SCIgen is a paper generator that uses context-free grammar to randomly generate nonsense in the form of computer science research papers. Its original data source was a collection of computer science papers downloaded from CiteSeer. All elements of the papers are formed, including graphs, diagrams, and citations. Created by scientists at the Massachusetts Institute of Technology, its stated aim is "to maximize amusement, rather than coherence." Originally created in 2005 to expose the lack of scrutiny of submissions to conferences, the generator subsequently became used, primarily by Chinese academics, to create large numbers of fraudulent conference submissions, leading to the retraction of 122 SCIgen generated papers and the creation of detection software to combat its use. == Sample output == Opening abstract of Rooter: A Methodology for the Typical Unification of Access Points and Redundancy: Many physicists would agree that, had it not been for congestion control, the evaluation of web browsers might never have occurred. In fact, few hackers worldwide would disagree with the essential unification of voice-over-IP and public/private key pair. In order to solve this riddle, we confirm that SMPs can be made stochastic, cacheable, and interposable. == Prominent results == In 2005, a paper generated by SCIgen, Rooter: A Methodology for the Typical Unification of Access Points and Redundancy, was accepted as a non-reviewed paper to the 2005 World Multiconference on Systemics, Cybernetics and Informatics (WMSCI) and the authors were invited to speak. The authors of SCIgen described their hoax on their website, and it soon received great publicity when picked up by Slashdot. WMSCI withdrew their invitation, but the SCIgen team went anyway, renting space in the hotel separately from the conference and delivering a series of randomly generated talks on their own "track". The organizer of these WMSCI conferences is Professor Nagib Callaos. From 2000 until 2005, the WMSCI was also sponsored by the Institute of Electrical and Electronics Engineers. The IEEE stopped granting sponsorship to Callaos from 2006 to 2008. Submitting the paper was a deliberate attempt to embarrass WMSCI, which the authors claim accepts low-quality papers and sends unsolicited requests for submissions in bulk to academics. As the SCIgen website states: One useful purpose for such a program is to auto-generate submissions to conferences that you suspect might have very low submission standards. A prime example, which you may recognize from spam in your inbox, is SCI/IIIS and its dozens of co-located conferences (check out the very broad conference description on the WMSCI 2005 website). Computing writer Stan Kelly-Bootle noted in ACM Queue that many sentences in the "Rooter" paper were individually plausible, which he regarded as posing a problem for automated detection of hoax articles. He suggested that even human readers might be taken in by the effective use of jargon ("The pun on root/router is par for MIT-graduate humor, and at least one occurrence of methodology is mandatory") and attribute the paper's apparent incoherence to their own limited knowledge. His conclusion was that "a reliable gibberish filter requires a careful holistic review by several peer domain experts". === Schlangemann === The pseudonym "Herbert Schlangemann" was used to publish fake scientific articles in international conferences that claimed to practice peer review. The name is taken from the Swedish short film Der Schlangemann. In 2008, in response to a series of Call-for-Paper e-mails, SCIgen was used to generate a false scientific paper titled Towards the Simulation of E-Commerce, using "Herbert Schlangemann" as the author. The article was accepted at the 2008 International Conference on Computer Science and Software Engineering (CSSE 2008), co-sponsored by the IEEE, to be held in Wuhan, China, and the author was invited to be a session chair on grounds of his fictional Curriculum Vitae. The official review comment: "This paper presents cooperative technology and classical Communication. In conclusion, the result shows that though the much-touted amphibious algorithm for the refinement of randomized algorithms is impossible, the well-known client-server algorithm for the analysis of voice-over-IP by Kumar and Raman runs in _(n) time. The authors can clearly identify important features of visualization of DHTs and analyze them insightfully. It is recommended that the authors should develop ideas more cogently, organizes them more logically, and connects them with clear transitions." The paper was available for a short time in the IEEE Xplore Database, but was then removed. The entire story is described in the official "Herbert Schlangemann" blog, and it also received attention in Slashdot and the German-language technology-news site Heise Online. In 2009, the same incident happened and Herbert Schlangemann's latest fake paper PlusPug: A Methodology for the Improvement of Local-Area Networks was accepted for oral presentation at the 2009 International Conference on e-Business and Information System Security (EBISS 2009), also co-sponsored by IEEE, to be held again in Wuhan, China. In all cases, the published papers were withdrawn from the conferences' proceedings, and the conference organizing committee as well as the names of the keynote speakers were removed from their websites. === List of works with notable acceptance === ==== In conferences ==== Rob Thomas: Rooter: A Methodology for the Typical Unification of Access Points and Redundancy, 2005 for WMSCI (see above) Mathias Uslar's paper was accepted to the IPSI-BG conference. Professor Genco Gulan published a paper in the 3rd International Symposium of Interactive Media Design. A 2013 scientometrics paper demonstrated that at least 85 SCIgen papers have been published by IEEE and Springer. Over 120 SCIgen papers were removed according to this research. ==== In journals ==== Students at Iran's Sharif University of Technology published a paper in Elsevier's Journal of Applied Mathematics and Computation. The students wrote under the surname "MosallahNejad", which translates literally from Persian language (in spite of not being a traditional Persian name) as "from an Armed Breed". The paper was subsequently removed when the publishers were informed that it was a joke paper. Mikhail Gelfand published a translation of the "Rooter" article in the Russian-language Journal of Scientific Publications of Aspirants and Doctorants in August 2008. Gelfand was protesting against the journal, which was apparently not peer-reviewed and was being used by Russian PhD candidates to publish in an "accredited" scientific journal, charging them 4,000 Rubles to do so. The accreditation was revoked two weeks later. (See Dissernet for related information.) Springer Science+Business Media and IEEE were also the subject of similar pranks. === Spoofing Google Scholar and h-index calculators === Refereeing performed on behalf of the Institute of Electrical and Electronics Engineers has also been subject to criticism after fake papers were discovered in conference publications, most notably by Labbé and a researcher using the pseudonym of Schlangemann. Cyril Labbé from Grenoble University demonstrated the vulnerability of h-index calculations based on Google Scholar output by feeding it a large set of SCIgen-generated documents that were citing each other, effectively an academic link farm, in a 2010 paper. Using this method the author managed to rank "Ike Antkare" ahead of Albert Einstein for instance. === 2013 retractions === In 2013, over 122 published conference papers created by SCIgen were retracted by Springer and the IEEE. Unlike previous submissions that were intended to be pranks, this submission were largely made by Chinese academics, who were using SCIgen papers to boost their publication record. === SciDetect === In 2015, SciDetect was released by Springer. This software, developed by Cyril Labbé, is designed to automatically detect papers generated by SCIgen. === 2021 report === In 2021, a study was published on 243 SCIgen papers that had been published in the academic literature. They found that SCIgen papers made up 75 per million papers (< 0.01%) in information science, and that only a small fraction of the detected papers had been dealt with.
Pedagogical agent
A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.
Comparison gallery of image scaling algorithms
This gallery shows the results of numerous image scaling algorithms. == Scaling methods == An image size can be changed in several ways. Consider resizing a 160x160 pixel photo to the following 40x40 pixel thumbnail and then scaling the thumbnail to a 160x160 pixel image. Also consider doubling the size of the following image containing text. == Examples of enlarged images == Below are examples of various images enlarged 4x using each scaling algorithm.
Lingua Libre
Lingua Libre is an online collaborative project and tool by the Wikimédia France association, which aims to build a collaborative, multilingual, audiovisual speech corpus under a free license. It mostly consists of a rapid recording online service which allows the user to chain hundreds of recordings. Contributors have produced content in 310+ languages. == Description == Lingua Libre enables the recording of words, phrases or sentences of any language, oral (audio recording) or signed (video recording). Words are presented to the speaker in the form of a list, created on the spot, in advance, or by reusing an existing Wikimedia category. The speaker simply reads the word displayed on the screen, and the software moves on to the next word when it detects a silence after the read word. This principle, borrowed from the open source software Shtooka recorder with the help of its creator, Nicolas Vion, makes it possible to record several hundreds of words per hour. The recordings are then uploaded automatically from the web client to the Wikimedia Commons media library. In spring 2021, Lingua Libre was offline due to a fire in Strasbourg, but no audio recordings were lost. === Use of the recordings === The recordings can be consulted either on Lingua Libre or on Commons. They are mainly used on other Wikimedia projects, for example to illustrate entries on Wiktionaries or proper nouns in Wikipedia articles. The re-use of the recordings in a language teaching context is envisaged. Language learners can freely download pronunciations and use them on GoldenDict, a popular dictionary software. Thus, audio recordings can be used as “Pronunciation Dictionaries” on GoldenDict without needing internet connection. The recordings are also reused in Natural Language Processing projects, for example to drive Mozilla's DeepSpeech speech recognition engines. == Versions == Lingua Libre was initiated on January 23, 2015 and has had three successive versions: === Lingua Libre v.1 (2016) === As part of the Languages of France project, which aims to document and promote the regional languages of France on Wikimedia and Internet projects in general, the conception of Lingua Libre started in November 2015, partly funded by the DGLFLF (General Delegation for the French language and the languages of France). The first version of the project was launched in August 2016. Only suitable for audio recording, Lingua Libre was shown during a workshop on Occitan language in December 2016, and then presented to the online Wikimedia community and at international events in 2017. === Lingua Libre v.2 (2018) === A complete rebuilding was launched at the end of 2017. The new version of Lingua Libre is based on MediaWiki, uses Wikibase and OAuth to better integrate into the Wikimedia environment. The interface is translated via Translatewiki.net so that the project can be used by a large number of communities. The new version of the site was ready in June 2018 and opened to the public in August 2018. === Lingua Libre v.2.2 (2020) === In 2020, important changes were made to the platform; a new look was developed especially for the site, the .org domain replaced the .fr domain used until then, and added support for sign languages through video recording. == Statistics == In the first two years of the project's launch, approximately 10,000 recordings were made. The transition to v.2 was accompanied by a sharp increase in the contributions. The number of recordings multiplied by 10 in less than a year, exceeding the 100,000 threshold in May 2019. These recordings were made by 127 speakers in almost 50 languages. By September 2020, the platform had more than 300,000 recordings in 90 languages with more than 350 speakers. The 500,000 recordings milestone was reached in June 2021, thanks to 540 speakers of 120 languages.
Oracle Cloud Platform
Oracle Cloud Platform refers to a Platform as a Service (PaaS) offerings by Oracle Corporation as part of Oracle Cloud Infrastructure. These offerings are used to build, deploy, integrate and extend applications in the cloud. The offerings support a variety of programming languages, databases, tools and frameworks including Oracle-specific, open source and third-party software and systems. == Deployment models == Oracle Cloud Platform offers public, private and hybrid cloud deployment models. == Architecture == Oracle Cloud Platform provides both Infrastructure as a Service (IaaS) and Platform as a Service (PaaS). The infrastructure is offered through a global network of Oracle managed data centers. Oracle deploys their cloud in Regions. Inside each Region are at least three fault-independent Availability Domains. Each of these Availability Domains contains an independent data center with power, thermal and network isolation. Oracle Cloud is generally available in North America, EMEA, APAC and Japan with announced South America and US Govt. regions coming soon.
Vision transformer
A vision transformer (ViT) is a transformer designed for computer vision. A ViT decomposes an input image into a series of patches (rather than text into tokens), serializes each patch into a vector, and maps it to a smaller dimension with a single matrix multiplication. These vector embeddings are then processed by a transformer encoder as if they were token embeddings. ViTs were designed as alternatives to convolutional neural networks (CNNs) in computer vision applications. They have different inductive biases, training stability, and data efficiency. Compared to CNNs, ViTs are less data efficient, but have higher capacity. Some of the largest modern computer vision models are ViTs, such as one with 22B parameters. Subsequent to its publication, many variants were proposed, with hybrid architectures with both features of ViTs and CNNs. ViTs have found application in image recognition, image segmentation, weather prediction, and autonomous driving. == History == Transformers were introduced in Attention Is All You Need (2017), and have found widespread use in natural language processing. A 2019 paper applied ideas from the Transformer to computer vision. Specifically, they started with a ResNet, a standard convolutional neural network used for computer vision, and replaced all convolutional kernels by the self-attention mechanism found in a Transformer. It resulted in superior performance. However, it is not a Vision Transformer. In 2020, an encoder-only Transformer was adapted for computer vision, yielding the ViT, which reached state of the art in image classification, overcoming the previous dominance of CNN. The masked autoencoder (2022) extended ViT to work with unsupervised training. The vision transformer and the masked autoencoder, in turn, stimulated new developments in convolutional neural networks. Subsequently, there was cross-fertilization between the previous CNN approach and the ViT approach. In 2021, some important variants of the Vision Transformers were proposed. These variants are mainly intended to be more efficient, more accurate or better suited to a specific domain. Two studies improved efficiency and robustness of ViT by adding a CNN as a preprocessor. The Swin Transformer achieved state-of-the-art results on some object detection datasets such as COCO, by using convolution-like sliding windows of attention mechanism, and the pyramid process in classical computer vision. == Overview == The basic architecture, used by the original 2020 paper, is as follows. In summary, it is a BERT-like encoder-only Transformer. The input image is of type R H × W × C {\displaystyle \mathbb {R} ^{H\times W\times C}} , where H , W , C {\displaystyle H,W,C} are height, width, channel (RGB). It is then split into square-shaped patches of type R P × P × C {\displaystyle \mathbb {R} ^{P\times P\times C}} . For each patch, the patch is pushed through a linear operator, to obtain a vector ("patch embedding"). The position of the patch is also transformed into a vector by "position encoding" (the paper tried no embedding, 1D embedding, 2D embedding, and relative embedding: 1D was adopted). The two vectors are added, then pushed through several Transformer encoders. The attention mechanism in a ViT repeatedly transforms representation vectors of image patches, incorporating more and more semantic relations between image patches in an image. This is analogous to how in natural language processing, as representation vectors flow through a transformer, they incorporate more and more semantic relations between words, from syntax to semantics. The above architecture turns an image into a sequence of vector representations. To use these for downstream applications, an additional head needs to be trained to interpret them. For example, to use it for classification, one can add a shallow MLP on top of it that outputs a probability distribution over classes. The original paper uses a linear-GeLU-linear-softmax network. == Variants == === Original ViT === The original ViT was an encoder-only Transformer supervise-trained to predict the image label from the patches of the image. As in the case of BERT, it uses a special token
Actifsource
Actifsource is a domain-specific modeling workbench. It is realized as plug-in for the software development environment Eclipse. Actifsource supports the creation of multiple domain models which can be linked together. It comes with a UML-like graphical editor to create domain-specific languages and a general graphical editor to edit structures in the created languages. It supports code generation using user-defined generic code templates which are directly linked to the domain models. Code generation is integrated into Eclipse's incremental build process. == Interoperability == Actifsource can use models from other modelling tools by importing and exporting the ecore format which is defined by the Eclipse Modeling Framework. == Licensing policy == There are two versions of actifsource available: The free community edition which can be used freely for non-commercial projects and the enterprise edition which contains additional features. The enterprise edition comes with customer support and maintenance for a limited period of time. This package allows the customers to upgrade to new versions and maintenance releases during their support period.