The Citation Project is a series of studies that measure and analyze first-year college writing students' source use and their ability to understand and implement sources within their own writing. The Citation Project reveals students' source-use habits and the issues that can be seen based on their lack of proper citation skills, such as the prevalence of plagiarism, institution policies, and the results of current writing pedagogy. The Citation Project's central findings were first presented at the Conference on College Composition and Communication in 2012. Although The Citation Project originally referred to this single 2012 study, the feedback received led to the conception of the Project as a broader initiative and as a place to gather and publish studies and data relating to student writing habits for the usage of other researches. == Method == The Citation Project's data comes from the work of 20 researchers analyzing 174 first-year composition students' research papers. The student papers studied originated from 16 institutions across the United States of America, including community colleges, public and private universities, denominational colleges, and Ivy Leagues. Researchers used bibliographic coding to aggregate data regarding the type, length, reading level, and usage of students' sources. == Findings == === Student source assessment and use === This study found that students were capable of identifying, locating, and accessing librarian-approved academic sources, most commonly accessing them with the internet. Despite students demonstrating their ability to find appropriate sources, they tend to exclusively cite the first few pages of their sources. Students' use and analysis of their citations are often limited, frequently resorting to patchwriting, directly restating their source's points, and omitting their own interpretations of their reference's ideas. The Citation Project also highlights students' struggle to accurately determine, address, and value their sources' bias, authority, and credibility. According to the Project's researchers' analysis, these habits demonstrate that first-year college writing students minimally engage with their sources and the academic conversations between them. One researcher from the Citation Project, Rebecca Moore Howard, believes these findings do not point towards students being lazy, but is rather a result of a writing pedagogy that prioritizes efficient, product-focused writing. Another interpretation offered by Sandra Jamieson, another researcher from the Citation Project explains their findings as a result of a lack of adherence to Information Learning (IL) Standards. === Pedagogy === A significant focus of The Citation Project is the development of pedagogical practices intended to equip students with writing and research techniques that will set them up for future success. Writers associated with The Citation Project, such as Tricia Serviss, believe that the practices of teachers surrounding academic integrity and writing practices are what form the foundation of how students think about writing and how to engage with assignments throughout their academic career. They also stress the importance of teaching students to effectively engage with sources rather than simply how to correctly cite them. The Citation Project asserts that endowing students with the ability to read, understand, and synthesize a variety of sources in their writing is a skill that will benefit them throughout their academic careers, and that the surface level typographical focus that many writing programs utilize is inadequate. == Plagiarism == One of the areas that The Citation Project also looks at is how students commit plagiarism throughout their writing. Plagiarism tends to be a checkpoint that gives instructors a sense where students' citation skills stand. Findings from The Citation Project reveal that the most common type of plagiarism is patchwriting which is the act of using the same sentence with only changing a couple of words. These types of issues can be seen as a learning curve due to lack of proper training. Student's that commit plagiarism are often unaware. === Policies === Another issue found is that academic plagiarism policies may not benefit a student's growth but may instead obstruct it. Policies against plagiarism tend to be harsh on the student that committed of offense. Even though student plagiarism is often unintentional academic institutions see this behavior as intentional. Student may then face harsh consequences as a result from their lack of citation knowledge. Additionally, higher level institutions assume that new students already have the skill set to avoid plagiarism which may be an unrealistic expectation. == Legacy == === Inspired studies === ==== Parrott and Napier ==== In one study, "Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach," Jill Parrot and Trenia Napier quoted the Citation Project's findings as evidence that current collegiate writing curriculums are an ineffective means of teaching students how to properly write academic research papers. The researchers accredited current writing pedagogy's lack of emphasis on teaching critical reading skills. Parrott and Napier tested their thesis by seeing if students would produce more academic writing if they partook in a writing course that taught critical reading. Their results mostly went against this hypothesis, finding students who received additional critical reading training only significantly improved in how they integrated their sources. ==== Kocatepe ==== In May Mehtap Kocatep's study, "Reconceptualising the notion of finding information: How undergraduate students construct information as they read-to-write in an academic writing class," Kocatep expresses that she believes current conversations around writing pedagogy, including the Citation Project, operate with the underlying misconception that information is an easily discoverable static entity and its retrieval is an objective, unbiased decision. Kocatepe instead offers the analysis of what students view as valuable information and if it is worth using is influenced by the socially constructed meanings available to writers at the moment. To further examine students' source engagement, Kocatepe did a study on how female university students from the United Arab Emirates find, retrieve, use, and value sources. Kocatepe's results mainly noted students' almost exclusive reliance on using Google to find sources, as well as how students' navigated mainly English-speaking academic conversations as non-native English speakers. ==== Dahlen, Nordstrom-Sanchez, and Graff ==== Dahlen, Nordstrom-Sanchez, and Graff built their study off The Citation Project research in order to explore the attitudes and practices of students in an undergraduate writing course. As the researchers acknowledge, data collected by the Citation Project was the subject of the bulk of their analysis. This study sought to examine undergraduate writing practices tied to source-usage and elucidate any relevant trends. Dahlen, Nordstrom-Sanchez and Graff found that undergraduate writing students were not engaging with outside sources properly. Key issues discussed include lack of engagement with broad source ideas (in favor of picking out quotes), lack of paraphrasing, and inability to link information between multiple sources. ==== Davis ==== Phillip M. Davis based much of the analysis in his study on data gathered by the Citation Project. This study aimed to examine the particular effects web-based research and study had on undergraduate's papers and the replicability of their bibliographies. Davis sought to see how the shift from physical in-person library based research to online, often at-home research changed the function and usability of the bibliography as a form of documenting source usage in a given work. The primary method of analysis involved examining students' bibliographies to see where they were finding information online and how these sources were accessed. A main issue Davis found was "persistency" of URLs used for online citations. He found that only 18% of URL-based citations continued to function (the others either no longer pointing to the correct document or ceasing to exist altogether) within 3 years of their usage by students, and more than half of claimed online citations could not be found in any form. He suggests that this result brings up questions about how web-based citations should be dealt with in a university context.
Spotify Kids
Spotify Kids is a Swedish kid-friendly Music streaming service developed by Spotify. It offers curated content for children, including music, audiobooks, lullabies, and bedtime stories, while providing their parents with parental controls. The service is only available to subscribers to Spotify's Premium Family subscription plan. == Function == Spotify Kids is a Swedish Kid-friendly Music Streaming Service that allows children to browse Spotify with parental controls. Using the app, parents can view their children's listening history, block specific songs, and share playlists with their children. The app also includes sing-along songs, playlists designed for young children, and curated audiobooks, lullabies, and bedtime stories. Access is included in Spotify's Premium Family subscription plan, and is exclusive to subscribers to the plan. Users can configure the app for a specific age group upon first launch. The playlists on Spotify Kids are curated by groups including Discovery Kids, Nickelodeon, Universal Pictures, and The Walt Disney Company. All content on the Spotify Kids app is curated by editors. As of March 2021, there were roughly 8,000 songs available on the platform. The design of the Spotify Kids app is colorful, and user interface varies depending on the age group for which the app is configured. Spotify Kids is designed to comply with consent and data collection regulations for apps used by children. TechCrunch explains that it is "designed on a grand scale to drive subscriptions to Spotify's top-tier $14.99-per-month Premium Family Plan." == Release == After being beta tested in Ireland in October 2019, it was released as a beta across the United Kingdom on February 11, 2020. It was later released in Sweden, Denmark, Australia, New Zealand, Mexico, Argentina, and Brazil. On March 31, 2021, it was made available in France, Canada, and the United States.
Ensemble learning
In statistics and machine learning, ensemble methods use multiple learning algorithms to obtain better predictive performance than could be obtained from any of the constituent learning algorithms alone. Unlike a statistical ensemble in statistical mechanics, which is usually infinite, a machine learning ensemble consists of only a concrete finite set of alternative models, but typically allows for much more flexible structure to exist among those alternatives. == Overview == Supervised learning algorithms search through a hypothesis space to find a suitable hypothesis that will make good predictions with a particular problem. Even if this space contains hypotheses that are very well-suited for a particular problem, it may be very difficult to find a good one. Ensembles combine multiple hypotheses to form one which should be theoretically better. Ensemble learning trains two or more machine learning algorithms on a specific classification or regression task. The algorithms within the ensemble model are generally referred as "base models", "base learners", or "weak learners" in literature. These base models can be constructed using a single modelling algorithm, or several different algorithms. The idea is to train a diverse set of weak models on the same modelling task, such that the outputs of each weak learner have poor predictive ability (i.e., high bias), and among all weak learners, the outcome and error values exhibit high variance. Fundamentally, an ensemble learning model trains at least two high-bias (weak) and high-variance (diverse) models to be combined into a better-performing model. The set of weak models — which would not produce satisfactory predictive results individually — are combined or averaged to produce a single, high performing, accurate, and low-variance model to fit the task as required. Ensemble learning typically refers to bagging (bootstrap aggregating), boosting or stacking/blending techniques to induce high variance among the base models. Bagging creates diversity by generating random samples from the training observations and fitting the same model to each different sample — also known as homogeneous parallel ensembles. Boosting follows an iterative process by sequentially training each base model on the up-weighted errors of the previous base model, producing an additive model to reduce the final model errors — also known as sequential ensemble learning. Stacking or blending consists of different base models, each trained independently (i.e. diverse/high variance) to be combined into the ensemble model — producing a heterogeneous parallel ensemble. Common applications of ensemble learning include random forests (an extension of bagging), Boosted Tree models, and Gradient Boosted Tree Models. Models in applications of stacking are generally more task-specific — such as combining clustering techniques with other parametric and/or non-parametric techniques. Evaluating the prediction of an ensemble typically requires more computation than evaluating the prediction of a single model. In one sense, ensemble learning may be thought of as a way to compensate for poor learning algorithms by performing a lot of extra computation. On the other hand, the alternative is to do a lot more learning with one non-ensemble model. An ensemble may be more efficient at improving overall accuracy for the same increase in compute, storage, or communication resources by using that increase on two or more methods, than would have been improved by increasing resource use for a single method. Fast algorithms such as decision trees are commonly used in ensemble methods (e.g., random forests), although slower algorithms can benefit from ensemble techniques as well. By analogy, ensemble techniques have been used also in unsupervised learning scenarios, for example in consensus clustering or in anomaly detection. == Ensemble theory == Empirically, ensembles tend to yield better results when there is a significant diversity among the models. Many ensemble methods, therefore, seek to promote diversity among the models they combine. Although perhaps non-intuitive, more random algorithms (like random decision trees) can be used to produce a stronger ensemble than very deliberate algorithms (like entropy-reducing decision trees). Using a variety of strong learning algorithms, however, has been shown to be more effective than using techniques that attempt to dumb-down the models in order to promote diversity. It is possible to increase diversity in the training stage of the model using correlation for regression tasks or using information measures such as cross entropy for classification tasks. Theoretically, one can justify the diversity concept because the lower bound of the error rate of an ensemble system can be decomposed into accuracy, diversity, and the other term. === The geometric framework === Ensemble learning, including both regression and classification tasks, can be explained using a geometric framework. Within this framework, the output of each individual classifier or regressor for the entire dataset can be viewed as a point in a multi-dimensional space. Additionally, the target result is also represented as a point in this space, referred to as the "ideal point." The Euclidean distance is used as the metric to measure both the performance of a single classifier or regressor (the distance between its point and the ideal point) and the dissimilarity between two classifiers or regressors (the distance between their respective points). This perspective transforms ensemble learning into a deterministic problem. For example, within this geometric framework, it can be proved that the averaging of the outputs (scores) of all base classifiers or regressors can lead to equal or better results than the average of all the individual models. It can also be proved that if the optimal weighting scheme is used, then a weighted averaging approach can outperform any of the individual classifiers or regressors that make up the ensemble or as good as the best performer at least. == Ensemble size == While the number of component classifiers of an ensemble has a great impact on the accuracy of prediction, there is a limited number of studies addressing this problem. A priori determining of ensemble size and the volume and velocity of big data streams make this even more crucial for online ensemble classifiers. Mostly statistical tests were used for determining the proper number of components. More recently, a theoretical framework suggested that there is an ideal number of component classifiers for an ensemble such that having more or less than this number of classifiers would deteriorate the accuracy. It is called "the law of diminishing returns in ensemble construction." Their theoretical framework shows that using the same number of independent component classifiers as class labels gives the highest accuracy. == Common types of ensembles == === Bayes optimal classifier === The Bayes optimal classifier is a classification technique. It is an ensemble of all the hypotheses in the hypothesis space. On average, no other ensemble can outperform it. The Naive Bayes classifier is a version of this that assumes that the data is conditionally independent on the class and makes the computation more feasible. Each hypothesis is given a vote proportional to the likelihood that the training dataset would be sampled from a system if that hypothesis were true. To facilitate training data of finite size, the vote of each hypothesis is also multiplied by the prior probability of that hypothesis. The Bayes optimal classifier can be expressed with the following equation: y = a r g m a x c j ∈ C ∑ h i ∈ H P ( c j | h i ) P ( T | h i ) P ( h i ) {\displaystyle y={\underset {c_{j}\in C}{\mathrm {argmax} }}\sum _{h_{i}\in H}{P(c_{j}|h_{i})P(T|h_{i})P(h_{i})}} where y {\displaystyle y} is the predicted class, C {\displaystyle C} is the set of all possible classes, H {\displaystyle H} is the hypothesis space, P {\displaystyle P} refers to a probability, and T {\displaystyle T} is the training data. As an ensemble, the Bayes optimal classifier represents a hypothesis that is not necessarily in H {\displaystyle H} . The hypothesis represented by the Bayes optimal classifier, however, is the optimal hypothesis in ensemble space (the space of all possible ensembles consisting only of hypotheses in H {\displaystyle H} ). This formula can be restated using Bayes' theorem, which says that the posterior is proportional to the likelihood times the prior: P ( h i | T ) ∝ P ( T | h i ) P ( h i ) {\displaystyle P(h_{i}|T)\propto P(T|h_{i})P(h_{i})} hence, y = a r g m a x c j ∈ C ∑ h i ∈ H P ( c j | h i ) P ( h i | T ) {\displaystyle y={\underset {c_{j}\in C}{\mathrm {argmax} }}\sum _{h_{i}\in H}{P(c_{j}|h_{i})P(h_{i}|T)}} === Bootstrap aggregating (bagging) === Bootstrap aggregation (bagging) involves training an ensemble on bootstrapped data sets. A bootstrapped set is cr
Weighted majority algorithm (machine learning)
In machine learning, weighted majority algorithm (WMA) is a meta learning algorithm used to construct a compound algorithm from a pool of prediction algorithms, which could be any type of learning algorithms, classifiers, or even real human experts. The algorithm assumes that we have no prior knowledge about the accuracy of the algorithms in the pool, but there are sufficient reasons to believe that one or more will perform well. Assume that the problem is a binary decision problem. To construct the compound algorithm, a positive weight is given to each of the algorithms in the pool. The compound algorithm then collects weighted votes from all the algorithms in the pool, and gives the prediction that has a higher vote. If the compound algorithm makes a mistake, the algorithms in the pool that contributed to the wrong predicting will be discounted by a certain ratio β where 0<β<1. It can be shown that the upper bounds on the number of mistakes made in a given sequence of predictions from a pool of algorithms A {\displaystyle \mathbf {A} } is O ( l o g | A | + m ) {\displaystyle \mathbf {O(log|A|+m)} } if one algorithm in x i {\displaystyle \mathbf {x} _{i}} makes at most m {\displaystyle \mathbf {m} } mistakes. There are many variations of the weighted majority algorithm to handle different situations, like shifting targets, infinite pools, or randomized predictions. The core mechanism remains similar, with the final performances of the compound algorithm bounded by a function of the performance of the specialist (best performing algorithm) in the pool.
Stochastic block model
The stochastic block model is a generative model for random graphs. This model tends to produce graphs containing communities, subsets of nodes characterized by being connected with one another with particular edge densities. For example, edges may be more common within communities than between communities. Its mathematical formulation was first introduced in 1983 in the field of social network analysis by Paul W. Holland et al. The stochastic block model is important in statistics, machine learning, and network science, where it serves as a useful benchmark for the task of recovering community structure in graph data. == Definition == The stochastic block model takes the following parameters: The number n {\displaystyle n} of vertices; a partition of the vertex set { 1 , … , n } {\displaystyle \{1,\ldots ,n\}} into disjoint subsets C 1 , … , C r {\displaystyle C_{1},\ldots ,C_{r}} , called communities; a symmetric r × r {\displaystyle r\times r} matrix P {\displaystyle P} of edge probabilities. The edge set is then sampled at random as follows: any two vertices u ∈ C i {\displaystyle u\in C_{i}} and v ∈ C j {\displaystyle v\in C_{j}} are connected by an edge with probability P i j {\displaystyle P_{ij}} . An example problem is: given a graph with n {\displaystyle n} vertices, where the edges are sampled as described, recover the groups C 1 , … , C r {\displaystyle C_{1},\ldots ,C_{r}} . == Special cases == If the probability matrix is a constant, in the sense that P i j = p {\displaystyle P_{ij}=p} for all i , j {\displaystyle i,j} , then the result is the Erdős–Rényi model G ( n , p ) {\displaystyle G(n,p)} . This case is degenerate—the partition into communities becomes irrelevant—but it illustrates a close relationship to the Erdős–Rényi model. The planted partition model is the special case that the values of the probability matrix P {\displaystyle P} are a constant p {\displaystyle p} on the diagonal and another constant q {\displaystyle q} off the diagonal. Thus two vertices within the same community share an edge with probability p {\displaystyle p} , while two vertices in different communities share an edge with probability q {\displaystyle q} . Sometimes it is this restricted model that is called the stochastic block model. The case where p > q {\displaystyle p>q} is called an assortative model, while the case p < q {\displaystyle p
Voice search
Voice search, also called voice-enabled search, allows the user to use a voice to search the Internet, a website, or an app. In a broader definition, voice search includes open-domain keyword query on any information on the Internet, for example in Google Voice Search, Cortana, Siri and Amazon Echo. Voice search is often interactive, involving several rounds of interaction that allows a system to ask for clarification. Voice search is a type of dialog system. Voice search is not a replacement for typed search. Rather the search terms, experience and use cases can differ heavily depending on the input type. == Supported language == Language is the most essential factor for a system to understand, and provide the most accurate results of what the user searches. This covers across languages, dialects, and accents, as users want a voice assistant that both understands them and speaks to them understandably. While spoken and written languages differ, voice search should support natural spoken language instead of only transforming voice into text and doing a regular text search with the help speech recognition. For example, in typed search an eCommerce user can easily copy and paste an alphanumeric product code to search field, but when speaking the search terms can be very different, such as "show me the new Bluetooth headphones by Samsung". == How it works == The difference between text and voice search is not only the input type. The mechanism must include an automatic speech recognition (ASR) for input, but it can also include natural language understanding for natural spoken search queries such as "What's the population for the United States" It can include text-to-speech (TTS) or a regular display for output modalities. Users might sometimes be required to activate the search by using a wake word. Then, the search system will detect the language spoken by the user. It will then detect the keywords and context of the sentence. Lastly, the device will return results depending on its output. A device with a screen might display the results, while a device without a screen will speak them back to the searcher.
Sum of absolute differences
In digital image processing, the sum of absolute differences (SAD) is a measure of the similarity between image blocks. It is calculated by taking the absolute difference between each pixel in the original block and the corresponding pixel in the block being used for comparison. These differences are summed to create a simple metric of block similarity, the L1 norm of the difference image or Manhattan distance between two image blocks. The sum of absolute differences may be used for a variety of purposes, such as object recognition, the generation of disparity maps for stereo images, and motion estimation for video compression. == Example == This example uses the sum of absolute differences to identify which part of a search image is most similar to a template image. In this example, the template image is 3 by 3 pixels in size, while the search image is 3 by 5 pixels in size. Each pixel is represented by a single integer from 0 to 9. Template Search image 2 5 5 2 7 5 8 6 4 0 7 1 7 4 2 7 7 5 9 8 4 6 8 5 There are exactly three unique locations within the search image where the template may fit: the left side of the image, the center of the image, and the right side of the image. To calculate the SAD values, the absolute value of the difference between each corresponding pair of pixels is used: the difference between 2 and 2 is 0, 4 and 1 is 3, 7 and 8 is 1, and so forth. Calculating the values of the absolute differences for each pixel, for the three possible template locations, gives the following: Left Center Right 0 2 0 5 0 3 3 3 1 3 7 3 3 4 5 0 2 0 1 1 3 3 1 1 1 3 4 For each of these three image patches, the 9 absolute differences are added together, giving SAD values of 20, 25, and 17, respectively. From these SAD values, it could be asserted that the right side of the search image is the most similar to the template image, because it has the lowest sum of absolute differences as compared to the other two locations. == Comparison to other metrics == === Object recognition === The sum of absolute differences provides a simple way to automate the searching for objects inside an image, but may be unreliable due to the effects of contextual factors such as changes in lighting, color, viewing direction, size, or shape. The SAD may be used in conjunction with other object recognition methods, such as edge detection, to improve the reliability of results. === Video compression === SAD is an extremely fast metric due to its simplicity; it is effectively the simplest possible metric that takes into account every pixel in a block. Therefore, it is very effective for a wide motion search of many different blocks. SAD is also easily parallelizable since it analyzes each pixel separately, making it easily implementable with such instructions as ARM NEON or x86 SSE2. For example, SSE has packed sum of absolute differences instruction (PSADBW) specifically for this purpose. Once candidate blocks are found, the final refinement of the motion estimation process is often done with other slower but more accurate metrics, which better take into account human perception. These include the sum of absolute transformed differences (SATD), the sum of squared differences (SSD), and rate–distortion optimization.