Social television is the union of television and social media. Millions of people now share their TV experience with other viewers on social media such as Twitter and Facebook using smartphones and tablets. TV networks and rights holders are increasingly sharing video clips on social platforms to monetise engagement and drive tune-in. The social TV market covers the technologies that support communication and social interaction around TV as well as companies that study television-related social behavior and measure social media activities tied to specific TV broadcasts – many of which have attracted significant investment from established media and technology companies. The market is also seeing numerous tie-ups between broadcasters and social networking players such as Twitter and Facebook. The market is expected to be worth $256bn by 2017. Social TV was named one of the 10 most important emerging technologies by the MIT Technology Review on Social TV in 2010. And in 2011, David Rowan, the editor of Wired magazine, named Social TV at number three of six in his peek into 2011 and what tech trends to expect to get traction. Ynon Kreiz, CEO of the Endemol Group told the audience at the Digital Life Design (DLD) conference in January 2011: "Everyone says that social television will be big. I think it's not going to be big—it's going to be huge". Much of the investment in the earlier years of social TV went into standalone social TV apps. The industry believed these apps would provide an appealing and complimentary consumer experience which could then be monetized with ads. These apps featured TV listings, check-ins, stickers and synchronised second-screen content but struggled to attract users away from Twitter and Facebook. Most of these companies have since gone out of business or been acquired amid a wave of consolidation and the market has instead focused on the activities of the social media channels themselves – such as Twitter Amplify, Facebook Suggested Videos and Snapchat Discover – and the technologies that support them. == Twitter == Twitter and Facebook are both helping users connect around media, which can provoke strong debate and engagement. Both social platforms want to be the 'digital watercooler' and host conversation around TV because the engagement and data about what media people consume can then be used to generate advertising revenue. As an open platform, conversation on Twitter is closely aligned with real-time events. In May 2013, it launched Twitter Amplify – an advertising product for media and consumer brands. With Amplify, Twitter runs video highlights from major live broadcasts, with advertisers' names and messages playing before the clip. By February 2014, all four major U.S. TV networks had signed up to the Amplify program, bringing a variety of premium TV content onto the social platform in the form of in-tweet real-time video clips. In June 2014, Twitter acquired its Twitter Amplify partner in the U.S. SnappyTV, a company that was helping broadcasters and rights holders to share video content both organically across social and via Twitter's Amplify program. Twitter continues to rely on Grabyo, which has also struck numerous deals with some of the largest broadcasters and rights holders in Europe and North America to share video content across Facebook and Twitter. == Facebook == Facebook made significant changes to its platform in 2014 including updates to its algorithm to enhance how it serves video in users' feeds. It also launched video autoplay to get users to watch the videos in their feeds. It rapidly surpassed Twitter and by the end of 2014 it was enjoying three billion video views a day on its platform and had announced a partnership with the NFL, one of Twitter's most active Twitter Amplify partners. In April 2015, at its F8 Developer Conference, it revealed it was working with Grabyo among other technology partners to bring video onto its platform. Then in July it announced it would be launching Facebook Suggested Videos, bringing related videos and ads to anyone that clicks on a video – a move that not only competed with Twitter's commercial video offering but also put it in direct competition with YouTube. == TV Time == TV Time is a television dedicated social network that allows users to keep track of the television series they watch, as well as films. It also allows them to express their reaction to the media they have seen with episode specific voting for favorite characters and emotional reaction to episodes, as well as commenting in episode restrictive pages. This way users are able to avoid spoilers while also finding a precise audience and community for each of their interactions, as opposed to bigger, non-television dedicated social medias such as Facebook and Twitter where the likelihood of unintentionally reading spoilers is much higher. TV Time offers an analytics service called "TVLytics" where the votes and reactions collected from users can be studied for research and television production purposes. == Advertising == According to Businessinsider.com, there are variety of applications for social TV, including support for TV ad sales, optimizing TV ad buys, making ad buys more efficient, as a complement to audience measurement, and eventually, audience forecasting and real-time optimization. Social TV data can ease access to focus groups and may create a positive feedback loop for generating ultra-sticky TV programming and multi-screen ad campaigns. == In numbers == Viewers share their TV experience on social media in real-time as events unfold: between 88-100m Facebook users login to the platform during the primetime hours of 8pm – 11pm in the US. The volume of social media engagement in TV is also rising – according to Nielsen SocialGuide, there was a 38% increase in tweets about TV in 2013 to 263m. For the 2014 Super Bowl, Twitter reported that a record 24.9 million tweets about the game were sent during the telecast, peaking at 381,605 tweets per minute. Facebook reported that 50 million people discussed the Super Bowl, generating 185 million interactions. The 2014 Oscars generated 5m tweets, viewed by an audience of 37m unique Twitter users and delivering 3.3bn impressions globally as conversation and key moments were shared virally across the platform. In 2014 the All England Lawn Tennis Club (AELTC), hosts of Wimbledon, used Grabyo to share video content across social. The videos were viewed 3.5 million times across Facebook and Twitter. In partnered with Grabyo again in 2015 and the videos generated over 48 million views across Facebook and Twitter. == Television shows with social integration == Here are some examples of how TV executives are integrating social elements with TV shows: C-SPAN streamed tweets from US Senators and Representatives during the quorum call The Voice had the judges of the program tweet during the show and the posts scrolls on the bottom of the screen. The use of Twitter also led to an increase in viewers. "Glee" Entertainment Weekly created a second screen viewing platform for the Glee season 3 premiere. == Related publications == Erika Jonietz. "Making TV Social, Virtually" MIT Technology Review. (January 11, 2010) AmigoTV (Alcatel-Lucent; Coppens et al.) – 2004 www.ist-ipmedianet.org/Alcatel_EuroiTV2004_AmigoTV_short_paper_S4-2.pdf Nextream (MIT Media Lab, Martin et al.) – 2010 Social Interactive Television: Immersive Shared Experiences and Perspectives (P. Cesar, D. Geerts, and K. Chorianopoulos (eds.)) – 2009 Social TV and the Emergence of Interactive TV – Multimedia Research Group – November 2010 Interactive Social TV on Service Oriented Environments: Challenges and Enablers (May 2011) == Systems == Boxee – acquired by Samsung GetGlue – acquired by i.TV Grabyo KIT digital Miso TV Tank Top TV WiO Xbox Live
List of large language models
A large language model (LLM) is a type of machine learning model designed for natural language processing tasks such as language generation. LLMs are language models with many parameters, and are trained with self-supervised learning on a vast amount of text. == List == For the training cost column, 1 petaFLOP-day equals 1 petaFLOP/sec × 1 day, or 8.64×1019 FLOP (floating point operations). Only the cost of the largest model is shown. The number of parameters is measured in billions, and the training cost is measured in petaFLOP-days. === 2018 === === 2019 === === 2020 === === 2021 === === 2022 === === 2023 === === 2024 === === 2025 === === 2026 ===
Collaborative diffusion
Collaborative Diffusion is a type of pathfinding algorithm which uses the concept of antiobjects, objects within a computer program that function opposite to what would be conventionally expected. Collaborative Diffusion is typically used in video games, when multiple agents must path towards a single target agent. For example, the ghosts in Pac-Man. In this case, the background tiles serve as antiobjects, carrying out the necessary calculations for creating a path and having the foreground objects react accordingly, whereas having foreground objects be responsible for their own pathing would be conventionally expected. Collaborative Diffusion is favored for its efficiency over other pathfinding algorithms, such as A, when handling multiple agents. Also, this method allows elements of competition and teamwork to easily be incorporated between tracking agents. Notably, the time taken to calculate paths remains constant as the number of agents increases.
The Citation Project
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.
Uncertain database
An uncertain database is a kind of database studied in database theory. The goal of uncertain databases is to manage information on which there is some uncertainty. Uncertain databases make it possible to explicitly represent and manage uncertainty on the data, usually in a succinct way. == Formal definition == At the basis of uncertain databases is the notion of possible world. Specifically, a possible world of an uncertain database is a (certain) database which is one of the possible realizations of the uncertain database. A given uncertain database typically has more than one, and potentially infinitely many, possible worlds. A formalism to represent uncertain databases then explains how to succinctly represent a set of possible worlds into one uncertain database. == Types of uncertain databases == Uncertain database models differ in how they represent and quantify these possible worlds: Incomplete databases are a compact representation of the set of possible worlds – the use of NULL in SQL, arguably the most commonplace instantiation of uncertain databases, is an example of incomplete database model. Probabilistic databases are a compact representation of a probability distribution over the set of possible worlds. Fuzzy databases are a compact representation of a fuzzy set of the possible worlds. Though mostly studied in the relational setting, uncertain database models can also be defined in other relational models such as graph databases or XML databases. === Incomplete database === The most common database model is the relational model. Multiple incomplete database models have been defined over the relational model, that form extensions to the relational algebra. These have been called Imieliński–Lipski algebras: Relations with NULL values, also called Codd tables c-tables v-tables === Example === The following table is a relation of an incomplete database, described in the formalism of NULL values: There are infinitely many possible worlds for this incomplete database, obtained by replacing the "NULL" values with concrete values. For instance, the following relation is a possible world:
Clips (software)
Clips is a discontinued mobile video editing software application created by Apple Inc. It was released onto the iOS App Store on April 6, 2017, for free. Initially, it was only available on 64-bit devices running iOS 10.3 or later; as of version 3.1.3, it requires iOS 16.0 or later. Apple describes it as an app for "making and sharing fun videos with text, effects, graphics, and more.". Its final release was on May 9, 2024 before was removed from the App Store on October 10, 2025. == Features == After launching of the app, the user sees the view of the front-facing camera. The app allows the user to create a new clip by tapping on a red record button, or use photos or videos from the device's photo library. Once a clip is recorded, it can be added to a project timeline shown at the bottom of the screen. The user can share their project on social media platforms. The user can also add filters and effects to the project. "Live Titles" (available in several styles) can also be created by dictating to the device.
Relational data stream management system
A relational data stream management system (RDSMS) is a distributed, in-memory data stream management system (DSMS) that is designed to use standards-compliant SQL queries to process unstructured and structured data streams in real-time. Unlike SQL queries executed in a traditional RDBMS, which return a result and exit, SQL queries executed in a RDSMS do not exit, generating results continuously as new data become available. Continuous SQL queries in a RDSMS use the SQL Window function to analyze, join and aggregate data streams over fixed or sliding windows. Windows can be specified as time-based or row-based. == RDSMS SQL Query Examples == Continuous SQL queries in a RDSMS conform to the ANSI SQL standards. The most common RDSMS SQL query is performed with the declarative SELECT statement. A continuous SQL SELECT operates on data across one or more data streams, with optional keywords and clauses that include FROM with an optional JOIN subclause to specify the rules for joining multiple data streams, the WHERE clause and comparison predicate to restrict the records returned by the query, GROUP BY to project streams with common values into a smaller set, HAVING to filter records resulting from a GROUP BY, and ORDER BY to sort the results. The following is an example of a continuous data stream aggregation using a SELECT query that aggregates a sensor stream from a weather monitoring station. The SELECTquery aggregates the minimum, maximum and average temperature values over a one-second time period, returning a continuous stream of aggregated results at one second intervals. RDSMS SQL queries also operate on data streams over time or row-based windows. The following example shows a second continuous SQL query using the WINDOW clause with a one-second duration. The WINDOW clause changes the behavior of the query, to output a result for each new record as it arrives. Hence the output is a stream of incrementally updated results with zero result latency.