, there is a training set of n {\displaystyle n} examples ( x 1 , y 1 ) , … , ( x n , y n ) {\displaystyle \ (x_{1},y_{1}),\ldots ,(x_{n},y_{n})} where x i ∈ X {\displaystyle x_{i}\in X} is an input and y i ∈ Y {\displaystyle y_{i}\in Y} is the corresponding response that is desired from h ( x i ) {\displaystyle h(x_{i})} . To put it more formally, assuming that there is a joint probability distribution P ( x , y ) {\displaystyle P(x,y)} over X {\displaystyle X} and Y {\displaystyle Y} , and that the training set consists of n {\displaystyle n} instances ( x 1 , y 1 ) , … , ( x n , y n ) {\displaystyle \ (x_{1},y_{1}),\ldots ,(x_{n},y_{n})} drawn i.i.d. from P ( x , y ) {\displaystyle P(x,y)} . The assumption of a joint probability distribution allows for the modelling of uncertainty in predictions (e.g. from noise in data) because y {\displaystyle y} is not a deterministic function of x {\displaystyle x} , but rather a random variable with conditional distribution P ( y | x ) {\displaystyle P(y|x)} for a fixed x {\displaystyle x} . It is also assumed that there is a non-negative real-valued loss function L ( y ^ , y ) {\displaystyle L({\hat {y}},y)} which measures how different the prediction y ^ {\displaystyle {\hat {y}}} of a hypothesis is from the true outcome y {\displaystyle y} . For classification tasks, these loss functions can be scoring rules. The risk associated with hypothesis h ( x ) {\displaystyle h(x)} is then defined as the expectation of the loss function: R ( h ) = E [ L ( h ( x ) , y ) ] = ∫ L ( h ( x ) , y ) d P ( x , y ) . {\displaystyle R(h)=\mathbf {E} [L(h(x),y)]=\int L(h(x),y)\,dP(x,y).} A loss function commonly used in theory is the 0-1 loss function: L ( y ^ , y ) = { 1 if y ^ ≠ y 0 if y ^ = y {\displaystyle L({\hat {y}},y)={\begin{cases}1&{\mbox{ if }}\quad {\hat {y}}\neq y\\0&{\mbox{ if }}\quad {\hat {y}}=y\end{cases}}} . The ultimate goal of a learning algorithm is to find a hypothesis h ∗ {\displaystyle h^{}} among a fixed class of functions H {\displaystyle {\mathcal {H}}} for which the risk R ( h ) {\displaystyle R(h)} is minimal: h ∗ = a r g m i n h ∈ H R ( h ) . {\displaystyle h^{}={\underset {h\in {\mathcal {H}}}{\operatorname {arg\,min} }}\,{R(h)}.} For classification problems, the Bayes classifier is defined to be the classifier minimizing the risk defined with the 0–1 loss function. == Formal definition == In general, the risk R ( h ) {\displaystyle R(h)} cannot be computed because the distribution P ( x , y ) {\displaystyle P(x,y)} is unknown to the learning algorithm. However, given a sample of iid training data points, we can compute an estimate, called the empirical risk, by computing the average of the loss function over the training set; more formally, computing the expectation with respect to the empirical measure: R emp ( h ) = 1 n ∑ i = 1 n L ( h ( x i ) , y i ) . {\displaystyle \!R_{\text{emp}}(h)={\frac {1}{n}}\sum _{i=1}^{n}L(h(x_{i}),y_{i}).} The empirical risk minimization principle states that the learning algorithm should choose a hypothesis h ^ {\displaystyle {\hat {h}}} which minimizes the empirical risk over the hypothesis class H {\displaystyle {\mathcal {H}}} : h ^ = a r g m i n h ∈ H R emp ( h ) . {\displaystyle {\hat {h}}={\underset {h\in {\mathcal {H}}}{\operatorname {arg\,min} }}\,R_{\text{emp}}(h).} Thus, the learning algorithm defined by the empirical risk minimization principle consists in solving the above optimization problem. == Properties == Guarantees for the performance of empirical risk minimization depend strongly on the function class selected as well as the distributional assumptions made. In general, distribution-free methods are too coarse, and do not lead to practical bounds. However, they are still useful in deriving asymptotic properties of learning algorithms, such as consistency. In particular, distribution-free bounds on the performance of empirical risk minimization given a fixed function class can be derived using bounds on the VC complexity of the function class. For simplicity, considering the case of binary classification tasks, it is possible to bound the probability of the selected classifier, ϕ n {\displaystyle \phi _{n}} being much worse than the best possible classifier ϕ ∗ {\displaystyle \phi ^{}} . Consider the risk L {\displaystyle L} defined over the hypothesis class C {\displaystyle {\mathcal {C}}} with growth function S ( C , n ) {\displaystyle {\mathcal {S}}({\mathcal {C}},n)} given a dataset of size n {\displaystyle n} . Then, for every ϵ > 0 {\displaystyle \epsilon >0} : P ( L ( ϕ n ) − L ( ϕ ∗ ) > ϵ ) ≤ 8 S ( C , n ) exp ⁡ { − n ϵ 2 / 32 } {\displaystyle \mathbb {P} \left(L(\phi _{n})-L(\phi ^{})>\epsilon \right)\leq {\mathcal {8}}S({\mathcal {C}},n)\exp\{-n\epsilon ^{2}/32\}} Similar results hold for regression tasks. These results are often based on uniform laws of large numbers, which control the deviation of the empirical risk from the true risk, uniformly over the hypothesis class. === Impossibility results === It is also possible to show lower bounds on algorithm performance if no distributional assumptions are made. This is sometimes referred to as the No free lunch theorem. Even though a specific learning algorithm may provide the asymptotically optimal performance for any distribution, the finite sample performance is always poor for at least one data distribution. This means that no classifier can improve on the error for a given sample size for all distributions. Specifically, let ϵ > 0 {\displaystyle \epsilon >0} and consider a sample size n {\displaystyle n} and classification rule ϕ n {\displaystyle \phi _{n}} , there exists a distribution of ( X , Y ) {\displaystyle (X,Y)} with risk L ∗ = 0 {\displaystyle L^{}=0} (meaning that perfect prediction is possible) such that: E L n ≥ 1 / 2 − ϵ . {\displaystyle \mathbb {E} L_{n}\geq 1/2-\epsilon .} It is further possible to show that the convergence rate of a learning algorithm is poor for some distributions. Specifically, given a sequence of decreasing positive numbers a i {\displaystyle a_{i}} converging to zero, it is possible to find a distribution such that: E L n ≥ a i {\displaystyle \mathbb {E} L_{n}\geq a_{i}} for all n {\displaystyle n} . This result shows that universally good classification rules do not exist, in the sense that the rule must be low quality for at least one distribution. === Computational complexity === Empirical risk minimization for a classification problem with a 0-1 loss function is known to be an NP-hard problem even for a relatively simple class of functions such as linear classifiers. Nevertheless, it can be solved efficiently when the minimal empirical risk is zero, i.e., data is linearly separable. In practice, machine learning algorithms cope with this issue either by employing a convex approximation to the 0–1 loss function (like hinge loss for SVM), which is easier to optimize, or by imposing assumptions on the distribution P ( x , y ) {\displaystyle P(x,y)} (and thus stop being agnostic learning algorithms to which the above result applies). In the case of convexification, Zhang's lemma majors the excess risk of the original problem using the excess risk of the convexified problem. Minimizing the latter using convex optimization also allow to control the former. == Tilted empirical risk minimization == Tilted empirical risk minimization is a machine learning technique used to modify standard loss functions like squared error, by introducing a tilt parameter. This parameter dynamically adjusts the weight of data points during training, allowing the algorithm to focus on specific regions or characteristics of the data distribution. Tilted empirical risk minimization is particularly useful in scenarios with imbalanced data or when there is a need to emphasize errors in certain parts of the prediction space.
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Something Big Is Happening

"Something Big Is Happening" is an essay by Matt Shumer, an AI entrepreneur, about the impact of artificial intelligence, published in February 2026, that has since been reportedly viewed more than 80 million times and widely discussed. Shumer noted that the technology has crossed an important threshold, where AI has become capable of creating self-improving systems. Referring to one the most recent AI models, he wrote: "It was making intelligent decisions. It had something that felt, for the first time, like judgment. Like taste." Speaking to CNBC's Power Lunch, Shumer said that his "core message" is "people in the workforce should start to use and experiment with AI tools so they can understand what’s coming". Even as the essay was widely shared and discussed, the essay also elicited criticism. Paulo Carvao, in an essay published by the Forbes Magazine stated that some of his advice is sound, but added: "It reads at times like a sales pitch. He urges readers to subscribe to the most advanced AI tools. He implies that those with access to premium models will outpace those without. He frames paid AI subscriptions as a form of insurance against obsolescence." Writing in The Guardian, Dan Milmo and Aisha Down mentioned Shumer as having a history of AI hype and stated, "He previously excited the internet by announcing the release of the world's "top open-source model", which it was not". Many workers in the technology sector criticized the article in blog posts shared on Hacker News; Edward Zitron commented that "while coding LLMs can test products, or scan/fix some bugs, this suggests they A) do this autonomously without human input, B) they do this correctly every time (or ever!)." In an article alluding to Shumer's original post, Ari Colaprete wrote "the LLM is fundamentally a writing machine, it does everything via text, and if you make it produce writing that exists purely to serve some sort of mechanical function, and you train it to succeed in that task, then it will tend to do so, even with vast intricacy."
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CrocBITE

CrocBITE (currently CrocAttack) was an online database of wild crocodilian attacks reported on humans in the world. The non-profit online research tool helped to scientifically analyze crocodilian behavior via complex models. Users were encouraged to feed information in a crowdsourcing manner. This website excludes captive crocodilian attacks, as well as non-fatal bites on professional handlers, rangers, staff, or researchers, and crocodilian attacks on pets and livestock, because its primary goal is to analyze natural human-crocodilian conflict in the wild for conservation and management purposes, and that these incidents do are not considered indicative of natural species behavior or typical human-wildlife conflict, as well as not providing enough useful data and helping researchers understand wild population behavior or typical human-wildlife conflict dynamics and helps create safety strategies for people living or working near wild crocodilians, rather than tracking workplace accidents in zoos or farms. While fatal incidents involving handlers are sometimes included on the website, typical captive incidents (such as handlers being bitten by them in zoos) are excluded because they are considered manageable professional risks rather than general public safety threats. == About == The online database was established in 2013 (2013) by Dr Adam Britton, a researcher at Charles Darwin University, his student Brandon Sideleau and Erin Britton. It was a compilation of government records, individual reports, registered contributors and historical data. Dr Simon Pooley, Junior Research fellow, Imperial College London joined hands to further the studies. The collaboration culminated when Dr Pooley met Dr Britton at the IUCN Crocodile Specialist Group, in Louisiana in 2014. The program received funds from Economic and Social Research Council, United Kingdom to the tune of A$30,000 and unspecified resourced plus amount from Big Gecko Crocodilian Research, Crocodillian.com and Charles Darwin University. The research yielded pertinent observations that provide inside into crocodile attacks. It was observed that most attacks on humans occur from bites of Saltwater crocodile as against the popular understanding of Nile crocodiles taking the top spot. This is not, however, believed to be the actual case, as most attacks by the Nile crocodile are believed to go unreported or only reported on a local level. The broad category of Nile crocodile attacks were segmented into West African crocodile and Crocodylus niloticus (the Nile Crocodile) species to get a clear understanding of their respective attack zones. The objective was that the information would be used by communities and conservation managers to help inform and educate people about how to keep safe. The information was vital for Australia and Africa where such attacks are more likely than in other parts of the world. This was the only database of its kind with such comprehensive collection of information made available online. The database is no longer online, and its founder Adam Britton is in custody having pleaded guilty to charges of bestiality on September 25, 2023. It has been rebranded and renamed CrocAttack, and serves as a updated database focusing on human-crocodilian conflict and records over 8,500 incidents from the past decades.
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Problem solving

Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks (e.g. how to get from point A to B) to complex issues in business and technical fields. The former is an example of simple problem solving (SPS) addressing one issue, whereas the latter is complex problem solving (CPS) with multiple interrelated obstacles. Another classification of problem-solving tasks is into well-defined problems with specific obstacles and goals, and ill-defined problems in which the current situation is troublesome but it is not clear what kind of resolution to aim for. Similarly, one may distinguish formal or fact-based problems requiring psychometric intelligence, versus socio-emotional problems which depend on the changeable emotions of individuals or groups, such as tactful behavior, fashion, or gift choices. Solutions require sufficient resources and knowledge to attain the goal. Professionals such as lawyers, doctors, programmers, and consultants are largely problem solvers for issues that require technical skills and knowledge beyond general competence. Many businesses have found profitable markets by recognizing a problem and creating a solution: the more widespread and inconvenient the problem, the greater the opportunity to develop a scalable solution. There are many specialized problem-solving techniques and methods in fields such as science, engineering, business, medicine, mathematics, computer science, philosophy, and social organization. The mental techniques to identify, analyze, and solve problems are studied in psychology and cognitive sciences. Also widely researched are the mental obstacles that prevent people from finding solutions; problem-solving impediments include confirmation bias, mental set, and functional fixedness. == Definition == The term problem solving has a slightly different meaning depending on the discipline. For instance, it is a mental process in psychology and a computerized process in computer science. There are two different types of problems: ill-defined and well-defined; different approaches are used for each. Well-defined problems have specific end goals and clearly expected solutions, while ill-defined problems do not. Well-defined problems allow for more initial planning than ill-defined problems. Solving problems sometimes involves dealing with pragmatics (the way that context contributes to meaning) and semantics (the interpretation of the problem). The ability to understand what the end goal of the problem is, and what rules could be applied, represents the key to solving the problem. Sometimes a problem requires abstract thinking or coming up with a creative solution. Problem solving has two major domains: mathematical problem solving and personal problem solving. Each concerns some difficulty or barrier that is encountered. === Psychology === Problem solving in psychology refers to the process of finding solutions to problems encountered in life. Solutions to these problems are usually situation- or context-specific. The process starts with problem finding and problem shaping, in which the problem is discovered and simplified. The next step is to generate possible solutions and evaluate them. Finally a solution is selected to be implemented and verified. Problems have an end goal to be reached; how you get there depends upon problem orientation (problem-solving coping style and skills) and systematic analysis. Mental health professionals study the human problem-solving processes using methods such as introspection, behaviorism, simulation, computer modeling, and experiment. Social psychologists look into the person-environment relationship aspect of the problem and independent and interdependent problem-solving methods. Problem solving has been defined as a higher-order cognitive process and intellectual function that requires the modulation and control of more routine or fundamental skills. Empirical research shows many different strategies and factors influence everyday problem solving. Rehabilitation psychologists studying people with frontal lobe injuries have found that deficits in emotional control and reasoning can be re-mediated with effective rehabilitation and could improve the capacity of injured persons to resolve everyday problems. Interpersonal everyday problem solving is dependent upon personal motivational and contextual components. One such component is the emotional valence of "real-world" problems, which can either impede or aid problem-solving performance. Researchers have focused on the role of emotions in problem solving, demonstrating that poor emotional control can disrupt focus on the target task, impede problem resolution, and lead to negative outcomes such as fatigue, depression, and inertia. In conceptualization,human problem solving consists of two related processes: problem orientation, and the motivational/attitudinal/affective approach to problematic situations and problem-solving skills. People's strategies cohere with their goals and stem from the process of comparing oneself with others. === Cognitive sciences === Among the first experimental psychologists to study problem solving were the Gestaltists in Germany, such as Karl Duncker in The Psychology of Productive Thinking (1935). Perhaps best known is the work of Allen Newell and Herbert A. Simon. Experiments in the 1960s and early 1970s asked participants to solve relatively simple, well-defined, but not previously seen laboratory tasks. These simple problems, such as the Tower of Hanoi, admitted optimal solutions that could be found quickly, allowing researchers to observe the full problem-solving process. Researchers assumed that these model problems would elicit the characteristic cognitive processes by which more complex "real world" problems are solved. An outstanding problem-solving technique found by this research is the principle of decomposition. === Computer science === Much of computer science and artificial intelligence involves designing automated systems to solve a specified type of problem: to accept input data and calculate a correct or adequate response, reasonably quickly. Algorithms are recipes or instructions that direct such systems, written into computer programs. Steps for designing such systems include problem determination, heuristics, root cause analysis, de-duplication, analysis, diagnosis, and repair. Analytic techniques include linear and nonlinear programming, queuing systems, and simulation. A large, perennial obstacle is to find and fix errors in computer programs: debugging. === Logic === Formal logic concerns issues like validity, truth, inference, argumentation, and proof. In a problem-solving context, it can be used to formally represent a problem as a theorem to be proved, and to represent the knowledge needed to solve the problem as the premises to be used in a proof that the problem has a solution. The use of computers to prove mathematical theorems using formal logic emerged as the field of automated theorem proving in the 1950s. It included the use of heuristic methods designed to simulate human problem solving, as in the Logic Theory Machine, developed by Allen Newell, Herbert A. Simon and J. C. Shaw, as well as algorithmic methods such as the resolution principle developed by John Alan Robinson. In addition to its use for finding proofs of mathematical theorems, automated theorem-proving has also been used for program verification in computer science. In 1958, John McCarthy proposed the advice taker, to represent information in formal logic and to derive answers to questions using automated theorem-proving. An important step in this direction was made by Cordell Green in 1969, who used a resolution theorem prover for question-answering and for such other applications in artificial intelligence as robot planning. The resolution theorem-prover used by Cordell Green bore little resemblance to human problem solving methods. In response to criticism of that approach from researchers at MIT, Robert Kowalski developed logic programming and SLD resolution, which solves problems by problem decomposition. He has advocated logic for both computer and human problem solving and computational logic to improve human thinking. === Engineering === When products or processes fail, problem solving techniques can be used to develop corrective actions that can be taken to prevent further failures. Such techniques can also be applied to a product or process prior to an actual failure event—to predict, analyze, and mitigate a potential problem in advance. Techniques such as failure mode and effects analysis can proactively reduce the likelihood of problems. In either the reactive or the proactive case, it is necessary to build a causal explanation through a process of diagnosis. In deriving an explanation of effects in terms of causes, abduction generates new ideas or hypothes
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Discovery system (artificial intelligence)

A discovery system is an artificial intelligence system that attempts to discover new scientific concepts or laws. The aim of discovery systems is to automate scientific data analysis and the scientific discovery process. Ideally, an artificial intelligence system should be able to search systematically through the space of all possible hypotheses and yield the hypothesis - or set of equally likely hypotheses - that best describes the complex patterns in data. During the era known as the second AI summer (approximately 1978–1987), various systems akin to the era's dominant expert systems were developed to tackle the problem of extracting scientific hypotheses from data, with or without interacting with a human scientist. These systems included Autoclass, Automated Mathematician, Eurisko, which aimed at general-purpose hypothesis discovery, and more specific systems such as Dalton, which uncovers molecular properties from data. The dream of building systems that discover scientific hypotheses was pushed to the background with the second AI winter and the subsequent resurgence of subsymbolic methods such as neural networks. Subsymbolic methods emphasize prediction over explanation, and yield models which works well but are difficult or impossible to explain which has earned them the name black box AI. A black-box model cannot be considered a scientific hypothesis, and this development has even led some researchers to suggest that the traditional aim of science - to uncover hypotheses and theories about the structure of reality - is obsolete. Other researchers disagree and argue that subsymbolic methods are useful in many cases, just not for generating scientific theories. == Discovery systems from the 1970s and 1980s == Autoclass was a Bayesian Classification System written in 1986 Automated Mathematician was one of the earliest successful discovery systems. It was written in 1977 and worked by generating a modifying small Lisp programs Eurisko was a Sequel to Automated Mathematician written in 1984 Dalton is a still maintained program capable of calculating various molecular properties initially launched in 1983 and available in open source since 2017 Glauber is a scientific discovery method written in the context of computational philosophy of science launched in 1983 == Modern discovery systems (2009–present) == After a couple of decades with little interest in discovery systems, the interest in using AI to uncover natural laws and scientific explanations was renewed by the work of Michael Schmidt, then a PhD student in Computational Biology at Cornell University. Schmidt and his advisor, Hod Lipson, invented Eureqa, which they described as a symbolic regression approach to "distilling free-form natural laws from experimental data". This work effectively demonstrated that symbolic regression was a promising way forward for AI-driven scientific discovery. Since 2009, symbolic regression has matured further, and today, various commercial and open source systems are actively used in scientific research. Notable examples include Eureqa, now a part of DataRobot AI Cloud Platform, AI Feynman, and QLattice.
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Adversarial machine learning

Adversarial machine learning is the study of the attacks on machine learning algorithms, and of the defenses against such attacks. Machine learning techniques are mostly designed to work on specific problem sets, under the assumption that the training and test data are generated from the same statistical distribution (IID). However, this assumption is often violated in practical high-stake applications, where users may intentionally supply fabricated data that violates the statistical assumption. Most common attacks in adversarial machine learning include evasion attacks, data poisoning attacks, Byzantine attacks and model extraction. == History == At the MIT Spam Conference in January 2004, John Graham-Cumming showed that a machine-learning spam filter could be used to defeat another machine-learning spam filter by automatically learning which words to add to a spam email to get the email classified as not spam. In 2004, Nilesh Dalvi and others noted that linear classifiers used in spam filters could be defeated by simple "evasion attacks" as spammers inserted "good words" into their spam emails. (Around 2007, some spammers added random noise to fuzz words within "image spam" in order to defeat OCR-based filters.) In 2006, Marco Barreno and others published "Can Machine Learning Be Secure?", outlining a broad taxonomy of attacks. As late as 2013 many researchers continued to hope that non-linear classifiers (such as support vector machines and neural networks) might be robust to adversaries, until Battista Biggio and others demonstrated the first gradient-based attacks on such machine-learning models (2012–2013). In 2012, deep neural networks began to dominate computer vision problems; starting in 2014, Christian Szegedy and others demonstrated that deep neural networks could be fooled by adversaries, again using a gradient-based attack to craft adversarial perturbations. Further work would show that adversarial attacks are harder to produce in uncontrolled environments, due to the different environmental constraints that cancel out the effect of noise. For example, any small rotation or slight illumination on an adversarial image can destroy the adversariality. In addition, researchers such as Google Brain's Nick Frosst point out that it is much easier to make self-driving cars miss stop signs by physically removing the sign itself, rather than creating adversarial examples. Frosst also believes that the adversarial machine learning community incorrectly assumes models trained on a certain data distribution will also perform well on a completely different data distribution. He suggests that a new approach to machine learning should be explored, and is currently working on a unique neural network that has characteristics more similar to human perception than state-of-the-art approaches. While adversarial machine learning continues to be heavily rooted in academia, large tech companies such as Google, Microsoft, and IBM have begun curating documentation and open source code bases to allow others to concretely assess the robustness of machine learning models and minimize the risk of adversarial attacks. === Examples === Examples include attacks in spam filtering, where spam messages are obfuscated through the misspelling of "bad" words or the insertion of "good" words; attacks in computer security, such as obfuscating malware code within network packets or modifying the characteristics of a network flow to mislead intrusion detection; attacks in biometric recognition where fake biometric traits may be exploited to impersonate a legitimate user; or to compromise users' template galleries that adapt to updated traits over time. Researchers showed that by changing only one-pixel it was possible to fool deep learning algorithms. Others 3-D printed a toy turtle with a texture engineered to make Google's object detection AI classify it as a rifle regardless of the angle from which the turtle was viewed. Creating the turtle required only low-cost commercially available 3-D printing technology. A machine-tweaked image of a dog was shown to look like a cat to both computers and humans. A 2019 study reported that humans can guess how machines will classify adversarial images. Researchers discovered methods for perturbing the appearance of a stop sign such that an autonomous vehicle classified it as a merge or speed limit sign. A data poisoning filter called Nightshade was released in 2023 by researchers at the University of Chicago. It was created for use by visual artists to put on their artwork to corrupt the data set of text-to-image models, which usually scrape their data from the internet without the consent of the image creator. McAfee attacked Tesla's former Mobileye system, fooling it into driving 50 mph over the speed limit, simply by adding a two-inch strip of black tape to a speed limit sign. Adversarial patterns on glasses or clothing designed to deceive facial-recognition systems or license-plate readers, have led to a niche industry of "stealth streetwear". An adversarial attack on a neural network can allow an attacker to inject algorithms into the target system. Researchers can also create adversarial audio inputs to disguise commands to intelligent assistants in benign-seeming audio; a parallel literature explores human perception of such stimuli. Clustering algorithms are used in security applications. Malware and computer virus analysis aims to identify malware families, and to generate specific detection signatures. In the context of malware detection, researchers have proposed methods for adversarial malware generation that automatically craft binaries to evade learning-based detectors while preserving malicious functionality. Optimization-based attacks such as GAMMA use genetic algorithms to inject benign content (for example, padding or new PE sections) into Windows executables, framing evasion as a constrained optimization problem that balances misclassification success with the size of the injected payload and showing transferability to commercial antivirus products. Complementary work uses generative adversarial networks (GANs) to learn feature-space perturbations that cause malware to be classified as benign; Mal-LSGAN, for instance, replaces the standard GAN loss with a least-squares objective and modified activation functions to improve training stability and produce adversarial malware examples that substantially reduce true positive rates across multiple detectors. == Challenges in applying machine learning to security == Researchers have observed that the constraints under which machine-learning techniques function in the security domain are different from those of common benchmark domains. Security data may change over time, include mislabeled samples, or reflect adversarial behavior, which complicates evaluation and reproducibility. === Data collection issues === Security datasets vary across formats, including binaries, network traces, and log files. Studies have reported that the process of converting these sources into features can introduce bias or inconsistencies. In addition, time-based leakage can occur when related malware samples are not properly separated across training and testing splits, which may lead to overly optimistic results. === Labeling and ground truth challenges === Malware labels are often unstable because different antivirus engines may classify the same sample in conflicting ways. Ceschin et al. note that families may be renamed or reorganized over time, causing further discrepancies in ground truth and reducing the reliability of benchmarks. === Concept drift === Because malware creators continuously adapt their techniques, the statistical properties of malicious samples also change. This form of concept drift has been widely documented and may reduce model performance unless systems are updated regularly or incorporate mechanisms for incremental learning. === Feature robustness === Researchers differentiate between features that can be easily manipulated and those that are more resistant to modification. For example, simple static attributes, such as header fields, may be altered by attackers, while structural features, such as control-flow graphs, are generally more stable but computationally expensive to extract. === Class imbalance === In realistic deployment environments, the proportion of malicious samples can be extremely low, ranging from 0.01% to 2% of total data. This unbalanced distribution causes models to develop a bias towards the majority class, achieving high accuracy but failing to identify malicious samples. Prior approaches to this problem have included both data-level solutions and sequence-specific models. Methods like n-gram and Long Short-Term Memory (LSTM) networks can model sequential data, but their performance has been shown to decline significantly when malware samples are realistically proportioned in the training set, demonstrating the limitations in
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List of JavaScript libraries

This is a list of notable JavaScript libraries. == Constraint programming == Cassowary (software) CHR.js == DOM (manipulation) oriented == Google Polymer Dojo Toolkit jQuery MooTools Prototype JavaScript Framework == Graphical/visualization (canvas, SVG, or WebGL related) == AnyChart Apache ECharts Babylon.js Chart.js Cytoscape D3.js Dojo Toolkit FusionCharts Google Charts JointJS p5.js Plotly.js Processing.js Raphaël RGraph SWFObject Teechart Three.js Velocity.js Verge3D Webix == GUI (Graphical user interface) and widget related == Angular (application platform) by Google AngularJS by Google Bootstrap Dojo Widgets Ext JS by Sencha Foundation by ZURB jQuery UI jQWidgets OpenUI5 by SAP Polymer (library) by Google qooxdoo React.js by Meta/Facebook Vue.js Webix WinJS Svelte === No longer actively developed === Glow Lively Kernel Script.aculo.us YUI Library == Pure JavaScript/Ajax == Google Closure Library JsPHP Microsoft's Ajax library MochiKit PDF.js Socket.IO Spry framework Underscore.js == Template systems == jQuery Mobile Mustache Jinja-JS Twig.js == Unit testing == Jasmine Mocha QUnit == Test automation == Playwright Cypress == Web-application related (MVC, MVVM) == Angular (application platform) by Google AngularJS by Google Backbone.js Echo Ember.js Enyo Express.js Ext JS Google Web Toolkit JsRender/JsViews Knockout Meteor Mojito MooTools Next.js Nuxt.js OpenUI5 by SAP Polymer (library) by Google Prototype JavaScript Framework qooxdoo React.js SproutCore svelte Vue.js == Other == Blockly Cannon.js MathJax Modernizr TensorFlow Brain.js
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Knowledge graph embedding

In representation learning, knowledge graph embedding (KGE), also called knowledge representation learning (KRL), or multi-relation learning, is a machine learning task of learning a low-dimensional representation of a knowledge graph's entities and relations while preserving their semantic meaning. Leveraging their embedded representation, knowledge graphs can be used for various applications such as link prediction, triple classification, entity recognition, clustering, and relation extraction. == Definition == A knowledge graph G = { E , R , F } {\displaystyle {\mathcal {G}}=\{E,R,F\}} is a collection of entities E {\displaystyle E} , relations R {\displaystyle R} , and facts F {\displaystyle F} . A fact is a triple ( h , r , t ) ∈ F {\displaystyle (h,r,t)\in F} that denotes a link r ∈ R {\displaystyle r\in R} between the head h ∈ E {\displaystyle h\in E} and the tail t ∈ E {\displaystyle t\in E} of the triple. Another notation that is often used in the literature to represent a triple (or fact) is ⟨ head , relation , tail ⟩ {\displaystyle \langle {\text{head}},{\text{relation}},{\text{tail}}\rangle } . This notation is called the Resource Description Framework (RDF). A knowledge graph represents the knowledge related to a specific domain; leveraging this structured representation, it is possible to infer a piece of new knowledge from it after some refinement steps. However, nowadays, people have to deal with the sparsity of data and the computational inefficiency to use them in a real-world application. The embedding of a knowledge graph is a function that translates each entity and each relation into a vector of a given dimension d {\displaystyle d} , called embedding dimension. It is even possible to embed the entities and relations with different dimensions. The embedding vectors can then be used for other tasks. A knowledge graph embedding is characterized by four aspects: Representation space: The low-dimensional space in which the entities and relations are represented. Scoring function: A measure of the goodness of a triple-embedded representation. Encoding models: The modality in which the embedded representation of the entities and relations interact with each other. Additional information: Any additional information coming from the knowledge graph that can enrich the embedded representation. Usually, an ad hoc scoring function is integrated into the general scoring function for each additional piece of information. == Embedding procedure == All algorithms for creating a knowledge graph embedding follow the same approach. First, the embedding vectors are initialized to random values. Then, they are iteratively optimized using a training set of triples. In each iteration, a batch of size b {\displaystyle b} triples is sampled from the training set, and a triple from it is sampled and corrupted—i.e., a triple that does not represent a true fact in the knowledge graph. The corruption of a triple involves substituting the head or the tail (or both) of the triple with another entity that makes the fact false. The original triple and the corrupted triple are added in the training batch, and then the embeddings are updated, optimizing a scoring function. Iteration stops when a stop condition is reached. Usually, the stop condition depends on the overfitting of the training set. At the end, the learned embeddings should have extracted semantic meaning from the training triples and should correctly predict unseen true facts in the knowledge graph. === Pseudocode === The following is the pseudocode for the general embedding procedure. algorithm Compute entity and relation embeddings input: The training set S = { ( h , r , t ) } {\displaystyle S=\{(h,r,t)\}} , entity set E {\displaystyle E} , relation set R {\displaystyle R} , embedding dimension k {\displaystyle k} output: Entity and relation embeddings initialization: the entities e {\displaystyle e} and relations r {\displaystyle r} embeddings (vectors) are randomly initialized while stop condition do S b a t c h ← s a m p l e ( S , b ) {\displaystyle S_{batch}\leftarrow sample(S,b)} // Sample a batch from the training set for each ( h , r , t ) {\displaystyle (h,r,t)} in S b a t c h {\displaystyle S_{batch}} do ( h ′ , r , t ′ ) ← s a m p l e ( S ′ ) {\displaystyle (h',r,t')\leftarrow sample(S')} // Sample a corrupted fact T b a t c h ← T b a t c h ∪ { ( ( h , r , t ) , ( h ′ , r , t ′ ) ) } {\displaystyle T_{batch}\leftarrow T_{batch}\cup \{((h,r,t),(h',r,t'))\}} end for Update embeddings by minimizing the loss function end while == Performance indicators == These indexes are often used to measure the embedding quality of a model. The simplicity of the indexes makes them very suitable for evaluating the performance of an embedding algorithm even on a large scale. Given Q {\displaystyle {\ce {Q}}} as the set of all ranked predictions of a model, it is possible to define three different performance indexes: Hits@K, MR, and MRR. === Hits@K === Hits@K or in short, H@K, is a performance index that measures the probability to find the correct prediction in the first top K model predictions. Usually, it is used k = 10 {\displaystyle k=10} . Hits@K reflects the accuracy of an embedding model to predict the relation between two given triples correctly. Hits@K = | { q ∈ Q : q < k } | | Q | ∈ [ 0 , 1 ] {\displaystyle ={\frac {|\{q\in Q:q Read more →
Learning rate

In machine learning and statistics, the learning rate is a tuning parameter in an optimization algorithm that determines the step size at each iteration while moving toward a minimum of a loss function. Since it influences to what extent newly acquired information overrides old information, it metaphorically represents the speed at which a machine learning model "learns". In the adaptive control literature, the learning rate is commonly referred to as gain. In setting a learning rate, there is a trade-off between the rate of convergence and overshooting. While the descent direction is usually determined from the gradient of the loss function, the learning rate determines how big a step is taken in that direction. Too high a learning rate will make the learning jump over minima, but too low a learning rate will either take too long to converge or get stuck in an undesirable local minimum. In order to achieve faster convergence, prevent oscillations and getting stuck in undesirable local minima the learning rate is often varied during training either in accordance to a learning rate schedule or by using an adaptive learning rate. The learning rate and its adjustments may also differ per parameter, in which case it is a diagonal matrix that can be interpreted as an approximation to the inverse of the Hessian matrix in Newton's method. The learning rate is related to the step length determined by inexact line search in quasi-Newton methods and related optimization algorithms. == Learning rate schedule == Initial rate can be left as system default or can be selected using a range of techniques. A learning rate schedule changes the learning rate during learning and is most often changed between epochs/iterations. This is mainly done with two parameters: decay and momentum. There are many different learning rate schedules but the most common are time-based, step-based and exponential. Decay serves to settle the learning in a nice place and avoid oscillations, a situation that may arise when too high a constant learning rate makes the learning jump back and forth over a minimum, and is controlled by a hyperparameter. Momentum is analogous to a ball rolling down a hill; we want the ball to settle at the lowest point of the hill (corresponding to the lowest error). Momentum both speeds up the learning (increasing the learning rate) when the error cost gradient is heading in the same direction for a long time and also avoids local minima by 'rolling over' small bumps. Momentum is controlled by a hyperparameter analogous to a ball's mass which must be chosen manually—too high and the ball will roll over minima which we wish to find, too low and it will not fulfil its purpose. The formula for factoring in the momentum is more complex than for decay but is most often built in with deep learning libraries such as Keras. Time-based learning schedules alter the learning rate depending on the learning rate of the previous time iteration. Factoring in the decay the mathematical formula for the learning rate is: η n + 1 = η 0 1 + d n {\displaystyle \eta _{n+1}={\frac {\eta _{0}}{1+dn}}} where η {\displaystyle \eta } is the learning rate, η 0 {\displaystyle \eta _{0}} is the original learning rate, d {\displaystyle d} is a decay parameter and n {\displaystyle n} is the iteration step. Step-based learning schedules changes the learning rate according to some predefined steps. The decay application formula is here defined as: η n = η 0 d ⌊ 1 + n r ⌋ {\displaystyle \eta _{n}=\eta _{0}d^{\left\lfloor {\frac {1+n}{r}}\right\rfloor }} where η n {\displaystyle \eta _{n}} is the learning rate at iteration n {\displaystyle n} , η 0 {\displaystyle \eta _{0}} is the initial learning rate, d {\displaystyle d} is how much the learning rate should change at each drop (0.5 corresponds to a halving) and r {\displaystyle r} corresponds to the drop rate, or how often the rate should be dropped (10 corresponds to a drop every 10 iterations). The floor function ( ⌊ … ⌋ {\displaystyle \lfloor \dots \rfloor } ) here drops the value of its input to 0 for all values smaller than 1. Exponential learning schedules are similar to step-based, but instead of steps, a decreasing exponential function is used. The mathematical formula for factoring in the decay is: η n = η 0 e − d n {\displaystyle \eta _{n}=\eta _{0}e^{-dn}} where d {\displaystyle d} is a decay parameter. == Adaptive learning rate == The issue with learning rate schedules is that they all depend on hyperparameters that must be manually chosen for each given learning session and may vary greatly depending on the problem at hand or the model used. To combat this, there are many different types of adaptive gradient descent algorithms such as Adagrad, Adadelta, RMSprop, and Adam which are generally built into deep learning libraries such as Keras.
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Singularity studies

Singularity studies is an interdisciplinary academic field which examines the idea of technological singularity — the hypothesised point at which artificial intelligence may surpass human intelligence, might be attained by artificial intelligence (AI), robotics, and other technologies and sciences, and its social impacts. In this academic field, the study and research are conducted across a broad array of terrains such as information science, robotics, social informatics, economics, philosophy, and ethics. The primary aim of singularity studies is to gain an integrative understanding of the transformation of social systems occurring in tandem with the explosive evolution of AI and also the changes to be effected by such transformation in the view of humans, ethics, and legal systems. == History == An academic work on technological singurality has appeared in computer science, philosophy, sociology, and law since the early 1990s. Early discussions of an intelligence explosion were popularised by science-fiction writer Vernor Vinge in 1993 and later systematised by futurist Ray Kurzweil. Since the 2010s, universities such as Oxford, Stanford, and Keio have established dedicated programmes, while peer-reviewed journals have begun to publish scenario analyses and policy studies. Ongoing debates question the predictive value of singularity scenarios and warn against a deterministic view of technology. == Characteristics of research == Singularity studies extends beyond mere future predictions and offer an intellectual foundation for proactively designing and creating a desirable future. Principal research themes in this realm include: Ethics of AI; Social implications of technologies; Possibility of harmonious coexistence of humans and AI; Communication with AI; and Redesign of social systems. == Technologists and academics == Vernor Vinge: Propounded the concept of singularity in 1993, making a massive impact on the academic and science-fiction spheres. Ray Kurzweil: Predicted the advent around 2045 of the technological singularity in his 2005 book The Singularity Is Near. Nick Bostrom: Offered philosophical reflections on superintelligence and the risks posed by AI. He is the founding director of the now-dissolved Future of Humanity Institute at the University of Oxford. === Japan === Kento Sasano: A social informatician, AI educator, and inventor. He is the president of the Japan Society of Singularity Studies. == Challenges and outlook == Singularity studies is still evolving as an academic field, and quite a few challenges remain unresolved in regard to the systematization of their theories, research methods, and educational curricula. That said, in this day and age of accelerating technological and societal shifts, interdisciplinary approaches have gained in importance and are drawing much attention in the arenas of scholarly research, intercorporate collaboration, and policy planning.
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Deluxe Paint Animation

DeluxePaint Animation is a 1990 graphics editor and animation creation package for MS-DOS, based on Deluxe Paint for the Amiga. It was adapted by Brent Iverson with additional animation features by Steve Shaw and released by Electronic Arts. The program requires VGA graphics, MS-DOS 2.1 or higher, and a mouse. == Features == Listed from the back of the box. Complete selection of painting tools — Draw any shape you want, any way you want. Turn any image into a brush. You can rotate, flip, shear, resize, smear, and shade it. 7 levels of magnification — Paint in magnified mode if you want. Use variable zoom for detailed editing at the pixel level. 3-D perspective — Move and rotate images in full 3-D, automatically. Use color cycling and gradient fills to create great special effects. Stencils — Protect your designs from the slip of the hand or a bad idea. A stencil masks your image so you can paint "behind" and "in front of" it. Use the handy Move Dialog to animate brushes in full 3-D — automatically! Ideal for creating spinning titles for low-cost videos. 37 multi-sized fonts
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Labeled data

Labeled data is a group of samples that have been tagged with one or more labels. Labeling typically takes a set of unlabeled data and augments each piece of it with informative tags called judgments. For example, a data label might indicate whether a photo contains a horse or a cow, which words were uttered in an audio recording, what type of action is being performed in a video, what the topic of a news article is, what the overall sentiment of a tweet is, or whether a dot in an X-ray is a tumor. Labels can be obtained by having humans make judgments about a given piece of unlabeled data. Labeled data is significantly more expensive to obtain than the raw unlabeled data. The quality of labeled data directly influences the performance of supervised machine learning models in operation, as these models learn from the provided labels. == Crowdsourced labeled data == In 2006, Fei-Fei Li, the co-director of the Stanford Human-Centered AI Institute, initiated research to improve the artificial intelligence models and algorithms for image recognition by significantly enlarging the training data. The researchers downloaded millions of images from the World Wide Web and a team of undergraduates started to apply labels for objects to each image. In 2007, Li outsourced the data labeling work on Amazon Mechanical Turk, an online marketplace for digital piece work. The 3.2 million images that were labeled by more than 49,000 workers formed the basis for ImageNet, one of the largest hand-labeled database for outline of object recognition. == Automated data labelling == After obtaining a labeled dataset, machine learning models can be applied to the data so that new unlabeled data can be presented to the model and a likely label can be guessed or predicted for that piece of unlabeled data. == Challenges == === Data-driven bias === Algorithmic decision-making is subject to programmer-driven bias as well as data-driven bias. Training data that relies on bias labeled data will result in prejudices and omissions in a predictive model, despite the machine learning algorithm being legitimate. The labeled data used to train a specific machine learning algorithm needs to be a statistically representative sample to not bias the results. For example, in facial recognition systems underrepresented groups are subsequently often misclassified if the labeled data available to train has not been representative of the population,. In 2018, a study by Joy Buolamwini and Timnit Gebru demonstrated that two facial analysis datasets that have been used to train facial recognition algorithms, IJB-A and Adience, are composed of 79.6% and 86.2% lighter skinned humans respectively. === Human error and inconsistency === Human annotators are prone to errors and biases when labeling data. This can lead to inconsistent labels and affect the quality of the data set. The inconsistency can affect the machine learning model's ability to generalize well. === Domain expertise === Certain fields, such as legal document analysis or medical imaging, require annotators with specialized domain knowledge. Without the expertise, the annotations or labeled data may be inaccurate, negatively impacting the machine learning model's performance in a real-world scenario.
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Inductive bias

The inductive bias (also known as learning bias) of a learning algorithm is the set of assumptions that the learner uses to predict outputs of given inputs that it has not encountered. Inductive bias is anything which makes the algorithm learn one pattern instead of another pattern (e.g., step-functions in decision trees instead of continuous functions in linear regression models). Learning involves searching a space of solutions for a solution that provides a good explanation of the data. However, in many cases, there may be multiple equally appropriate solutions. An inductive bias allows a learning algorithm to prioritize one solution (or interpretation) over another, independently of the observed data. In machine learning, the aim is to construct algorithms that are able to learn to predict a certain target output. To achieve this, the learning algorithm is presented some training examples that demonstrate the intended relation of input and output values. Then the learner is supposed to approximate the correct output, even for examples that have not been shown during training. Without any additional assumptions, this problem cannot be solved since unseen situations might have an arbitrary output value. The kind of necessary assumptions about the nature of the target function are subsumed in the phrase inductive bias. A classical example of an inductive bias is Occam's razor, assuming that the simplest consistent hypothesis about the target function is actually the best. Here, consistent means that the hypothesis of the learner yields correct outputs for all of the examples that have been given to the algorithm. Approaches to a more formal definition of inductive bias are based on mathematical logic. Here, the inductive bias is a logical formula that, together with the training data, logically entails the hypothesis generated by the learner. However, this strict formalism fails in many practical cases in which the inductive bias can only be given as a rough description (e.g., in the case of artificial neural networks), or not at all. == Types == The following is a list of common inductive biases in machine learning algorithms. Maximum conditional independence: if the hypothesis can be cast in a Bayesian framework, try to maximize conditional independence. This is the bias used in the Naive Bayes classifier. Minimum cross-validation error: when trying to choose among hypotheses, select the hypothesis with the lowest cross-validation error. Although cross-validation may seem to be free of bias, the "no free lunch" theorems show that cross-validation must be biased, for example assuming that there is no information encoded in the ordering of the data. Maximum margin: when drawing a boundary between two classes, attempt to maximize the width of the boundary. This is the bias used in support vector machines. The assumption is that distinct classes tend to be separated by wide boundaries. Minimum description length: when forming a hypothesis, attempt to minimize the length of the description of the hypothesis. Minimum features: unless there is good evidence that a feature is useful, it should be deleted. This is the assumption behind feature selection algorithms. Nearest neighbors: assume that most of the cases in a small neighborhood in feature space belong to the same class. Given a case for which the class is unknown, guess that it belongs to the same class as the majority in its immediate neighborhood. This is the bias used in the k-nearest neighbors algorithm. The assumption is that cases that are near each other tend to belong to the same class. == Shift of bias == Although most learning algorithms have a static bias, some algorithms are designed to shift their bias as they acquire more data. This does not avoid bias, since the bias shifting process itself must have a bias.
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